Supporting- Participant Motivation/Retention
Consider how new information will be introduced an how to best utilize that space so that its easy for learners to be excited about the topic.
It is easiest for participants when they feel personally motivated.
Applying- Real-World Applications
Consider how new information will be introduced an how to best utilize that space so that its easy for learners to experience the content in a way that is familiar to them.
It is easiest for participants when they can apply new knowledge to a real-world scenario.
Stressors- Growth and Development
Consider how new information will be introduced an how to best utilize that space so that its easy for learners to recognize how their personal views on the world have shifted.
Participants are hindered when they cannot visualize and experience their own personal growth throughout the course.
Engaging
Students should work on projects, with their peers. Evaluate and critique each other. This should include presenting their work to the class (Graham et al. 2000).
Instructors should be active in the course and model good practice while also communicating expectations clearly (Graham et al. 2000).
Take advantage of asynchronous communication opportunities (Graham et al. 2000), which allow students to be engaged with each other, the instructor, and course material on a more regular basis.
Developing- Collaborative Discourse
Consider ways to encourage collaboration with the instructor and between peers on a regular basis.
Participants respond well when the instructor and peers model good discourse practices.
Supporting- Nurturing Interaction(s)
Consider ways to help participants feel safe enough to share their ideas with the instructor and peers on a regular basis. Consider how to provide peers with virtual space to build personal relationships outside of class. Ensure students have space to informally interact, such as what naturally happens in coffee shops, in the cafeteria, in the library, at networking sessions, etc.
This is especially important in the virtual learning environment where physical spaces doesn't exist. Take care to ensure students have access to a variety of virtual recreational space.
Inclusivity, relaxed/informal and ideas are asked for as well as valued. This is the initial draw in and has to be maintained to keep them. Include things for participants to strive for (and that everyone has the chance to achieve) within the community to ensure that they build pride.
-- Individual identity?
Participants prefer to collaborate in informal, low-pressure environments.
Applying- Fulfilling Experience
Consider ways to ensure interactions between the instructor and participants are relatable to the learners. Inclusivity, relaxed/informal and ideas are asked for as well as valued. This is the initial draw in and has to be maintained to keep them. Include things for participants to strive for (and that everyone has the chance to achieve) within the community to ensure that they build pride.
Participants respond well to positive reinforcement and discussing topics of personal interest to them.
Stressors- Responsiveness to/from Participants
Consider ways to make it easy for learners to interact with the instructor and peers as often as possible.
Participants are hindered by communication tools that are not immediately available and/or already ingrained in their day-to-day life.
Instructing
Introduction: Connection to specific literature?
Developing- Relevant Instructional Content
Consider the overarching learning goal(s) for the course and what specific topics must be considered to reach that goal.
Participants respond well to a clear and concise outline of topics that will be covered.
Supporting- Instructional Modalities and Practices
Consider the overarching learning goal(s) for the course and how learning and assessment will be addressed.
Participants respond well to clearly defined assessment goal(s) and prompt feedback.
Applying- Rigor of Resources, Tools, and Outcomes
Consider the overarching learning goal(s) for the course and what tools and resources are directly available to you and the students.
Participants respond well to tools and resources that are easy to access, user-friendly,
Stressors- Expectations and Infrastructure of Course
Consider the overarching learning goal(s) for the course and how the course should be structured to meet the goal(s).
Participants are hindered by a lack of clear expectations and when tools, resources, and content takes considerable time to access.