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1.
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1. A sense of adventure on the part of participants. 2. A
willingness to put the learners' varied agendas ahead of the moderators. 3.
Some level of administrative support.
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2.
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adequate student support appropriate assessment opportunities
for collaborative student work flexible and open course structure good
quality study guide and resources
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3.
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1. Dedicated e-support 2. Reputable outcome 3. Serious content
4. Effective instruction 5. Friendly online community
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4.
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*good preparation of both facilitators and students *being a
good communicator *having computer literacy *knowing about possible
problems and being ready to solve them *being a WIA member before plunging
into the experience ...(or part of any other CoP...)
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5.
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Materials strong interaction between tutors, students,
experts... Appropiated software in order students from everywhere could
view the material without downloading problems
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6.
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good facilitation good computer/Internet skills
self-motivation purpose for learning sense of community
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7.
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well-defined objectives well laid-out and motivating syllabus
dynamic coordinator/facilitator assessment rubrics intense interactivity
and collaboration
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8.
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- Good preparation - Consideration of all facilitites and
variety among learners - Encourage all memebers to participate in different
flexible ways - Show learners the outcomes of their contribution to an
e-learning course
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9.
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Clear navigation Availability of encouraging help and support
Clear constructive specific feedback to and from learners asap after the
learning event Clear framework for activities Flexibility to meed learners'
needs e.g. disabilities, time zones, synchronous and asynchronous modes,
learning styles and different language backgrounds
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10.
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1.Content-based learning. 2.Motivating objectives of
Activities/Projects. 3.Cooperative-learning. 4.Collaborative-learning.
5.The role of moderation/moderator must be clear to all participants.
6.Utilization of available CMC tools as means of Language Learning and
practice. 7.Teacher/moderator's teaching methods and approches should be
centered on the utilization of the whole on-line learning
process/experience as a mean to create independent and life learners,
implicitly.
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11.
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1. Responsible e-mailing procedures: (i.e., mail should be
used in the same way one would use verbal comments in the classroom).
Extraneous information needs to be kept to a minimum (to prevent
overflowing e-mailboxes) and no single student should monopolize the forum.
2. CMC interaction: for both class instruction and peer
support/interaction. 3. Subject matter: material that is condusive to
online delivery. 4. Instructor availability: teachers need to make
themselves available to students regularly - as they would in f2f - with
scheduled online office hours. 6. Cross-platform software and supplemental materials
so students of many economic levels can participate equally. 5. T1 or cable
internet access: anything less requires too much of a time investment.
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12.
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1. Good references to resources, esp. online. 2. Smart use of
technology, e.g., summarizing chat logs on a Webpage with an internally
linked Index. 3. Willing participants, e.g. a community. You can't get much
out of e-learning if others are not contributing--it's like a one-sided
conversation (also known as "lecture"). 4. A good CMC site, one
that allows sharing of links, uploading of text and html files, stable
hookup to chat, even use of "higher level" technologies, such as
Webcam (and it would be nice if it were free or nearly free. 5. A thinking
moderator, one who can plan a succession of lessons or inspire others to
get involved in the planning process; one who can stay out of the way when
things are going well, and give a nudge to get things back on track.
Luckily, WIA has all of the above!!
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13.
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1. to feel comfortable with the people you meet 2. to be ready
for the unexpected 3. to have access to the relevant tools, know where to
get help when needed and time for practising with my peers 4. to document
ongoing knowledge building 5. to get inspired tor reflective teamworking
and critical thinking
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14.
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1. E-moderator. 2. Interface. 3. Motivation. 4. Knowledge on
IT (student) 5. Interactivity.
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15.
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1. Responsibility 2. Ability to stick to a topic and see it
though no matter how bored you are. 3. Interest in the topic.
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16.
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knowledgeable practitioners appropriate learning algorithms
appropriate software interfaces emphasis on community adequate bandwidth
and network infrastructure
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17.
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-interaction and collaboration -social scaffolding -reflection
-appropriate moderation -alternative assessment procedures
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18.
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1. Frequent intervention by tutors or moderators. This shows
there is life at the other end of the line. 2. Opportunities to discuss
course content frequently with fellow students. 3. A stable technical
environment. One must have confidence that one's essays are not going to
disappear in a server error. 4. Endorsement by respected and relevant
organisations such as a university or other awarding body. 5. Top quality
content.
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19.
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1. High interaction 2. Negotiated projects 3. Awareness of
e-learning's problems 4. Support (and not just lip service) from
institutions. 4. Personnel dedicated to online learning (and not as a side
project)
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20.
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1 motivation 2 personal e-contact between the teacher and the
students 3 group activities that necessitate students working together and
getting to know others in the class 4 a window of time to complete assignments--at
least a week, sometimes longer, so that students who work fulltime can find
time to complete the assignment 5 feedback from the professor on how well
the student is progressing
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21.
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useful and relevant materials aside from the
moderator/teacher's tutelage, the human factor (helpful, down-to-earth,
etc) also counts instant response from teachers or classmates/colleagues
sense of community-or belonging
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