1. Social Prescence
1.1. 1. Have students incorporate their feelings, experiences and ideas in their works.
1.1.1. Promote learners to bring what they have to share to the class from their own experience.
1.1.2. Student will be excited to add their own creativity which will motivate them further.
1.2. 2. Respond with a video
1.2.1. Enables instructors to be more effective in establishing social presence in online learning. Allows learners to ask questions in real time.
1.2.2. This also allows students to get a sense of closeness with the instructor that a face to face student gets everyday.
1.3. 3. Be responsive to students needs
1.3.1. When work is given priority it allows students them to make adjustments as the course or training advances. It also shows student that you care for their needs.
1.3.2. Showing students that you care for their needs will motivate them to excel in your course and they will want to do well for you.
1.4. 4, Proactive communication
1.4.1. Providing messages that are respectful, positive, encouraging, timely, and frequent assists learners to develop social presence and caring behaviors.
1.4.2. This will also help generate a safe positive learning environment where students will be open in sharing their thoughts and opinions.
1.5. 5. Provide Professional profile pictures
1.5.1. Can be natural "ice breakers" allowing students to see a little bit more about the instructor and people in the class.
1.5.2. Instructor can also ask students to provide profile pictures that depict what they like to do in their social life. This will give others an even better idea of who they are.
2. Cognitive Prescence
2.1. 1. Spark Curiosity
2.1.1. Provide learning activities that spark intellectual curiosity about content and concepts.
2.1.2. Once their curiosity is piqued, student will do the learning for themselves because they will be interested in it.
2.2. 2. Facilitate meaningful discussion
2.2.1. Provide discussions that engage with and analyze different perspectives that are related to the concept.
2.2.2. It is important to have meaningful topics of discussion in an online environment to prevent conversations from becoming redundant and predictable,
2.3. 3. Encourage Exploration
2.3.1. Students can independently explore, analyze and share resources related to concepts discussed in class.
2.4. 4. Provide multiple resources
2.4.1. Use a range of appropriate sources for the content the students are learning.
2.4.2. Providing multiple resources will allow students to have different views on the same concept,
2.5. 5. Provide a diverse range of rubrics
2.5.1. Provide an online grading rubric that provides a diverse range of perspectives, critical analysis of issues, and creative approaches to problem solving.
2.5.2. This will adhere to the diverse range of learning styles that the learners will have.
3. Teaching Presence
3.1. 1, Planning and Preparing the Online Course
3.1.1. Provide clear and concise learning goals, feedback/a assessment, and teaching/learning activities,
3.1.2. Support Student Learning and Teacher Presence by considering: What you want your students to learn, determine if goals are being accomplished and contemplating how learning goals will be accomplished.
3.2. 2. Make connections to real world application
3.2.1. Content is relevant and connects to events happening currently in the world
3.3. 3. Provide direct instruction
3.3.1. Provide content & questions, Discussion on specific issues, Evaluate understanding, and provide diverse sources.
3.3.2. Provides disciplinary focus and structure and offers choice and responsibility for the students own learning.
3.4. 4. Provide detailed feedback / be available
3.4.1. Remain "Present" through each and every activity that you assign. Have available/flexible office hours. Available for questions before class starts.
3.4.2. Providing meaningful feedback will help students understand what they need to work on and show that you as the educator cares about their learning
3.5. 5. Facilitate Online Conversation
3.5.1. Examples: Prompting discussion, setting climate for learning, acknowledging agreements and disagreements.
3.5.2. Provide ice breakers in the begining, Establish a netiquette policy, meaningful discussions throughout the course and summarizing online discussion.
4. R2D2 Model: Peter Pan 2-5
5. Reading
6. Reflecting
7. Displaying
8. Doing
9. Read chapter 1 & complete the worksheets (click to enlarge).
10. Have students answer the following reflection questions on a discussion forum. (Ch 1 pgs 1-12)
10.1. 1. What tone does the quotation“All children, except one, grow up” set for the story?
10.2. 2. What social status are the Darlings? What evidence is there to support this status?
10.3. 3. How does Mrs. Darling first learn of Peter? Where is Neverland? Explain what can be found on the map of Neverland.
10.4. 4. How did Mr. Darling end up marrying Mrs. Darling? Describe the dynamic of their marriage.
10.5. 5. Are children able to deal with more life events because adults are too aware of their activities and surroundings? Why/ why not?
11. Assign students to groups and have each group create a shared google slide. Have them create a slide for each of the following questions:
11.1. Slide 1: As you start to grow up what are some responsibilities that you might have?
11.1.1. Slide 2: Does Wendy seem ok with the fact that she will have to grow up one day? Are you accepting of the fact that you will grow up?
11.2. Slide 3: Go to quizbone.com and take the fun quiz to see what you might look like when you grow up. Post the image on this slide with your name. (If you don't like the picture you can retake the quiz).
11.2.1. Slide 4. Make a prediction on how Wendy will grow throughout the rest of the book. Do you think she will want to stay in Neverland?
12. Social Media Discussion: In groups, have each group select a specific social media platform (ex Facebook, Instagram, Twitter ec). Each group will hold an online discussion (10 mins) about a specific aspect of Peter Pan with the rest of the class.
12.1. Facebook Group: Discuss the idea of going to a place where you wouldn't have to grow up. Would you go? How long would you stay and why?
12.1.1. Instagram Group: Discuss the idea of motherhood in Peter Pan. Explain its importance to Peter, the lost boys and the pirates.
12.2. Twitter Group: What role does maturing have to do with Wendy in the end of the book? Why is she no longer able to fly?
12.2.1. Snapchat Group: Why does Peter run away from the responsibilities of being an adult? If you had to convince him to come to the real world and grow up, what would you say?