Posted by: emapey | February 24, 2011

A Timeline of Online Learning

The Digest, School of Communication community at Simon Fraser University published an online learning timeline

Posted by: emapey | January 10, 2010

Sources of Power to the Teacher-Student Relationship

Faculty Focus shows how teachers exert influence over students based on five different sources of power.

Posted by: emapey | November 27, 2009

For the Right Grad School, Chose a Great Advisor

Excellent article from Danah Boyd explaining why you need to find a good adviser in Grad School.

So how does this relate to choosing a grad school? First things first, do NOT choose a program based solely on it being “the best.” What’s best in rankings may not be best for you and the last thing you want is to come out of grad school depressed, miserable, and cranky (although many scholars do). You need to find a place that will allow you to explore the questions you’re interested in in a way that works best for you. Success is about taking the available resources and finding the way to make a meaningful intervention while staying sane. Success is about finding the right advisor to help get you through.

Many instructors teaching online today are not “Web heads” Today’s online faculty don’t teach online because they spend their lives blogging, reading feeds, and Twittering, and one day think, “hey, I could also teach online!” Most were drafted, either because they felt their market value would slip if they didn’t teach online, or because their department or dean told them they must. Their adoption of technology is based on top–down directives rather than interest or aptitude . They do not possess the “information literacy” skills now required of many undergraduates , despite an assumption that professors are all computer–savvy.

When faced with a different interface or online environment, novices are inclined to utilize only the aspects they understand from a non–Web context. Posting a Word document online makes sense, but not creating an HTML page, because a word–processed document is a familiar unit of presentation but a Web page is not. Similarly, e–mail is the current incarnation of the familiar process of writing a memo, but there are fewer guideposts for instant messaging or video conferencing. The addition of hardware peripherals, such as a webcam or microphone, further increases the distance between the professor and familiar modes of teaching.
Source: Lisa M. Lane, First Monday

Posted by: emapey | October 12, 2009

Return To College Blog Personality Analysis

I used Typealyzer to find my Return to College blog personality.
I analyzed all the content of this blog. It shows that my personality is:

ISTJ – The Duty Fulfiller

The responsible and hardworking type. They are especially attuned to the details of life and are careful about getting the facts right. Conservative by nature they are often reluctant to take any risks whatsoever.

The Duty Fulfillers are happy to be let alone and to be able to work in their own pace. They know what they have to do and how to do it.

You can read more About Typealyzer and Psychographics

I found Typeanalyzer via Suifaijohnmak’s Weblog

What do you think? My personality matches what you expect from this blog

I posted before, Your Participation in Online Course Discussions is Mandatory

I have found an example of a Rubric for Online Discussion Board Participation. This rubric shows why online courses are not so easy and require higher levels of thinking and discussion from students.

Posted by: emapey | August 20, 2009

Peer to Peer Online Open Learning

The P2PU – Peer 2 Peer University

helps you navigate the wealth of open education materials that are out there, creates small groups of motivated learners, and supports the design and facilitation of courses. Students and tutors get recognition for their work

In practice, this means that the syllabus will each week consist of links to a number of readings or resources that are freely available online, as well as some guiding questions for discussions. After studying the material, the students will write answers to the reflection questions, and comment and engage with each others answers. Different subjects might lend themselves to different approaches, and different course organizers might experiment with different communication methods such as instant messaging, twitter, or voice chat. Regardless of the communication medium, much of the collaboration is captured for posterity to enter into student’s personal portfolio and accessible for future students who’d like to review what previous cohorts discussed.

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