In the first posting, which can be done at the end of a week's cycle before the formal forum begins, learners answer these kinds of questions: What do they or others think or know about a particular topic, philosophy, or person? How, when, or from whom did they acquire this knowledge? How have they used this knowledge in the past? What images and

Bloom's Cognitive Taxonomy Updated by Krathwohl, 2002

breadth and depth of thinking. Encourage comparisons and contrasts with the thinking of peers. For example, ask students to highlight how the perspectives of others differ from or overlap with the perspectives of others. These types of questions encourage fairness and breadth of thinking. Facilitation Strategies for Expansive

core concepts

The website run by Jane Hart—the Centre for Learning and Performance Technologies (C4LPT) in the UK. Jane also publishes a blog, Learning in the Modern Workplace, that adroitly addresses generic-learning issues as well: http://www.c4lpt.co.uk/blog/. The website by Kathy Schrock for apps and Bloom's taxonomy:

Practice Description Best practice 1 Be present at the course site. Best practice 2 Create a supportive online course community. Best practice 3 Develop a set of explicit expectations for your learners and yourself as to how you will communicate and how much time students should be working on the course each week. Best practice 4 Use a variety of

A good aid to using the gradebook is to develop an assessment plan with these five features of each course assignment: (1) assignment name, (2) purpose of the assignment, (3) due date, (4) number of points, and (5) location of the assignment rubric. Examples of these assessment plans are in Chapter Seven.

this chapter.

Influential Learning Theorists