A virtual learning environment or learning platform, is an e-learning education system based on the web that models conventional in-person education by providing equivalent virtual access to classes, class content, tests, homework, grades, assessments, and other external resources such as academic or museum website links. It is also a social space where students and teacher can interact through threaded discussions or chat. It typically uses Web 2.0 tools for 2-way interaction, and includes a content management system. These environments are the basic components of contemporary distance learning, but can also be integrated with a physical learning environment which may be referred to as blended learning. Virtual learning can take place synchronously or asynchronously, In synchronous systems, participants meet in “real time”, and teachers conduct live classes in virtual classrooms. Students can communicate through a microphone, chat rights, or by writing on the board. In asynchronous learning, which is sometimes called “self-paced” learning, students are expected to complete lessons and assignments independently through the system. Asynchronous courses have deadlines just as synchronous courses do, but each student is learning at his own pace. These environments can also include students and teachers “meeting” online through a synchronous web-based application. The teacher is able to present lessons through video, PowerPoint, or chatting. The students are able to talk with other students and the teacher, as well as collaborate with each other, answer questions, or pose questions. They can use the tools available through the application to virtually raise their hand, send messages, or answer questions on the screen given by the teacher or student presenter. The most important features of these virtual learning environments include: Content management – creation, storage, access to and use of learning resources Curriculum mapping and planning – lesson planning, assessment and personalization of the learning experience Learner engagement and administration – managed access to learner information and resources and tracking of progress and achievement Communication and collaboration - emails, notices, chat, wikis, blogs

In this respect, it's important to understand the five principles of teaching adults. It's important to know how adults learn. Adults learn best when: They understand why something is important to know or do, they have the freedom to learn in their own way, and learning is experiential. Respect that Your Students Have Different Learning Styles: visual, auditory, and kinesthetic. Visual learners rely on pictures, and one can best communicate with them by providing handouts, writing on the white board, and using phrases like, “Do you see how this works?” Auditory learners listen carefully to all sounds associated with the learning, and one can best communicate with them by speaking clearly, asking questions, and using phrases like, “How does that sound to you?” Kinesthetic learners need to physically do something to understand it, and one can best communicate with them by involving volunteers, allowing them to practice what they’re learning, and using phrases like, “How do you feel about that?” Allow Your Students to Experience What They’re Learning. Experience can take many forms. Any activity that gets your students involved makes the learning experiential. This includes small group discussions, experiments, role playing, skits, building something at their table or desk, writing or drawing something specific – activity of any kind. Activities also keep people energized, especially activities that involve getting up and moving about. The other aspect of this principle is honoring the life experiences your students bring to the classroom. Be sure to tap into that wealth of wisdom whenever it’s appropriate.

What are two fun critical thinking assignments that you learned about in this module?

What would be your first plan of action in making a critical thinking assignment?

Discuss an active learning strategy you use and note whether it is a reading, reflective writing, displaying or doing strategy.

Discuss three low-risk active learning techniques which could easily be utilized in your course(s).

As an online instructor, what free technology tools do you have available to incorporate active learning in your classes?

What existing online technologies are available to you, to incorporate active learning strategies into your online course?

In your opinion, what is the biggest institutional obstacle when it comes to supporting active learning in the online environment?

What can online instructors do to help students embrace active learning in the online environment?

What could online instructors do to reduce their negative attitudes about active learning in the online environment?

What do you feel about the student-centered learning approach?

How might an older online student feel about a course which uses active learning techniques?

What could an instructor do to start the process of moving from the traditional lecture mode to active learning in his/her course(s)?

In my opinion blended learning involves active learning. I will evaluate students’ engagement with the material they are studying and their active involvement in the subject matter when they read, write, talk, listen, and reflect with the subject matter they’re learning with me as their facilitator and with each other by using grading rubrics for each assignment or a criterion-referenced tests measure in which performance of individual students to pre-determined performance levels in small classes will be assessed. This type of learning does not evaluate passive learning (students sit and listen to the teacher or standard tests are graded). Online and/or F2F activities would include online discussions, team activities case studies, debates, wikis and blogs, role playing, individual and group presentations, and different types of formative and/or summative assessments. Simply adding online computer games or videos to a student’s day or homework time doesn’t count as blended learning. Neither does rolling a laptop cart into a classroom. Nor does it mean that students are isolated at their keyboards with no social interaction. Advantages to students include: developing independent learning skills increased flexibility and convenience, better access with multiple commitments, utilization of new technology, and reduction in educational cost. On the other hand I as facilitator get to experiment with new pedagogies, techniques, resources, etc. to meet student expectations and/or build their skills, allow for flexible scheduling, and most importantly retain the F2F aspect that many faculty members cherish.

I was suprised when I read in the course material that if a student makes a suggestion or recommendation, the course should not be modified. It takes multiple feedback and multiple sources in order to make changes to the course. I have had students make recommendations or suggestions that I thought were good ideas and I have implemented these items. I do think the course material is probably a better recommendation. Has anyone else experienced this situation? I'm curious what others think.

I have used a new approach to grading my online courses. I now take the requirements of the assignment and let the students know that they did or did not meet each requirement and why. This is pretty standard language between students and then I made the feedback more specific to the student and their work. I've received very good feedback from students on the course evaulations and I've specifically been told that my feedback is very complete and address them individually. Has anyone else found strategies that work for providing meaningful feedback to students?

I had never heard this term before but it makes a lot of sense. I think students need structure as students build on their previous experience, skills and knowledge, they can continue to learn and grow. I need to develope a new course and I plan to use the eight tasks: • Provide clear instructions • Clarify purpose • Keep students on task • Offer assessment to clarify purpose • Direct students to worthy sources • Reduce uncertainty and disappointment • Deliver efficiency • Create momentum in oder to allows student learning with technology instead of learning from technology. Has anyone else used these tasks in developing and facilitating a class?

I am in a position in which I need to develop a course that will be blended (classroom and online component). I'm having a terrible time getting started. I think it is a bit overwhelming getting started so I'm going to use the ideas from this class to break it down into managable pieces. I have experience in project management and that is what they teach us, it is overwhelming to think of the whole thing but if you break it down into manageable pieces, that makes it easier to get started. Has anyone else experienced this? Please feel free to share stategies. Thank you.

How about other website evaluation for instructors. for example www.rateMyProfessor.com I've seeing students using that more than the actual course survey? Thanks Hani Abu-Salem