147 pages pdf - ICT Digital Literacy

Pedagogy & Webagogy -- Ready, Set … TRAIN and FACILITATE!
#539: Embed The Online "Stuff"
Relate other parts of the course to the online discussion. For example: post instructions for
assignments; attach documents and graphics to postings, discuss results of Web research
related to assignments, plan and communicate for group projects, etc.
Kate MacDonald
Massachusetts College of Pharmacy & Health Sciences
#540: To Make e-Learning More Effective, Take AIM!
A - assess your teaching style
I - investigate instructional strategies within that style
M - match appropriate instructional technologies and, in particular, e-Learning tools to the
strategies and style with which you are most comfortable
Susan Stansberry, Ed.D.
Oklahoma State Univ. College of Education
#541: Build Community & Participation - For Free!
In teaching graduate students, we have begun to experiment with the use of free discussion boards (e.g.
QuickTopic) as well as the use of free VoIP Instant Messenger to extend the classroom throughout the
week. The reason that we are using these free services is that we want to model to our students, who are
K-12 teachers, what they may be able to do with their own students. Many of our student's school districts
do not have the funds for commercial tools and products and "freeware" is the only way to go for them. Our
experience has been that the use of this additional tool to the teacher's and student's tool kit is fantastic.
Properly utilized, asynchronous discussion boards greatly extend the dialogue, reflection, and interaction
among students. Over a period of time, with occasional intervention by the professor, one can see the
development of a wonderful learning community in the reflection and reaction of participants.
Bill Kiley
Kiley and Associates
#542: Reality Check
Everyone knows the importance of simulations. Unfortunately, few of us have the resources to
build them effectively. So don't be afraid to blend your online learning with experiential learning
in the real application or, if that puts real data at risk, with a controlled training database.
Connie Koskinen
Federated System Group
#543: Getting Our Students "There"
In a virtual classroom it is even more important to focus on establishing a rapport at the start with the virtual
students you can't see. Many times you have the advantage of sound and the ability to conference in but no
visual feedback from the students. You must concentrate on listening even more and try to pick up tones of
voice or changes in volume as your cue. Establishing this up-front puts students in a positive state of mind.
Howard Goldstein
Howard Goldstein Associates
#544: Be Flexible & Don't Keep Users In The Dark
Define what you expect from users and be flexible when you can. First example: voice connection. Don't think
all or nothing. Everyone won't have a great connection, so Voice Over IP won't work for all. Have a phone link
and let the user decide whether to do Voice Over IP or use a land line or cell phone. Second example: Internet
connection: Can they attend in groups or are you doing interactive polling or tests that require each individual to
have a connection? Users need to know ahead of time.
Patty Crowell
LSI Logic Storage Systems
701 e-Learning Tips by The MASIE Center www.masie.com 108