Q5: How do we present topics that are confrontational and divisive, but nonetheless imperative points of discussion? Particularly when we lose the f2f context cues (people don’t ‘look’ offended in chat rooms)? #ETEC681
Q3: What apps, technologies, platforms, or instructional approaches have you experienced—as a teacher or student—that helped you feel part of an online classroom community? #ETEC681
@j_a_corrigan
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@CarladeMontreal@j_a_corrigan Great ideas! An option to engage or not shows empathy from the teacher. It also leaves the final decision with the student and can provide a sense of safety. (Sometimes just knowing participation is a choice can be comforting.)
@j_a_corrigan A6: Teachers are responsible for giving the students all the information they need before they open a discussion to a topic that's confrontational also. #ETEC681
@j_a_corrigan A6: First, the students have to trust the teacher. Without that, it would be hard. The teacher and the students have to build and agree on a list of discussion rules and follow them closely. #ETEC681
@j_a_corrigan A5: I guess things have changed quite a bit - the synchronous discussion board seems like it works for more involved topics? That being said, I've not been on one since 2009! There are many different platforms now... #ETEC681
@abiraitani@j_a_corrigan A4: And the frog! It makes something that is not so accessible a little more so, so more students can be part of the experience. #ETEC681