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Enter Quadrant Choice |
(i.e. Q1) |
Coomy/Stephenson
Paradigm Grid |
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>Next go to WMM |
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Q1: |
Dialogue: |
Teacher
controls |
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Instructor |
Involvement: |
Pre-set tasks |
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Support: |
On/offline reply to ?s
by tutor |
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Control: |
Learner responds to
tasks |
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Advice- |
(Content-support model) |
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* Make online
participation required (all Quadrants!) |
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* Link online with f2f
activity |
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* Easy access to
technical support |
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* Clear link to learning
objectives |
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Q2: |
Dialogue: |
Tutor sets task-students
manage talk |
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Coach |
Involvement: |
Task-focused
self-managed groups |
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Support: |
Tutor advice & peer
feedback |
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Control: |
Conduct of tasks up to
learner |
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Advice- |
(transitional) |
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* keep group size small
with appointed leader |
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* Make strategies to support 2way
communication |
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* Try to 'display'
student work |
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Q3: |
Dialogue: |
Combined Q1 & Q2 |
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Guide |
Involvement: |
May start as solo-leads
to active content |
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Support: |
Tutor offers direction,
not solutions |
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Control: |
Learners set goals &
manage activities |
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Advice- |
(Wrap-around model) |
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* Promote group co-operation |
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* Offer examples of good
online communication |
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* Catagorise and
summarise discussion threads |
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* Provide steps in the
problem solving process |
(see Basiel 1999) |
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Q4: |
Dialogue: |
Self or peer group
directed |
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Facilitator |
Involvement: |
Student's relate
learning event to real-world |
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Support: |
Feedback from a variety
of sources & experts |
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Control: |
Learner determines goals
& outcomes & monitors progress |
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Advice- |
(Integrated model) |
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* tutor / student roles
clearly defined |
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* a/synchronous learning
events |
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* Collaborative
assignements dividing tasks into sections |
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* Caution: easy to get
lost in web browsing |
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