As an online instructor, how can you use microblogging to facilitate a connection between students and experts in the field?

As an online instructor, which do you believe is more important - student content development or instructor content development - when incorporating microblogging into your course?

What are the benefits of incorporating microblogging activities in an online course?

As an online instructor, how would you assess students' use of media hosting and sharing sites?

As an online instructor, how would you effectively facilitate the use of media hosting and sharing sites?

What should students understand after reading the media hosting and sharing policies?

What are a few examples of media hosting and sharing sites geared more toward education?

Why is it important for students to develop good social networking habits?

What does the "six degrees of separation" concept mean in social networking?

With any online course the learning management system used needs to be understood and navigated easily. Some schools offer brief face to face orientations, others online tutorials etc.. Not only do we need to make sure that our students have the correct software and hardware they also need to correct resources to help them navigate the course and trouble shoot any issues or problems they may have. I like using a Start Here tab which walks them through all the pertinent information needed and also walks them through the tabs and gives them a list of resources either links, phone numbers for staff at the college associated with the LMS or those tutorials or resources located within the classroom which are built-in. Students will not always be able to contact you or get a response back from you ASAP so it is helpful for them to have another source to try and even more importantly one they do not have to try and find. Ease of getting help is essential. Obviously instructor presence is important from the start and I do have different ways of establishing this however in order to make the students comfortable and feel that they have somewhere to turn if they are having technology issues helps reduce frustration especially at the start of a course. Technology frustration especially for the older students is huge and can be eased very simply.

Amazing how young adults and kids today pick up on new technological concepts and ideas so quickly. However, many young students we teach are not as savvy. Many who did not have ready access to computers often find they understand little more than surfing the web and sending a simply email without attachments. Therefore, when I encounter students in the classroom I am quick not to assume anything. I ask if they understand or know how to achieve certain tasks. Some think they know more than they do? Is there a tool the schools use or can use to assess students' technological abilities and to relay such to us? It should be a simply tool that allows us to understand what technologies students are comfortable with. If there is not one, does anyone have any suggestions?

Many students who do not post on time feel that their participation on the board really does not matter to overall discussions. What matters is they eventually post and receive credit. At some schools, I am capable of enforcing a no-tolerance rule where late posts are not accepted despite circumstances. However, in all fairness, at these schools posts are worth as little as 10 points as opposed to 50, 60 and 120. But nevertheless, when students do not post, I find it helpful to remind them that we were not able to hear their voice concerning the discussion, that what they have to say is important and merits being heard (or read). I will often ask while on the phone with them what they think about a topic and why. By reassuring them that what they have to say is important, I notice most make greater efforts to post on time. However, not all students respond to this approach. Please share how you encourage students to participate. It may help me to win over those who do not post.

When I respond to a student's grade, quiz, or discussion board posting, I always use Ms. or Mr. and their last name. To me, if I require them to address me as Dr. to show respect, then turnabout is fair play by respecting them through their title. How do you address your students?

Sometimes I wonder if we use the excuse of the generation gap and how the younger generations respond as a way to lower the educational standards. The ability to speak and write in a professional manner is imperative. Credibility can come into question if the student in their professional career cannot compose a solid sentence or express a thought without using street language. Do you believe the generation gap theory has resulted in lowering our educational standards?

As I mentioned in Forum 1, my doctoral research was on institutional and counseling policies and procedures response to cyber aggression. When I read about the Communication Code of Conduct, I reflected back to the Acceptable Use Policies of the institutions I researched. Their AUP did not really address cyber aggression or clear consequences for inappropriate behavior. If your institution has an Acceptable Use Policy, then the Communication Code of Conduct should stem from that policy correct? If not, other than the instructor, who would enforce or support the Communication Code of Conduct? Should legal counsel or someone in administration, Provost, approve this policy and should it not be included in ALL online courses?

I conducted my doctoral research on cyber aggressive behaviors against institutional and counseling policies and procedures. I have to tell you I am very concerned on several levels using social networking and virtual worlds as locations for effective instruction. First of all, there are security issues and breaches in privacy. Although I did not find a FERPA ruling, I feel it will be a matter of time before FERPA steps in and addresses this issue. Secondly research has shown there is a disconnect between fantasy and reality between the ages of 13 to 27 unless they are in a grounded human relationship. Therefore, if a negative action occurs in the virtual world, they respond as if it occurred face-to-face. Therefore, communication and how issues are approached are imperative. Last but not least, I found that cyberbullying were reported more and occurred in their on-line courses. Yet the administration viewed it as less harmful and the disciplinary action was minor because it did not pose an immediate threat. Therefore as an instructor, I am concerned on how students react to what is posted because everyone's perception is very different from ours.

Others have already pointed this out, the use of rubrics is most useful with respect to grading. Students can see the minimum criteria, and many choose to meet only the bare minimum and I will point out the need to participate more in the class, and some choose to meet the minimum requirements and earn a “C” for the class.

What seems to happen is the older students have the ability to exercise judgment, offer moderation, a reasonable assessment of fact patterns, the younger students may lack the ability to make close calls and are at times unwilling to change their viewpoints as new information is presented to them.

Establishing a pattern of communication, the two most important things to consider and why: 1. Do you send messages that can be clearly understood, eliminate any need to interpret the message that may vary across the intended audience? The idea is to establish consistency. 2. Are you using the maximum efficiency to reach the intended audience? You want to make sure everyone that is impacted by your message is notified.

The three most important considerations are (in my opinion): 1) Are the tools used user friendly, can someone with a high school degree understand how to use the technology with a minimum degree of effort or within a couple of hours training? 2) Can older students who may be retooling their job skills make use of the technology with minimum assistance to mitigate any hesitancy with respect to being part of an online class? 3) Have I had the necessary training to make use of the up-to-date requirements/technology that is a fundamental part of the course and is expected to be used by instructors?