Another thought from our chat facilitated by Judy -
Julia introduced us to a developmental model of online instruction which I have posted above and the link that talks about it is: http://tojde.anadolu.edu.tr/tojde8/reviews/etivities.htm
It seems these stages move linearly and I wonder if it is linear. At times, if I connect with what someone says or have a great interest in the topic, I might move 2 or 3 steps up the developmental stairs.
I will probably buy this book because I think it is interesting and learn more about this framework.
Of course - it still doesn't tell me how to get students moving along the steps!
3 comments:
E-tivities sounds very interesting and a great resource for educators. In the book by Dr. Slamon points out that the E-tivities book can help online educators to better focus on the design , topics, subjects, courses, programs, and teacher practices online. She also gives ideas for educators to collaborate with each other when desiging and running active and interactive online teaching and learning activities.
Thanks for sharing this information.
Jackie
In your Learning Blog--you talk about the developmental process of online learning. I connected with the Interaction item where you wrote, "Interaction - Those OLE elements that facilitate interaction
Ground rules up front
safe environment/community for interaction
productive discussion elements
measures of student interaction
communication with faculty available and easy
feedback timely
opportunity for synchronous interaction built in"
Establishing the ground rules up front certainly helps to create a focused, intellectual discussion. Planning ahead and distributing the agenda with questions may help for an organized chat. As I witnessed, there were a lot of side comments within our discussion on Wednesday. Judy did a great job trying to establish an agenda; however, we were just acting like students--off task and monopolizing the discussion. Hopefully, we will do better next time.
I also wondered at the linearity of the model. :) Gilly Salmon does address that in the book - she mentions that different members of the group may be in different places and that the entire group may move back and forth depending upon the tech introduced, the content being discussed, etc.
When Julia and I first encountered it, we liked it because it incorporated student support for technology - something that other models were lacking (IMHO). I still like it for that reason and always consider it when I develop courses. I love that you included the diagram in your blog.
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