Interaction!<br />
Online Interaction<br />Student/Instructor<br />Student/Student<br />Student/Self Reflection<br />Student/Content<br />Lyn...
Finding a Balance<br />High Output – High Quality<br />Low Output – Low Quality<br />
The Foundation<br />Welcome/greeting<br />Expectations for participation<br />Timely feedback<br />Visibility in the cours...
Student-Student Interaction<br />Introducing themselves to their classmates<br />Negotiating the content<br />Completing a...
Avoids disorientation<br />Allows students to “get to know you”<br />Allows you to connect with students as you would in a...
Student Introductions<br />
Participation<br />
Participation<br />Establish Firm Criteria for frequency of engagement<br />Apply criteria at intervals that students expe...
A Sample Participation Rubric<br />Candidate makes posts to Critical Friends groups and/or Reading Groups four days during...
Students deserve a safe classroom space!<br /><ul><li>Assess
Address
Be Visible
Organize
Be Predictable</li></li></ul><li>Setting Expectations<br />10 Rules of Netiquette<br />Rule 1: Remember the Human<br />Rul...
Quick Feedback=Motivated Online Learners<br />
Timely Feedback<br />A maximum of 7 days for assignment feedback<br />A maximum of 7 days for participation feedback<br />...
Get Smart!<br />Think about outcomes rather than content<br />“Chunk” large assignments<br />Feel good about quality over ...
Building for persistence and the negotiation of knowledge<br />Small, manageable groups (3-4 per group)<br />Predictable s...
Negotiating Content<br />Reading Groups (3-4 people per group)<br />Student Driven – Instructor Facilitated<br />Options<b...
Peer Support<br />Critical Friends Groups<br />Multiple group members – one product per member<br />Acts as a support grou...
Take a Moment<br />
“Chunking” Large Assignments<br />Consider requiring only 3-5 pages per assignment<br />Focus on Concepts rather than disc...
Interaction with Content<br />From the Connected Learner<br />http://www.youtube.com/watch?v=XwM4ieFOotA<br />
Take a Moment<br />
Being Visible: Sample Schedule<br /><ul><li>Monday and Tuesday: Review student postings
Wednesday: Response to each group
Thursday: Reaction to any group responses OR new response to groups or individuals
Friday: Group discussion ends
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Interaction!

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Interaction!

  1. 1. Interaction!<br />
  2. 2. Online Interaction<br />Student/Instructor<br />Student/Student<br />Student/Self Reflection<br />Student/Content<br />Lynch, M. M. (2002). The Online Educator: A Guide to Creating the Virtual Classroom. New York: RoutledgeFalmer.<br />
  3. 3. Finding a Balance<br />High Output – High Quality<br />Low Output – Low Quality<br />
  4. 4. The Foundation<br />Welcome/greeting<br />Expectations for participation<br />Timely feedback<br />Visibility in the course<br />Availability for questions and clarification<br />Expectations for support<br />
  5. 5. Student-Student Interaction<br />Introducing themselves to their classmates<br />Negotiating the content<br />Completing assignments<br />Student Lounge<br />
  6. 6. Avoids disorientation<br />Allows students to “get to know you”<br />Allows you to connect with students as you would in a traditional classroom<br />A Warm Welcome to the Course<br />
  7. 7. Student Introductions<br />
  8. 8. Participation<br />
  9. 9. Participation<br />Establish Firm Criteria for frequency of engagement<br />Apply criteria at intervals that students expect (weekly)<br />“Teach” students the rubric or checklist<br />Give students a low risk opportunity to adjust to the requirements<br />Affirm behavior which meets the requirements publically (e.g. this is a great example of integrating real world experiences into your post!)<br />Expect to address behavior which does not meet requirements privately (in weekly assessment).<br />
  10. 10. A Sample Participation Rubric<br />Candidate makes posts to Critical Friends groups and/or Reading Groups four days during each week (.5 point)<br /> <br />Candidate posts questions and assignments early in the week, so that the group may respond in a timely manner (.5 point)<br /> <br />Candidate posts accurately reflecting reading and/or video materials (.5 point)<br /> <br />Candidate builds on the responses of classmates concerning each question and/or critical friends discussion (.5 point)<br /> <br />Candidate linked the discussion to professional experiences he or she has had concerning reading circle discussions (.5 point)<br /> <br />Candidate was respectful of divergent viewpoints (.5 point)<br /> <br />Suggestions made assist the Critical Friends Group in aligning submitted assignments with Assignment Criteria (.5 point)<br /> <br />The candidate provides Critical Friends suggestions for revision or improvement (.5 point)<br /> <br />Candidate was positive and professional during all interactions with classmates (.5 point)<br /> <br />Candidate met all requirements of Weekly Assignment (.5 point)<br />
  11. 11. Students deserve a safe classroom space!<br /><ul><li>Assess
  12. 12. Address
  13. 13. Be Visible
  14. 14. Organize
  15. 15. Be Predictable</li></li></ul><li>Setting Expectations<br />10 Rules of Netiquette<br />Rule 1: Remember the Human<br />Rule 2: Adhere to the same standards of behavior online that you follow in real life<br />Rule 3: Know where you are in cyberspace<br />Rule 4: Respect other people&apos;s time and bandwidth<br />Rule 5: Make yourself look good online<br />Rule 6: Share expert knowledge<br />Rule 7: Help keep flame wars under control<br />Rule 8: Respect other people&apos;s privacy<br />Rule 9: Don&apos;t abuse your power<br />Rule 10: Be forgiving of other people&apos;s mistakes<br />www.albion.com/netiquette/corerules.html<br />
  16. 16. Quick Feedback=Motivated Online Learners<br />
  17. 17. Timely Feedback<br />A maximum of 7 days for assignment feedback<br />A maximum of 7 days for participation feedback<br />Immediate private response to inappropriate posts<br />Immediate positive response to posts that should be seen as “models”<br />
  18. 18. Get Smart!<br />Think about outcomes rather than content<br />“Chunk” large assignments<br />Feel good about quality over quantity<br />Consider oral presentations rather than papers<br />Use groups to provide critical feedback prior to your review of assignments<br />
  19. 19. Building for persistence and the negotiation of knowledge<br />Small, manageable groups (3-4 per group)<br />Predictable small group discussions<br />Questions <br />Reflection on the reading or other course material<br />Peer assessment of assignments<br />Set expectations for your interaction <br />I will be reading your postings, but will not be participating until all group members have posted initially. I expect you will have completed your initial posts by midnight on Tuesday of each week per the participation rubric.<br />
  20. 20. Negotiating Content<br />Reading Groups (3-4 people per group)<br />Student Driven – Instructor Facilitated<br />Options<br />Students read/research – post 150 word summary and ask open ended questions of each other<br />Students read/research– post in a structured manner and ask open ended questions of each other<br />Students read/research – post a blended narrative and post open ended questions of each other<br />Instructor posts a question – students research/read, respond and ask other open ended questions of each other<br />Others?<br />Key: Assessing Participation and being visible!<br />
  21. 21. Peer Support<br />Critical Friends Groups<br />Multiple group members – one product per member<br />Acts as a support group <br />Proofs papers and provides first tier support for the assignment<br />Collaborative Projects<br />Multiple group members – one product per group<br />Assign roles<br />Build synchronous and asynchronous means of collaboration for the group<br />Allow group members to grade each member’s contribution to the project<br />
  22. 22. Take a Moment<br />
  23. 23. “Chunking” Large Assignments<br />Consider requiring only 3-5 pages per assignment<br />Focus on Concepts rather than discrete facts<br />Consider weekly assessments as formative rather than summative<br />“Interact” with the student through comments in their paper<br />Comment tool in MS Word<br />Track changes<br />
  24. 24. Interaction with Content<br />From the Connected Learner<br />http://www.youtube.com/watch?v=XwM4ieFOotA<br />
  25. 25. Take a Moment<br />
  26. 26. Being Visible: Sample Schedule<br /><ul><li>Monday and Tuesday: Review student postings
  27. 27. Wednesday: Response to each group
  28. 28. Thursday: Reaction to any group responses OR new response to groups or individuals
  29. 29. Friday: Group discussion ends
  30. 30. Sunday: Assignment submission</li></li></ul><li>Save yourself!<br /><ul><li>Use a virtual office (response time: 24 hours)
  31. 31. Set expectations for email (response time: 48 hours)
  32. 32. Set hours for phone calls (3-5 on Monday and Wednesday)
  33. 33. Use Wimba for weekly clarification meetings (8:00-9:00 PM each Monday)
  34. 34. Create a culture of peer assistance
  35. 35. Be visible in the classroom</li></li></ul><li>You aren’t alone!<br />Encourage students to ask each other for help before contacting you<br />Give students “study buddies”<br />Create a “support” link which outlines university support that will be helpful to students<br />
  36. 36. Take a Moment<br />
  37. 37. Student Self-Reflection<br />Post objectives prior to each week’s assignment<br />Journaling/Blogging/ Video Diary – how am I meeting the objectives of the course?<br />Summarizing and posting or emailing – how did the group discussion contribute to meeting the objectives of the course? <br />
  38. 38. Take a Moment<br />
  39. 39. Thank You For Attending!<br />

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