LMS 104: OnlineCommunication, Collaboration, and Community

Many to Many CommunicationSynchronous vs. AsynchronousIntrovert vs. Extravert

Sidebar discussionsOne on oneTaking a student asside in a class

Course Delivery Methods Joseph Fuller Aug 15, 2009 7:34 PM Perhaps no other her issue is more important to facillate learning, than being able to really connect with students. Let me suggest a short 'formula' I learned from Dr. Larry Holt at UCF back in 2002. It's called R. E. M., and means, relevant, emotional, and meaningful. The idea is that the content and style in which we instructors present, whether delivered online, face to face, or hybrid, must be engaging in order for learning to occur. If students can't relate, or the material doesn't generate passion, or is seen as having no value in today's context, our efforts to educate fail. Fortunately, social media is providing new tools that help enhance connectivity, but the responsibility for learning must begin first and foremost with with instructor methodology for course delivery.Dr. J. Pat Fuller

Scripts targeted to both students and instructors

Scripts targeted to the instructor.

Edit, Copy, Assess, Delete, See History

Clear insructionsRubricsGood QuestionsSeedingResponsivenessLearning MomentsYou are part of the communityClassroom ManagementDatesHidden or VisibleDeletionLockingGoverned by Terms of UseMonitoredPolite, Positive, Scholarly

Possible forum typesPossible oganizational schemes for Forums and Topics

Partially written and it's a mess.Create CategorySelect Enrollment OptionName GroupsEnroll Users if needed

Classlist View By:Enter Grades View By:Folder Submissions View By:Dropbox Group Submission folder: Every member shares the same grade

Technology in the ClassroomOphelia Beier - Jan 14, 2009 12:56 AM Brunner, 1991, said it best, “If our students are thrown into an online self-paced course with little guidance, interaction or a sense of community it becomes the equivalent of shipwrecking them on a virtual island.”I will engage and guide the students into an interactive class-room activity based on written text, a series of discussion forums, case analyses, journal article summaries, and self assessments exercises via technology. I encourage full participation of in-class projects via technologies. We will have on-line homework/quizzes. The students will participate in doing their homework via technologies for different group presentations. I will continue to impart a learning of the fundamental role that tecnology plays at home and on the global scale. Technology is a fast train and our students must be on it. Re: Technology in the ClassroomMargaret Overbey - Jan 14, 2009 11:37 AM Last Edited: Jan 14, 2009 12:42 PMProviding guidance and support is key to student success in online classes. Our role as instructors has become learning managers more than it has been in the past. Technology has reduced our role in delivering basic instruction.

Re: VideoChristopher Whitaker - Jan 15, 2009 10:40 AM I agree with everyone about the need to find innovative ways to stay connected in an online class environment. One successful strategy that I've found is simply demonstrating early on in my online classes that I am actively involved and monitoring their assignments and group discussion. I also make it a required element that they demonstrate an effort to respond to my questions and comments. This tends to create a sort of "momentum" in the class where everyone seems to be more engaged and working to a higher standard because they are aware that the instructor is really engaged with them as they do their work rather then grading everthing later.

Re: Virtual LearningDustin Weeks - Dec 18, 2008 6:02 PM Yes! Yes! We have literally millions of high quality resources available to students through our catalogs and databases and with a little training, it is much easier to pull relevant information from these sources than the web. One big impact of the Internet has been the "democratization" of information. All information is equal! Yay! Except that all information is not equal. One of my favorite analogies for the Interenet is that it is a "vast, yet shallow, sea." There are a few islands of good, reliable, information poking out here and there and the occational iceberg of indepth research, but almost everything on the web is derivative. When you really start digging into topics, you often find this great chain of copy-and-paste back to one or two sites that might or might not be authoritative. Trying to get students to accept this is very challenging.

Welcome to LMS 105NARRATORWelcome to the module of mixed messages. In this module we teach you how to use some advanced tools to make changes to your course homepage. At the same time, we ask that you refrain from making changes to your course homepage. Thus, the mixed message!Stay ConsistentNARRATORWe ask you to be consistent. Emerson may have said "a foolish consistency is hobgoblin of little minds" but we argue that consistency in the service of community is not foolish. Consistency helps your students navigate the courses offered by the college. Being consistent in the navigation and controls reduces confusion for your students.Consistent ItemsNARRATORBe mindful of consistency in the items on the Course Home page, the links on the NavBar and the Widgets on the page.NARRATORMaintain the default widgets on your course homepage: News, Updates and Events.NARRATORMaintain the default links on your course NavBar.Be CreativeNARRATORBe creative in the development of your course content. Make your materials engaging and entertaining. Deliver you teaching with flair.NARRATORNow for another mixed message!NARRATORWhen developing entertaining training materials, delivered with style and flair, be careful not to upload large media files. These files place a burden on the Learning Management System and the network resources on which the system relies.NARRATORWhen you want to use a media file, always contact the Learning Management System administrators. The personnel there will assist you with the best and most efficient way to accomplish what you want to do.Edit CoursenarratorThe tools taught in this module are found on the Course Administration page. Access this page by selecting "Edit Course" on the NavBar.NARRATOROn the Course Administration page, the tools are grouped under three headings: General, Tools and Administration.NARRATORWhen any of the tools is selected, a menu of all the Course Administration tools appears in a pane on the opened page.

Daytona State College pledges nondiscrimination, equal access, equal educational opportunity and equal employment opportunity to all persons regardless of race, ethnicity, religion, national origin, age, gender, disability, marital status, veteran status, ancestry or political affiliation. Our pledge covers recruitment, admission, registration, financial help, counseling, advising, course offerings, extracurricular programs, facilities, health services, athletics, employment and its privileges and benefits.

Overview:Knowles' theory of andragogy is an attempt to develop a theory specifically for adult learning. Knowles emphasizes that adults are self-directed and expect to take responsibility for decisions. Adult learning programs must accommodate this fundamental aspect.Andragogy makes the following assumptions about the design of learning: (1) Adults need to know why they need to learn something (2) Adults need to learn experientially, (3) Adults approach learning as problem-solving, and (4) Adults learn best when the topic is of immediate value.In practical terms, andragogy means that instruction for adults needs to focus more on the process and less on the content being taught. Strategies such as case studies, role playing, simulations, and self-evaluation are most useful. Instructors adopt a role of facilitator or resource rather than lecturer or grader.Scope/Application:Andragogy applies to any form of adult learning and has been used extensively in the design of organizational training programs (especially for "soft skill" domains such as management development).Example:Knowles (1984, Appendix D) provides an example of applying andragogy principles to the design of personal computer training:1. There is a need to explain why specific things are being taught (e.g., certain commands, functions, operations, etc.)2. Instruction should be task-oriented instead of memorization -- learning activities should be in the context of common tasks to be performed.3. Instruction should take into account the wide range of different backgrounds of learners; learning materials and activities should allow for different levels/types of previous experience with computers.4. Since adults are self-directed, instruction should allow learners to discover things for themselves, providing guidance and help when mistakes are made.(See computers for further discussion of this topic).Principles:1. Adults need to be involved in the planning and evaluation of their instruction.2. Experience (including mistakes) provides the basis for learning activities.3. Adults are most interested in learning subjects that have immediate relevance to their job or personal life.4. Adult learning is problem-centered rather than content-oriented.References:Knowles, M. (1975). Self-Directed Learning. Chicago: Follet.Knowles, M. (1984). The Adult Learner: A Neglected Species (3rd Ed.). Houston, TX: Gulf Publishing.Knowles, M. (1984). Andragogy in Action. San Francisco: Jossey-Bass.

Overview:Knowles' theory of andragogy is an attempt to develop a theory specifically for adult learning. Knowles emphasizes that adults are self-directed and expect to take responsibility for decisions. Adult learning programs must accommodate this fundamental aspect.Andragogy makes the following assumptions about the design of learning: (1) Adults need to know why they need to learn something (2) Adults need to learn experientially, (3) Adults approach learning as problem-solving, and (4) Adults learn best when the topic is of immediate value.In practical terms, andragogy means that instruction for adults needs to focus more on the process and less on the content being taught. Strategies such as case studies, role playing, simulations, and self-evaluation are most useful. Instructors adopt a role of facilitator or resource rather than lecturer or grader.Scope/Application:Andragogy applies to any form of adult learning and has been used extensively in the design of organizational training programs (especially for "soft skill" domains such as management development).Example:Knowles (1984, Appendix D) provides an example of applying andragogy principles to the design of personal computer training:1. There is a need to explain why specific things are being taught (e.g., certain commands, functions, operations, etc.)2. Instruction should be task-oriented instead of memorization -- learning activities should be in the context of common tasks to be performed.3. Instruction should take into account the wide range of different backgrounds of learners; learning materials and activities should allow for different levels/types of previous experience with computers.4. Since adults are self-directed, instruction should allow learners to discover things for themselves, providing guidance and help when mistakes are made.(See computers for further discussion of this topic).Principles:1. Adults need to be involved in the planning and evaluation of their instruction.2. Experience (including mistakes) provides the basis for learning activities.3. Adults are most interested in learning subjects that have immediate relevance to their job or personal life.4. Adult learning is problem-centered rather than content-oriented.References:Knowles, M. (1975). Self-Directed Learning. Chicago: Follet.Knowles, M. (1984). The Adult Learner: A Neglected Species (3rd Ed.). Houston, TX: Gulf Publishing.Knowles, M. (1984). Andragogy in Action. San Francisco: Jossey-Bass.

How much people remember when exposed tovarious learning methods based on the five senses(see, hear, feel, touch and smell)* 10 percent of what they read (see and often touch)* 20 percent of what they hear* 30 percent of what they see* 50 percent of what they see and hear* 70 percent of what they say or discuss with others (primarily “hear” plus critical listening skills)* 80 percent of what they experience personally (can be any or all of the five senses engaged in anactivity)* 90 percent of what they say and do (“hear” plus usually one or more of the other five senses engaged inan activity)* 95 percent of what they teach to someone else (at least one of the five senses engaged in an activityplus critical listening or observation skills)

Daytona State College pledges nondiscrimination, equal access, equal educational opportunity and equal employment opportunity to all persons regardless of race, ethnicity, religion, national origin, age, gender, disability, marital status, veteran status, ancestry or political affiliation. Our pledge covers recruitment, admission, registration, financial help, counseling, advising, course offerings, extracurricular programs, facilities, health services, athletics, employment and its privileges and benefits.

Many to Many CommunicationSynchronous vs. AsynchronousIntrovert vs. Extravert

Sidebar discussionsOne on oneTaking a student asside in a class

Choose Option 1 or Option 2.Option 1: Choose any course with which you are familiar. Assess that course in terms of its strengths and weaknesses in facilitating community. Use the concepts from "Community, Courses and Maslow's Hierarchy" in your critique. Option 2:Tell us how we have done as community builders in creating and presenting this course. Assess the Florida Online Academy in terms of its sthrengths and weaknesses in facilitating community.Use the concepts from "Community, Courses and Maslow's Hierarchy" in your critique.

Culture shock was a deliverate part of my college experience. The school hit us with Existenialism, other religions, cultural relativism and other things designed to shake us up. Jim Shaeffer