Difference between revisions of "Unit One: Understanding the Learning Community and Online Discourse"

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==Overview of Unit 1==
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[[File:blog.jpg ]]
 
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==Study Guide(5/30-6/4)==
==Study Guide==
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[[Unit 1 Study Guide]]
[[Unit 1 Study Guide]]
 
  
 
==Activities==
 
==Activities==
  
 
===You Tube===
 
===You Tube===
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Watch the following videos and respond to questions.
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Rethinking Education[[http://www.youtube.com/watch?v=5Xb5spS8pmE]]
 
Rethinking Education[[http://www.youtube.com/watch?v=5Xb5spS8pmE]]
  
===[[Respond to these questions]]===
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[[Respond to these questions]]
 
 
  
 
===Reading===
 
===Reading===
  
  
Now, read these articles about the Online Learning Community.  
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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-a.pdf]] "Critical inquiry in a text-based environment: computer conferencing in higher education" (200l) by Garrison, D. R., Anderson, T., & Archer, W.  
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*[[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.
 
*[[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===
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===[[Discussion]]===
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Consider the following questions:
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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?
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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 ?
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[[File:Discussion_1-1.jpg]]
  
 
==References and Resources==
 
==References and Resources==
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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: ==
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== 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 1: Understanding the Learning Community and Online Discussion
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Unit One: Understanding the Learning Community and Online Discussion
  
[[Unit 2: Identifying Useful Communication Tips]]
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[[Unit Two: Identifying Facilitating Discourse Tips]].
  
[[Unit 3: Implementing Class Management Plan]]
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[[Unit Three: Implementing Class Management Plan]]

Latest revision as of 11:49, 4 May 2011

Blog.jpg

Study Guide(5/30-6/4)

Unit 1 Study Guide

Activities

You Tube

Watch the following videos and respond to questions.

Rethinking Education[[1]]

Respond to these questions

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 ?



Discussion 1-1.jpg

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.

Navigation

Sun Hee Seo's Portfolio Page

Return to Essential Guild to Online Teaching

Unit One: Understanding the Learning Community and Online Discussion

Unit Two: Identifying Facilitating Discourse Tips.

Unit Three: Implementing Class Management Plan