I would use Googlesites because a webpage is easy to access and Google has provided essentially ‘Microsoft word’ replacements- word documents, powerpoint, excel, etc.  You could open your own webpage and provide links to powerpoint presentations and other documents for students to view use goolesites.

The advantage to using this tool is that if everyone had a gmail account it would be very easy to access documents and presentations, collaborate using the wiki or google docs, and use youtube or other links for video supplements. 

A disadvantage is that an LMS sometimes will provide technology support so you, as the teacher, do not have to take the sole responsibility for this.  Also, you would have to be creative with your discussion feed.  I am not sure how you would do this on google- other than create a blog with feedback.  Lastly, I am not sure of how much capacity a google site can hold compared to an LMS program.  There may be a benefit to having an LMS for a lot of content.      

Online Community

Community is important in the classroom but it takes work to make an online community work.  I think frequent communication is the key to build a relationship- especially online.  I would make a point to communicate to individual students through emails or calls.  I would also encourage students when they have completed difficult assignments or may be behind. 

Using feedback will also be a huge tool.  I think doing this continuously throughout the semester is important. I will personalize emails and feedback to make sure that they know I understand each one of them.  Lastly, I would use collaboration and interaction in my course via whiteboards or Elluminate.     

Online Feedback Interaction

Learning Objective for Adult Learners:  To understand appropriate redirection techniques in the preschool classroom 

Assignment: Please think of a time that a child was not participating in your lesson (for example reading a story to the class).   Please describe the situation and how you were attempted to redirect the child and how the child responded.  What was the child doing?  What was your expectation for the class?  How did you respond?  What are other techniques that you could use?

Student response:  One day, I was a story to the class.  I had a child that did not to sit down while listening to the story.  She wanted to stand up in front of the class to look at the book up close.  This was a distraction to the class because she was blocking the book!  I asked her to please go back to her spot so she would not be blocking the class.  I explained that at home we can sit close to our moms and dads but here at school we cannot.  Also, I explained to the class how we have to think of others and that you can have time afterwards to look at the book more closely.  She did not want to sit back and told me “no.”  I told her she could either go back to her space or choose a different space where she could see better.  She promptly chose a new space and was content to listen to the story.

Meaningful feedback:

Thank you for your thoughtful response.  I really liked how you tried several different approaches to the child.  I also liked how you explained to the whole class the etiquette of story time.  How could you have involved her more in the decision?  Some other approaches you can have used were to explain the problem and have the class help you come up with a solution.  You could also try to anticipate her behavior and come up with a process if this is a common pattern.    

As I work in a preschool, cheating is not a huge concern of mine!  However, I do think some of these concepts are good for me to consider as I transition in to the adult training realm.  From my perspective, it is important as a teacher to make sure your students are on track.  This could be to safe-guard against cheating or to make sure they are engaged.  I chose examples from the texts that could do both! 

I like the idea of adding personal experiences by submitting journals or reflections.  I also like the idea of semester long projects which will allow the student to actually participate. I thought the suggestion to answer a question from a specific point of view was interesting.  The Illinois article also talked about assigning anything creative.  This will not only engage the student but it should also lead to individual work!     

Online Learning

Online learning has some similarities to face-to-face instruction but I feel it requires a different approach to be successful.  Typically, in class, I use partner collaboration, individual lessons, project-based activities, and group discussion to introduce and practice concepts.  In an online course, I think I would take a different approach because it is going to naturally be more individualized.  To keep instruction as active learning, the student needs to read, digest, and apply the knowledge.  In an online instruction, this would require different types of projects requiring more technology than hands-on projects.   

Currently, I use project-based lessons in my Montessori school.  There is a focus on hands-on lessons with tangible objects and visuals.  However, in an online course, either I would have to implement more field experience where the student would be placed into interactive setting or the experience would have to be created via technology.  

I have taken online courses that provide lectures with power points that you have to read and power points that have a narration as you read. Personally, I like the narration better because it has a more “face-to-face” feel to it.  Also, I feel you retain more when you are reading and listening at the same time. Having two sources of input can help with understanding.

Online learning is an interesting approach to teaching and will require the same types of considerations of best practices that go into traditional classrooms.  How can students receive differentiated instruction?  How can they collaborate with peers?  How can they have in-depth and meaningful learning?  All of these questions are important to think through specifically for online learning and not just transfer what we do for the classroom.