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Facilitator to learner(s) -- "supportive, open,
and respectful" (Durrington,p. 191).
This should be expected from the
facilitator to learner interaction, but should also be a guide for all
interactions independent of
direction. "Educator as artist, network administrator,
concierge, curator" (Siemens, p. 17).
Learner participant to facilitator communnication: guides have been posted
forms of communicate publicily within class or privately are provided.
Learner to learner: blogs, wikis, student-moderated discussions. Student to student
"exchanges are important, if not more" (p.191). These interactive tools are beneficial
for 2 person interactions and group interactions.
Prensence of more than 2 person interactions,
but of collaborative groups and classroom
interactions: Group interactions involve more than two way
interactions. To guide these interactions
criteria and rubrics or lists can provide some
structure with room for expression.
Presence is key for facilitators and learners. Every participant needs to give and receive a
sense of presence for collaborative learning to succeed in a distance learning setti ng. A sense
of m em bership in the group for the participants involved in any learning setti ng.