J. Ana Donaldson
Lois Lindell
University of Northern Iowa
 Who
and why? – One word…
 Phases of Engagement Model
 Choices
 Rigor
 Resources
 Next steps….
 Phases
of Engagement (Conrad & Donaldson,
2004)
 Phases of Engagement Model
 Creating
e-Communities
 Creating
an online community through activities
 Theory
 It’s
to practice
not the technology,
it’s the planning…
 Building
an active and engaging online
learning community requires time and
attention just as a gardener tends their spring
flowerbeds. The instructor is planting seeds in
the learning community, that when given the
proper conditions will take hold and blossom,
hopefully within a timeframe that the
instructor and students can celebrate!
(Student comment, 2009)
 ICN
is not online…
 Transitional resource
 3 meeting approach – presence
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Initial
Guest speaker
Final celebration
 Instructor’s
role - feedback
 Skype – Cover It Live chats
 Accordant – 20 min. lecturette
 Wikis – Google Docs
 Activity-driven community building
 Flexibility and evolution
 Begin
with one class…
 Phase 1 – getting to know your students
 Meeting first night – picture w/word
 3 Rs approach
Read
 Reply
 Respond
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 Reading
Briefs
 Deeper level of understanding
 Depth vs. breadth
 Final projects
 Locus of control
 Learner centered
 One
class a semester
 2 week modules
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Week 1 – individual postings
Week 2 – resource-rich & consensus task
 Student
voice – How’s my Driving?
 Collaboration
 Assessment
 Risk
taking
 Not for all – instructor or students
 Instructor rights
 Meeting learning styles
 Social media
 Social
presence
Cover it Live chats weekly
 Pink Flamingo Lounge
 Authentic tasks
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 240:210-
Distance Education
 Time considerations
 Class room management
 Technology transparency
 “Building
inclusive, creative, and collaborative
learning environments is especially important
in a high technology era, characterized by an
extraordinary rate of social change and crosscultural exchange” (Taylor, Marienau, &
Fiddler, 2000, p. 249).
 Equalizes
the playing field
 Limits unsupported statements
 APA citations required
 No lurkers – deeper understanding
 Appropriate performance modeled
 Class
plan posted at beginning
 Planning most critical component
 Instructor feedback and response time
 Transformative reflection and instructor
discussion
 Setting limits – raising the bar
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Home
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
Agenda
Phases of Engagement Model
Resources "Toys R Us“
Course Roadmap
Web Links
References
Contact Information
Workshop Article
Workshop link:
http://activeweb20.wikispaces.com/PersonalLearning
Networks
 Exploration
of links
 Group discussions
 Benefits & barriers
 What is the vision?…what is possible?
 Plan of action
 Your next step…
 Word
clouds – www.wordle.net
 “Ingenuity
might be required to use the
techniques in a distance setting, but the result
offers opportunities to broaden and invigorate
the educational experience for both student
and teacher” (Herring & Smaldino, 2005, p.4).