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20 Cards in this Set
- Front
- Back
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Three guiding principles for effective moderation in an online course.
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Moderating can take place in a professional and social context.
Moderators should act as a guide-on-the-side, guiding participants in their online communication as the participants enhance their learning experience through conversations with each other. Prospective moderators can learn these general guiding principles and strategies. Collison, G., Elbaum, B., Haavind, S., & Tinker, R. (2000). Facilitating on-line learning: Effective strategies for moderators |
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Moderators can take on 3 roles in online course
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Guide-on-the-side
Instructor/project leader - moderator designs a regular and manageable feedback loop, separates content from process issues and facilitates peer support Group process leader - lead introductory, culture building activities, provide virtual 塗 and holding to the digitally challenged and acknowledge the diversity of the participants Collison, G., Elbaum, B., Haavind, S., & Tinker, R. (2000). Facilitating on-line learning: Effective strategies for moderators |
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3 advanced strategies for creating effective communication
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Moderator to choose a voice, a general guide, conceptual facilitator, reflective guide, personal muse, mediator, or role player
moderator to develop an empathetic and nurturing tone with those participants who are struggling with the content or technology aspects of the course moderator should act as a guide-on-the-side, and help to sort ideas and keep participants focused on key points Collison, G., Elbaum, B., Haavind, S., & Tinker, R. (2000). Facilitating on-line learning: Effective strategies for moderators |
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Two types of publics
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Mediated public is a networked public, where the network mediates the interaction between members of the public. A mediated public could consist of all people across all space and time
Un-mediated public, the boundaries of an audience are structurally defined, by physics, walls or other obstacles that limit visual and auditory information being passed around. Boyd, D. (2007). Why youth social network sites: The role of networked publics in teenage social life |
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Why Teens create and use this social sites
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Teens often create one profile for their parents to access and one profile for their friends
Parents can often find one of their child’s friends to gain access to their own child’s real profile Parents want to regulate their children’s behavior online, and this causes their children to want to hide their behavior Social network sites allow teenagers to understand cultural cues in a public arena Boyd, D. (2007). Why youth social network sites: The role of networked publics in teenage social life |
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Why are males better at using technology than females
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Males are more comfortable and more inclined to learn about computers and hold technical positions later in life, than females
Cooper, J., & Weaver, K. (2003). Gender and computers: Understanding the digital divide |
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5 psychological factors that contribute to the reason why women don’t reach their full computing potential
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women tend to have computer anxiety, which can inhibit performance and learning
The social context of the computing environment. Women tend to perform better when working on computers in private settings The social dynamics of the group can either facilitate or inhibit learning The societal expectation that males will fare better with technology Females know that society thinks they will perform worse when it comes to computers, they also know that others will judge them based on this stereotype (stereotype threat) Cooper, J., & Weaver, K. (2003). Gender and computers: Understanding the digital divide |
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Parents and teachers can play a big role in bridging the technology gender gap
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Daughters can succeed in a computing environment, then their daughters will assume the same attitudes
Teachers can help by structuring their classrooms so that girls feel more comfortable using computers Create single-sex classrooms, so that girls can focus on the technologies and not the expectations Cooper, J., & Weaver, K. (2003). Gender and computers: Understanding the digital divide |
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Technological changes that are present in the educational reform movement must:
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Include communities that can participate in global learning networks
Be given opportunities for intercultural collaboration Utilize the Internet, as a learning tool that can promote critical thinking, inquiry and knowledge sharing Cooper, J., & Weaver, K. (2003). Gender and computers: Understanding the digital divide |
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Main points include:
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Schools must provide students with equal access to technological environments and global learning networks.
Must effectively integrate these computer-based global learning networks into school curricula. Schools need to develop ways to promote intercultural communication, respect for diversity and mutual understanding in these diverse classrooms. Students must be trained to think critically about the world, work collaboratively and develop literacy skills in the areas of research and analysis. Cooper, J., & Weaver, K. (2003). Gender and computers: Understanding the digital divide |
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Collaborative inquiry is defined through 3 pedagogical models
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Traditional pedagogy: a passive and ineffective approach where language is broken down and taught in parts
Progressive pedagogy: which focus on the learner instead of the large social situation and encompass whole language and process writing approaches Transformative pedagogy: which through collaborative critical inquiry curriculum content is related to student’s individual and collective experiences Cummins, J., & Sayers, D. (1995). Brave new schools: Challenging cultural illiteracy through global learning |
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Techno_formers
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Techno-reformers, mostly public officials, corporate leaders and other non-educators, across the nation seek to close the gap between high-tech workplaces and low-tech schools
Cuban, L. (1996). Techno-reformers and classroom teachers |
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Why are teachers not integrating technology in their classroom
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Techno-reformers have had greater challenges getting teachers to use new technologies for a variety reasons, such as limited access to technologies, lack of training on new technologies and better teaching preparation programs.
Cuban, L. (1996). Techno-reformers and classroom teachers |
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Teacher criteria for using new technologies that helps them meet their classroom goals
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Machines need to be simple to learn and use
Machines need to be reliable, accompanied with reliable technical assistance Machines need to be available to student use without disruptions that inhibit learning Cuban, L. (1996). Techno-reformers and classroom teachers |
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Two ways in which artifacts can have politics
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The invention, design, or arrangement of a specific technical device or system becomes a way of settling an issue in the affairs of a particular community
Long Island Overpass Bridges Tomato Harvesters There are inherently political technologies, which appear to require or to be strongly compatible with particular kinds of political relationships. Atomic Bomb Winner, L. (1986). Do artifacts have politics? |
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why are poeple switching genders on the social sites
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Suler explores the idea of gender switching in cyberspace.
More common in males than females. provides an attractive opportunity to experiment very thin line between the right to experiment with one's gender and the violation of the rights of others by deliberately deceiving and manipulating them Suler, J. R. (1999). Do boys (and girls) just wanna have fun? |
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Reasons males participate in gender switching:
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investigate male/female relationships
express their "feminine" side which they feel they must otherwise hide some men to explore within themselves what society labels as "feminine" characteristics progress faster in games Suler, J. R. (1999). Do boys (and girls) just wanna have fun? |
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Reasons females participate in gender switching
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how other females act with men
to experience "power" that she had not been able to experience in real life to run a clan in some game environments Suler, J. R. (1999). Do boys (and girls) just wanna have fun? |
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Five interlocking factors
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Level of dissociation and integration-The multiple aspects of one’s identity may be dissociated, enhanced, or integrated online
Positive and negative valence-negative aspects of identity can be acted out or worked through. Positive aspects and be expressed and developed Level of fantasy or reality-choose to reveal their real identity or display an identity that is purely fantasy Level of conscious awareness and control-How we decide to present ourselves in cyberspace isn't always a purely conscious choice. Chosen media-Different communication channels express different aspects of identity Suler, J. R. (1999). Do boys (and girls) just wanna have fun? |
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Net Generation
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first to grow up surrounded by digital media
They think technology is all part of the natural landscape more comfortable, knowledgeable and literate than their parents about an innovation central to society They are a force for social transformation No issue more important to parents, teachers, policy makers, marketers, business leaders and social activists than understanding what this younger generation intends to do with its digital expertise Tapscott, J. (1998). Growing up digital |
