Difference between revisions of "Unit One: Understanding the Learning Community and Online Discourse"
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| − | + | [[File:blog.jpg ]] | |
| − | + | ==Study Guide(5/30-6/4)== | |
| − | + | [[Unit 1 Study Guide]] | |
| − | ==Study Guide== | ||
| − | [[Unit | ||
==Activities== | ==Activities== | ||
===You Tube=== | ===You Tube=== | ||
| + | Watch the following videos and respond to questions. | ||
| + | |||
Rethinking Education[[http://www.youtube.com/watch?v=5Xb5spS8pmE]] | Rethinking Education[[http://www.youtube.com/watch?v=5Xb5spS8pmE]] | ||
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| − | Now, read these articles about | + | Now, read these articles about the Online Learning Community and share your thought in Discussion. |
| − | *[[Media:Unit_1-a.pdf]] "" ( | + | *[[Media:Unit_1-a.pdf]] "Critical inquiry in a text-based environment: computer conferencing in higher education" (200l) by Garrison, D. R., Anderson, T., & Archer, W. |
| − | *[[Media:Unit_1-b.pdf]] "" ( | + | *[[Media:Unit_1-b.pdf]] "Collaborative learning as a collective competence when students use the potential of meaning in asynchronous dialogues" (2009) by Amhag, L. & Jakobsson, A. |
| − | ===Discussion=== | + | ===[[Discussion]]=== |
| + | Consider the following questions: | ||
| + | 1. The Community of Inquiry Model provide the idea that we can create the processes that are important in traditional learning environments in online environments. What are the strengths of the model? What, if anything, is weakness? | ||
| + | |||
| + | 2. How do you think these changes in social interaction affect cognitive learning processes and outcomes? What roles does the teacher should play in facilitating a learning community ? | ||
| + | |||
| + | |||
| + | |||
| + | |||
| + | |||
| + | [[File:Discussion_1-1.jpg]] | ||
==References and Resources== | ==References and Resources== | ||
| + | Amhag, L. & Jakobsson, A. (2009). Collaborative learning as a collective competence when students use the potential of meaning in | ||
| + | asynchronous dialogues. Computers & Education 52 ,656–667 | ||
| + | |||
Anderson, T. D., & Garrison, D. R. (1995). Critical thinking in distance education:Developing critical communities in an audio teleconference context. Higher Education,29, 183 - 199. | Anderson, T. D., & Garrison, D. R. (1995). Critical thinking in distance education:Developing critical communities in an audio teleconference context. Higher Education,29, 183 - 199. | ||
| + | |||
Anderson, T., Rourke, L., Garrison, D. R., Archer, W. (2001). Assessing Teaching presence in a Computer Conference Environment, Journal of Distance Education, 14(3), 51-70. | Anderson, T., Rourke, L., Garrison, D. R., Archer, W. (2001). Assessing Teaching presence in a Computer Conference Environment, Journal of Distance Education, 14(3), 51-70. | ||
| + | |||
Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical Thinking and Computer Conferencing:A Model and Tool to Assess Cognitive Presence. American Journal of Distance Education | Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical Thinking and Computer Conferencing:A Model and Tool to Assess Cognitive Presence. American Journal of Distance Education | ||
| + | |||
Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical inquiry in a text-based environment: computer conferencing in higher education. The Internet and Higher Education 2(2-3), 87-105 | Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical inquiry in a text-based environment: computer conferencing in higher education. The Internet and Higher Education 2(2-3), 87-105 | ||
| + | |||
Resnick, M. (1991). Xylophones, Hamsters, and Fireworks: The Role of Diversity in Constructionist Activities. Constructionism, eds. Idit Harel and Seymour Papert. | Resnick, M. (1991). Xylophones, Hamsters, and Fireworks: The Role of Diversity in Constructionist Activities. Constructionism, eds. Idit Harel and Seymour Papert. | ||
| + | |||
Rourke, L., Anderson, T. Garrison, D. R., & Archer, W. (2001). Assessing social presence in asynchronous, text-based computer conferencing. Journal of Distance Education, 14(3),50-70. | Rourke, L., Anderson, T. Garrison, D. R., & Archer, W. (2001). Assessing social presence in asynchronous, text-based computer conferencing. Journal of Distance Education, 14(3),50-70. | ||
| + | |||
Lippman, M. (1991). Thinking in Education. Chapter 1. Cambridge University Press. | Lippman, M. (1991). Thinking in Education. Chapter 1. Cambridge University Press. | ||
| + | |||
Vygotsky, L.S. (1978). Mind in Society. Cambridge, MA: Harvard University Press. | Vygotsky, L.S. (1978). Mind in Society. Cambridge, MA: Harvard University Press. | ||
| − | == Navigation | + | == Navigation == |
[[Sun Hee Seo's Portfolio Page]] | [[Sun Hee Seo's Portfolio Page]] | ||
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Return to [[Essential Guild to Online Teaching ]] | Return to [[Essential Guild to Online Teaching ]] | ||
| − | Unit | + | Unit One: Understanding the Learning Community and Online Discussion |
| − | [[Unit | + | [[Unit Two: Identifying Facilitating Discourse Tips]]. |
| − | [[Unit | + | [[Unit Three: Implementing Class Management Plan]] |
Latest revision as of 11:49, 4 May 2011
Study Guide(5/30-6/4)
Activities
You Tube
Watch the following videos and respond to questions.
Rethinking Education[[1]]
Reading
Now, read these articles about the Online Learning Community and share your thought in Discussion.
- Media:Unit_1-a.pdf "Critical inquiry in a text-based environment: computer conferencing in higher education" (200l) by Garrison, D. R., Anderson, T., & Archer, W.
- Media:Unit_1-b.pdf "Collaborative learning as a collective competence when students use the potential of meaning in asynchronous dialogues" (2009) by Amhag, L. & Jakobsson, A.
Discussion
Consider the following questions:
1. The Community of Inquiry Model provide the idea that we can create the processes that are important in traditional learning environments in online environments. What are the strengths of the model? What, if anything, is weakness?
2. How do you think these changes in social interaction affect cognitive learning processes and outcomes? What roles does the teacher should play in facilitating a learning community ?
References and Resources
Amhag, L. & Jakobsson, A. (2009). Collaborative learning as a collective competence when students use the potential of meaning in asynchronous dialogues. Computers & Education 52 ,656–667
Anderson, T. D., & Garrison, D. R. (1995). Critical thinking in distance education:Developing critical communities in an audio teleconference context. Higher Education,29, 183 - 199.
Anderson, T., Rourke, L., Garrison, D. R., Archer, W. (2001). Assessing Teaching presence in a Computer Conference Environment, Journal of Distance Education, 14(3), 51-70.
Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical Thinking and Computer Conferencing:A Model and Tool to Assess Cognitive Presence. American Journal of Distance Education
Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical inquiry in a text-based environment: computer conferencing in higher education. The Internet and Higher Education 2(2-3), 87-105
Resnick, M. (1991). Xylophones, Hamsters, and Fireworks: The Role of Diversity in Constructionist Activities. Constructionism, eds. Idit Harel and Seymour Papert.
Rourke, L., Anderson, T. Garrison, D. R., & Archer, W. (2001). Assessing social presence in asynchronous, text-based computer conferencing. Journal of Distance Education, 14(3),50-70.
Lippman, M. (1991). Thinking in Education. Chapter 1. Cambridge University Press.
Vygotsky, L.S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.
Return to Essential Guild to Online Teaching
Unit One: Understanding the Learning Community and Online Discussion
