I. Introduction

What does it mean to dance in an online environment? The nature of teaching and learning is according to Gary Zukav (1979), a balance between a systematic, prescriptive, objective, quantifiable, product-oriented view, and a paradigm that can be described as systemic, holistic discovery-oriented, emergent, interactional and experiential. Zukav's paradigm and learning theories provides theoretical background for the instructional strategy and assignments. As the following image indicates, learning theories guide instruction:

In this sense, Downes (1980) in the above graphic also provides a framework for this Module:

Traditional online education Web 1.0 differs greatly from modern approaches. That is,"incorporating blogs for journaling assignments, wikis for creating content incollaborative group projects, podcasts for audio-based assignments, vodcasts for videobased assignments, and RSS feeds for syndication makes use of a few Web 2.0
technologies that can support project-based learning. The creativity and remixing of how the technologies can be used is an exciting new direction for both instructors and students. Creating online courses that center on students constructing their own meaning with hands-on activities may radically change how teaching and learning is designed. Solely delivering an online course with content created by either a publisher or an instructor within the structure of course management software is no longer considered an effective strategy." Students working in learning environments that shift learning to knowledge construction rather than learning by assimilating what the instructor delivers will create courses that resemble a language or conversation rather than a book or manual.

II. Objectives

The purpose of this Module is to address the learning needs with respect to the distinguishing features of traditional teaching vs teaching in an online environment. With this purpose in mind, this module follows Stephen Kemp's work on cognitive framework for writing educational objectives. In this sense, the objectives are the following:
What does it mean to teach in an online environment?
What are the characteristics of effective online teachers?
How does teaching compare between traditional and virtual environments?

III. Contents

Books and readings are listed as links on the right side of this Blog and the strategies below will guide you to respond to the above questions. Readings were selected in light of the topic: Teaching in a traditional environment vs teaching in virtual environment.Teaching in an online environment. Each participant may suggest and read additional references. Among the readings are:
• Best Educational E-Practices
• Facilitating Online Learning
• Keys to Facilitating Successful Online Discussions
• Learning and Teaching in Cyberspace: Online Teaching
• Tips and Secrets for Online Teaching and Learning: An Inside View
• Seven Principles of Effective Teaching: A Practical Lens for Evaluating Online
Courses.
• Teaching in an Online Learning Context - Terry Anderson
• Lessons Learned Teaching Online
• Tips and strategies for online teaching and learning
• One course, two ways

IV.Strategies and Activities

Organizational strategies: Teaching-Learning Strategies are organized in four parts:
- Theoretical
- Analytical
- Practical
- Synthesis

Part I. Theoretical

This Module is for teachers. The group of participants will break into groups of four (or five). Each group will select and summarize one of the materials or select a reading from the right list of links. Discuss and comment your readings in this site.
There are some "Keys to facilitating online discussions" among the list of readings.
By the end of the first session each participant individually and each group will answer the following questions:
1. Which example of WebPages or links listed on the right side of this site are the best ones in terms of providing you with new insights about:
2. What does it mean to teach in an online environment?
3. What are the characteristics of effective online teachers?
4. How does teaching compare between traditional and virtual environments?

Part II Analysis

1. One of the members of the group may take the role of an instructor,manager, organizer or coordinator that will provide each participant with a hard copy of the rubric for evaluation. The group of participants divided in sub-groups will
select one of the listed videos. The idea is to discuss and to illustrate some aspects of the above mentioned readings:
(a) Which two WebPages are the best and which are the worst? Why?
(b) What do best and worst mean to you?
(c) Which other ones would you recommend?

Take notes as you watch videos,much the same way as you would do normally in class, and answer each of the following questions:
- How would you define and characterize “teaching in an online environment”?

Within each group, each participant will take on one of the following roles:
a. The Efficiency Expert:
You are an expert. You know all about traditional and modern teaching or teaching
in an online environment. You believe that too much time is wasted in theory and
not knowing what the teachers should do at a given moment.
b. The Affiliator:
To you, the best learning activities in a teaching learning environment are those in
which people learn by deliberating and communicating each other. Collaboration and creating a good environment for discussion and consensus are the best ways rather than working alone with the computer. Relationship oriented.
c. The Smart
Higher level thinking is everything to you. There's too much emphasis on factual recall in schools today. The only justification for bringing technology into schools is if it opens up the possibility that students will have to analyze information, synthesize multiple perspectives, and take a stance on the merits of content. Sites should allow for some creative expression on the part of the learner.
d. The Technophile:
You love internet quest and online modules. If web quest has attractive colors, animated gifts, and lots of links to interesting sites you love it. If it makes minimal use of the Web, you’d rather use a worksheet and traditional materials.

2. Individually, each participant will examine each of the selected links, videos, sites or readings and use the worksheet to jot down some notes or opinions of each from the perspective of the selected role. Each participant will need to examine each site fairly quickly. They should not spend more than 5 minutes on any one site. The coordinator will keep time using a clock.

3. When everyone in the group has reviewed all the four sites,it’s time to get together to answer the questions. One way to proceed would be to go around and poll each team member for the best two and worst two from their perspectives. Each member should pay attention to each of the other perspectives, even if at first s/he thinks might disagree with the others.

4. There will probably not be unanimous agreement, so the next step is that participants talk together to hammer out a compromise consensus about each team's nominations for best and worst. Pool your perspectives and see if each participant can agree on what's best. The coordinator should check that each group do not just tally up the votes and declare a winner.Instead, each participant should begin to put aside his/her individual perspective and come to an agreement that takes into account all four perspectives.

5. One person, the coordinator in each group should record the group's thoughts.

6. When debriefing time is called, the coordinator will report the group's results to the whole class. The question to be discussed is: do you think the other group will agree with your conclusions? Also, provide a summary of the results.

7. At the end, the coordinator will ask for comments on the activity and get feedback from participants. How the members of the group feel about the instruction? Did you like the experience? Do you have some suggestions?

Part III. PRACTICAL

Design a project and make comparisons:
Each sub-group will design an instructional project for teaching in an online environment and post in this web site. The purpose is to compare similarities and differences among the projects and to suggest new insights for future practices. Once all of the plans have been posted in this web site compare the various approaches outlined by others. Find one posting that differs from yours, and comment on the difference that each one found.
- What are the differences between a traditional paradigm and a modern one?
- Did someone think of something you overlooked?
- Did someone include something that you wouldn't want to include in yours? Think about it.
- What did you learn from each other?

Part IV. SYNTHESIS

4.1. Select some of the readings listed on the right side of this blog and summarize
the main contents in light of the objectives of this Module.

4.2. Think about what competencies and issues are important to you as a researcher/professional in the field of online education.

4.3. Write an essay based on the study questions:

(A) Define teaching in an online environment and explain at least three characteristics.
(B) Write at least two similarities and differences between traditional and
a modern teaching. Provide examples of teaching in an online environment.
(C) Write at least two features that distinguish teaching in an online environment in the future. Provide examples.
(D) Given characteristics of teaching in an online environment describe in your own
words a plan or project, integrating what you have learned into your existing knowledge and practical experience, providing examples.
(E) Think about, how important is to learn Internet skills and the use of computers for better teaching? Could you be able to evaluate and improve your plan for the future? You are not required to hand in these questions for evaluation. Remember that by writing your answers down, you will be more likely to make sense of the content.
Additional suggested readings:
• Journal of Online Learning and Teaching
• Informal Faculty Mentoring
• Teaching in a Web Based Distance Learning Environment:

4.4. Review key terms/concepts
Match key concepts with pictures, authors and/or videos:
- Teaching Online
- Traditional Education
- Constructivism
- Zukav's philosophy

4.5. Re-read objectives for this Module. Think about whether you have been able to meet those objectives. Review your notes and lecture and ask your colleagues for clarification where needed. Prepare for the final exam or post-test

4.6. Synthesize your final plan

Final plans or projects should include your objectives, readings of your own choosing, strategies/activities to further examine the field of teaching in an online environment videos that will be useful for you. There are also case studies you can review and might be used as insights for your final plan.

V. Evaluation

1. Assess your own responses as compared to the others’ responses
and evaluate your project or plan with the help of colleagues on the basis of the following check list:
(A) Does it include clear objectives that are "connected" with contents?
(B) Does it include knowledge on “teaching on an online environment?
(C) Does it includes activities or experiences to learn about online education?
(D) Does it include how to evaluate and improve it?
Briefly explain the strengths of your project and hand in to the instructor.

2. Take the post-test and evaluate this module as follows:

POST-TEST
1. What does mean “teaching in an online environment”?
2. What are its characteristics?
3. How important is to learn about teaching in an online environment?
4. Are there any similarities/differences between both paradigms (traditional and modern)?
Please mention at least 2 of each.

Evaluate this Module:

- Identify strengths and weaknesses.
- Were the specific objectives and content (disciplinary and pedagogical)
accurate and up to date?
- Did the module stimulate questions, inquiry, and encourage field work?
- Were appropriate readings and resources available?
- Any suggestions to improve this site?

THE RUBRIC by Stephen Kemp:
http://pallas.cc.uregina.ca:8600/SCRIPT/ECI834_001_online/scripts/student/serve_page.pl/ECI834_001_online/Module%203/Module%203.htm?1708902376+1708902900+OFF+Content%20Module%20Rubric%20%2D%20Template.doc+

VI. Forum questions and weekly chat session

Question that guided weekly chat sessions:

How does teaching compare between traditional and virtual environments and how we can improve teaching in an online environment?

Discussion forum questions:

- Can we integrate and apply student's beliefs and values across different subject areas and lead beyond domain-specific outcomes?

- How virtual environments can allow competing solutions and diversity of outcome?

- How an online environments can be seamlessly integrated with assessment?

_______

Development of Module

The development phase is the actual creation of this Module.

(1) our team assumed the responsibility of developing the module using either Microsoft Frontpage or Macromedia Dreamweaver, and then posting the module on a web server and Dr. Stephen Kemp will then link to that web page from within WebCT.

We also summarized the entire module and will send that summary to Dr.Kemp within 5 days of the completion of the module. This summary will then be evaluated as part of the module evaluation process, and a copy of the summary will be sent to the other class members.


__________
Note: In Module we had the opportunity to review examples of online resources which represent both paradigms in online education. Dr. Kemp suggested that we use those examples as guides in the design phase of our module. Each one is encouraged to search the online literature for additional resources that might complement our assigned module.

What does it mean to dance in an online environment?

Teaching in virtual educational environments:

• What does it mean to teach in an online environment?
• What are the characteristics of effective online teachers?
• How does teaching compare between traditional and virtual environments?
• How does teaching in virtual environments relate to the two basic paradigms in education?

According to Zukav the development of authentic power requires choosing harmony over discord, cooperation over competitions, sharing over hoarding, and revering life instead of exploiting it. This means for education in the 21st century that educating pupils means to “dance” with them. As in ‘dancing with the stars” TV program, the teacher, the expert in dancing, enjoys with the learner all the steps and skills to be able to make the learner dance in his/her “own way,” which is Wu Li that comes “alive” with “patterns of organic energy”, displaying imagination, creativity and enjoying what s/he is doing. In this sense, exploration of the physical world is “the development of external power—the ability to manipulate and control.” Similarly, “dancing with an on line student” means that we should be providing opportunities to the student for learning, enjoying new skills through the exploration of “the physical world into perception that is not limited to the five senses and evolution through the alignment of the personality with the soul.” It is a more intelligent, humours and coherent way of learning and it can be developed into a permanent way of life.


We agree with Zukav that, “the alignment of the personality with the soul is the creation of authentic power.” It is accomplished through responsible choice with the assistance and guidance of non-physical guides and Teachers. “The soul seeks harmony, cooperation, sharing, and reverence for Life. Choosing these things aligns your personality with your soul, and creates authentic power.” As you make these choices again and again, those parts of yourself that are in opposition to your health begin to lose power over you, and you begin to gain power over them. Eventually, they disintegrate.” In this sense, holding a learning-centered perspective in which the student can feel that s/he is going in his/her own way, learning in his/her own pace, is really the best way to define online education. In this sense, instructional designers can incorporate the Zukav “new” paradigm into web-based instructional models and approaches by offering opportunities for creativity, imagination, cooperation, sharing, harmony, humour and enjoinment of life. In this sense, our understanding of post-modernism is that it rests on the idea that no art has true intrinsic value only that which one, person or culture, bestows on it. Our understanding of Zukav is that learning is art because it is creation. That is, art has true intrinsic value when one person or culture, values it. This leads to the idea that the teacher should provide opportunities (using excellent materials and resources) so that the student as a person, as a soul finds their intrinsic value. In my teaching practice “dancing” with the student is also “playing” with the student (as actually do in Tennis Teaching). We like to integrate both science and art because we believe that education should be holistic, which tries to develop students in different areas: (a) Whole Brain learning, which attempts to integrate analytical, imaginative, language skills into each activity,(b) Multiple Intelligences (or learning styles. They are visual, linguistic, logical & mathematical, musical, bodily & kinaesthetic, naturalistic, interpersonal, and intrapersonal, among others, (c) Emotional intelligence, recognizing how people react in different situations. Our philosophy of education based on the premise that each person finds identity, meaning, and purpose in life through connections to the people, to the natural world, and to spiritual values such as “compassion and peace". In short, we believe in holistic education, nurtures a sense of wonder. It aims to call forth from young people an intrinsic reverence for life and a passionate love of learning. This is done, not through an academic "curriculum" that condenses the world into instructional packages, but through direct engagement with people and their environment.

Rubric for evaluation

The module must include;
1. an introduction;
2. selected objectives from the list provided (please do not attempt to do them all, maximum three);
3. online resources including selected readings or web sites;
4. a series of instructional activities;
5. an assignment based on the resources and activity including an evaluation rubric or template;
6. three discussion forum questions;
7. a focus question for the weekly chat session


Evaluation criteria:

(1) Introduction
The degree to which the introduction explained the content, provided an overview of the module, and stimulated interest in the module.

The introduction provided a vague explanation of the content, provided a brief overview of the module, and did not stimulate interest in the module.

The introduction provided a brief explanation of the content, provided an overview of the module, and provided an interesting anecdote to introduce the module.

The introduction provided a brief explanation of the content, provided an overview of the module, and stimulated the reader to find out more about the module.

The introduction provided a thorough explanation of the content, provided a complete overview of the module, and provided an interesting anecdote to introduce the module.

(2) Resources

The use and application of both full-text and multimedia resources.

No use of full text resources and no use of multimedia resources.
Minimal use of full text resources and minimal use of multimedia resources.
Effective use of full text resources and effective use of multimedia resources.
Exemplary use of full text resources and incorporation of new full text and/or multimedia resources.

(3) Active Learning

The level and type of activities promoted through the content module tasks.

Knowledge and comprehension involving the recall of information or knowledge of major ideas.
Analysis, involving seeing patterns, recognition of hidden meanings, or identification of components.
Synthesis, involving the translation of knowledge into a new context.
Evaluation, involving the discrimination and comparison between ideas or assessing the value of theories or presentations.

(4) Interactivity

The degree to which students were encouraged to interact with each other, with the content, and with the design team.

Minimal interaction promoted between students, content, and design team.

Some interaction promoted between students, content, and design team.

Extensive interaction promoted between students, content, and design team.

High degree of interaction promoted between students, content, and design team.


(5) Activities

The degree to which the activities in the module encouraged higher order thinking skills, were interactive and engaging, and their relationship to the objectives were clearly described.

No development of higher order thinking skills, no activities engaged the students, and there was no relationship between the objectives, activities and resources provided.

Thinking skills directed at knowledge acquisition, some activities engaged the students, and there was a minimal relationship between the objectives, activities and resources provided.

Development of higher order thinking skills, all activities engaged the students, and there was a clear and direct relationship between the objectives, activities and resources provided.

Development of higher order thinking skills, students encouraged to produce knowledge, and there was a clear and direct relationship between the objectives, activities and resources provided.

(6) Assignment

The degree to which the assignment was related to the objectives and activities, encouraged students to locate, synthesize and present information, and extended the students learning.

The assignment was marginally related to the objectives and activities, promoted location of resources only, and did not extend the students learning.

The assignment was related to the objectives and activities, promoted comparison or evaluation of resources, and extended the students learning.

The assignment was related to the objectives and activities, promoted synthesis of resources, and encouraged the students to accommodate the new knowledge with their own experience.

The assignment was related to the objectives and activities, was stimulating, interesting and creative, promoted presentation of resources, and stimulated students to create new knowledge.

(7) Evaluation

The degree to which the evaluation scheme was clear, consistent with the objectives and instructional strategy utilized.

The evaluation scheme was vague and unclear, and was inconsistent with the objectives and instructional strategy utilized.

The evaluation scheme was clear and consistent with the objectives and instructional strategy utilized.

The evaluation scheme was clear and well described, consistent with the objectives and instructional strategy utilized, and showed evidence of incorporating research.

The evaluation scheme was clear and well described, consistent with the objectives and instructional strategy utilized, and showed evidence of creativity in its approach.

Total Design of Content Module Score: __ / 60

Delivery of Content Module

Category

(1)Poor
(2)Satisfactory
(3) Good
(4) Excellent


Monitor discussion questions

The number of times your team responded to the discussion items posted.

Our team responded to the discussion items posted less than 10 times.
Our team responded to the discussion items posted between 11 and 20 times.
Our team responded to the discussion items posted between 21 and 30 times.
Our team responded to the discussion items posted more than 30 times.

Synthesize conclusion

The degree to which our team synthesized and summarized both the discussion forum postings as well as the chat sessions dialogues in relation to the objectives of the module.

Our team did not synthesize and summarize both the discussion forum postings as well as the chat sessions dialogues.

The synthesis and summary of both the discussion forum postings as well as the chat sessions dialogues were vague and marginally related to the objectives of the content module.

The synthesis and summary of both the discussion forum postings as well as the chat sessions dialogues was complete and directly related to the objectives of the content module.

The synthesis and summary of both the discussion forum postings as well as the chat sessions dialogues was comprehensive and totally related to the objectives of the content module.

Total Delivery of Content Module Score: __ / 16

Personal Role

Category

1. Poor

2. Satisfactory

3. Good

4. Excellent

Self-Evaluation

Your contribution to group

The degree to which you were personally involved in the design, development and delivery of the content module.

Your thoughts, experiences and knowledge were marginally incorporated into the design, development and delivery of the content module.

Your thoughts, experiences and knowledge were included in the design, development and delivery of the content module.

You thought about how you could contribute to the content module and it was proposed, negotiated and accepted by the team.

You took a leadership role in the design, development and delivery of your group’s module.

Total Personal Role Score: ___ / 8

Overall Impression

1. Poor

2. Satisfactory

3. Good

4. Excellent

Instructor Evaluation:

Overall, the design, development and delivery process of your team’s content module demonstrated a minimal level of effort, creativity, knowledge and application of skills.

Overall, the design, development and delivery process of your team’s content module demonstrated an acceptable level of effort, creativity, knowledge and application of skills.

Overall, the design, development and delivery process of your team’s content module demonstrated a superior level of effort, creativity, knowledge and application of skills.

Overall, the design, development and delivery process of your team’s content module demonstrated an exceptional level of effort, creativity, knowledge and application of skills.

Total Overall Impression Score: ___ / 16

Total Score:

Comments:
Source:
http://www.uregina.ca/cce/offcampus/distance/schedules/S08_courses.htm

Guidelines

As a reminder our objectives serve as guidelines for content evaluation, which are the following:
What does it mean to teach in an online environment?
What are the characteristics of effective online teachers?
How does teaching compare between traditional and virtual environments?

Resources and credits

Suggested readings are listed as links on the right side of this blog. Also there are Websites, videos, pictures, among others that serve as resources to pursue our goals. Credits for pictures and images are given when you click on each picture (it provides links and properties of each one). Readings were selected in light of the topic: Traditional teaching vs Teaching in an online environment. All readings and books of this site includes their original authors. Among the readings are:

• Best Educational E-Practices
• Facilitating Online Learning
• Keys to Facilitating Successful Online Discussions
• Learning and Teaching in Cyberspace: Online Teaching
• Tips and Secrets for Online Teaching and Learning: An Inside View
• Seven Principles of Effective Teaching: A Practical Lens for Evaluating Online Courses.
• Teaching in an Online Learning Context - Terry Anderson
• Lessons Learned Teaching Online
• Tips and strategies for online teaching and learning
• One course, two ways

Some suggestions

The following readings provided insights for selecting activities:
• Online Teaching Strategies is a web site created through the Ministry of Education's Grassroots initiative. The site features descriptions and practical examples of online teaching strategies that you could incorporate into your content module.
• Constructivism: Knowledge building in the secondary classroom is a series of self-paced modules that will introduce you to the world of the Wu Li Masters.
• Authentic activities and online learning is a paper that proposes ten characteristics of authentic activities, based on a substantial body of educational theory and research, which can assist teachers to design more authentic activities for online learning environments.
• Introduction to WebQuests will introduce you to the basic theory and design of WebQuests. Information about WebQuests can also be found at The WebQuest Page. WebQuests have proven to be a highly motivating and challenging approach to online teaching strategies.

Summary

Teaching in an online environment must be defined in light of the role of student activities within course units as constructivist philosophy and advances in technology impact on educational design and practice. In this sense, the main characteristic of "dancing in an online environment" is the teacher's dance with the student in such a way that activities have real-world relevance: requiring students to define the tasks and sub-tasks needed to complete the activity, tasks that should be investigated by the student under the guidance of the instructor, providing the opportunity to examine the tasks from different perspectives, using a variety of resources.

On the other hand, teaching in an online environment should provide opportunities to improve social and human relations and collaboration, involving students' beliefs and values. In this sense, online education is integrated and applied across different subject areas and lead beyond domain-specific outcomes. In short, it should reflect, and allow "competing solutions and diversity of outcome" (Reeves, Herrington and Oliver, 2002).

Our Module focused on three main objectives:
• What does it mean to teach in an online environment?
• What are the characteristics of effective online teachers?
• How does teaching compare between traditional and virtual environments?

To answer these questions, wiki was structured in three parts: firstly, teaching in traditional online environment (Web 1.0), secondly teaching in modern online, environment (Web 2.0), thirdly, teaching in a future online environment web (Web 3.0). The Module goes further with a Module 5 Assignment for teaching teachers about how to teach in an online environment by applying creativity. The Module has been illustrated with pictures, images, examples, and videos that help to explain our comparison between traditional and virtual environments. Finally, we include the references.

I. Teaching in traditional online environment:

Web 1.0 is the realm of the earliest online teaching environments. Online course was primarily written content with attached quizzes or tests. Most courses were skill based and reflected a traditional approach (teacher centered/directed) within an online environment. Institutions such as SIAST developed programs around mastery based learning (Newtonian paradigm) which were redesigned to accommodate individual learning pace. Using the computer was viewed as more important than the process of learning. In this sense, the traditional supplemental model (F2F augmented with online resources) and the correspondence model (similar to an online lecture) were identified by Tinker & Haavind (1996) as lacking consideration for learner need.

II. Teaching in modern online environment.

Modern day technology, or more formally Web 2.0, has created wonderful opportunities for online users: blogs, wikis, screencasts, podcasts, among others. The idea of moving toward a more constructivist view of teaching and learning has helped shape modern online instruction. Letting the learner take charge of his or her learning makes the experience more meaningful and insightful.
Examples of a blog (www.teachinginanonlineenvironment.blogspot.com), a wiki (http://eci834module5.wikispaces.com/) in which we have designed the full Module and an Assignment for teachers was developed by the team with the purpose of illustrating what does it mean to teach in a modern online environment and their characteristics.

III. Teaching in future online environment (Web 3.0)

We have tried to first try and comprehend the term Web 3.0. Garry Hayes (2006) through a blog titled, Virtual Worlds, Web 3.0 and Portable Profiles; also we have tried to highlight the importance of creativity for teaching in future online environment. There are several principles that help to characterize the meaning of future: Good Practice Encourages Student-Faculty Contact, that is preparation and documentation are very important. Good Practice Encourages Cooperation among students (interaction). Good Practice Encourages Active Learning, among others examined by Trieschman (2007) in the article, Teaching Principles Compared: Online Vs. Face to Face Teaching

Conclusion and References

Overall, this blog is an example of an authentic activity and online learning.

In our Module, our introduction explained the content, provided an overview of the module, and stimulated interest in the module.We used both full-text and multimedia resources.

Evaluation, involved the discrimination and comparison between ideas or assessing the value of theories or presentations.

High degree of interaction promoted between students, content, and design team.

Development of higher order thinking skills, students encouraged to produce knowledge, and there was a clear and direct relationship between the objectives, activities and resources provided.

The assignment was related to the objectives and activities, was stimulating, interesting and creative, promoted presentation of resources, and stimulated students to create new knowledge.

The evaluation scheme was clear and well described, consistent with the objectives and instructional strategy utilized, and showed evidence of creativity in its approach.

Our team responded to the discussion items posted.

The synthesis and summary of both the discussion forum postings as well as the chat sessions dialogue were comprehensive and totally related to the objectives of the content module.

Leadership role in the design, development and delivery of our group’s module.

Overall, the design, development and delivery process of our team’s content module demonstrated a superior level of effort, creativity, knowledge and application of skills.

References:

Bloom, B. S. and Krathwohl, D.R. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals, Handbook I: Cognitive Domain. New York: Longmans, Green.

Bruce, F. and Dodson, E. (2001) Technology and the Human Spirit: Confronting the New Millenium. [Electronic Version]. Association of Humanistic Psychology. Retrieved Jan. 18th, 2006 from http://www.ahpweb.org/involve/centers/technologyandspirit.html

Conway, Judith (1997) Educational Technology's Effect on Models of Instruction [Electronic Version]. Retrieved Jan. 20th, 2006 from http://udel.edu/~jconway/EDST666.htm
Eisner, E. W. (1985). The Art of Educational Evaluation, Lewes: Falmer Press.

Eisner E. W. and Vallance E. (1974). Conflicting Conceptions of Curriculum, Berkeley, CA: McCutchan.

Eisner, E. W. (1979). The educational imagination. New York: Macmillan.
Gardner, Howard (1999) Intelligence Reframed. Multiple intelligences for the 21st century, New York: Basic Books.

Gendron, B. (1977) Technology and the Human Condition, NY: St.Martin. p. 23

Ghaoui, C. (2004). E-Education Applications: Human Factors and Innovative Approaches. Hershey PA: Idea Group Inc.

Magoulas D. G. and Chen, S.Y. (2006). Advances in Web-Based Education: Personalized Learning Environments. (London: Idea Group Inc.)

McNeil, J. D. (2006). Contemporary Curriculum: In Thought ad Action, 6th Edition. Boston, MA: Little-Brown.

Motschnig-Pitrik, R. and Holzinger, A. Student-Centered Teaching Meets New Media: Concept and Case Study Educational Technology & Society 5 (4) 2002 at 3. [Electronic Version]. Retrieved Jan 18,th 2007, from http://ifets.ieee.org/periodical/vol_4_2002/renate.html

Panitz, T. (2001). Learning Together: Keeping Teachers and Students Actively Involved by Writing Across the Curriculum A Source Book of Ideas and Writing Assignments. Stillwater, Oklahoma: New Forums Press.

Roberts, Tim S. (2004) Online Collaborative Learning: Theory and Practice (London: Idea Group Inc.)

Schwier, R., and Misanchuk, E. N. (1993). Interactive Multimedia Instruction. CA: Englewood Cliffs.

Wasson, B., Ludvigsen, S., and Hoppe, U. (Ed.). (2003). Designing for Change in Networked Learning Environments, Proceedings of the International Conference on Computer Support for Collaborative Learning. Computer –Supported Collaborative Learning. Netherlands: Kugler Academic Publishers.

White, J.A. and Purdom, D. A. (n.d.) Viewing Modern Instructional Technology through Conceptions of Curriculum [Electronic Version]. Retrieved Jan 18,th 2007, from http://gozips.uakron.edu/~jsavery/emerging/it-and-curriculum.htm