147 pages pdf - ICT Digital Literacy

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Pedagogy & Webagogy -- Ready, Set … TRAIN and FACILITATE! #510: Blend Slowly Before Mixing If blended learning appears to be a daunting prospect, consider first creating a blend within the classroom. For example, using e-Learning exercises and simulations for practice within the classroom. Bernadine Reynolds Deloitte #511: No Way To Fake It, Don't Even Think About It Know how to use your online application thoroughly before attempting to deliver an online class. There is nothing worse than an instructor who does not know how to use the tool that is facilitating the delivery. Ginger Jones Siemens Energy & Automation #512: Experience Counts Take into consideration the prior experience that students may have had with e-Learning or even higher education itself. Learning activities that work well with upper level students often do not work as well with first year students. Glenn MacDougall Algonquin College 701 e-Learning Tips by The MASIE Center www.masie.com 102
Pedagogy & Webagogy -- Ready, Set … TRAIN and FACILITATE! #513: Out of Sight, Out of Mind I recommend a web-cam on your delivery side so students can at least see you from time to time and remember that you are real. Howard Goldstein Howard Goldstein Associates #514: Lurk Before Jumping In Encourage the interaction and problem solving skills of students by "lurking" before jumping in with a response. Be aware of your "timing." Try to encourage the group to come up with some solutions first, although you may need to re-focus contributions if the discussion goes completely off track. Frankie Forsyth Australian Flexible Learning Community #515: "Office" Hours Set aside a block of time each day to respond to learner questions and concerns. Inform the students about these times. George Drops National University #516: From Contact To Community Try to make contact with the participants early and often. Start with emails giving them instructions for contacting you and a reason to do so. For example: "Please confirm that this is the email address we should use to contact you.", "Please let us know what your technology level is—equipment and personal expertise.", "Please let us know what you hope to gain from this course." etc. If possible, arrange a conference call before the start of the course to address all the questions participants may have and to help them connect with each other. Use calls, discussion boards and live chats to keep them connected and active. Once contact is made, help the participants to build community. Grouping them may work. Asking them to build home<strong>pages</strong> and/or post introductory messages on the discussion board may work. Asking them to choose an avatar to represent themselves, and then explain their choice is a good option, especially for those who don’t want to post pictures of themselves on the web. Holly Garrett Cogeco #517: e-Teach To e-Learn Always try to get the e-Learner to be an e-Teacher. Get them to engage in discussion with other e-Learners about the topic, particularly if they can provide material or insight into their better understanding of the new discipline. Peter Duffey Groove Networks #518: Same As It Ever Was Prepare the learner for e-Learning by offering both online and face-to-face orientations to the CMS/LMS. Make students/participants aware of instructor availability at the very beginning of the course. Then be consistent in the delivery of responses, information, assignments, etc. by using the same format throughout the course. Write for the web - do not write in prose - students will not read it. Use bullet points, subheadings, etc. that can be easily scanned for information. And be flexible as an instructor - know how fickle technology can be and be fair to your students. Nanette Stillwell Pitt Community College #519: Getting The Right Answer Doesn't Mean You Understand It Employ "live" math to assist student comprehension. Lynn Brown Web Pearls, Inc 701 e-Learning Tips by The MASIE Center www.masie.com 103
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