Chapter 6: Making the Conversion From Classroom to Cyberspace
* P & P argue that in online teaching and learning there needs to be a paradigm shift (p. 86). In light of what we said in last week’s discussion regarding some of the continuities and similarities between online and face-to-face teaching, what do you think of this view?
* Related to this, they talk about online learning as being a great equalizer eliminating boundaries that exist between cultures, genders, and ages, and also eliminating power differences (p.85). What are your thoughts on this? Would you agree that online learning is somehow more of an equalizer?
* Also, related, i.e., as a piece of their suggested paradigm shift, they argue that faculty must be will to relinquish their “role of power” (p. 85). Again, do you see online learning as necessarily different from face-to-face learning in regard to power?
Tagged: issues of power, paradigm shifts June 25, 2010
In addition to exploring this week’s topic of building community online, please take some time to think about the following questions:
* What are the advantages and disadvantages of using blogs for this type of learning activity?
* What are some other learning activities that might work well in a blog format?
* What might be the benefits and disadvantages of allowing students to customize their blog space?
Tagged: blogs, learning activities June 24, 2010
Chapter 2: Building Community
Palloff & Pratt, like Garrison & Vaughn in our last week’s reading, discuss how cohesive communities are a necessary requirement in online learning. To what extent do you think this is important as it relates to blended learning models and how might you consider laying the groundwork for building community among your students?
Tagged: community June 24, 2010
1. Find the blog post where you want to add a comment.
2. At the bottom of the post, just click on “add comment” on the far left.
3. Complete the boxes for your name, e-mail, and type in the displayed anti-spam word. Then add your comment and click on “submit.”
[Note, if you have already logged into the Commons or this site with your college login and password, you will not be prompted for your name, e-mail address or the anti-spam word.]
4. To respond to another’s comment, click to open the comment and follow the same instructions as above. Add your response in the “leave a comment” box and click “submit.”
Tagged: comments June 24, 2010
Hi,
The recording of today’s (June 24, 2010) Elluminate presentation is now available online. If you were not able to participate in today’s meeting, you may click the link below to access the recorded session.
https://sas.elluminate.com/p.jnlp?psid=2010-06-24.0727.M.92CCA2EB7FB1F7E37EB1AC81AB92A9.vcr&sid=2008175
This link is also available in ANGEL (Content > Session 2 > Elluminate presentation).
Please let me know if you have any question regarding this matter. Thanks.
Chi-Hua
Tagged: Elluminate, presentations June 24, 2010
You can view Josh’s presentation on blogs by watching the recorded Elluminate session or you can download it from this site: http://www.slideshare.net/JMGaul/using-blogs-for-teaching-and-learning
Suzanne
Tagged: presentations June 14, 2010
Welcome to the Discussion Area for Session 2
This site illustrates how a blog can be used to host an online discussion.
It was developed as a learning activity to support the Blended Learning Workshop, which was held over a five week period during June and July 2010. It featured a combination of two face-to-face and three online sessions using ANGEL, Elluminate and an ESC Commons blog.
Faculty from the Hudson Valley, Long Island, Metropolitan centers and Harry Van Arsdale Center for Labor Studies participated in this pilot project to explore the many possibilities for integrating technology into their mentoring practice.
This workshop was developed as a joint project between the Center for Mentoring and Learning and the Academic Technologies group in the Office of Integrated Technologies. For additional information, please contact Suzanne Hayes, Kathy Jelly or Chi-Hua Tseng.
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