Consider what it is you want to do , then consider how the technology can accommodate (not dictate) your teaching desires.
Create a map of your map (that is, your syllabus).
Determine what elements must be delivered f2f and what can be done equally well or better online. At the same time imagine what you could do online that can’t be done with a “traditional” delivery method.
Create a map of what will happen when students go online.
Here is an example of what students might do to complete peer critiques.
Enter WebCT Click on Discussions Find and click on group Locate thread entitled “ Peer Critique 1” Read directions
Shhh, Students are Still Working Post draft Wait until all drafts are posted, then download group members’ drafts from discussions Download peer critique questions from “ week 6 assignments” Complete peer critique by typing in answers to questions and inserting comments Go back to discussions and upload the peer critiqued drafts
Much of the scholarship concerning computers and writing makes the assumption that collaboration is a sound theory that leads to good pedagogy: it improves student learning; it improves student writing.
We found a considerable amount of research focused on the how of collaborative learning, but very little about the why and began to wonder if we in fact need to ask why.