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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 setting. A sense of membership in the group for the participants involved in any learning setting.

Engaging learners graphic organizer

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Page 1: Engaging learners graphic organizer

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.