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ONL 191 group 8 Topic 1 Scenario: “I have just signed up to do an online…
ONL 191 group 8 Topic 1 Scenario: “I have just signed up to do an online course and I am excited to be there. But I have little experience of online courses and it feels really challenging to get started to connect and find my way with all these new sites and tools. I guess that other participants will be more experienced than me and I feel stupid asking about things. We are asked to create a Learning blog on the web; it feels a bit scary to do this. I do share things on Facebook with friends, but here, in the open? I want to keep my private life separate from my professional life. But on the other hand, my students seem to share and discuss all sorts of things in social media and use all kinds of tools and resources.” :
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How can we help students overcome the barriers? See Weller, van Ameijde and Cross's (2018) 'ICEBERG' model :question:
INTEGRATED
Minimize usage complexity caused by media switching, having to search for various resources on curriculum; constructive alignment between parts of course; skills development integrated into materials
COLLABORATIVE
Appropriate, meaningful collaboration, development of a supportive community of learners; clear ground rules; well-structured activities that avoid potential frustration students due to non-participation or studying at different pace
ENGAGING
Types of activities, connection to academic team/voice, aligned with educational and career aspirations, enthusiastic engaging & positive tone
BALANCED
Manageable workload, kept even along pathway, planning and organizational skills, expectations very clear on a week-by-week basis.
ECONOMICAL
Prioritise key concepts and outcomes to be achieved; content clearly linked to learning and assessment aims; students not overwhelmed but focused on key learning outcomes.
REFLECTIVE
Able to reflect on learning – regular summaries; self-assessment opportunities; time built in for revision, reflection, and self-directed learning
GRADUAL
A manageable gradient; increasingly complex tasks; builds up confidence and skills; provides scaffolding for current and next level of study; students progress from directed to independent learning
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