Online Mind Mapping and Brainstorming

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Recipe for Online Learning by Mind Map: Recipe for Online Learning
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Recipe for Online Learning

Pedagogical Models or Constructs

9 1/2 Guidelines to Technology Transformation

Designing Experiences, Not Products, Engaging your students, not just having them complete the course

Trust, Building trust through the design of the course, the content, then the instructor.

Learners as Designers, Students are designing their own content.

Learners as Experts, Especially in higher / adult education, students come with a wealth of experience, and instructors need to tap into that

Collaboration / Discourse, Working together without boundaries.

Aesthetics, We want to see usability and beauty in our courses.

Self-narrative, When students sign off of the course, we want them to reference the material again.

TPACK, What we teach teachers - Pedagogical, Content, and Technology Knowledge - bringing these all together

Innovative Pedagogy, Being brave and doing new things

Design as a Learner, Teach how you would want to be taught!

Salmons Five-Step Model (Student View)

Access and Motivation, Getting connected to the course and accessing the materials

Online Socialization, Developing a sense of belonging and identity, Learning to use the system to communicate

Information Exchange, Exchanging ideas with others, Retrieving information

Knowledge Construction, Assert individual views and make new learning, Collaboration with Group Members

Development, Accept responsibility for Learning, Challenge the System

Characteristics of the Online Learner


High locus of control

Need for affiliation

Fluent in Learning Technologies

Strong Academic Self Concept

Strong need for collaborative learning

Characteristics of the Online Instructor

Skill in the use of basic technologies

Can handle students with little distance learning experience

A basic skill and appreciation of collaborative learning competencies and appreciation for collaborative learning principles

Self-directed learning skills and deployment of cognitive learning strategies

Adaptive teaching styles with a diverse audience

Skilled Facilitator and content provider

Interpersonal Skills

Needs Assessment Skills

Administrative Skills

Systems Perspective of Thinking

Learning Technologies

Asynchronous Best Practices

Provide frequent Feedback

Provide metacomments or weaving statements that summarize the discussion.

Use asyncronous tools such as issue-based forums or debatesand coment labeling for deeper discussion

Recruit other students for facilitator and mentoring roles each week.

Pair advanced students with less advanced ones.

Synchronous Communication Tools

Continuous guidance

Encourage clear communication and create shared understandings

Expect a decrease in teacher control

Learning Communities

Monitor and support continued interaction and participation.

Provide initial feedback on appropriate communiaction.

Incorporating a rubric to promote discussion standards.

Design your course with community in mind.