n the other hand, sport and recreation also serve to promote summer mountain tourism

Serbia

Influence

historical materialism,

MARX

The guardians

alien guidance,

Kant

Immaturity

Vincent Mosco

political economists

labour

the shift from an emphasis on old to new media

public sector

accrual accounting

Yes, it seemed fair to evoke Joan’s reaction to my proposal. Still, my principal turned to Joan almost compulsively. My principal placed the burden of approving or rejecting my project about whiteness on a Black person, even though it was my principal’s job to sign off on the work.

thought he was being racially conscious by deferring to people of color—Black students in this case—when issues of race came up.

he reacted with aversion to the idea that I might use Black Boy to provoke an exploration of white supremacy with my white students in 11th-grade English.

Why did I act white?

that actually impedes the efforts of antiracism work with white people.

White people are haunted by race, too, whether it is recognized or not.

I worry that white folks, with eagerness to reconcile race, ignore or look past the internal conflict at the core of white racial identity.

One-stop student service advisors are responsible for creating and maintaining relationships with individual students that promote student satisfaction and reten-tion.

With academic advising structures already in place, the opportunities to enhance such structures are limited only by the creativity and will of those charged with delivering advising.

a new social con-tract with students needs to be enacted so that students can fully experience and appreciate the path in higher education that they have chosen. Academic advising is at the core of implementing this new contract and is prepared to imme-diately respond with programs and student/adviser interac-tions. The purposes of academic advising accommodate all students so that they can make reasoned decisions as they set and enact the goals of their lives.

Advising systems often function through the use of data and intelligent agents, and once set up, these systems require little personal intervention to send messages and follow up with students.

Although providing this expertise in-house can be challenging, various global companies offer assistance in numerous subjects and across a range of available times.

a very simple tenet to follow is that whatever student services are offered for on-campus students should be offered in an equitable fashion for online students.

we were trying to keep up with the demands of our students

You might want to subscribe to a board like this, so you never miss a question!)

How do you expect them to communicate with you? How will you communicate with your students? What is your commitment to them in terms of a timely response?

Peer Reviews Using Canvas

UDI can be applied to all aspects of instruction,

integrate practice so that other students benefit as well.

rather than designing for the average student, you design instruction for potential students who have broad ranges with respect to ability, disability, age, reading level, learning style, native language, race, and ethnicity.

It's important to think about Universal Design not only for students with disabilities, but also in regards to the various ways that students prefer to learn.

We recommend you split up your course content by week. This lets students see exactly what they should be paying attention to in your course

If your peers perceive  you as a "cheater" they will surely be hesitant to trust you professionally.

Cheating demoralizes the entire class

when the assignments or exams are written like "open-book" tests, where critical thinking and applying knowledge to new scenarios is the main goal.

Lecture gets a bad rap

It's a lot tougher to read them with an online class

I have always had my students do group work because they need to know how to work in groups once they get into their careers.

the pedagogies and theories we'll learn about this week are applicable to all students!

to reflect on the changing roles of students and instructors as we move from the face-to-face environment to an online environment

Good development practice starts with honoring the work you’ve done in your course

Your aspirations for students taking your course

start small. Pick one thing. When you have that down, choose another. Continue step by step,

Perhaps in part because online courses take so much preparation before the first day of class — ideally, all content (assessments, activities, prompts) is created in advance and in place for a turnkey experience

Even when the physical classroom is not particularly attractive, you do a lot to improve the atmosphere in the room to make it more pleasant and therefore more conducive to learning.

Do you look forward to communicating with your online students in the same way you look forward to interacting with students in a physical classroom?

Examples are even more crucial in online teaching.

Provide a rubric.

clear, methodical, and intuitive

When students are taking class at home, you can’t observe when you’ve lost their attention or when your instructions aren’t clear

You can’t observe when you’ve lost their attention or when your instructions aren’t clear.

Either way, experiment with providing guidance and instruction via the technology tools you have at hand.

Many learning-management systems include a built-in feature to record audio and video

We employ humor. We vary our delivery to best effect. We pause. We raise our voices. We gesticulate for emphasis.

Post a quick video to clarify misconceptions about a class topic or assignment

Almost none of us set out to be great online teachers when we decided to go to graduate school.

Most of us don’t know how to teach online or how to get better at it

Set up your Course Navigation in Canvas - this is an important step to prioritize course items for students, and hide any unused items that could cause confusion. 

Online learning requires self-discipline. You must be fairly self-directed!

It truly can take a little while to get used to “doing school” online!

this course is not a space to debate online vs. face-to-face education.

online teaching can (and should) look substantially different due to the teacher, students, content, activities, and objectives of the course!

exemplify the best practices in digital teaching

The course provides you with a true student experience

online elements for a course on a topic of your choosing

with an emphasis on great digital pedagogy

This course is designed to give you an authentic experience as an online student and is not self-paced

planned alignments

reflect the most important, observable impacts

Our course design model is a collaborative process between the instructor and an instructional designer

you'll want to make sure you can answer "yes" to each of the questions on this page

course map

with the blend of perspective, passion, and expertise that is unique to you

Noneoftheopen-endedquestionresponsesindicatedamisperceptionintheroleofinstructionaldesigners.Norespondentsreferencedtechnologysupport,assistance,orcontentdevelopmentastheroleofaninstructionaldesigner.Instead,responsesfocusedontheprocessofdesign,thecollaborationwithaninstructionaldesigner,thebenefitsexperiencedfromworkingwithadesigner,ortheintenttocontinueworkingwithaninstructionaldesigner

“throughmappingIlearnedthatmycoursesrequiredtoomuchwork.IwasabletoeliminatesomeassignmentswhichIthinkmadetheremainingonesmoremeaningful.”

Ninety-twopercentofrespondentsindicatedthattheyintendedtocollaboratewithaninstructionaldesigneragainonacourseinthefuture

Assuch,anactionresearchdesignfocusedonprogrameffectivenesswasthebestwaytoassesstheeffectivenessofthemodelfromtheperspectiveoffacultywhohadparticipatedininstructionaldesignusingtheCMM

theexperienceofbeinganonlinestudentwhilealsoequippingthemwithteachinganddevelopmentskillstocreatetheircourses.

Duringthedevelopmentphase,facultywillideallyparticipateinaprofessionaldevelopmentcourse

Thisistovisualizethecoursefromtheperspectiveandexperienceofstudents,

Thedreamphaseencouragesthinkingbeyondthescopeofthecurrentenvironment,insteadimaginingandcastingavisionforthebestfuturebuiltonthefoundationoftheelementssharedinthediscoveryphase.

Thediscoveryphasefacilitatesanexplorationofthethingspeoplevaluemostintheircurrentenvironmentsandrelationships.

ThesedesignersseeSMEsastheteachers,contentexperts,mentors,andpractitionersthatmusthavetheirvisiblepresenceandactiveinfluenceinfusedintothecoursestheyteachtohelpstudentsimprovetheirlivesandlearning

relationships

Expertiseinonlinelearningdesignismorevitalthanever

secondaryjobresponsibilities

limitedresourcesforstaffingcaninhibitthekindofgrowthneededforinstitutionalleaderstoeffectivelyempowerthem

enthusiasmforcontinuedcollaborationwithinstructionaldesigners

Keythemesincludedanincreasedvalueandrespectfortheexpertiseoftheinstructionaldesigner,

social presence has three components: affective expression, open communication and group cohesion

Because of their overarching perspective, tutors were more able to provide contextual explanations for unsatisfactory online interactions, and more confident in identifying productive social learning encounters.

Social interaction online can be a major source of support for students as they manage their multiple and transitioning identities.

while easy access to backstage can be a valued part of the online experience, helping students manage their identities, students saw real learning benefits accrue from revealing the self:if it’s a face and a person and you know that face and you know a little bit more about them ... I think it’ll be less likely to let them down in the team work ... it’ll be less likely to leave them hanging ... not answered. (

Lisa similarly concealed ‘sensitive issues’ to protect her organisation. Lisa also believed it to be more professional to hide her negative feelings from others, leading to ‘a love-hate rela-tionship with the learning teams’:

Jane, for example, preferred online learning contexts to face-to-face learning, because she had time and space to present a more considered learning face:sometimes it’s kind of hard to just think in depth and be reflective at the moment ... ... I feel like I can convey a more intelligent response in writing than ... than face-to-face-interaction

the only time we really interacted was when we were like put in our groups ... ... it wasn’t that structured ... so you could write ... more comfortably ... than when we were interacting in the discussion forum ... in the big group

The absence of face-to-face communication was felt by students such as Meg who described feelings of loneliness and dissatisfaction with the level of engagement from others. Meg considered that videocon-ferencing should therefore be a requirement for small groupwork ‘even if we don’t have it as an entire group’ despite different time zones

we have a synchronous relation, because we can ask questions and we can have answers on time, and ... it’s a real conversation ...

In Goffman’s terms, behaviour that appears less controllable, and therefore less easily subject to artifice or manipulation – expressions given off – can appear especially trustworthy sources of information.

Participants’ reflections on the success of online social interactions can, therefore, help identify the characteristics of online social presence and will be discussed next

These students had therefore, a clear image of themselves as learners, a learning ‘face’ in Goffman’s (1972) terms, in which they invested feelings and wanted to perform.

online practices that pro-mote embodied communication, where non-verbal information can more effectively be given off – ’tacit knowledge’ in Oztok’s (2013) terms – might achieve the kind of social pres-ence that creates mutual trust among participants and supports social learning

role of the tutor (and other students) may be critical, therefore, in promoting ‘protective practices’ or ‘tact’ (Goffman, 1959; p. 25) to smooth over problematic behaviours that serve as disruptions to a shared understanding of group identity and purpose online.

ne groupwork, the lack of information available prevents students from easily agreeing on a ‘definition of the situation’ (Goffman, 1959; p. 24) to guide how to proceed with the task. The

As a corollary to the challenges of performing identity online, the online learning environment provides constant access to a backstage area – no-one can see you when you do not post. Virtual face-work, rehearsed backstage, is therefore, part and parcel of learning online.

The risk involved in performing identity in writing requires students to engage in excessive virtual face-work, for example, carefully drafting submissions offline to maintain face.

often without the capacity to edit their posts once submitted

‘deniable communicatio

dividuals perform ‘face-work’ in order to neutralise incidents that could threaten face, for example, displaying poise to avoid showing embarrassment.

to present oneself as one would wish would cause insecurity and anxiety. I

Goffman (1959) suggests interpersonal communication involves an ‘infinite cycle of concealment, discovery, false revelation, and rediscovery’ (p. 20), where individuals are routinely suspicious of each other’s behaviours and rely on their observations of unguarded moments to judge the truth of the situation.

Reduced communication also affects online students’ capacity to manage others’ impres-sions of them, and students therefore lose capacity to perform their identities online, which may be decidedly different from their sophisticated use of communication offline.

t individuals may surreptitiously monitor others’ behaviours, looking for ‘tells’ that contradict their expressed position, showing how they really feel – for example, a smirk that belies an explicit response

In an online – predominately textual – environment, opportunities for expressions given off are much reduced.

While expressions given refer to inten-tional communication, expressions given off refer to largely non-verbal cues, which – because they are more difficult to manipulate – are considered by others a more reliable indicator of one’s state of mind, whether or not this is really true.

when someone encounters another, they ‘seek to acquire information’ about that person or use what knowledge they already have. This infor-mation helps people to shape expectations of others and to understand what will be expected of them. In an online learning environment, very little information about others is available, particularly the subtle communication cues that promote mutual trust. As a result, learners can neither know how to act themselves, nor what expectations they can have of each other.

the self is a product of the entire social scene in which it is performed – both the audience and the actor have a stake in the credibility of the performance. Identity is a result of social interaction, therefore. Online, however, the altered mode of communication presents challenges for both the performer and the audi-ence.

Goffman theorised the production of self in dramaturgical terms of an actor performing for an audience

particularly the ‘canonical’ asynchronous discussion forum thread (Oztok, 2013, p. 25).

he online learning environment can inhibit learners’ capacity to construct their identities for others (Brooks & Pitts, 2016; Robinson, 2013), particularly the ‘canonical’ asynchronous discussion forum thread (Oztok, 2013, p. 25).

The effectiveness by which online learners are able to communicate their identity has been shown to impact meaningful discussions and dialogic interactions, which in turn support a deep approach to learning (

Without this, it is difficult for online learning designers to understand why to incorporate opportunities for communication that promotes social pres-ence, and therefore, when, where and in what form those opportunities should come

the operationalization of the concept

Robinson (2013) recommended that students working in groups ‘adopt a range of verbal immediacy behaviors so that their peers can get to know and trust them’ (p. 306).

The emotional aspects of online learning are at the heart of Robinson’s (2013) research, which explored social presence and collaborative groupwork, concluding that groupwork can produce emotional states such as frustration, feeling constraints, difficulty, or lack of control due to the absence of a sense of immediacy.

udents need to feel comfortable to expose half-formed or incorrect ideas without fear of undermining their identity in the group.

Laurillard (2012) argued that an effec-tive way of encouraging metacognition is for students to articulate their ideas and share them with their peers, for example by grading each other’s work or revealing that others have different conceptualisations

he role of social presence in establishing group cohesion online was central, since the capacity to create a shared sense of social identity with their peers was of utmost importance for online students

the ability of participants to identify with the group or course of study, communicate purpose-fully in a trusting environment, and develop personal and affective relationships progressively by way of projecting their individual personalities.

attention to the way software constructs learner identities in educational contexts is increasingly important. The social web has long been perceived as an arena where users can become ‘self-made people’

self and face-work

t seeks to provide further guidance for tutors and online learning designers to create learning envi-ronments that support students to achieve individual and social metacognition online.

a lack of clarity over what creates social presence and how it contributes to learning may explain why online classes can still be ‘impersonal and lack the simple but meaningful verbal and nonverbal cues and the overall social presence and immediate response-time’

cial Presence h

This kind of learning has implications for the learners’ sense of identity, in its capacity for transformation of learners’ relationship to self, and to their relationships with others and the world around them

he potential to enable learners to achieve a degree of metacognition and even social metacognition or co-regulation of learning (

the importance of trustworthy social interaction to support students’ performance of identity and identity shifts in fostering deeper social learning

the relationship between social presence and support for the social production of identity online

This paper argues that identity may be key to understanding why social presence has been considered so important to successful learning experiences

groupwork,identity and social learning online

online discussions

students still overwhelming prefer print materials

collaboration skills

Learning related to knowledge (i.e., from simple recognition and memory to complex problem solving and evaluation)

Learning related to actions and motor skills (i.e., from simple actions to complex choreography)

Learning related to attitudes, feelings, & emotions

Is each general instructional objective stated as a learning product (rather than in terms of the learning process

Gronlundobjectives begin with the foundational, illustrative, action verb

Simplifying Objectivesby Focusing on the Performance / Outcome

Are learners prepared to take on this new work?

They take on jobs that the instructor might otherwise do –choosing an area to work on or an approach to solving a problem; determining roles of team members; judging sources and methods; evaluating quality and appropriateness of solutions; giving feedback and consulting with other learners.

constructivism sees learning as a process of constructing or making something

Learnerestablishes criteria for standard performance

Provide objectives before instruction begins

Havestudentspose questions to be answered by other students

Posethought-provoking questions to the students

visuals ortext that is not essential to the instruction-al explanation be avoided

researchers have found that bettertransfer learning is realized when graphicsare explained by audio alone rather than byaudio and text.

some informa-tion in e-Learning, such as directions to anexercise, needs to be available to thelearner over a longer period of time. Anywords that are needed as reference shouldbe presented in text.

Audio should be used in situationswhere overload is likely.

we recognize that it’s not the medium that causes learning.Rather it is the design of the lesson itselfand the best use of instructional methodsthat make the difference.

These repeated failures lead us toabandon a technology-centered approachto learning in favor of a learner-centeredapproach.

fewer opinionsand more data.

Thesesoftwareapplicationsareprecursorstofullydevelopedlearningmanagementsystemsofthefuture,whichwouldbemoreresponsiveandadaptabletoeachlearner’sneedsandlearninginter-estsdynamicall

ansactionaldistanceismeasuredbytheindependencethateachlearnerrequiresintheteachingandlearningprocess,

Ifthetendencytouseinformationtechnologyforteachingandlearningcontinuesincomingyears,distanceeducationwillbecomethedominantformofeducationintheforeseeablefuture

AttitudestowardTVandtowardsubjectmatter

Kumata(1960)listedlearnertraitsas“prime”factorsinlearningfrominstructionaltelevision

Self-initiatedanddirectedlearninghadademocratizinginfluenceineducation,whichdidnotfollowthemethodsandpro-ceduresofestablishededucationalinstitutionsthatwereavailabletotheprivilegedclasses

Thecommercialorproprietaryschoolsthatengagedindeceptivepracticesdamagedthereputationofdistanceeducationtothepointthatthefederalgovernmentwithdrewitsfinancialsupportforstudentsinsuchschoolsandestablishedrulesthatlimitedthepracticeinthe1950s

often the introduction of technology adds more time and complexity to a task

“it’s just doing what you could do with paper – why bother?”

Each made the task a little easier, a little more accessible but retained enough familiarity with the previous format that those involved understood what was required

As an innovation spreads from early adopters to majority audiences, face-to-face communication therefore becomes more essential to the decision to adopt.

Early adopters are the exception to this rule. They are on the lookout for advantages and tend to see the risks as low because they are financially more secure, more personally confident, and better informed about the particular product or behaviour. Often they will grasp at innovations on the basis of no more than a well worded news article. The rest of the population, however, see higher risks in change, and therefore require assurance from trusted peers that an innovation is do-able and provides genuine benefits

Many computer games are now built with the intention that they will be modified by enthusiastic users. Says consumer behaviour expert, Francine Gardin. “They’re actually participating in the design of the game. These consumers are really passionate about the game – it’s almost like a cult. They have an incredible sense of loyalty and ownership of that brand. Instead of complaining, they fix the product.”2

Meanwhile laggards hold out to the bitter end

it sees change as being primarily about the evolution or “reinvention” of products and behaviours so they become better fits for the needs of individuals and groups

Sometimes web developers fear that it is more expensive and time-consuming to create accessible web sites than it is to create inaccessible ones.

Many people with cognitive disabilities can also benefit greatly from the structure and flexibility of web content

This method works, but it makes blind people dependent upon others.

They also require constant feedback to know that they are doing well.

They require an opportunity for interactions

The main challenge with these learners is that they may become frustrated easily if the program moves too slowly, lacks clearly defined objectives, or does not encourage participation

Although confident learners typically make the same amount of mistakes as other learners, they believe they are capable of anything, which leads to higher participation

If learners feel safe, happy, and fullfilled, they will actually enjoy learning

Factors that influence this decision include self-image, memory, meaning, and perceived value, which is particularly important with learners, who tend to have short attention spans.

The behavioral level, the part that contains the brain processes that control everyday behavior is the mid-level of emotional design and relates to functionality and performance. This cognitive process kicks in after learners surpass the first-impressions stage and move on to see how easy it will be to accomplish a task.

to form a connection with a course

enables people to make rapid judgements

instructional strategies will beshaped by parameters of the technologylike bandwidth and hardware, and by envi-ronmental factors such as budget, time,and organizational culture

the classroomexperience is packaged in the instructorand in fact varies from class to class, youcan easily see and hear all elements of e-Learning

Decis-ions about e-Learningcourseware mustbegin with an under-standing of how themind works duringlearning and of whatresearch tells us aboutthe factors that leadto learning.

When they complete their schooling and start a job, they are told to solve problems in groups, through meetings, using every resource they can think of

Allow the use of the internet and collaboration during an examination.