trusting the students to guide elements of their conversation.
I've learned some different strategies to facilitate participation in online groups.
Scaffolding is important and instructors should enhance learners' engagement by structuring discussion board so the learners will build collaborative community with each other.
I learned bout a dynamic syllabus. I thinks its a great idea to have it be dynamic and changing with the course. Because every course online will be different and students may collectively learn in a better way or want to learn something not in the original copy, i think its a good idea to be able to add stuff as you go when its to benefit the students learning.
It is important to use all of the web based technology to keep students participating in online discussions. Utilize scaffolding so students can learn from prior knowledge, building a dynamic syllabus is important.
I'm seeing the importance of scaffolding and how it can help or hinder the students learning.
I am interested in learning more and implementing wikis as a way to engage small groups in interaction. I am interested in anonymous discussion board posting as a way to potentially draw out quiet students. Al of the methods discussed I can see becoming more intentional about in upcoming courses.
Engouraging collaboration as a tool to foster a sense of beloging in the classroom is a great idea!
Not enough can be said about producing a great syllabus. The syllabus can often times set the tone for how the students feel about the course and their involvement in it. Also developing a program with as many creative ways of having students interact is important because student learn from each other a lot. The more they can interact, the more likely they will enjoy the course as well as learn from each other.
Scaffolding includes utilyzing previous learning.
The use of web base tools gives the instructor a wider range of material
Students must have a dynamic syllabus that lays out all the course objectives to increase student outcomes and add requirements for the student to ask questions on a discussion blog instead of directly emailing the teacher. The students will benefit from the question, and the teacher won't be inundated by continuous emails from students with the same questions.
Having taught Online courses for several years I have found in each year of teaching one critically important item is a well developed syllabus for the course.
In this module more clarification on the concept of "scaffolding" was insightful.Poor scaffolding can create poor learning.
Maintaining an LBO database saves time becuse the course developer can quickly find, sort, locate, and upload content to use in multiple courses
I was introduced to the terminolgy of scaffolding. Something I try to build in my course by encouraging students to post bios and replying to them with information about myself. I also provide many routes of I2S contact for students to use whichever is more comfortable.
I like the Dynamic Syllabus as it provides me to help studentsnavigate through the course
Approaching the online syllabus as a living document, changing with the needs of the students, will create a more dynamic and interactive experience for them.
It's important for an online instructor to create a class syllabus. The syllabus provides students with an outline summary of the course topics. A syllabus typically provides specific information about your course, the textbook or books you'll be using, what's expected of the students, class assignments, due dates, grading system, projects, rules for extensions, etc. Your syllabus should be available to students electronically and the syllabus will become dynamic across time, as materials are added or removed, edited or rearranged and see the important components separately.
The instructor also needs to use effective communications, it's important for the success of each student. As your course begins, you should pay attention to how each student communicate with you and other students and how much they are participating in discussions. There are multiple channels of communication; instructor to student (I2S), student to instructor (S2I), student to student (S2S), instructor to group (I2G), group to instructor (G2I), and group to group (G2G). The S2S (student to student), S2I (student to instructor), and I2S (instructor to student) channels include the aspect of students working in groups.
It is best to help students build on their own prior experiences so they can relate content to previous understanding
