I'm wondering whether there are activities we could have done early on to increase our interactions with a range of others. Drawing on activities in the book, a couple of ideas occurred to me, e.g., interview each other in pairs and share results, or work with an example of a situation someone is facing with particulars described.
What do you think we might have done to make this group more interactive? Are there Learning Activities we could have used to get ourselves more involved?
As my intention was to mostly lurk in this seminar, I'm right on target, but that doesn't help move the conversation forward.
I don't have the textbook and may not have it until well after the seminar ends, so I'm at a distinct disadvantage. There seem to be several others like me.
are there a half dozen activities from the book that someone with the book can offer the group and we can discuss those activities. If there's something simple and "do-able" beyond powerpoint (with or without voice over), video clips, e-whiteboards, and colour for text....I'm interesting in hearing about it.
many thanks, Chris Horgan
Nancy said: What do you think we might have done to make this group more interactive?
I have been learning online for a number of years as an MA and doctoral student. I noticed that when instructors are silent, the class is more active. Does that make sense?
The instructor adds discussion questions that must be substantiative and at least 250 words. Students respond to each others' responses using citations from current peer reviewed articles. The instructor lurks in the background.
If you decide to try it, please keep me posted on how things go.
Jumping in here - I think it is the instructors responsibility to get the conversation started in an engaging way, then back out as the students start responding. It is learning balance and ways to fire up the conversation. It never hurts to start with something that has many ways to look at it.
I totally agree with you. Instructors may wish to set up clear learning objectives, activities, and back out to allow students to become responsible independent learners. Instrucotrs should model effective transformational leadership skills. I would love to learn how others are facilitating full or blended e-learning courses in higher education.
Facilitating Online Learning: Effective Strategies for Moderators
by George Collison, Bonnie Elbaum, Sarah Haavind, and Robert Tinker