Unit 4. Humanizing learning environments

Learning environments. [Online image 1]. Retrieved on March 26, 2010 from http://api.ning.com/files/VBE-wsjXsqC93*cKcsmBJ57Dh718dJXHY5I2R23jR*5qlU-vjCm3dpufD*fmMqjUOIh4y5fCUUMEZt14sJQdpa5KIqHtkpE*/networked.jpg

¨Synchronous and Asynchronous Communication¨

Starting from the premise that learning happens anywhere at any time, synchronous and asynchronous communication work together to make it happens. Given that unit 2 talks about the need of opening new learning environments by offering different scenarios where learning can take place, it is important to mention that teachers can also make it possible when using computer-mediated communication, however for doing this is required a quite good use of technology and willingness to incorporate it in the daily teaching bearing in mind the changing world. Therefore, when using computer-mediated Synchronous and Asynchronous communication can work together if teachers know how to balance them in an online course; I think it might occur when planning the whole course in order to have a well driven conversation among the participants during any given course. Hence, both Synchronous and Asynchronous communication would be favored because for example, students can devote certain time to work in an assignment respecting a given deadline and also conversation can also happens when a discussion is hold using for instance skype or wiziqi.

Finally, the pedagogical implications when working synchronously and asynchronously are positive since communication between the teacher and students increases by working any time and interaction arises too when commenting and discussing issues the participants are interested in.

Reference

Haefner, J. (2000). The importance of Being Synchronous. Academic Writing. Retrieved on March 30, 2010 from http://wac.colostate.edu/aw/teaching/haefner2000.htm

¨Issues and startegies¨

ISSUE	DESCRIPTION	STRATEGIES
Concerns	No internet facilities. Participants in an online course might not be expertise managing technology. Time constrains	To survey the access participants have with technology. Ask students’ experience using technology to recognize emerging problems.
Discussion	Language barriers Fear (nothing to say) Course dominated by someone No real communication Low Writing skills	Increase motivation Re examine the perceived contributions Make sure if the contributions are truly value Monitoring the process For example blogs enhances writing skills
Involvement and participation	Instructor as a content editor Students´ contributions Shy participants Responsibility for the development of the group Planning	Discussions are well moderated and monitored. To acknowledge and recognize contributions Instructor encourage students to take risks Set norms, purpose and values
Psychological and spiritual	Formation of community Reactions while participating	Option for socializing and sharing personal points of view. To offer a safe and secure online environment
Ethical issues	Behavior and commitment	Set and follow rules, values and principles

Reference

Dotson, T. (2003). Why Johnny Won't Post. "Students are accustomed to sharing space and time, not ideas, whereas online learning is exactly the opposite.". Retrieved on March 28, 2010 from http://www.timdotson.com/instructor_files/collaboration.htm

¨Towards an E-Pedagogy: Changing Roles ¨

Changing Instructor Roles
From		To
Role	Example	Role	Example
Lecturer	Teaches the subject matter	Facilitator	sets clear expectations, provides explicit directions, and keeps the learning well structured and productive.
Provider of content	Information and concepts the teacher wants to impart during the lesson	Designer of learning experiences	give short sets of instructions, background information, guidelines. Before doing a class project, lab, or group activity.
Source of information	Teachers use certain materials which are very limited	Presenter of critical or open-ended questions	engage students in solving problems, making decisions and exploring intriguing questions
Objective- based	do not focus solely on product	Project/inquiry-based instructional designer and assessor	Encourage students to engage in dialogue
User of ʻone size fits allʼ approach	Might be stuck to one approach, following a model and some rules	Moderator for a variety of learning styles	change strategies and ask students to adjust and modify their efforts to see what is working and what is not
Controller of a teaching environment	Proposes and control the class where learning take place	Co-creator of a learning experience	Inspire students to revise original thinking and hypotheses in light of experience
Instructor-Presenter	learning activities are more focused to classroom management	Learning Facilitator	Provide tasks to have students explore, research, invent and create.

Changing Student Roles
From		To
Role	Example	Role	Example
Passive vessels	Students sit passively	Active Builder	students can more easily see what they need to know and more efficiently link it to prior knowledge in their own ways
Information gathered	Just write and get what the teacher says	Problem solver	participate in interactive learning
Information remitter	Go over teacher´s words to recall information	Question researcher	know how to learn and are able to transfer knowledge to solve problems creatively
Individual learner	Take care about the own learning without sharing knowledge (interaction)	Cooperative, collaborative team member	Able to define their own learning goals and evaluate their own achievement
Instructor –Dependent	Rely on the teacher’ words	Independent manage of learning	Generate their own performance criteria and play a key role in the overall design, evaluation, and report
Passive receiver	Keep silent and do not share what s/he know about the topic	Active contributor	students feel a real sense of ownership of classroom activities as well as for allowing them to articulate and internalize the learning processes
Passive observer	Passive participation, nothings affect him/her. Do not help to transform the environment where learning takes place	Active participant	student share the challenges and cooperate in transforming information into knowledge

Reference

Holtrop, S (1997). Writing Lesson Plans: Teachers' Roles. Retrieved on April 3, 2010 from http://www.huntington.edu/education/lessonplanning/roles.html

LaBonte, Randy et al (2003). Moderating Tips for Synchronous Learning Using Virtual Classroom Technologies. Odyssey Learning System Inc. Retrieved on March 31, 2010 from http://odysseylearn.com/Resrce/text/e-Moderating%20tips.pdf

McKenzie, J. (1998).The Educational Technology Journal: The WIRED Classroom. Retrieved on April 3, 2010 from http://fno.org/mar98/flotilla2.html

¨Mananging and Moderating the Online Learning Environment¨

Based on LaBonte, Randy et al (2003), the 30 most important factors, for me, in managing and moderating the online learning environment in order of priority are:

1. Become familiar and proficient at the use of the technology- practice in advance.
2. Create a friendly, social environment.
3. Promote healthy and respectful social interactions.
4. Model appropriate online behaviour.
5. Be prepared, well in advance.
6. Be flexible in schedule to accommodate student direction, need and interest.
7. Be confidence by stating expectations clearly, and don´t expect too much at first.
8. Set clear objectives for the session.
9. Provide an overview of timetable, procedures, expectations and decision-making norms where appropriate
10. Encourage participation through use of questions and probing
11. Create opportunities to sustain discussions and interactions.
12. Facilitate discussion – present conflicting opinions, or ask open-ended questions
13. Model online intellectual discourse
14. Manage the flow and direction of discussion without stifling creative opportunity – watch for balance in contribution, particularly the instructor’s!
15. Focus discussions on critical concepts, principles and skills.
16. Enable students to experience the moderator role for themselves.
17. Maintain a non-authoritarian style.
18. Provide opportunities for establishment of independent groups.
19. Be responsive – remedy issues as they arise, help participants with information overload.
20. Learn to use silence wisely; give participant time for reflection and response before nudging.
21. Require participation as appropriate and/or request responses.
22. Contribute one own special knowledge in a collaborative fashion – don’t lecture.
23. Recognize and deal with appropriate and inappropriate student input.
24. Accept ʻluckersʼ, reluctant or timid students- help to draw them comfortably into discussion.
25. Use support if anything goes wrong- read guides like this one.
26. Build relevancy into the materials.
27. Be objective
28. Bring in visiting experts- invite knowledge quests.
29. End sessions at the posted time.
30. Make the technology transparent.

Reference

LaBonte, Randy et al (2003). Moderating Tips for Synchronous Learning Using Virtual Classroom Technologies. Odyssey Learning System Inc. Retrieved on March 31, 2010 from http://odysseylearn.com/Resrce/text/e-Moderating%20tips.pdf