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Scoop.it!
Celia's reflections:
"I have had many discussions with students about the protocols on interacting in online spaces in an academic or professional manner. Whether they be commenting on a blog or giving feedback in comments on a Google document or interacting in Edmodo or Google Classroom, students need to be modelled the ‘professional’ way to behave. Commenting within an academic context is in fact providing feedback and as such quite a complicated skill for a young student." 
Marla Bucy's curator insight,
April 22, 2016 2:26 PM
This is the kind of information that I think students who must peer review each other's writing would find helpful: This blog entry provides useful adjectives without an overwhelming amount of instruction.
Aleta Chowfin's curator insight,
May 4, 2016 4:49 AM
Great article !
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Scoop.it!
Photo credit: Improvisation Ability SAK Sean Morris: For example, find a way to allow your students to not just create discussions on their own, but to make those discussions not at all peripheral to the main thrust of the learning. Have students decide not what they want to discuss, but what discussions are necessary to the class. And here, I’m not talking about students voting on discussion topics that you create, but creating their own ideas for what can and should be discussed about the subject matter. Another option: allow students to bring their own materials to bear on the learning. Ask them to write—asynchronously—a collaborative manifesto for the class that supplements (and sometimes overrides) the syllabus. If you’re teaching Moby Dick let them decide how best to embrace the book. Will they write reports, or make papier maché whales? Will they give video presentations, or collaboratively write a comic for the book online? Whatever they come up with, be prepared to invent right alongside them. Via Fab GOUX-BAUDIMENT
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