Mod v learning environment


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Mod v learning environment

  1. 1. LEARNING ENVIRONMENT<br />On-line Facilitators <br />Olga Gonzalez<br />Kira Vera<br />Priscilla Ubillus<br />Jacqueline Ibarra<br />
  2. 2. Why create a positive environment<br />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.<br />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. <br />
  3. 3. Factors that contribute to positive environment<br />Core ideals<br />Consisitent standards and values<br />Ambience<br />Dynamic and engaging<br />Expectations<br />ground rules early in your relationship with a class is quintessential to your success<br />Relativity <br />you are responsible for imparting knowledge to students as well learning from them<br />The wrap up <br />Putting together a course with the above ideas in mind<br />
  4. 4. Creating a Positive Learning Environment <br />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 <br />
  5. 5. Building a learning environment online<br />Clearly define the purpose of the group<br />Create a distinctive gathering place for the group <br />Promote effective leadership from within.<br />Define norms and a clear code of conduct.<br />Allow for a range of member roles.<br />Allow for and facilitate subgroups.<br />Allow members to resolve their own disputes<br />
  6. 6. Consider these questions<br />What are some valid measures of community development?<br />How can learners be motivated to take part in virtual academic or social community activities?<br />What are special features of “forced community” like the Master’s cohort?<br />What is the expected/observed life cycle of the Distance Master’s learning community?<br />How does this community develop and maintain its history?<br />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?<br />
  7. 7. More questions to consider<br />• How can the community best be mentored?<br />What are the different roles for instructors, graduate assistants, volunteers, upper-year IST students, etc?<br />What communication/collaboration tools foster the development of a learning community?<br />What are the best practices for using existing communication tools in distance education?<br />What tool features lend themselves to different aspects of collaboration and community-building?<br />How appropriate were the tools chosen for Fall 2000 in terms of collaboration and community formation?<br />
  8. 8. Building community in an online learning environment<br />
  9. 9. bibliography<br />Create a positive learning environment:<br />Creating a positive learning environment:<br />Building community in an online learning environment: communication, cooperation and collaboration:<br />