Online tools that motivate and allow for interactivity among learners are worth pursuing by institutions (Moreillon, 2015). Vygotsky (1980) contends that students who are actively engaged in a social situation can derive meaning through an collective community of learners. The social constructivism theory posits groups enhance their proficiency of concepts by sharing ideas using various artifacts to support these mutual understandings (Vygotsky,1980).
We are about to embark upon an exciting new journey using a wiki to highlight the variety of Internet tools available to our class using online literature circles. One of the main reasons people do not succeed in an online setting is because of a lack of interactivity between students (Moreillon, 2015). Fortunately, all teachers indicated through the survey given before the course began, that all instructors have taught literature circles to middle school students. Therefore, when utilizing online literature circles, you comprehend the democratic, social constructivist principles shared by Vygotsky (1980), where learners engage in discussion of shared meaning through artifacts.
Adult learning, through the principles of andragogy posit that learners come into an experience with a variety of different backgrounds and experiences (Knowles, 74). Along with the principles of andragogy outlined by Knowles (1974), Taylor & Hamdy (2013) noted the importance of beginning with what a learner already knows about a situation. Self-directed learners should be given open-ended challenges which allow students to use their prior experiences for learning (Wang & Kania-Gosche, 2011)
Utilizing an adapted version of online literature circle obligations (Bromley, Faughnan, Ham, Miller, Armstrong, Crandall, & … Marrone, 2014) and some examples of best practices, I have outlined the responsibility of each role for you to use as a guide. You will be required to analyze your assignment by utilizing the Internet, and presenting your information to the group via live chat.
Figure 1
Roles and responsibilities for online Literature Circles
Discussion Director
Devise five critical thinking questions centered around story elements (plot, character, setting, theme) that will initiate group dialogue.
Illustrator
Use the Internet to display at least five ideas that either symbolize or directly show content related to the book. Some examples of how to show what happened include using a diagram, graphic organizer, chart, interactive map, or current software programs.
Investigator
Find information about major points in the story, conflict, mood, author information, or any other information deemed relevant.
Mapmaker
Create a map that displays the setting. If there are multiple settings, you can create more than one setting. Be sure to lablel the map and showcase important places highlighted in the text.
Connector
Make text-to-text, text-to-world, and text-to-self connections for each chapter
Before the course began, I have randomly assigned each person a role and a group. I have attached a calendar for you and your group members to identify a date when all group members will be able to present in a live, synchronous online chat. You should also fill out an alternative date in case the group cannot meet during the originally scheduled time. In the calendar, label the day and time you will meet by entering "Meeting Date" as the title, and displaying the first name and last initial (MarkA) of each member in the group. In the alternative date, it should be labeled "Back-Up Date" and then list the group members names as detailed above.
After each student presents their roles at the group presentation, you will also be required answer five summative questions listed on the "Evaluation" page. You will have one week from the date of your group chat to answer the questions and post them to the discussion forum. Students are encouraged, but not required, to read their group members responses and provide additional feedback or supplementary information. A link to the page has been provided below:
=
Online tools that motivate and allow for interactivity among learners are worth pursuing by institutions (Moreillon, 2015). Vygotsky (1980) contends that students who are actively engaged in a social situation can derive meaning through an collective community of learners. The social constructivism theory posits groups enhance their proficiency of concepts by sharing ideas using various artifacts to support these mutual understandings (Vygotsky,1980).
Evaluation