Emoderating

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E-moderating

• Dr. Deborah Bordelon
• Ms. Elizabeth Moore Rhodes

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Facilitating Online Learning

• Developing and Managing On-line Discussions
• Using Asynchronous and Synchronous Tools

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Activity A

• A.1 Think-pair-share
• A.2 Divide into two groups,
• Group 1- respond to question 1 in Blackboard and
  respond to two postings that will be made in
  Group 2
• Group 2 - do the reverse

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Asynchronous and Synchronous Discussions

• Asynchronous
• E-mail
• Discussion Boards
• News groups
• Listservs

• Synchronous
• Chat

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Why Use Asynchronous and Synchronous Discussions?

• Active Participation/Expands the Discussion
• Students
• Learn how to pose the questions
• Construct their own interpretations of
  information
• Clarify and elaborate on the their own ideas and
  the ideas of others
• Supply evidence and support for opinions and
  comments
• Reflect upon their own thinking, questioning,
  negotiating and problem solving strategies

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The Role of the Instructor

• Examine and reflect on pedagogy
• Choose assignments that will foster in-depth
  discussions and a sense of community
• Be a role model

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Web-Based Options at Xavier

• Web-based Course Management Systems
• Blackboard
• WebBoard
• E-College
• Newsgroup Options
• Via an email client ( news.xula.edu)
• Support for such

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Practical Tips for chatting

• Establish ground rules
• Relax -have a glass of wine - let it scroll
• Conversation is choppy
• Post a transcript for those who have missed the
  discussion

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Activity B

• Face-to Face Discussion
• Posting student work- publishing advantage
• Insight from students

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Success Testimony

• Online discussions level the playing field for
  student who are less likely to speak in class
• Posting student work- publishing advantage
• Insight from students that cant be achieved
  face-to-face

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Possible Pitfalls

• Technical learning curve
• Doesnt replace face-to face
• Intimidating for some
• Access and equity

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Follow-up

• Try three asynchronous and/or synchronous
  activities with your students.
• Have students provide feedback on the experience.
• Write a reflection on the effectiveness of these
  activities. Also include ways you feel
  asynchronous and synchronous discussions can be
  improved and used in future courses.
• Keep for your teaching portfolio
• Invite CAT staff to review for inclusion in
  faculty update

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Follow-Up Activity 3 Can We Talk?

• Date Dec. 5th
• Time 400 PM
• Place Blackboards virtual classroom

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Evaluation

• Please take the time to complete this evaluation.

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