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Final Project by R. Rhodes, R. Rodriguez, E. Shaw, S. Snakenberg

Emily Shaw

on 10 February 2014

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Transcript of Community

Ways to build community
in an online class
"Feed and Nurture" the online community
Phase 1
Phase 2
The Course Content
Build A Strong Foundation to Start
Instructors and Students Build from the Roots
A Community can Grow
Focus is on the core with the faculty member providing the direction and leadership for the online community until relationships are established. (Boettcher)
Students are the leaders of the community and branch off into related concepts and discussions; the faculty member becomes more of a supporter and challenger (Boettcher)
Nurturing the online classroom.
Boettcher JV, RM Conrad. 2010. "The Online Teaching Survival Guide: Simple and Practical Pedagogical Tips"
Burton L, et al. 2002. "Student Experiences in Online Courses: A Study Using Asynchronous Online Focus Groups" http://www.ctdlc.org/ResourceDocs/evaluation/StudentExperience
"Icebreaker Activities". http://www.southalabama.edu
Palloff, Rena M. and Keith Pratt. "Building Online Learning Communities". John Wiley and Sons, 2007. p. 52.
Wilson, Brent, University of Colorado at Denver and Martin Ryder, Storage Technology Corporation. http://carbon.ucdenver.edu/~mryder/dlc.html
Create comfort and relationships
through icebreaker activities:
Online lectures
Research references
Instructor assigned discussion questions
Use a cognitive discussion summary wrap to reinforce key elements of the community discussion (Boettcher JV, RM Conrad. 2010.The Online Teaching Survival Guide: Simple and Practical Pedagogical Tips)
*distributed control;
*commitment to the generation and sharing of new knowledge;
*flexible and negotiated learning activities;
*autonomous community members;
*high levels of dialogue, interaction, and collaboration;
*a shared goal, problem, or project that brings a common focus
and incentive to work together.
*professional communication guidelines/ "netiquette"
*minimum participation expectations
*establish due dates page
*Set up a threaded discussion asking students to respond and share about his or her experiences with issues related to the course topic.
*Send a "Welcome" email.
*Course Home Page Welcome.
*Set up a "Class Lounge."
*Create a biography of yourself and prepare a brief video introducing yourself and the course topic to the class.
*Have students place a one page vita in document sharing for all to view within the first week of the semester.
*Establish a Chat Time.
Leverage the power of student questions to further critical thinking and offer specific questions that can clarify what the learners are thinking, i.e. play "stump the faculty member," ask students to generate data-gathering questions to a statement or article, etc. (Boettcher)
Provide rapid responses to questions, but empower students to problem-solve and deal with team issues collectively. "Students are not as intimidated to speak to other students online as they may be in the on-ground classroom environment." (Burton L, et al. 2002. "Student Experiences in Online Courses: A Study Using Asynchronous Online Focus Groups") http://www.ctdlc.org/ResourceDocs/evaluation/StudentExperience
*capacity to adapt to local conditions and evolve over time;
*creativity and innovation;
*crossing of traditional disciplinary and conceptual boundaries;
*appreciation of diversity, multiple perspectives and epistemic issues;
*community members who are responsible and skilled at diagnosing and addressing their learning needs;
With the following positive outcomes:
The Budding Community
Community Emerges
A Dynamic Learning Community
Full transcript