1. Interaction!

2. Online Interaction Student/Instructor Student/Student Student/Self Reflection Student/Content Lynch, M. M. (2002). The Online Educator: A Guide to Creating the Virtual Classroom. New York: RoutledgeFalmer.

3. Finding a Balance High Output – High Quality Low Output – Low Quality

4. The Foundation Welcome/greeting Expectations for participation Timely feedback Visibility in the course Availability for questions and clarification Expectations for support

5. Student-Student Interaction Introducing themselves to their classmates Negotiating the content Completing assignments Student Lounge

6. Avoids disorientation Allows students to “get to know you” Allows you to connect with students as you would in a traditional classroom A Warm Welcome to the Course

7. Student Introductions

8. Participation

9. Participation Establish Firm Criteria for frequency of engagement Apply criteria at intervals that students expect (weekly) “Teach” students the rubric or checklist Give students a low risk opportunity to adjust to the requirements Affirm behavior which meets the requirements publically (e.g. this is a great example of integrating real world experiences into your post!) Expect to address behavior which does not meet requirements privately (in weekly assessment).

10. A Sample Participation Rubric Candidate makes posts to Critical Friends groups and/or Reading Groups four days during each week (.5 point) Candidate posts questions and assignments early in the week, so that the group may respond in a timely manner (.5 point) Candidate posts accurately reflecting reading and/or video materials (.5 point) Candidate builds on the responses of classmates concerning each question and/or critical friends discussion (.5 point) Candidate linked the discussion to professional experiences he or she has had concerning reading circle discussions (.5 point) Candidate was respectful of divergent viewpoints (.5 point) Suggestions made assist the Critical Friends Group in aligning submitted assignments with Assignment Criteria (.5 point) The candidate provides Critical Friends suggestions for revision or improvement (.5 point) Candidate was positive and professional during all interactions with classmates (.5 point) Candidate met all requirements of Weekly Assignment (.5 point)

12. Address

13. Be Visible

14. Organize

16. Quick Feedback=Motivated Online Learners

17. Timely Feedback A maximum of 7 days for assignment feedback A maximum of 7 days for participation feedback Immediate private response to inappropriate posts Immediate positive response to posts that should be seen as “models”

18. Get Smart! Think about outcomes rather than content “Chunk” large assignments Feel good about quality over quantity Consider oral presentations rather than papers Use groups to provide critical feedback prior to your review of assignments

19. Building for persistence and the negotiation of knowledge Small, manageable groups (3-4 per group) Predictable small group discussions Questions Reflection on the reading or other course material Peer assessment of assignments Set expectations for your interaction I will be reading your postings, but will not be participating until all group members have posted initially. I expect you will have completed your initial posts by midnight on Tuesday of each week per the participation rubric.

20. Negotiating Content Reading Groups (3-4 people per group) Student Driven – Instructor Facilitated Options Students read/research – post 150 word summary and ask open ended questions of each other Students read/research– post in a structured manner and ask open ended questions of each other Students read/research – post a blended narrative and post open ended questions of each other Instructor posts a question – students research/read, respond and ask other open ended questions of each other Others? Key: Assessing Participation and being visible!

21. Peer Support Critical Friends Groups Multiple group members – one product per member Acts as a support group Proofs papers and provides first tier support for the assignment Collaborative Projects Multiple group members – one product per group Assign roles Build synchronous and asynchronous means of collaboration for the group Allow group members to grade each member’s contribution to the project

22. Take a Moment

23. “Chunking” Large Assignments Consider requiring only 3-5 pages per assignment Focus on Concepts rather than discrete facts Consider weekly assessments as formative rather than summative “Interact” with the student through comments in their paper Comment tool in MS Word Track changes

24. Interaction with Content From the Connected Learner http://www.youtube.com/watch?v=XwM4ieFOotA

25. Take a Moment

27. Wednesday: Response to each group

28. Thursday: Reaction to any group responses OR new response to groups or individuals

29. Friday: Group discussion ends

31. Set expectations for email (response time: 48 hours)

32. Set hours for phone calls (3-5 on Monday and Wednesday)

33. Use Wimba for weekly clarification meetings (8:00-9:00 PM each Monday)

34. Create a culture of peer assistance

36. Take a Moment

37. Student Self-Reflection Post objectives prior to each week’s assignment Journaling/Blogging/ Video Diary – how am I meeting the objectives of the course? Summarizing and posting or emailing – how did the group discussion contribute to meeting the objectives of the course?

38. Take a Moment

39. Thank You For Attending!