Student Instructor encourages Instructor encourages Instructor encourages exchange of information exchanges of information engagement and exchange of information among students (e.g., among students and also community bio, background, interacts with students in both student to student building experiences) designed on a social/peer basis to and instructor to student to increase model community. interactions through a communication and social rapport. Some structures variety of ongoing (technologies and course/project structures Students are strategies) are provided designed to promote encouraged to (e.g., links and other collaborate, share resources) to support social rapport and learning resources, and collaborative student community. assist each other with learning in group learning, but explicit communities. supports are not The course/project is provided. 80% or more of the designed to support students reply to 60% or more of the messages from the collaborative student students reply to instructor and other learning with clearly messages from the students both when defined technologies and instructor and other required and voluntarily. students, both when strategies. required and on a Replies are usually on voluntary basis. Replies topic and sometime Links to outside are usually on topic but contain additional often are brief, wordy resources to other resources and both and rambling. readings, community structured and ad hoc agencies, or links to other course/project/job internal and external experiences that can be learning communities are shared for the good of the supported. class members. 90% to 100% of the students reply and initiate messages to the instructor and classmates both when required and voluntarily. Replies are thought-provoking and on topic and frequently contain information on other readings, community agencies, or links to other course/project/job experiences that can be
Student engagement and community building Instructor encourages exchange of information among students (e.g., bio, background, experiences) designed to increase communication and social rapport. Students are encouraged to collaborate, share learning resources, and assist each other with learning, but explicit supports are not provided. 60% or more of the students reply to messages from the instructor and other students, both when required and on a voluntary basis. Replies are usually on topic but often are brief, wordy and rambling. Instructor encourages exchanges of information among students and also interacts with students on a social/peer basis to model community. Some structures (technologies and strategies) are provided (e.g., links and other resources) to support collaborative student learning in group communities. 80% or more of the students reply to messages from the instructor and other students both when required and voluntarily. Replies are usually on topic and sometime contain additional resources to other readings, community agencies, or links to other course/project/job experiences that can be shared for the good of the class members. Instructor encourages exchange of information in both student to student and instructor to student interactions through a variety of ongoing course/project structures designed to promote social rapport and community. The course/project is designed to support collaborative student learning with clearly defined technologies and strategies. Links to outside resources and both structured and ad hoc internal and external learning communities are supported. 90% to 100% of the students reply and initiate messages to the instructor and classmates both when required and voluntarily. Replies are thought-provoking and on topic and frequently contain information on other readings, community agencies, or links to other course/project/job experiences that can be
The-7Cs-of-Learning-Design.docx