Designing Curriculum For Your Lms

Learning how to navigate the online classroom environment is essential to your academic success. GCU’s Learning Management System (LMS) LoudCloud has many resources to help you become a successful graduate student.

Guidance, coaching or mentoring discussions where-upon everyone is involved in the discussion, also to split into groups and form mini groups within the core discussion. By encouraging open forums and encouraging listening skillsthis will

range of contexts, purposes and audiences use discussion in order to learn; they should be able to elaborate and explain clearly

You will find at least two people to participate in this discussion with you. They could be classmates from other courses and friends but they can`t be siblings. They should be roughly your age, if possible, so you can have a thoughtful discussion with peers. You will set a time and place for the discussion and share the Discussion Guidelines for them to read prior to the discussion.

This is going to be applied with the use of interactive classes, with forums and discussions with the

Some might argue that class discussions are important because it allows students to hear other's ideas and it keeps students engaged with the material. While this is true, some students prefer to listen and learn better that way and they would be just as engaged. As Ken Robinson stated in his TED Talk, "It's about customizing to your circumstances and personalizing education to the people you're actually teaching. And doing that, I think, is the answer to the future because it's not about scaling a new solution; it's about creating a movement in education in which people develop their own solutions, but with external support based on a personalized

I found that opening a discussion board forum for questions as well as specific topics (e.g., disorders, etc.) has been helpful and successful because more students openly participated with each other and me on the discussion boards than they did in class. This was especially true of larger classes. Students also responded positively to being able to directly respond to other students' postings and engage in discussions with other classmates and myself.

Dialogic strategies are gaining growing support as an alternative to the typical monologic approach to classroom discussions (Corcoran & Silander, 2009). A monologic approach is when the teacher asks a question, a student responds, and the teacher evaluates the student’s response. In a dialogic approach, there is a discussion facilitated by the teacher, that leads students to developing an understanding of the text they are engaging with, or an understanding of the content they are discussing (Corcoran & Silander, 2009). When students engage in dialogue they are collaborating with their peers to construct an understanding of the text, and they are utilizing their own prior knowledge, to make meaning of a text (Lightner

People discuss various issues with their family members, friends, and colleagues (Nam, 2004)17. In the context of education, classroom discussion develops habits of collaborative learning, shows respect for students' voices and experiences, and affirms them as co-creators of knowledge (Brookfield & Preskill, 2005)18. Moreover, it provides valuable feedback to the teacher (Bacay, 2004)19. One format for classroom discussion is Philosophical Chairs (Risi, Schiro, & Serret-Lopez, 2005)20.

Collaborating made me realize that sometimes a discussion can have too much structure. Plans inevitably change. My discussion did not go as I originally planned. Through leading the class, I realized that one concrete direction solely based upon what one person thinks should be discussed can be limiting. Although coming prepared and well versed in the subject matter is important, giving space for people to talk about what they deem relevant can produce a more powerful discussion than forcing people to construct their thoughts according to a prompt or specific question. I found that allowing people to speak, and posing questions that naturally flowed off of what they brought up was more effective in provoking the sharing of ideas than harshly transitioning to wholly new topics or questions.

As the discussion thread was one of the most significant interaction sources with teacher and other fellows,

The threaded discussion simulates traditional classroom discussion allowing students to post comments to a particular topic and respond to the comments of others. A threaded discussion, or thread, takes place asynchronously with each thread beginning with a topic identified by the instructor. The students in the class facilitate the actual discussion. Each student logs in and posts to the thread during class (or as part of a homework assignment). All responses are displayed according to the order of submission below the original topic. The goal is to involve the students in facilitating their own group dialogue through the use of technology. This project introduces word processing, proper writing mechanics, internet search functions and appropriate etiquette in online forums.

There are no specific due dates provided to the students that help them keep on track of assignments. Although there is a big due date of when all the assignments for a book is due, it can make us students very vulnerable to get off task in class. This magnifies the problem of our group getting behind on where we should be. As peers get off task, they distract others which can create an unhelpful work environment. I, for one, always feel tempted to work on other homework when I don’t feel like doing any more work for english. It is likely for students to do other work for other classes as the teacher doesn’t always keep an eye on us at all times. To prevent issues like this, I suggest that our teacher should provide recommended due dates for those who need a little bit of guidance to stay on track with managing their time. This will push students who need it to move forward every night with the assignments advocated. Another way that will prevent peers getting distracted from one another are limitations of where to work around the school. This will help students not talk with one another when working. Finally, I think that if our teacher provided us with more discussion questions for each chapter, that would really enhance our learning experience. I’m sure, this class will provide students with a fun learning environment while getting them ready for later English

Another tool of asynchronous communication is the tool of sharing videos and slideshows through the Internet. This is sharing videos and slideshows over the Internet with the purpose of teaching and communicating to other people about language and cultural learning. This mode of asynchronous communication can be between two or more people and has a time delay between the sending of information and the receiving of information. Language learners share information between each other in the form of slideshows/power-point presentations and video files. This allows the participants to learn together as a group and to help each other learn about the cultures and language structures that might be causing them trouble. A drawback to this though is that it doesn’t really allow for feedback on the topics covered in the slideshows or video files, and communicating questions regarding the topics covered can become hard and would require a second form of either synchronous communication or asynchronous communication to ensure the any problems or questions relating to the topic can be rectified and cleared up. Another

Email exchanges - Either instructors or students should be able to initiate Email exchanges. Success is measured by the speed of the response, which should be "inside 24" or less than 24 hours. Circumstances dictate that there could be some delays, but these should not exceed 48 hours. Some courses notify students of the times during the day when they can expect more immediate responses. Of course, students