六合彩-香港六合彩

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,香港六合彩凭什么喊妈?
我妈怜惜地摸着小花的头,极其喜欢的说:这孩子真懂事,三子要象你就不要我*心了……小花真不知道累,到了我家也不歇歇,拿起笤帚就扫地,看见抹布就抹桌,还要帮我妈烧饭烧菜,我妈心疼地说:小花,你去歇着,大热天的.说着又叫我道:拿把扇子给小花,切个西瓜给香港六合彩降降温.
我一手拿刀一手拿扇子,明晃晃的水果刀在小花面前好象是有所目的,引得小花连声问:三哥,你拿刀的姿势好吓人哟!我嘿嘿一笑,我是拿来切西瓜的嘛,又不是切你,别怕.西瓜被我三下五除二切成几大块,我对小花说,吃,吃,别客气,自己动手……小花反倒拿起一块大的递给我说,你吃你吃,我吃不掉这么多.我说我不渴不想吃,小花说我不吃香港六合彩也不吃,好象我是来的客人一样,主人在逼着客人吃西瓜.我接过西瓜时,小花又拣了一大块跑到厨房送给我妈,经过一番拉扯后终于让我妈做了臣服,最后小花才拿起一小块啃了起来.
小花拍马屁的工夫可谓一流,我妈根本经不住香港六合彩糖衣炮弹,几

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六合彩-香港六合彩

  1. 1. TWO-WAY COMMUNICATION: ELECTRONIC DISCUSSIONS CHAPTER SIX THE POWER OF eLEARNING Workshop Presentation Friday, June 30, 2006 By: Khadijah O. Miller, Ph.D. Department of Interdisciplinary Studies
  2. 2. Overview of Presentation/ Chapter 6 <ul><li>Electronic Discussions (overview) </li></ul><ul><li>Forums </li></ul><ul><li>Chats </li></ul><ul><li>Planning and Administering Discussions </li></ul><ul><li>Facilitating Discussions </li></ul><ul><li>Types of Discussions </li></ul><ul><li>Examples from Khadijah Miller’s experiences </li></ul>
  3. 3. Electronic Discussions <ul><li>Electronic Discussions are among the most powerful communication tools in elearning. </li></ul><ul><ul><li>Promote Critical Thinking </li></ul></ul><ul><ul><li>Promote Active Learning </li></ul></ul><ul><ul><li>Promote/Encourage Higher Levels of Bloom’s Taxonomy (in particular, application, analysis, synthesis and evaluation). </li></ul></ul>
  4. 4. Electronic Discussions <ul><li>Definition: </li></ul><ul><ul><li>A two-way communication used in elearning; allows students to engage each other and/or the instructor in interactive learning in the “timeless” virtual world of the Internet. </li></ul></ul><ul><li>Types: Synchronous and Asynchronous AKA, Forums and Chats </li></ul>
  5. 5. Electronic Discussions: Forums and Chats <ul><li>Forums are ordinarily asynchronous (which removes the element of time constraints— “anytime, anyplace” learning). </li></ul><ul><li>Chats are synchronous (meaning that everyone meets ‘virtually’ at the same time, regardless of location). </li></ul>
  6. 6. Benefits of Discussions: Forums <ul><li>Support Convenient communication </li></ul><ul><ul><li>As well as encourage active learning </li></ul></ul><ul><li>Encourage thoughtful responses </li></ul><ul><ul><li>As well as provide additional time for reflection, analysis and proofreading </li></ul></ul><ul><li>Build community </li></ul><ul><ul><li>As well as develop valuable interactive skills </li></ul></ul><ul><li>Create a permanent record of student responses </li></ul><ul><ul><li>As well as assist in measurement and assessment of facilitating skills </li></ul></ul>
  7. 7. Challenges of Discussions: Forums <ul><li>Lack of Human Contact </li></ul><ul><li>Time Requirement </li></ul><ul><li>Students with Poor Attitudes (in course site or classroom) </li></ul><ul><li>Students with poor writing, spelling and grammatical skills </li></ul><ul><li>Fear of Public writing </li></ul><ul><li>Number of Participants </li></ul><ul><li>Work load—Facilitator Frustration </li></ul><ul><li>Technical Difficulties </li></ul>
  8. 8. Netiquette, Emoticons and Acronyms <ul><li>Netiquette: a term commonly associated with two-way computer communications; basically etiquette for the Net. </li></ul><ul><ul><li>Provides guidelines about what is acceptable and non-acceptable behavior in electronic discussions and similar communication transactions, e.g., email. (see page 126, figure 6.3) </li></ul></ul>
  9. 9. Netiquette, Emoticons, and Acronyms <ul><li>Emoticons: symbols used to convey emotions in online communications. Don’t suggest we use—need to maintain an academic setting. (see pg. 127, figure 6.4) </li></ul><ul><li>Acronyms: simply, an abbreviation for a phrase or clause. Don’t suggest we use—except for common terms, e.g., NSU or ASAP, not CUL8R. (see pg. 127, figure 6.5) </li></ul>
  10. 10. Facilitating, Planning and Administering Electronic Discussions <ul><li>A Successful Discussion </li></ul><ul><li>is A </li></ul><ul><li>Well-Planned Discussion </li></ul>
  11. 11. Facilitating, Planning and Administering Electronic Discussions <ul><li>Explain expectations, appropriate and inappropriate responses </li></ul><ul><li>Provide clear instructions for each discussion </li></ul><ul><li>Phrase topics and questions clearly </li></ul><ul><li>Establish and enforce policies (length, deadline/dateline, credit, etc.) </li></ul><ul><li>Alert students to time expectations </li></ul><ul><li>Give assignments realistically and relative to workload. </li></ul>
  12. 12. Categories of Discussion Topics <ul><li>To promote critical thinking </li></ul><ul><li>To summarize and clarify </li></ul><ul><li>To introduce or prepare for new topics/subjects </li></ul><ul><li>FAQ Discussions </li></ul><ul><li>Homework Discussions </li></ul><ul><li>Get Help/Online Tutoring (student/student and facilitator/student) </li></ul>
  13. 13. Categories of Discussion Topics <ul><li>Homework discussions </li></ul><ul><li>Guest speaker discussions </li></ul><ul><li>Mentoring discussions </li></ul><ul><li>Field Experience discussions </li></ul><ul><li>Small Group Meeting discussions </li></ul><ul><li>Discussions to quiz students </li></ul><ul><li>Discussions for role-play </li></ul><ul><li>“Water fountain” discussions </li></ul>
  14. 14. Examples of Electronic Discussions <ul><li>Some Favorites: </li></ul><ul><ul><li>Emogene Vaughn-Johnson’s discussion boards for intellectual wellness—includes a spiritual café and student-to-student tutoring/study sessions. </li></ul></ul><ul><ul><li>Enrique Zapatero’s live chat discussions—5 hours once a week—with graphs, power points and soon to add audio! </li></ul></ul>
  15. 15. MORE Examples of Electronic Discussions <ul><li>Khadijah Miller’s weekly discussion boards (serves as homework assignments) </li></ul><ul><ul><li>Discussion Boards also include “Getting to Know You” board, FAQ Board, Wrap Up board, and “Purely discussion” board (student directed to post what they want). </li></ul></ul><ul><li>Live chats are 3-4 per semester, used as review sessions, to introduce new topics, and “touch base” with students who may feel disconnected. </li></ul>
  16. 16. What Do You Think? <ul><li>Questions, Answers, Comments… </li></ul><ul><li>Thank you for Your Attention! </li></ul>

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