Affordances blogs
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Technology affordances like discussion boards and blogs allow for collaborative and self-directed learning. They promote community and support among students by providing social networks and space for reflective practice and sharing ideas. Features like ability to comment, tag posts, and integrate other media encourage participation and make conversations and evolving topics easy to follow. They are advantageous for introverts and those not on campus by providing accessible, flexible learning opportunities.
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Discussion Boards with Online Learning
This document outlines the key elements of effective online discussion boards for student participation and learning. It discusses 5 essential elements: intrinsic motivation, real-life connections, clear guidelines, instructor presence, and quality questions/responses. Benefits include increased critical thinking, participation, and development of class community. Conditions like a conducive learning environment, meaningful questions, and stimulating participation also support online discussions. Structured discussions involve introductions, goal-setting, general discussions, peer feedback, and self-reflection.
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This document discusses communities of practice and reflective practice in teaching. It begins with a poll asking about participation in communities of practice. It then defines communities of practice as groups that share interests and learn from each other through regular interaction. The document discusses four lenses for reflective practice: autobiographical experiences, student perspectives, colleagues' experiences, and literature. It emphasizes continually shaping teaching environments and one's own learning through connection, reflection, and practice improvement. Strategies for engaging students are discussed. The benefits of communities of practice are outlined as sharing, learning together, and advancing practices collectively. Success is indicated by a shared identity and investments in the community.
Padlet affordances table
Padlet allows for easy collaboration between multiple users in real-time or asynchronously. Participants do not need to login, and images, videos, and files can be easily added through dragging and dropping or uploading. Posts are automatically saved and viewable by all. Teachers can use Padlet for activities like KWL charts, brainstorming ideas, organizing concepts into categories, and reflecting on discussions. Privacy settings allow the teacher to control who can view and modify the wall.
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This document reviews the Web 2.0 tools Scoop.It and Blogger and their potential to support online learning communities. Scoop.It allows users to curate topics and share resources. It facilitates collaboration and expanding one's network. Blogger enables easy blogging and linking to other sites. Both tools support anytime learning and discussion to build shared understanding. Examples provided illustrate how blogs in particular can foster online communities for reflection, feedback and knowledge creation among students and educators.
Your Class Blog
The document discusses the benefits of eLearning and classroom blogging. It states that eLearning can assist connections between learners and facilitate shared learning. Blogging provides an authentic audience, motivates engagement, and helps develop skills like collaboration and digital citizenship. Effective blogging involves using tools to teach skills like research, critical thinking, and presentation. Blogging can be used for displaying work, learning in real-time through collaboration, and as a catalyst for learning.
Working Out Loud - Building Communities
A short presentation on the practice of Working Out Loud (inspired by John Stepper), and how it can help us to connect, communicate, collaborate and build communities... In this case, the community of practice for IAF (International Association of Facilitators) to spread the practice of facilitation.
Brainstorming - A Class Session Design Guide
Brainstorming - A Class Session Design GuideCenter for Teaching & Learning - University of Minnesota
Brainstorming is a cooperative approach in which a number of people collectively agree upon a solution after all of their ideas are brought forth and discussed. Ideally, more people in a group can lead to more ideas being generated. Groups should consist of students who vary in experiences, backgrounds, knowledge and academic disciplines. It is important to provide some form of follow-up to the brainstorming session as a sort of follow-through to support student effort. Brainstorming sessions allow individual students’ voices to become one with the group’s voice. Explain that as part of this course all students are expected to bend a little which may have them participating in activities which might make them uncomfortable.Final assignement federica biglino
This document outlines the plans for an online group for primary and secondary science teachers to share ideas and resources for teaching science through hands-on experiences. The group will have over 200 members divided into three subgroups based on school level. Over the course of one year, members will participate in discussion forums, blogs, and group projects. They will share lesson plans, videos, and other materials using Google Drive, Dropbox, or their school's eTwinning platform. Regular topics will be assigned every 6-8 weeks to focus the discussions. A moderator will monitor discussions and ensure all members are engaged. Evaluations using polls and surveys will provide feedback on the resources and modules shared during each topic period.
Meta e learning presentation for imoot
Moodle is an open source learning management system that is customizable and flexible. It provides various tools to disseminate information, facilitate communication and interaction, and assess student learning. The document analyzes several Moodle tools (e.g. forums, wikis, quizzes) based on their ease of use, ability to transfer information, facilitate assessment and collaboration. It provides guidance on selecting the appropriate tool based on the instructor's pedagogical needs and goals for a given learning activity.
Affordances analysis
This document analyzes the technical features, affordances, and pedagogical uses of various technologies including audio, video, wikis, and blogs. It describes how these technologies can be used for collaborative projects, community education, counseling education, and reflective assessments. Features like file sharing, embedding, asynchronous access, and editing allow these technologies to support constructivist learning approaches and connect students across distances.
Mozilla/Creative Commons Open Education Course - Seminar 1
Seminar 1 slides from the Mozilla / Creative Commons Open Education course. See course outline here: wiki.mozilla.org/Education/EduCourse/Outline
Affordances of blogging
Blogging provides several affordances for pedagogy and learning. It allows for connectivity between individuals and communities with shared interests through discussion threads and commenting features. This encourages student reflection, problem solving, critical thinking, and technology fluency. Blogging also affords embedding various resources like images, video and audio to support student understanding and aid collaborative work between lecturers and students. The open access of blogs promotes inclusion of minority voices and those from low socioeconomic backgrounds.
Group discussion in_engage
Group discussions are an important teaching approach that support student-centered learning. To make group discussions effective, teachers should carefully decide on topics, set structured tasks, and form diverse groups of 3-4 students. Teachers should also establish ground rules, provide discussion skill exercises, and support discussions by listening in and addressing any problems that emerge. Moving between small group and whole class discussions helps students feel valued and deepens understanding of different viewpoints.
Ideas and tips db
The document provides tips for using discussion boards effectively in online courses. It recommends requiring participation and grading both quantity and quality of responses. It also suggests forming learning teams to facilitate social interaction and connection. Additionally, it advises giving students engaging topics that relate to their interests and experiences, and structuring activities around course objectives to avoid digression. Finally, it recommends requiring a final assignment that integrates information from discussions and involving faculty to provide feedback and steer students towards quality work.
Opening up education
This document discusses learning design, which involves planning educational activities and sequences to achieve learning objectives. It can be applied to both online and in-person instruction. Learning design consists of specifying objectives, participants, activities, and task procedures. When used digitally, it also involves configuring tools and resources. Learning design aims to improve education through innovative and flexible pedagogical approaches that engage both teachers and students. It allows for sharing experiences and discussions around instructional techniques.
Online Instruction - Cheat Sheet
The document discusses principles of effective online pedagogy, including interactivity, presence, and engaging students in content. It emphasizes the importance of interaction between students and instructors. Discussions should demonstrate presence, relevance to content, understanding of topics, and building community. Instructors can provide prompts to guide productive discussions and evaluate them using a discussion portfolio approach.
E learning Goes Social
E-learning can be an isolating experience, but combining it with social learning improves student outcomes. The document describes a pilot course that combined online modules, webinars, assignments, and a learning network. Students completed assignments and gave feedback on a blog. Webinars provided instruction and discussion. The learning network allowed peer-to-peer learning through forums, blogs, and collaborating on assignments. Evaluations found the social approach motivated students and the support of instructors and peers helped with completion rates. The model showed potential for flexible, worldwide training while reducing isolation in online learning.
Similar to Affordances blogs (20)
Mozilla/Creative Commons Open Education Course - Seminar 1
Mozilla/Creative Commons Open Education Course - Seminar 1
Affordances blogs
- 1. Features of the Technology Affordances (activities and practice) Affordances (examples of pedagogy and designs) Can be “private”, open to a select group or open to all. Encourage conversations with discussion boards (collaboration)’ Great for introverts who may not feel confident in a class setting. Advantages for those who are not on campus Promotes a community of practice. Allows for reflective practice Allows for comments/feedback on posts Cognitive dimension -blogs allow the student to explore an area/topic fully. Blogs allow for self reflective learning and sharing content with peers and support critical and creative thinking. Social Dimension – Collaborative learning (working in groups) Self-directed Learning – allows for reflective practice Social Support– provides a social network and support amongst students. Can follow conversations easily Sharing of ideas. Easy to see how a topic “evolves” and change over time Most recent posts are located at the top Easy to update and keep current. Ability to tag Help with organising posts when searching Encourages participation Allows for comments/feedback on posts Can set up an account easily Encourages everyone to use especially those who may be reluctant to use this type of technology Able to collect and discuss artefacts. Provides evidence of learning through the collection of artefacts (portfolio assessment) Can integrate other mediums. Ability to embed videos, photos, graphs, diagrams etc..to enhance learning.