af Marie Ammar 8 år siden
205
Mere som dette
The academic side of the online learning environment is a dynamic relationship between teachers and students, students and their peers, students and the material and students and the LMS.
On this side of the map, you will find the topics in the yellow boxes relating to academics.
Similar to other learning environments, behaviour has an impact on learning. Below - find key 'behaviours' in the green boxes, which affect learning online.
Netiquette – online presence - is important to establish a positive learning environment, a positive impression on yourself and positive interactions with peer learners.
Resources, a clear guideline for academic discussions is posted on the LMS for the academic course. Communication on line:
general "do’s and don’ts"
https://www.youtube.com/watch?v=6bQnNdzazHo
Online communication and online behavior need to be appropriate, respectful at all times.
Preventive - having policies about expectations for online conduct – safety, netiquette, discussion posts, communication, clearly communicated at the outset of the course. Links to documents, students must complete a response to these (the response will assume consent)
Solutions - CLEAR Instructor feedback, clarify issues or concerns promptly and give specific directives to student. A form of progressive discipline can be used - depending on the circumstance, the student can be reminded of the policies and guideline and issued a warning.
Supports: Clarify the consequences and communicate these, in writing, to the student. For breeches of online conduct, notify the principal of the online school/course, home school Guidance counsellor, parent/guardian, VP, of the behavior and clarify what the consequences will be and expectations going forward.
Online Code of Conduct - clarifies acceptable and unacceptable behaviours in the online learning environment.
Prevention of problems - students are presented the code of conduct the first day of the course and must read and respond to the document via discussion board or email to teacher indicating their agreement to uphold proper conduct.
Cyberbullying – the core issue/goal: always respect yourself and respect others online.
Prevention: Inform students and parents.
Student awareness .
Resource: The Media smarts power point slide show is and example to inform teachers, parents and students, including pointed questions and issues to consider.
Safety on the internet - Safety is a top priority. It is included in being a good 'digital citizen' and knowing how to safely and properly access the internet.
Prevention: teachers and parents can inform themselves and students about best ways to stay safe. A sample agreement below can help students learn well in class.
http://mediasmarts.ca/sites/mediasmarts/files/pdfs/tipsheet/TipSheet_FamilyOnlineRules.pdf
Collaboration is placed between academics and behaviour sides of the map because it relates to netiquette and clear communication for successful learning experiences.
Preventing problems – have the assignment clearly laid out, possibly in steps. Teacher assigns partners or groups for collaborative work.
Provide resource links, chats for programs such as Prezi, Mindomo, Adobe Connect, Google hang outs, and other collaborative tools.
Encourage students to email the teacher with questions for clarification.
Teacher creates chat times for students to ‘meet’ and chat,ask questions. (synchronous)
1. Issue – students must be advised to save all their work for the course.
Prevention: Face to Face meeting at the outset of the course, includes presentation (which can be posted to the course) on saving files in various formats – USB, email to self, google docs, dropbox, one drive, icloud. Student chooses method they are competent with and use it consistently.
Supports: teacher librarian, resource teacher can give ‘on the ground’ support for student to ensure their work is saved and backed up properly.
Screencast(s) of common method for saving work electronically.
1. Prevention of late work – regular attendance and engagement in the online course are agreed to up front.
Deadlines and time requirements are clearly posted on the site.
Screencast review can be posted by the teacher, requiring response from the student.
Scaffolded assignments with staged steps for completion, with descriptive feedback –assessment as learning - to have students continue on the learning path.
· Solutions: Instructor calls early in the course and then sends personal pager message to check in with students to enquire about learning issues or course participation issues. Supports: student/teacher have the option to meet with/contact the school guidance counselor or resource teacher to clarify further needs for support such as time management.
“Plagiarism – comes from the Latin word for “Kidnapper” It is the act of intentionally, or unintentionally using or passing off someone else’s work, ideas or images as your own. Unless you give proper credit, you are stealing and it is wrong. Plagiarism is a form of intellectual dishonesty and is a serious and punishable offence.” ResearchSuccess@Your Library: A Guide for Secondary Students.Toronto DSB. 2012: (36)
Prevention: have students complete online tutorial(s) about plagiarism early in the course to understand the importance of developing their original thinking and presenting academic work properly.
http://eduscapes.com/tap/topic24b.htm
http://www.tdsb.on.ca/library/HOME/Inquiry/citation.aspx
http://library.acadiau.ca/sites/default/files/library/tutorials/plagiarism/
https://owl.english.purdue.edu/owl/
https://www.youtube.com/user/OWLPurdue
Issue: Regular attendance, regular hours to have maximum benefit for learning/life balance for the students.
When students plan time for and do engage regularly in online participation, they can keep up with the flow and activity of the course, allowing them to discuss synchronously or asynchronously on the same learning tasks for an enriched learning experience for all.
Prevention of problems/solution–the teacher can schedule an early ‘meeting’ through google hangout,
gather information for the student profile by having students complete an intake survey including time management commitments to the course.
Screencast by the teacher, in the opening unit, includes course outline, time commitment and student response via email.
Additionally, the teacher will regularly monitoring student progress
Supports can be that students commit to a regular time (i.e. spare at school) and place (library learning commons or lab) at school for regular access to working technology and potentially some support/checkins with a teacher librarian or guidance counselor.
