Help by identifying areas of agreement and disagre.
Assist with reaching consensus
Motivating to participate
Be clear about the purpose
Make your expectation explicit
Be clear about length
Deadlines should be clearly outlined
Indicate number of postings
Define what constitute an acceptable response
Assign students to be moderators
Bring online conversation into F2F class
Examples of questions
What do you see as the two key points made in the lecture and how do they relate to your own experience?
If you had to prioritise the three main points of the lecture, how would rank them in terms of importance and why?
Select one of the lecture points and offer an alternative perspective in two or three sentences
Post eReadings + specific questions
Rubric for asynchronous web activity 5 4 3 2 1 information posting Student has 3+ postings of new information / breaks info to be learned into digestible chunks Student has 2+ postings of new information / follows lead of another in breaking info into chunks Students has 1 posting of new information / only posts information to complete assignment Student posts 1 new piece of info incompletely or inaccurately / does not post new info group dialogue Communicates with others effectively, clearly, and respectfully / attempts to motivate group discussion with new and creative approaches / uses text support where appropriate Communicates with others / respectfully references at least 1 colleague; does not disrupt flow of group discussion / limited use of text support Limited communication with others / re-words or repeats others' posts or does not reference any specific colleagues / little to no text support Makes limited effort to engage with the group / may post off-topic / no references to text mechanics and style post is of appropriate length / effective word choice & sentence structure gives unique individual voice post is of inappropriate length / word choice and sentence structure contribute to an appropriate & effective voice word choice & sentence structure show little variety, diminishing sense of voice word choice & sentence structure interfere with meaning / voice is overly informal organization and timing post is on time and helps format organization of discussions post is on time and organized in format post is late or somewhat organized in format post is late; format obscures or prevents understanding of post 10 - 9 8 - 6 5 - 3 2 - 0 presentation Uses strong supports to present information clearly and accurately with creative flair Uses supports to present accurate and understandable information Uses limited supports to present information, but somewhat confused or muddled Does not use supports in presentation / information is not understandable Created by Colleen Ites with sections taken from "Sample Blog Post Rubric" by Stacy Kitsis, English Journal, November 2008 (34).
Garrison, D. R., and T. Anderson . 2003. E-Learning in the 21st century: A framework for research and practice. London: Routledge Falmer.
Salmon, G . (2002) E-tivities: The Key to Active Online Learning, London, RoutledgeFalmer http://www.atimod.com/e-tivities/5stage.shtml (Accessed 22 March 2010)
Davie, L. (1989) ‘Facilitation techniques for the on-line tutor’, in Mason, R. and Kaye, A. (eds) Mindweave: Communication, Computers and Distance Education (online) Pergamon Press, Oxford, Chapter 6. pp. 74-85.
Feenberg, A. (1989) ‘The Written World: On the Theory and Practice of Computer Conferencing’ (online), in Mason, R. and Kaye, A. (eds) Mindweave: Communication, Computers and Distance Education Pergamon Press, Oxford. Chapter 2. pp 22-39.
Harasim, L. (1989) ‘On-line education: a new domain’ (online), in Mason, R. and Kaye, A. (eds) Mindweave: Communication, Computers and Distance Education , Pergamon Press, Oxford. Chapter 4. pp50-62.
Kaye, A. (1989) ‘Computer-mediated communication and distance education’ (online), in Mason, R. and Kaye, A. (eds) Mindweave: Communication, Computers and Distance Education , Pergamon Press, Oxford. Chapter 1. pp 3-21.
Laurillard, D., Stratfold, M., Luckin, R., Plowman, L. and Taylor, J . (2000) Affordances for learning in a non-linear narrative medium (online). Journal of Interactive Media in Education available from: http://jime.open.ac.uk/00/2/laurillard-00-2-paper.html (accessed 22 March 2010)
Rowntree, D. (1999) The tutor’s role in teaching via computer conferencing (online). Available from: http://iet-staff.open.ac.uk/D.G.F.Rowntree/Supporting%20online.htm (accessed 22 March 2010)