This document provides tips for enhancing interaction in online learning environments. It discusses factors that can both enhance and limit interaction. To enhance interaction, instructors should get to know their audience, make themselves known to students, be available when students need help, and practice clear, consistent, repetitive communication and patience. Factors that can limit interaction include student misconceptions about online learning, different expectations than instructors anticipate, and students' lack of experience developing autonomous learning skills without feedback. The document provides examples from the instructor's experience teaching online Spanish courses.
This document provides guidance on choosing an argumentative topic for a 3000 word paper. It suggests picking a topic that is interesting and important, on which people disagree, and can be narrowly focused. Some example types of argumentative topics are taking a stand on a controversy, evaluating something, or proposing a solution. The document also provides sources for finding topic ideas, such as academic interests, news sites, and discussing topics with professors. Students are warned to avoid topics that are too technical or require too much specialized research.
This document discusses cultural expectations and values in U.S. academic culture compared to other cultures. It notes that U.S. academic culture values interaction, discussion, original thought, analysis and synthesis of information, and direct communication. It contrasts this with other cultural approaches like rote memorization, lecture style, pre-established classes, and indirect communication. The document then discusses additional difficulties international students may face, such as different definitions of academic honesty. It provides examples of academic misconduct and recommends resources for students to help avoid plagiarism and other issues.
Dr. TJ Farler presented on the future of education. He discussed challenges like global competition, outsourcing of jobs, and lack of an educated workforce in the US. He also discussed opportunities like using new technologies to customize learning for each student. Farler emphasized that educators need more time for planning collaborative lessons incorporating students' use of technology. Overall, he argued that the most important factor is engaging teachers and students through collaborative, challenging, and inquiry-based learning that cultivates curiosity.
El documento presenta información sobre las nuevas tecnologías educativas y la web social. Explica características como la comunicación entre muchos, la transparencia y la colaboración. También describe herramientas como Edmodo que permiten compartir información y comunicarse. Finalmente, ofrece recomendaciones como integrar tecnología gradualmente y desarrollar ejemplos para quienes se inician.
Este documento describe varias herramientas y estrategias para incorporar la web social en la enseñanza del español como lengua extranjera, incluyendo blogs para diarios de reflexión, marcadores sociales para organizar fuentes de investigación, y wikis como espacios de aprendizaje dinámico. También proporciona ejemplos del uso de estas herramientas y recomendaciones para los profesores.
Este documento resume las tendencias emergentes del eLearning en EE.UU. Se divide en 3 secciones: 1) Dónde estuvimos analiza los informes Horizon de 2004-2012. 2) Dónde estamos examina el uso actual de las redes sociales entre estudiantes y profesores. 3) Dónde podríamos estar explora posibles roles futuros para estudiantes, profesores y sistemas educativos.
Este documento presenta un resumen de tres oraciones del documento proporcionado:
El documento discute el uso de la tecnología en la educación y más allá del aula, señalando las oportunidades y desafíos que plantea como el apoyo al aprendizaje autónomo a lo largo de la vida y la necesidad de que los profesores cedan parte del control sobre el proceso de enseñanza. También proporciona ejemplos de aprendizaje colaborativo dentro y fuera del aula utilizando las tecnologías y re
Wikis y otros recursos 2.0 para el trabajo colaborativo
El documento describe las wikis y su uso para el trabajo colaborativo en educación. Las wikis permiten que múltiples usuarios editen páginas web de forma colaborativa. En educación, las wikis pueden usarse para publicar materiales del curso, crear espacios de colaboración para estudiantes, monitorear el trabajo de los estudiantes, y proporcionar comentarios. Las wikis también pueden integrarse gradualmente en cursos para fomentar la participación de los estudiantes.
Este documento resume las principales tendencias en innovación y e-learning en Estados Unidos. Brevemente describe el crecimiento del uso de Internet y dispositivos móviles, así como plataformas y herramientas populares de la Web 2.0 como Google Apps y wikis. También analiza iniciativas universitarias en el uso de estas tecnologías y redes sociales como Facebook para mejorar la educación. Finalmente, propone que los educadores deben enfocarse en un aprendizaje más abierto, social, dinámico y centrado en el estudiante.
Este documento describe los conceptos y modelos de la educación personalizada en Estados Unidos. Explica que la educación personalizada combina la formación dentro y fuera del aula tradicional mediante un programa diseñado para cada estudiante. También discute los factores que promueven y limitan la interacción personalizada, y proporciona ejemplos de herramientas tecnológicas y estrategias que pueden usarse para lograr una educación más personalizada.
The document discusses using social media tools to engage students more effectively in learning. It provides examples of how the instructor incorporated social media like wikis, blogs, and photo sharing in two Spanish language courses. Surveys of students' digital skills showed variation within generations. Strategies included adapting assignments, providing technology choice, and discussing privacy/copyright. Benefits were more student control, personalized learning, and reflecting on digital literacy issues. Limitations included tool malfunctions and not all students addressing discussed topics.
ELE 2.0: las redes sociales al servicio del aprendizaje del español como leng...
Este documento describe cómo las redes sociales pueden usarse para mejorar el aprendizaje del español como lengua extranjera. Explica que las redes sociales permiten la colaboración entre estudiantes, profesores y hablantes nativos fuera del aula. También discute consideraciones pedagógicas como establecer expectativas realistas y conocer a la audiencia. El documento concluye que las redes sociales pueden ser una herramienta útil si se usan de manera estratégica y centrada en el aprendizaje.
Tendencias Emergentes del eLearning en EE.UU. 2014
Este documento resume las principales tendencias emergentes en el eLearning en EE.UU. Señala que las instituciones educativas deben innovar para satisfacer las necesidades de un alumnado más diverso y móvil, así como de una sociedad que exige nuevas destrezas. También destaca que muchos estadounidenses creen que los estudiantes deberían recibir créditos por demostrar el dominio de una materia y no solo por el tiempo en clase.
Este documento presenta un resumen de tres oraciones de un documento sobre una conferencia internacional sobre narración digital. El documento describe una metodología de autoestudio y mentoría reversible para mejorar la formación de asistentes de enseñanza mediante la colaboración entre una mentora y un asistente de enseñanza en el desarrollo e impartición de un curso universitario. El estudio está en curso y los primeros resultados muestran un aumento de la confianza y la colaboración entre las partes, así como el desarrollo conjunto de nuevos
This document discusses using RSS feeds and social networking tools to address challenges in second language learning. It provides examples of how RSS-based projects can help students improve language skills like writing, manage content from various sources, and work at different levels while addressing affective needs through collaboration. RSS allows students to access authentic materials, track progress, and form an online learning community that exposes them to real language use.
1) El documento presenta información sobre el uso de Twitter para la comunicación y formación. 2) Explica conceptos básicos de Twitter como tuits, seguidores, cronologías y herramientas como TweetDeck y Hootsuite. 3) Discutes escenarios para el uso de Twitter con fines institucionales, profesionales y educativos en el aula.
Expocampus 2016. Nuevas tendencias en del elearning en EE. UU.
Conferencia plenaria en EXPOCAMPUS 2016. Madrid, Casa del Lector. Texto disponible en https://www.scribd.com/document/358024860/EXPOCAMPUS-2016textocharla
This document discusses media literacy and how its definition has evolved over time. It defines media literacy in 1992 as the ability to access, analyze, evaluate and create media, while today's definition adds "participate." This reflects newer media's emphasis on participation through things like social media. The document also discusses a growing generation gap, as today's youth rely more on technologies like Google for information versus older generations. It suggests this could hamper understanding between generations regarding media.
Design is the New Black - How to integrate thoughtful learning design in soci...Stella Lee
This document discusses integrating learning design into social media for higher education. It begins by outlining trends in social media usage in Canada, noting high rates of participation. This raises implications for marketing, teaching and learning, professional development, and research in higher education. The document then discusses balancing user experience and learner experience in design. It proposes five principles for learning design in social media: balancing user and learner experience; ensuring scalability and evolvability; allowing for both producers and spectators; enabling multiple ways to share and connect; and incorporating an "undo" function. Finally, it discusses the importance of digital literacy skills like attention, participation, critical consumption, collaboration, and network awareness.
Using Social Media for Peer Feedback in a Translation ClassBenoît Guilbaud
These are the slides from a presentation I gave on 27th January 2012 at the LLAS e-learning symposium. Watch the (upcoming) video at http://www.llas.ac.uk/events/archive/6395
This document provides guidance on choosing an argumentative topic for a 3000 word paper. It suggests picking a topic that is interesting and important, on which people disagree, and can be narrowly focused. Some example types of argumentative topics are taking a stand on a controversy, evaluating something, or proposing a solution. The document also provides sources for finding topic ideas, such as academic interests, news sites, and discussing topics with professors. Students are warned to avoid topics that are too technical or require too much specialized research.
Understanding US academic expectations Ginnie Sadil
This document discusses cultural expectations and values in U.S. academic culture compared to other cultures. It notes that U.S. academic culture values interaction, discussion, original thought, analysis and synthesis of information, and direct communication. It contrasts this with other cultural approaches like rote memorization, lecture style, pre-established classes, and indirect communication. The document then discusses additional difficulties international students may face, such as different definitions of academic honesty. It provides examples of academic misconduct and recommends resources for students to help avoid plagiarism and other issues.
Dr. TJ Farler presented on the future of education. He discussed challenges like global competition, outsourcing of jobs, and lack of an educated workforce in the US. He also discussed opportunities like using new technologies to customize learning for each student. Farler emphasized that educators need more time for planning collaborative lessons incorporating students' use of technology. Overall, he argued that the most important factor is engaging teachers and students through collaborative, challenging, and inquiry-based learning that cultivates curiosity.
Edmodo y otras herramientas 2.0 para la educaciónEsperanza Román
El documento presenta información sobre las nuevas tecnologías educativas y la web social. Explica características como la comunicación entre muchos, la transparencia y la colaboración. También describe herramientas como Edmodo que permiten compartir información y comunicarse. Finalmente, ofrece recomendaciones como integrar tecnología gradualmente y desarrollar ejemplos para quienes se inician.
Este documento describe varias herramientas y estrategias para incorporar la web social en la enseñanza del español como lengua extranjera, incluyendo blogs para diarios de reflexión, marcadores sociales para organizar fuentes de investigación, y wikis como espacios de aprendizaje dinámico. También proporciona ejemplos del uso de estas herramientas y recomendaciones para los profesores.
Este documento resume las tendencias emergentes del eLearning en EE.UU. Se divide en 3 secciones: 1) Dónde estuvimos analiza los informes Horizon de 2004-2012. 2) Dónde estamos examina el uso actual de las redes sociales entre estudiantes y profesores. 3) Dónde podríamos estar explora posibles roles futuros para estudiantes, profesores y sistemas educativos.
Este documento presenta un resumen de tres oraciones del documento proporcionado:
El documento discute el uso de la tecnología en la educación y más allá del aula, señalando las oportunidades y desafíos que plantea como el apoyo al aprendizaje autónomo a lo largo de la vida y la necesidad de que los profesores cedan parte del control sobre el proceso de enseñanza. También proporciona ejemplos de aprendizaje colaborativo dentro y fuera del aula utilizando las tecnologías y re
Wikis y otros recursos 2.0 para el trabajo colaborativoEsperanza Román
El documento describe las wikis y su uso para el trabajo colaborativo en educación. Las wikis permiten que múltiples usuarios editen páginas web de forma colaborativa. En educación, las wikis pueden usarse para publicar materiales del curso, crear espacios de colaboración para estudiantes, monitorear el trabajo de los estudiantes, y proporcionar comentarios. Las wikis también pueden integrarse gradualmente en cursos para fomentar la participación de los estudiantes.
Este documento resume las principales tendencias en innovación y e-learning en Estados Unidos. Brevemente describe el crecimiento del uso de Internet y dispositivos móviles, así como plataformas y herramientas populares de la Web 2.0 como Google Apps y wikis. También analiza iniciativas universitarias en el uso de estas tecnologías y redes sociales como Facebook para mejorar la educación. Finalmente, propone que los educadores deben enfocarse en un aprendizaje más abierto, social, dinámico y centrado en el estudiante.
Este documento describe los conceptos y modelos de la educación personalizada en Estados Unidos. Explica que la educación personalizada combina la formación dentro y fuera del aula tradicional mediante un programa diseñado para cada estudiante. También discute los factores que promueven y limitan la interacción personalizada, y proporciona ejemplos de herramientas tecnológicas y estrategias que pueden usarse para lograr una educación más personalizada.
The document discusses using social media tools to engage students more effectively in learning. It provides examples of how the instructor incorporated social media like wikis, blogs, and photo sharing in two Spanish language courses. Surveys of students' digital skills showed variation within generations. Strategies included adapting assignments, providing technology choice, and discussing privacy/copyright. Benefits were more student control, personalized learning, and reflecting on digital literacy issues. Limitations included tool malfunctions and not all students addressing discussed topics.
ELE 2.0: las redes sociales al servicio del aprendizaje del español como leng...Esperanza Román
Este documento describe cómo las redes sociales pueden usarse para mejorar el aprendizaje del español como lengua extranjera. Explica que las redes sociales permiten la colaboración entre estudiantes, profesores y hablantes nativos fuera del aula. También discute consideraciones pedagógicas como establecer expectativas realistas y conocer a la audiencia. El documento concluye que las redes sociales pueden ser una herramienta útil si se usan de manera estratégica y centrada en el aprendizaje.
Tendencias Emergentes del eLearning en EE.UU. 2014Esperanza Román
Este documento resume las principales tendencias emergentes en el eLearning en EE.UU. Señala que las instituciones educativas deben innovar para satisfacer las necesidades de un alumnado más diverso y móvil, así como de una sociedad que exige nuevas destrezas. También destaca que muchos estadounidenses creen que los estudiantes deberían recibir créditos por demostrar el dominio de una materia y no solo por el tiempo en clase.
Este documento presenta un resumen de tres oraciones de un documento sobre una conferencia internacional sobre narración digital. El documento describe una metodología de autoestudio y mentoría reversible para mejorar la formación de asistentes de enseñanza mediante la colaboración entre una mentora y un asistente de enseñanza en el desarrollo e impartición de un curso universitario. El estudio está en curso y los primeros resultados muestran un aumento de la confianza y la colaboración entre las partes, así como el desarrollo conjunto de nuevos
This document discusses using RSS feeds and social networking tools to address challenges in second language learning. It provides examples of how RSS-based projects can help students improve language skills like writing, manage content from various sources, and work at different levels while addressing affective needs through collaboration. RSS allows students to access authentic materials, track progress, and form an online learning community that exposes them to real language use.
1) El documento presenta información sobre el uso de Twitter para la comunicación y formación. 2) Explica conceptos básicos de Twitter como tuits, seguidores, cronologías y herramientas como TweetDeck y Hootsuite. 3) Discutes escenarios para el uso de Twitter con fines institucionales, profesionales y educativos en el aula.
Expocampus 2016. Nuevas tendencias en del elearning en EE. UU.Esperanza Román
Conferencia plenaria en EXPOCAMPUS 2016. Madrid, Casa del Lector. Texto disponible en https://www.scribd.com/document/358024860/EXPOCAMPUS-2016textocharla
The document provides tips for increasing student engagement, including using engaging assessments that give choices and relate to students' lives, flipping the classroom to have students gain knowledge outside of class, using social media and pre-created content for learning, and providing visual and verbal feedback through tools like Google Docs. Gamification and interactive learning activities are also recommended to motivate students and keep them engaged.
This document provides an agenda for a training on training CLIL teachers online. It discusses the differences between face-to-face and online learning, the role of the online tutor, skills for effective online tutoring, and using the Moodle learning platform. The training will cover discussing experiences as online learners and trainers, the online learning community, challenges of online teaching, qualities of successful online trainers, tutor competencies, communication strategies, assessment tools in Moodle, and copyright issues with online materials. Trainees will participate in an online CLIL course and potentially tutor online CLIL courses in the future.
With mushrooming Engineering colleges spread over entire country produces around 18 Lakhs engineer every year . But gap between what is coming out from colleges and those desired must be bridged and action initiated
Here are the key steps to take when planning differentiated instruction based on student data:
1. Analyze available student data to understand your students' readiness levels, interests, and learning preferences.
2. Identify the essential concepts/skills students need to understand based on standards.
3. Plan ways to differentiate the content, process, product, affect, and/or environment for particular students or groups based on their needs, using various instructional strategies.
4. Design formative and summative assessments to check students' understanding throughout and at the end of the unit.
5. Implement the differentiated lessons, making adjustments based on ongoing assessment of student learning and needs.
6. Reflect on the
Facilitating communication in online learning environmentstgauld
The group designed several discussion board questions for different courses that aim to elicit thoughtful discussion. A question for a sociology course asks students about their experiences with social class in schools and how this relates to ideas in the textbook. For an education course, a question sparks debate about adopting aspects of Finland's school system in Canada. Another question provides options for students to discuss improving the education system based on their experiences. The questions are open-ended, connect to course concepts, and invite sharing of different perspectives to generate discussion.
This document describes methods for creating a welcoming online course environment. It discusses elements like greeting students, setting expectations, using digital tools like polls and surveys, and providing mentoring. It provides examples of welcome modules, course designs that set expectations, and ways to incorporate digital storytelling, avatars, and other tools. It also outlines a guide for student success, examples of feedback, and ideas for faculty development programs including workshops, institutes, and individual consultation.
This document summarizes a professional development session on assessment for learning (AFL). The presenter discussed moving away from traditional assessment practices towards a more formative approach. Key points included:
1) The presenter advocated giving students more feedback and fewer grades in order to increase learning. Feedback should be specific and actionable for students.
2) Traditional practices like assigning grades for every assignment were questioned. Research suggests this has little impact on learning. The focus should be on learning, not task completion.
3) Creating student-friendly learning intentions and criteria was a focus. Teachers worked on drafting intentions for upcoming lessons to increase clarity and engagement.
4) Increasing feedback through methods like student conferences and
The document introduces flipped instruction, which moves lectures outside of class time through videos or other activities, freeing up class time for more interactive activities. It discusses how flipped instruction allows for differentiation, active learning, and better use of class time. Tips are provided for successful implementation, including using apps and videos, considering student engagement, and getting started gradually. Potential pros and cons are outlined. The presenters are available for more information on creating flipped classrooms.
It's time for change from traditional lecture to flipped learning modelAlfredo Prieto Martín
We discuss the reasons for urgent change of our model of university learning. We show results of five years of flipped model in spanish university courses
The document discusses various classroom management scenarios that teachers may face, including a student using their phone in class, a disrespectful student, a depressed student, and plagiarism. It then provides discussion questions on addressing discipline issues, the role of technology in the classroom, classroom size recommendations, balancing structure and improvisation in lessons, developing culturally responsive classrooms, and creating a supportive learning environment. Teachers are encouraged to clearly define expectations, address issues privately, consider various perspectives, and foster respect and collaboration among students.
Feedback 2.0: Using Tech to improve feedbackInClassNow
This document discusses using technology to improve feedback for students. The author notes that traditional feedback methods were often too late and did not help students improve. The author now focuses feedback during formative assessments using technology like screencasting, pencasting, screensharing, and collaborative documents. This provides timely, specific feedback to help both students and teachers. Students learn expectations and how to improve, while teachers can adjust instruction. Integrating feedback guidelines and applying feedback steps has increased student improvement.
This document discusses various teaching and learning methods that can be used depending on the objectives and competencies being taught. It describes different methods such as lectures, seminars, group discussions, role plays, demonstrations, tutorials and workshops that target different domains of learning. The key factors to consider when choosing a method include the domain of learning, level of students, resources available and time. Effective teachers combine multiple methods to achieve learning objectives.
FAPSC 2013 Annual Conference Presentation: Connecting with Online StudentsPatrick Ray
Practical discussion of methods for connecting with distance education students online. This powerpoint comes from my breakout session held at the 2013 FAPSC Conference in Miami, FL.
This document provides an overview of differentiated instruction. It begins by noting that differentiated instruction is a broad topic that cannot be fully covered in the brief presentation. It then lists the learner objectives, which are for participants to become familiar with vocabulary, understand principles of differentiating content, process and product, and be able to implement instructional strategies. The document then discusses concepts like readiness levels, interests and learning profiles that contribute to student diversity. It also outlines principles of a differentiated classroom and compares traditional and differentiated models. Specific differentiation strategies like tiered lessons, flexible grouping and anchor activities are then explained in more detail.
This document discusses instructional design models for online courses, including the ADDIE and ASSURE models. It outlines the steps in the ASSURE model: analyze learners and context, state learning objectives, select methods and materials, utilize the methods and materials, require learner participation, and evaluate and revise. Each step is described in detail, with tips provided on writing objectives, selecting appropriate technology, facilitating discussions, and evaluating effectiveness. The goal is to explain the process of designing high-quality online instruction.
This document discusses the "Classroom Flip" model for moving from a teaching model to a learning model in the classroom. It proposes delivering lecture content online for students to study outside of class, freeing up class time for active learning activities. The document outlines goals of this model and features of course management systems that can help implement strategies to address common needs like increasing student motivation, developing unique instructional capabilities, and supporting new approaches. It provides examples of how instructors can use course management systems to meet needs like demonstrating processes, allowing self-assessment, and incorporating more discussion. The document encourages participants to identify a need and strategy for their teaching and skills to develop to implement it using a CMS.
This document discusses the "Classroom Flip" model for moving from a teaching model to a learning model in the classroom. It proposes delivering lecture content online for students to study outside of class, freeing up class time for active learning activities. The document outlines goals of this model and features of course management systems that can help implement strategies to address common needs like increasing student motivation, developing unique instructional capabilities, and supporting new approaches. It provides examples of how instructors can use discussion boards, online quizzes, multimedia content and other tools via a CMS to meet needs while developing their skills. Attendees are encouraged to identify a need and strategy for their teaching plus the CMS skills needed.
Similar to Interaction in Online Environments (20)
1. Hybrid Course Design and Teaching
Faculty Learning Community
GMU, February 8, 2013
Interaction in Online Learning Environments
Tips in just 15 minutes
Esperanza Román Mendoza
Modern and Classical Languages
http://mcl.gmu.edu/people/eromanme
Twitter: @eromanme
2. Contents
What and How
Factors that robust interaction
• Know your audience
• Let your audience know you Factors that limit interaction
• Be there when they need you • Misconceptions about DL
• Repetition and patience • Wrong/different expectations
• Development of autonomous
learning skills
• Lack of feedback
Examples
• Reflection on my learning blog
• Twitter as communication
channel
3. BACKGROUND
DL Courses and Courses with a Strong Social Media Component
• DL Courses (More than 90% online)
• SPAN 115: Review of Elementary Spanish (three times) – GMU
• SPAN 210: Intermediate Spapnish (twice) – GMU
• E-learning Course: Web 2.0 Tools and Pedagogy (four times) – UNED.
• Courses with Strong Social Media Component (selection)
• SPAN 309: Spanish in Context – GMU (Blogs, Glogster)
• SPAN 335: Community Activism through Social Media – GMU (Wiki,
GoogleDocs, Twitter, Diigo)
• SPAN 551: Social Media for Teaching and Research Media – GMU (Wiki,
GoogleDocs, Twitter, Diigo)
http://mcl.gmu.edu/people/eromanme for more info
6. FACTORS THAT ENHANCE INTERACTION
The Internet is the greatest tool for any teacher to have interaction with any student
7. KNOW YOUR AUDIENCE
You can’t communicate unless you know who you are talking to
• Use surveys to gather data about your students (previous knowledge in
your subject, experience with technology and DL courses, expectations).
• Consider asking students to post their goals anonymously, their
commitment to the course, etc. so they can compare their notes with each
other, and check them at the end of the semester.
• Include an activity so students can get to know each other.
• Avoid prejudices and stereotypes:
• Not all students enrolled in a required course are there just to fulfill
the requirement.
• Students who “only” want to fulfill the requirement can enjoy the
class and develop a passion for your subject.
• Skype (or face-to-face) interviews.
• Midterm questionnaire.
• End-of-the-semester survey/discussion.
• Blackboard analytics.
8. LET YOUR AUDIENCE KNOW YOU
Who is this person sending me all these emails and grading my work?
• Make at least one individual meeting with each student.
• Use social media to explain
• who you are,
• how passionate you are about your discipline, and
• how much you care about your students learning your subject.
• Explain how each course component relates to the learning goals of your
course.
• If you include innovative activities in your course, explain your choice and
how these activities can enhance their learning.
• Be proactive in accepting flaws in your course design or limitations in the
technology you chose.
• Do not ask students to do something you would not be able to do (or to
read). Have realistic expectations.
9. BE THERE WHEN THEY NEED YOU
24/7?
• Answer emails quickly.
• Just a short note to a student may be enough to help him/her with an
urgent problem.
• Make clear when students can realistically expect from you to respond
their emails.
• Give feedback on all activities on a timely manner. In traditional courses,
students are more patient when teachers do not return assignments on
time.
• Meet them where they are but help them reach the place you are.
• Be available on different channels: email, Skype, Twitter.
10. BE CLEAR, CONSISTENT, REPETITIVE AND PATIENT
Practice makes perfect
• Students do not read the syllabus the same way you read it.
• Be prepared to answer the same question a couple of times.
• Make announcements through different channels:
• Blackboard
• E-Mail
• Twitter (and put together an archive of the course hashtag so students
can consult it later).
• Keep a diary/blog/log (in my case, my tweets are my log of my work in
SPAN 115) so you can make notes about the course: what you need to
change next time, what you want to keep, etc.
• Try to engage with another instructor teaching the same course (or a group
like this Faculty Learning Community) in your reflective blogging activities.
11. FACTORS THAT LIMIT INTERACTION
The single biggest problem with communication is the illusion that it has taken place—G. B. Shaw
12. MISCONCEPTIONS ABOUT DISTANCE LEARNING
I did not know that...
• More and more GMU students have taken distance courses at GMU
and elsewhere. Their previous experience in those courses may affect
• what they expect from your course, and
• how they perform in your course.
• The fact that distance courses may be more convenient doesn’t mean
that they are easier than traditional courses.
• Students may think they do not have to participate.
• Students may think that instructors do not read their posts, and that
their grade will be base on quantity not quality.
• Students are used to be graded on their final performance not on their
progress throughout the semester.
13. WRONG AND DIFFERENT EXPECTATIONS
But I thought that...
• Many students who take DL courses do so because they do not want to
be “on the front row.”
• Many students do not provide feedback
• on surveys
• on GMU course evaluations
• When compared with cMOOCs participants, GMU online students are
less engaged in
• forming study groups,
• taking advantage of informal learning opportunities,
• exploring learning beyond what is required in the course, and
• learning how to become independent learners.
16. COURSE DESCRIPTION AND COMPONENTS
This is how I do it
• Review of Elementary Spanish / Challenges
• Many different language proficiency levels in the same course.
• Interaction in a language that students are not very familiar with.
• Oral performance. Different methods have been used.
• Dos Mundos is a regular textbook used for face-to-face courses.
• Course components
• Discussion forums (10)
• Compositions (2)
• Quizzes (3) and final on-campus exam
• Reflection on my learning blog (6)
• LanguageTwin (8)
• Textbook assignments
• Centro (Online Workbook) Assignments
• Video tutorials from external sources