11. 7.
Rubrics
Online comments
Use Screencast
Oral Presentations as Final Assessment
12. 8.
Look at Jane Foltz’s 21st Century Blog Post
Cynthia Sistek-Chandler 9/25/2012 12:00
AM 10/5/2012 11:59 PM Thinking
Maps, Excellent Case Study
http://my-
ecoach.com/blogs.php?action=view_post&blo
g=5824&post=25019
You will need to be in My eCoach to respond
to the blog post.
15. Bonk, C. J. & Zhang, K. (2006)
Falloon, G. (2011).
Ko & Rosen, (2005).
Hratinski, S. (2008). Asynchronous and
Synchronous eLearning, Educause.
iNacol
Quality Matters
Rourke, L. & Anderson, T. (2001).
Sloan Consortium, Elements of Quality (2003).
Swan, K. (2003).
Editor's Notes
His theory provides the following six learner-centered guidelines for the education ofadults:1. Adults must recognize the necessity of learning something before undertaking to learn it.2. Adults recognize the responsible for their own decisions - their own lives.3. Adults enter an educational experience with more and different experience than youths.4. Adults are more eager to learn things they must know and apply in order to copeeffectively with their real-life situations.5. Adults are life centered (or task centered or problem centered) in their orientation tolearning.6. While adults are responsive to some external motivators (i.e., better jobs, higher salaries,promotions), the most potent motivators are internal pressures (i.e., the desire forincreased job satisfaction, self-esteem, quality of life).The applicability of Knowles’ theory is shown through the learners
AgendaDaily Tips
Environment
Norms & ExpectationsModel Collaboration and Digital Citizenship
The interaction between the students and instructor, and the interaction amongstudents are vital components of a successful adult learning experience.
This study explored the use of the Web-based virtual environment, Adobe Connect Pro, in a postgraduate online teacher education programme at the University of Waikato. It applied the tenets of Moore’s Theory of Transactional Distance (Moore, 1997) in examining the efficacy of using the virtual classroom to promote quality dialogue and explored how both internal and external structural elements related to the purpose and use of the classroom affected the sense of learner autonomy. The study provides an illustration of the complexity of the relationship that exists between the elements of Moore’s theory, and how the implementation of an external structuring technology such as the virtual classroom, can have both positive impacts (dialogue creation) and negative impacts (diminished sense of learner autonomy). It also suggests that, although Moore’s theory provides a useful conceptual “lens” through which to analyse online learning practices, its tenets may need revisiting to reflect the move toward the use of synchronous communication tools in online distance learning.
