Illinois Online Network: Instructional Resources : Pointers and Clickers : Fac... - The Diigo Meta page

• 11 Nov 09
  

  Valaina Maher

  onlinefacilitating

• 26 Jun 09
  

  Michelle Harris

  pdf version

  Online Facilitation

  • Students need time management skills, discipline and motivation, a sense of
    community ("people" skills), communication skills, computer/online familiarity
    and comfort, and access.
  • Techniques for overcoming these needs
  • 2 more annotations...
  • • several methods instructors can utilize to better facilitate their courses for
      the "non-ideal" student
    • structure a course to minimize the necessity of advanced time-management skills
• 

  Brian C. Smith

  onlinecourses OPD4_S09 online learning

  • Students need time management
    skills, discipline and motivation, a sense of community ("people" skills),
    communication skills, computer/online familiarity and comfort, and access.
  • • Time Management Skills
    • Discipline and Motivation
    • Synergy and the Online Learning Community
    • Communication Skills
    • Technophobia
    • Access
• 23 Jun 09
  

  Stephanie Affield
• 12 May 09
  

  Kirsten Peterson

  The Illinois Online Network (ION) is a collaboration of all community colleges in Illinois and the University of Illinois working together to advance utilization of technology enhanced and Internet-based instruction and service.

  ETLO OPD

• 22 Apr 09
  

  Cathy Cupitt

  Illinois U.

  ref:online_education how-to-guide

• 04 Aug 08
  

  Therese Jilek

  online independent learner Moodle

• 02 Jul 08
  

  gurvinder gill

  mvps

• 19 Jun 08
  

  Melanie Jennings

  online learning instruction mvps

  • works. Students need time management skills, discipline and motivation, a sense
    of community ("people" skills), communication skills, computer/online
    familiarity and comfort, and access
  • Make the chunks or pieces of information small enough to appeal to and be
    processed by those who have only 15 to 30 minutes a day to log in
  • 11 more annotations...

  • • At the beginning of the course, if not before, make suggestions to the
      students concerning how they can manage and make the best possible use of the
      time they devote to the course. These suggestions can include: setting a
      specified time (or times) each week to logon to the course and collect
      information, creating a schedule for when to complete assignments based upon the
      student's availability rather than only on the specified assignment due dates,
      and composing course posts in a word processor and later cutting and pasting
      them into the course's messaging system.

    • Unlike a face-to-face classroom, the distance student does not have an
      instructor on hand to recognize lack of motivation or to immediately prompt a
      student to participate
    • Finally, reward and encourage students. Without the immediate feedback of a
      face-to-face environment, students are unable to see the smile or nod of an
      instructor recognizing that the student has submitted a valuable contribution to
      the course discus
    • Respond promptly and effectively to student posts
    • When asking questions or posting responses in the course discussion forum,
      engage the students in the discussion and prompt higher level thinking. Redirect
      comments and pose questions that explore a student's answer
    • If a student is beginning to lag behind the rest of the course, or the student
      is not making the required posts, direct items specifically to that student.
      When prompting higher order thinking, provide a list of students that you would
      like to respond to the ques
    • The best way to begin to develop community is to present the students with an
      activity at the beginning of the course so that they may get to know each other
    • Always think twice before posting even mundane responses to student pos
    • Provide clear and concise instructions for all activities. The main course
      orientation should include general guidelines for contributing to group
      discussions, such as requirements regarding content, frequency, and length when
      appropr
    • Furthermore, create a common forum where students can discuss any topic much as
      they would before and after a face-to-face class

    • Synchronous -
      
      

      • Limit group size (I've seen viewpoints ranging from 4-12 people as an
        optimum. My experience says 5-10 is manageable and effective.)
        
      • If necessary, employ some form of "crowd control" or ask students to take
        turns in a specific order of by a given system to minimize chaos.
        
      • If possible, use audio for the instructor feed. This allows the discussion
        to take place in text while the instructor can still access the auditory senses
        of the students.
        
      • Allow some socializing before and after. Possibly have the synchronous chat
        room constantly available, but post specific times for course discussion.
        
      • Many online students are online because of schedule restraints. Therefore,
        do not expect to be able to have all of your synchronous sessions at a specific
        time. Be prepared to stretch sessions out over time with multiple times for each
        discussion with students organized into groups based on availability.
        
      • Post an agenda in advance to keep the chat time organized and to give
        students a chance to prepare.
        
      • Preface individual responses with to whom it is addressed.
        
      • Always have a backup plan. One can still not count on the reliability of
        synchronous syste

• 18 Nov 07
  

  Jennifer Elam

  facilitation

• 09 Apr 07
  

  Dawn Moore

  onlinelearning

• 20 Mar 07
  

  John Rivera

  Accessibility courses facilitation online

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