Representations of practice to help faculty design asynchronous discussions

  uses representations of practice to help faculty design asynchronous discussions. This could include case studies, or pedagogical templates. He uses representations which have pedagogical rigor but are also easily digestable.  Tom notes, “The level of abstraction needs to be somewhere between being too abstract for easy application and too specific to be adaptable.  Also, a consideration for easy digestion is the length of the representation.  Basically, its not good to be too long.”

Below are his set of representations for any online discussion tool.  “Each box represents example wording that can be adapted for use within any learning activity using this tool.  You will notice that there is lots of process support in each wording.  This covers how the learners should engage with the activity and explaining how the tutor/facilitator will engage.  Such process support is a vital part of the design of online learning activities and often overlooked.”


2 thoughts on “Representations of practice to help faculty design asynchronous discussions

  1. I want to conduct an experiment. If you are going to be staying on campus during spring break, try some of these activities and comment your experience. You might even discover something else. This is a comment of azerbaijan


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