Mod v learning environment
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Mod v learning environment



Creating a ppt for UCG facilitators manual

Creating a ppt for UCG facilitators manual



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Mod v learning environment Presentation Transcript

    On-line Facilitators
    Olga Gonzalez
    Kira Vera
    Priscilla Ubillus
    Jacqueline Ibarra
  • 2. Why create a positive environment
    Creating a positive learning environment will allow your students to feel comfortable, safe and engaged – something that all students deserve. In a classroom where values and roles remain constant and focus is placed on the positive aspects of learning, students will be more open to actively participating in class.
    If they are given the opportunity to become responsible for their own learning, students will be more likely to benefit from the lesson, and thus more likely to be self-motivated.
  • 3. Factors that contribute to positive environment
    Core ideals
    Consisitent standards and values
    Dynamic and engaging
    ground rules early in your relationship with a class is quintessential to your success
    you are responsible for imparting knowledge to students as well learning from them
    The wrap up
    Putting together a course with the above ideas in mind
  • 4. Creating a Positive Learning Environment
    Adult learners: • Require learning to be relevant • Are highly motivated if they believe learning is relevant • Need participation and active involvement in the learning process • Desire a variety of learning experiences • Desire positive feedback • Have personal concerns and need an atmosphere of safety • Need to be recognized as individuals with unique backgrounds, experiences and learning needs • Must maintain their self-esteem • Have high expectations for themselves and their trainer • Have personal needs that must be taken into consideration
  • 5. Building a learning environment online
    Clearly define the purpose of the group
    Create a distinctive gathering place for the group
    Promote effective leadership from within.
    Define norms and a clear code of conduct.
    Allow for a range of member roles.
    Allow for and facilitate subgroups.
    Allow members to resolve their own disputes
  • 6. Consider these questions
    What are some valid measures of community development?
    How can learners be motivated to take part in virtual academic or social community activities?
    What are special features of “forced community” like the Master’s cohort?
    What is the expected/observed life cycle of the Distance Master’s learning community?
    How does this community develop and maintain its history?
    Should the Distance community be integrated with the residential graduate community? If so, in both academic and social ways? If so, how can this be accomplished?
  • 7. More questions to consider
    • How can the community best be mentored?
    What are the different roles for instructors, graduate assistants, volunteers, upper-year IST students, etc?
    What communication/collaboration tools foster the development of a learning community?
    What are the best practices for using existing communication tools in distance education?
    What tool features lend themselves to different aspects of collaboration and community-building?
    How appropriate were the tools chosen for Fall 2000 in terms of collaboration and community formation?
  • 8. Building community in an online learning environment
  • 9. bibliography
    Create a positive learning environment:
    Creating a positive learning environment:
    Building community in an online learning environment: communication, cooperation and collaboration: