| What I Know |
What I Want To Know |
What I Learned |
- important to make the students feel welcome in their learning environment
- self-introduction/discussion of objectives so the students feel they are working with the teacher/facilitator and their peers
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Salmon-5-Stage Model
- good organization of stages of learning and collaboration
- challenging to encourage to collaborate-still some engagement vs dis-engagement issues
- focus should be on student learning and collaborative learning
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Berge-e-moderation
- Pedagogical, social, managerial, technical
- Different emphasis-focus on role of the e-moderator rather than the students/learner
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Feenberg and Xin-Facilitation |
- Sometimes face-face learning ends up with cliques
- Can avoid this with online learning
- Little detail to further the notion of facilitation
- Perhaps too small a focus?
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Congenial atmosphere for discussions
- Often recap discussion points
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Anderson et al- Assessing “teacher presence” |
- Can be challenging to “be present” in discussions
- Can find unifying threads but needs to be elaborated upon
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- How to focus the discussion when learners go “off-track”- does it lead to deeper learning when this occurs?
- Modeling behaviour-leads discussion-provides prompts to focus discussion
- Some learners do not participate or only when specifically asked (easy in f-f but challenging in online setting
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Need to try to draw out some learners who have difficulty expressing thoughts and views |
- Recognition of participants and comments
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Hoostein |
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- “guide on the side”-learner is the focus
- Facilitators “guide self-directed learning in a problem-centred environment”
- Works well with case study approach
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- Facilitator helps group focus on information and where to get it
- Learners with life experience do this more easily
- How to do this with younger adult students/learners who have little life experience
- Help learner connect with prior knowledge
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- Focus on learner rather than technology
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Gunn |
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- Collaborative learning-team assignments
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- Risk that online learning can be depersonalized
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- High level of interaction by students and teacher-learner spends ++ time on coursework
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