week4+video+3,4,5

2강 Managing general 관련 자료
 * 9.20 Tuesday **

Moodle : 무들은 학습관리시스템 혹은 가상학습환경로 알려진 강좌관리시스템입니다. 무들은 교육자들이 효과적인 온라인 학습 사이트를 구축하는데 사용할 수 있는 무료 웹 어플리케이션입니다. [|http://moodle.org]

무들 설치파일 선택 방법

[] 접속하여 윈도우즈용 무들을 설치한다.

윈도우즈용 무들 설치 방법

1. Moodle 2.0.2+ 버전(2011.03.15 최신)을 다운로드 받는다. 2. 로컬 드라이브에 압축을 푼다.

(압축푼 폴더에서 README.txt를 확인한다.) 3. 압축푼 폴더에서 "Start Moodle.exe" 를 실행한다. 4. 방화벽 차단 설정을 물어보면 "차단 해제" 선택한다. 5. 도스창이 실행되고 완료되면, 6. [|http://localhost] 로 접속하여 무들을 설치한다. 7. admin 계정 추가 후, 하단 사용자 자체 회원 등록 부분을 체크해서, 외부 접속자가 회원 가입 가능하도록 처리한다.

Video watching : 3 Managing forums key ideas : 5 minutes cool resource : 15 minutes

Video watching : 4 Providing feedback key ideas : 5 minutes cool resource : 15 minutes

**3. Managing forums** **﻿**



**key ideas**

1. The importance of online discussion: active learning, reflection, interaction, ownership, shared views. 2. Well structured and well-managed online discussion. 3. Starting with good critical questions and initiating critical thinking through discussion. 4. Types of online discourse. 5. Discussion protocols. 6. Instructor roles: design, starting, monitoring, weaving, summarizing. 7. Making sure that students understand the type of academic discussion. 8. Subject line. 9. Due dates. 10. Think about assigning student roles and responsibilities. 11. Build instructor presence ** Challenges ** **﻿** 1. Student sign up for role and drops class. 2. In discussion too much or too little. 3. Factual questions. 4. Larry McCurley story.

** Advice and Guidelines ** 1. Design asynchronous learning protocols. 2. Be aware of different types of academic discourse and their uses. 3. Monitor discussion at least 2-3 times per week. 4. Be one of the first to post and post near top and end of forum so that students think you are always there. 5. Spur discussion with questions and controversial statements or items in the news. 6. Pull out commonalities and differences in student posts (foster summarization and also controversy). 7. Assign roles like devil’'s advocate, optimist, pessimist, summarizer, coach, questioner, etc. 8. Require reflection papers on the online discussion recapping what they have learned. 9. Assign discussion moderators or starters and enders for each week. 10. Do not summarize too often. 11. Let students know when they can expect you to post. 12. Announce when the discussion for a week is starting as well as closing. 13. Consider assigning students to blog on their readings each week before or after entering online discussion. 14. Praise students who consistently are posting substantive postings or making interesting and insightful comments. 15. Require a minimum of 3 sentences in one post. 16. Refer to each other by name in their posts so as to continue threads. 17. Change the subject header to be more controversial, accurate, clear, etc. 18. Keep group size higher than 5 or 6 but lower than 15, if possible. 19. Include some paired activities with critical friend feedback. 20. Include discussion prompts that foster critical thinking and not declarative responses or pithy answers.

**9.22 Thursday ** **4. Providing feedback ** **Key ideas** 1. Importance of feedback. 2. Giving constructive feedback. 3. Forms of feedback: individual, group, peer, self. 4. Appropriate amounts of feedback 5. Timing and time allocation. 6. Efficiencies. 7. Common problems (avoiding becoming overwhelmed). 8. Tips and tricks. ** Challenges **

1. Superperson responder. 2. International project expectations.

** Advice and Guidelines ** 1. Do not give feedback on every post. 2. Allocate time in your planner for course feedback (do not go in everyday). 3. Offer summative feedback 1-2 times per week. 4. Include student names in feedback. 5. Foster peer or group feedback where possible. 6. Create critical friends for peer feedback. 7. Post job aid for learner-self feedback and self reflection questions. 8. Cut and paste in common feedback comments from previous semesters or from other forums. 9. Send class an email when you have provided significant feedback or at end of a week when closing the discussion. 10. Ask experts or practitioners to provide feedback when possible; 11. Respond to students within 24 hours if possible; 12. Use a variety of delivery systems for feedback as appropriate   (Web conferencing, fax, email, online discussion forum posts, chat, phone, etc.) []

**5. Reducing Plagiarism ** 

**[|www.memechecker.com]**

**key ideas**

1. Educating regarding plagiarism. 2. tools (Turnitin). 3. Practice tests. 4. Techniques or ways to reduce. 5. Common problems and instances of cheating.

** Challenges ** 1. Coke bottle example. 2. Dummy in Michigan example.

** Advice and Guidelines ** 1. Consider using technology like Turnitin; 2. Make course announcement regarding plagiarism. 3. Explain instances of detection in prior courses and consequences. 4. check cheating sites.(like Academic Term papers.com) 5. vary your exams. 6. Have students take an oath of not cheating. 7. Cut and paste items suspected of cheating into Google for detection. 8. Time your exams. 9. Perhaps encourage collaboration on exams or open book exams. 10. Have proctored exams. 11. Require a security code for the exam. 12. Consider synchronous testing. 13. Make exams so hard no one would cheat for you. 14. Allow or disallow retakes. 15. Get early writing samples from students. 16. Have computer software randomly select items from an item pool and vary the sequence of items in answer list.

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