147 pages pdf - ICT Digital Literacy

Pedagogy & Webagogy -- Ready, Set … TRAIN and FACILITATE!
#568: See You At 10:03
Advertise sessions as 2:05 pm or 11:05 am. That five minutes gives people the opportunity to
refresh before jumping into the next meeting.
Kacy C. McDonough
Bank One
#569: Divide and Conquer
Divide a group of learners into smaller groups, where each member posts reflections on
common reading materials on set dates and the other members all respond to their fellow's
reflections. The moderator can then later summarize the discussions for each theme. We found
this to be a very stimulating way to discuss the texts and to add an external element of discipline
to help the learners read and reflect regularly. Do note that it is very important to find the right
size of group for the specific context.
Hrobjartur Arnason
Iceland University of Education
#570: Show Them Where You Are
Webcast participants frequently lose track of where they are in the overall presentation. I find it
eases participants when they understand where they are on the session by providing a graphic
representation (of some type) on each slide. Examples: listing the agenda along the left side of
each slide with an arrow indicating where we were in the session or a gas gauge.
John Schuster
INNOVAguide LLC
#571: Interact Early and Throughout
Start early engaging the learners and keep the content and practice activities interactive so to
keep the learner involved throughout the entire class. You can use practice activities, skill
checks, quick polls, breakout rooms, etc.
Lorraine Ligas
#572: Link Class Activities
Create in and out of class activities for a hybrid course (note I did not use the terms in class and
online) as linked experiences where one could not be done without considering the other. For
example, if the student is to do prep readings for an in class experience, then the instructions for
doing the readings should indicate this purpose so the student is reading with a critical eye.
Gail Allan
Algonquin College
#573: Dear Teacher
To all instructors: Practice, practice, practice!
Paula Cancro
Independent Financial Marketing Group
#574: Maintain That Connection
When teaching online, individual feedback on a regular basis is important (say, once a week, if it is a 8-15
week course). This feedback fits very well with the concept of formative learning assessment, as well as
promotes the type of personal interaction desired by both facilitator and learner. Learners remark how the
feedback (which contains examples of student success as a online learner, evidence of content learning,
approaches for improvement and general encouragement) serves as their "connection" to the class and
virtual classroom. Past research has shown that maintaining a "connection" is a key success factor to
retention of online learning students.
Kathleen Kelm
Edgewood College
701 e-Learning Tips by The MASIE Center www.masie.com 113