1. Building Social Presence
1.1. 1. Create an Instructor Profile, which introduces me and allows the students get to know me. Have the students create a similar profile to introduce themselves to their classmates. http://www.apus.edu/ctl/faculty/community-of-inquiry/social-presence/
1.2. 2. Provide a variety of digital communication tools for the students to interact with each other, express themselves and exchange ideas.
1.3. 3. Set the expectations for digital communication and model what appropriate posts and exchanges should look it.
1.4. 4. Engaging in digital communication with the students and providing feedback.
1.5. 5. Engage the students and provide them with collaborative activities that allow them to work with others, communicate, collaborate, and develop their voice.
1.6. 6. Reward, acknowledge, praise or highlight students that are displaying proper netiquette to remind the class of the expectations.
2. Building Teaching Presence
2.1. 1. Clearly and effectively establish expectations when beginning any new learning activity. Also ensure that the students are aware of what the learning outcomes will be.
2.2. 2. Provide the students with a rubric that will allow them to self-monitor and reflect on where they are and where they should be going.
2.3. 3. Model material for the students to ensure that what they are doing is clear.
2.4. 4. Carefully sequence material in a way that allows students to make their own meaning of the material and extend it if they are able to do so.
2.5. 5. Provide students with continuous and ongoing feedback so the students can monitor and adjust their progress as they go
2.6. 6. Build in time for reflections and threaded discussions of the content to allow students the time to make connections and establish deeper meaning of the information both individually and collaboratively.
2.7. 7. Ensure that the students and their discussions, communication, or work are on topic or target
3. Building Cognitive Presence
3.1. 1. Provide the students with the opportunity to explore and learn the content and material while providing opportunities for the students exchange information, make connections, and apply their knowledge in a real-world situation.
3.2. 2. Provide the students with multiple, meaningful assessments through the process or activity that will allow them to monitor their own progress, in addition to allowing me to provide feedback.
3.3. 3. If necessary, provide scaffolding, support and guidance to the students as they begin the process and gradually release students as they move toward the higher levels of thinking and application.
3.4. 4. If the students are ready, move the conversation or activity forward from a simplistic level towards a more complex level of thinking.
3.5. 5. Encourage student reflection on the activity before, during, and after the activity or learning.
3.6. 6. Provide information and materials to students in a variety of ways and ensure that the information is scaffolded in a way that will allow students to review or extend if necessary.
4. R2D2 Model
4.1. Reading
4.1.1. The students will read about the possible explanations of the Roanoke Colony and will watch an accompanying video, (https://www.youtube.com/watch?v=ofhIJ1wMKtc)
4.2. Reflection
4.2.1. The students will then participate in a Canvas Discussion where they must answer three questions, Which possible explanation do you think actually happened and why? Which of the possible explanations seems the least likely to have happened? and What additional information do you think archeologists need to find out the truth?
4.3. Developing
4.3.1. Working in a group, analyze the six possible explanations and create a presentation, chart, or other form of representation that lists the pros and cons of each possible explanation
4.4. Doing
4.4.1. Based on the information that the students now have, they will use iMovie or iMusic to create a news broadcast that would report the news of the colonies disappearance.