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Habits of Successful Students - June 17, 2009_combined - DE Oracle
No full textDE Oracle @ UMUC
An Online Learning Magazine for UMUC Faculty
Center for Support of Instruction
Habits of Successful Students - June 17, 2009
CSI Staff
Staff Writer
Center for Support of Instruction
Published: May-June 2009
Category: » De-oracle-live » Archived-webinars
Each semester, we come across students who need assistance in being successful. As faculty, we can
start them off on the right foot with tools and strategies that can help them understand the importance
of good choices and cultivate habits that lead to success. Dr. Loyce Pailen and Linda Smelser shared
with the audience their presentation "Habits of Successful Students."
Archived Recording:
Launcher Link:
http://67.202.210.31/launcher.cgi?room=deoracle_2009_0617_1405_01 (http://67.202.210.31
/launcher.cgi?room=deoracle_2009_0617_1405_01)
Wizard Link:
http://67.202.210.31/wizard/launcher.cgi?wc=wms (http://67.202.210.31/wizard/launcher.cgi?wc=wms)
Slide Presentation:
Printable Versions: PDF | FlashPaper
About the Author(s)
Habits of Successful Students - June 17, 2009 - DE Oracle
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Habits of Successful Students - June 17, 2009 - DE Oracle
Speakers -
Dr. Loyce Pailen, Assoc
Provost OISS / GSMT faculty
Linda Smelser, Instructional
Support Specialist / SUS
faculty
Agenda
• Challenges of being a successful student
• Faculty responsibility
• Helping students learn accountability
• Strategies for success
• Habits of Success Presentation
• How to use presentation for discussion
Student Success Challenges
• Understanding the elements for being a
successful student
• Learning how to execute those elements
successfully
• Being able to overcome obstacles when
“life happens”
• Being flexible and teachable
Faculty Responsibility
• Practical helps
– Make instructions and procedures clear
– Post reminders about deadlines
– Flexible with students when “life happens”
• Help students learn accountability in your
classroom
• Feedback, feedback, feedback
Discuss Accountability
• Provide opportunities to teach and
discuss students success
– UMUC student policies
– Faculty expectations
– Student expectations
• Habits of Successful Students
presentation
Encourage strategies for success
• Take ownership / be accountable
• Positive self attitude
– Celebrate big and small achievements
– Keep moving forward
• Suggest ways to cultivate good habits
– Time and stress management; establish
study place and time
– Overcome obstacles; develop flexibility
Presentation Discussion Questions
• Do you consider yourself a successful student?
Why / why not?
• Why do abdicating behaviors put you at a
disadvantage?
• What does accountable mean to you? How do
you benefit from being accountable?
• What two elements make you a successful
student?
• What is one of the most important elements
that you’ve learned as a student that will / has
help(ed) you become a successful professional?
Student Feedback
• “This week’s discussion helped me make
progress to become a successful student and…
person.”
• “Being accountable means to be responsible
enough to accomplish what is expected…”
• “[Bad habits] put you at a disadvantage
because they make you depressed. As a result
you can not focus well on your studies…”
• “By being accountable, people are able to trust
that you can finish tasks and show you are a
capable person.”
Thank you for joining us today at DE
Oracle Live! sponsored by the
Center for Support of Instruction
(CSI).
You can learn more about CSI at
http://www.umuc.edu/departments/csi
About the DE Oracle - DE Oracle
No full textDE Oracle @ UMUC
An Online Learning Magazine for UMUC Faculty
Center for Support of Instruction
Contact Site Manager
Created and Maintained by the Center for Support of Instruction
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About the DE Oracle
DE Oracle @ UMUC is an online ezine for faculty that is developed, promoted, and maintained by the
Center for Support of Instruction (CSI). This bimonthly periodical provides numerous articles, useful
tips and links to outside resources that are tailored to online course delivery, which is predominant at
UMUC.
Several prominent UMUC communities share their knowledge and expertise in supporting online
instruction. These include faculty, Library Services, Information Technology, the Center for Teaching
and Learning, and CSI.
Faculty and staff are encouraged to submit articles about their personal teaching experiences to the DE
Oracle so that they can share positive and inspiring stories with their fellow faculty.
Since its inception in 2001, the DE Oracle has grown considerably. This growth called for a major site
revamp to improve the article submission process, to better target search results, and to advance
overall ease of navigation and aesthetics.
We hope that you enjoy the DE Oracle and find it benefical to your teachings here at UMUC!
About the DE Oracle - DE Oracl
Final Edition of the DE Oracle @ UMUC - DE Oracle
No full textDE Oracle @ UMUC
An Online Learning Magazine for UMUC Faculty
Center for Support of Instruction
Final Edition of the DE Oracle @ UMUC
CSI Staff
Staff Writer
Center for Support of Instruction
Published: November-December 2012
Category: » Events
"When you know better, you do better."
― Maya Angelou
As UMUC prepares to embark on an exciting new strategic plan with expanded goals for teaching and
learning innovation, we have decided to sunset the DE Oracle @ UMUC in its current form. Although we
will cease publication of the DE Oracle with this final December 2012 edition, you can continue to
access the past articles, tutorials, and other resources on this site (www.deoracle.org) until June 2014.
We are also working with our Information & Library Services colleagues to preserve a number of
historically significant articles in the permanent university archives so that faculty, administrators, and
staff can reflect on UMUC’s pioneering spirit, our own learning over the years, and our tremendous
growth as a worldwide leader in distance education.
When the first edition of the DE Oracle was launched in 2001 by the Graduate School’s Distance
Education Coordinators, online education was still in its infancy. At that time, Christina Hannah,
then-Vice Provost and Dean of the Graduate School (currently MBA Program Director), and Nicholas
Allen, then-Provost and Chief Academic Officer (currently Provost Emeritus), recognized the critical
need for cross-curricular teaching and technology support. As project champions, they played a critical
leadership role in establishing the DE Oracle as the essential instructional technology resource for
Graduate School program directors and faculty. Our readership grew, and the breadth of the content
expanded to include tips for making the best use of UMUC’s learning management system’s features
and external technology tools. Faculty also began authoring articles and sharing examples of successful
classroom strategies with their peers in UMUC’s burgeoning online teaching community. As the DE
Oracle blossomed from a bimonthly e-zine to an information resource portal for faculty, we began
including regular pieces from other academic support units of the university, including Information &
Library Services and the Center for Teaching and Learning.
Final Edition of the DE Oracle @ UMUC - DE Oracle
Early version of the DE Oracle
In 2007, the DE Oracle was moved to an article management system that allowed members of the
UMUC academic community to upload and submit articles directly to the e-zine for publication. From a
site management perspective, this allowed the entire DE Oracle staff to easily work with all the articles
from a single location. We leveraged this gain in efficiency to streamline site navigation and design,
improve search engine results, and provide other improvements to the user interface. RSS feeds,
ratings features, and the ability to comment directly on articles further enhanced faculty members'
ability to interact directly with the content.
Final Edition of the DE Oracle @ UMUC - DE Oracle
Current version of the DE Oracle
After moving to UMUC’s newly created Center for Support of Instruction
(CSI), we expanded the scope of the DE Oracle to include topics and
resources of special interest to The Undergraduate School’s stateside faculty
and those teaching in Europe and Asia. And under the leadership of CSI’s
Director, Kathleen Puckett Ford, a new synchronous feature—DE Oracle
Live—was added, enabling faculty and staff who had prepared articles or tutorials the opportunity to
further demonstrate and discuss their ideas with colleagues in real time using Wimba. The recorded
Wimba sessions, along with the growing collection of informative articles, instructional resources, and
technology tutorials, could be accessed by UMUC’s worldwide faculty any time of the day or night,
making the DE Oracle UMUC’s one-stop shop for faculty teaching with technology.
Throughout the years, we have strived to provide current, relevant, and interesting
articles, tips, and resources that could become part of one’s teaching toolkit. We kept our
ears to the ground, our eyes to the clouds, and our minds and hands in the online
classrooms in search of timely information to share with faculty, a number of whom
debuted their own working papers here in the DE Oracle and used it as a springboard for
further research in effective and engaging online instruction. Our efforts to serve UMUC’s
faculty community were rewarded in 2009 when the DE Oracle won two awards from the
IMS Global Learning Consortium: a bronze Learning Impact award and a Best in Category
for Faculty Development Network award.
From the early days as a neat-looking Web site designed to deliver helpful content for graduate faculty
to its growth as a mature, integrated resource portal and learning community showcasing our
distinguished faculty members’ ongoing research interests across all aspects of teaching, the DE Oracle
has succeeded in its mission to support effective online teaching and learning at UMUC. We have
published 168 articles on 12 pedagogy subtopics, 44 articles on 10 WebTycho subtopics, 151 tutorials
on 22 subtopics related to tech skills/software, and over 200 other miscellaneous resources ranging
from multimedia/learning objects to information about various faculty workshops, academic awards
won by UMUC’s academic programs, and highlights on new approaches in specific academic programs
Final Edition of the DE Oracle @ UMUC - DE Oracle
and individual courses.
The DE Oracle would not have been a such a success without the help of all of the CSI staff, each of
whom personally wrote and/or recruited forward-thinking content for the publication several times a
year.
Deb Schroeder, the site manager, has been behind the DE Oracle since its inception. She not only led
its original development but also its redesign several times over the years. Her roles included
administering the various changing technologies and databases that supported the operation of the
e-zine, overseeing the content submission process, and distributing each issue to all our readers—in
addition to providing a critical analysis/review of all content and ensuring a consistent design and
layout of the publication.
Susan Pollack served as the editor for the last five years, meticulously reviewing all articles and
tutorials to ensure that each piece communicated the right message to the audience. Her editorial hats
included revising grammar and punctuation, writing style and tone, and organization and flow;
conducting research; verifying citations; and anticipating readers’ questions that authors needed to
address.
When Jack Boeve joined CSI late in 2011, he assumed the duties of assignment editor, a role
previously held by our former colleague Linda Smelser. Each of them worked directly with authors to
develop ideas for articles; researched potential topics and envisioned new directions and features;
rigorously reviewed content for coherence and clarity; and stayed on top of everyone’s deadlines to
ensure timely delivery of each edition.
It has been our distinct pleasure to work with so many exceptionally knowledgeable and talented
faculty and staff here at UMUC who have contributed to the the steady stream of engaging and useful
content published in the DE Oracle. On behalf of the entire CSI staff, we thank you for being part of
this worldwide virtual community of practice, and we look forward to collaborating with you on exciting
new ventures in the months and years to come.
Sincerely,
Kathleen Puckett Ford, Director
Deborah Schroeder, Site Manager
Susan Pollack, Senior Editor
Jack Boeve, Assignment Editor
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Final Edition of the DE Oracle @ UMUC - DE Oracle
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Helpful Hints for Effective Online Teaching_ Introduction - DE Oracle
No full textDE Oracle @ UMUC
An Online Learning Magazine for UMUC Faculty
Center for Support of Instruction
Contact Site Manager
Created and Maintained by the Center for Support of Instruction
© University of Maryland University College
Helpful Hints for Effective Online Teaching: Introduction
CSI Staff
Staff Writer
Center for Support of Instruction
Published: November-December 2002
Category: » Online-pedagogy » Teaching-strategies
CSI interviewed a number of faculty members to glean their best practices. Over the course of many
semesters of teaching online, these faculty have developed highly effective methods to improve
student satisfaction (as well as their own!). All the faculty members we spoke with eagerly shared their
insights. They credited their own success to those early adopters from whom they learned and, in turn,
enthusiastically related their stories for their
The Helpful Hints for Effective Online Teaching series will span the lifecycle of a typical online class. In
each issue of the DE Oracle, we'll focus on a different aspect of online teaching that emerged from our
discussions with seasoned faculty members. For the most part, the helpful hints and techniques
suggested aren't complicated or difficult to implement. Indeed, you may have already thought of many
of these ideas yourself.
The first installment of this series is devoted to preparations you can make even before you're staffed
to teach a particular WebTycho class section. Faculty members who plan and prepare their materials
ahead of time report that online classroom set-up goes very quickly. They also report less anxiety at
the beginning of the semester, even when they agree to take on new or additional class sections. Read
their recommendations.
Other articles in this series
Pre-Class Preparation
Setting Up Your WebTycho Classroom
Managing the Online Classroom
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Tales from the Web 2_0 Front_The Good The Bad and the Ugly - April 7, 2009_combined - DE Oracle
No full textDE Oracle @ UMUC
An Online Learning Magazine for UMUC Faculty
Center for Support of Instruction
Tales from the Web 2.0 Front: The Good, the Bad and the Ugly - April 7,
2009
CSI Staff
Staff Writer
Center for Support of Instruction
Published: March-April 2009
Category: » De-oracle-live » Archived-webinars
Archived Recording:
Launcher Link:
http://67.202.210.31/launcher.cgi?room=deoracle_2009_0407_1403_16 (http://67.202.210.31
/launcher.cgi?room=deoracle_2009_0407_1403_16)
Wizard Link:
http://67.202.210.31/wizard/launcher.cgi?wc=wms (http://67.202.210.31/wizard/launcher.cgi?wc=wms)
Slide Presentation:
Printable Versions: PDF | FlashPaper
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Tales from the Web 2.0 Front: The Good, the Bad and the Ugly - April 7, 2009 - DE Oracle
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Tales from the Web 2.0 Front: The Good, the Bad and the Ugly - April 7, 2009 - DE Oracle
April 6, 2009
Laddie Odom, Multimedia Producer
Deb Schroeder, Instructional Support Specialist
Linda Smelser, Instructional Support Specialist
Joanna Zhang, Instructional Support Specialist
UMUC Center for Support of Instruction
Tales from the Web 2.0 Front…
the Good, the Bad and the Ugly
Tales from the Web 2.0 Front…
the Good, the Bad and the Ugly
Agenda:
Overview
Google Docs, Web Pages, Blog
Google Calendars
Tales from the Web 2.0 Front…
the Good, the Bad and the Ugly
Tales from the Web 2.0 Front…
the Good, the Bad and the Ugly
Overview:
History
2008 (Fall) MDLA Presentation
Integration Web 2.0 objects into LMS
Auto-generated embed code
Advantages
Theoretical
Today
Real-World Application
Lessons learned
Reality checks
Tales from the Web 2.0 Front…
the Good, the Bad and the Ugly
Google Docs, Web Pages, Blog
Request from Program Director
If he can embed an Avatar…
Research Google products
Tales from the Web 2.0 Front…
the Good, the Bad and the Ugly
Google Docs, Web Pages, Blog
Built fun things and learning objects
With available code, embedded objects into WT
Avatars
Google Docs
Google Page Creator
Blogger
Tales from the Web 2.0 Front…
the Good, the Bad and the Ugly
Google Docs, Web Pages, Blog
Benefits
Embedded learning objects keep students in LMS
Editing done outside of LMS
Creative content (interactive, interesting,
engaging)
Disadvantages
Learning curve
Time to organize and develop materials
Maintenance, publishing, settings, etc.
Tales from the Web 2.0 Front…
the Good, the Bad and the Ugly
Google Calendars
History:
Prior Research
Request from Program Director
Hybrid Classes
Benefits
More visualized
Less Confusion
Changing Dynamic
More flexible features
Mobility
Tales from the Web 2.0 Front…
the Good, the Bad and the Ugly
Google Calendars
PD Wish List:
Portable
Ease of Use
Collaborative capabilities
Rights management
Multiple overlapping events
Hyperlinks, Graphics / Branding
Notification
Customizable
Our Wish List:
Free!
Ease of use
Embeddable
History:
Tales from the Web 2.0 Front…
the Good, the Bad and the Ugly
Google Calendars
Search results:
Many choices
Calendar communites
Calendar Swamp
(http://calendarswamp.blogspot.com)
Most are lacking
The more powerful tools tended to charge for their
services, with a few exceptions:
Google Calendars
AirSet
Play by the calendar’s rules
Tales from the Web 2.0 Front…
the Good, the Bad and the Ugly
Resources
Google Docs docs.google.com/
Google Calendars google.com/calendar
DE Oracle Articles: deoracle.org
Embedding Web 2.0 Objects Into the WT Classroom
How to Embed Web 2.0 Content Into WT
Open Educational Resources
Suggested Web 2.0 Services
PPT:
http://polaris.umuc.edu/de/csi/mdla_spring_09/presentation.pp
Online Writing Coaches Program Enhances Student Learning - July 9, 2010_combined - DE Oracle
No full textDE Oracle @ UMUC
An Online Learning Magazine for UMUC Faculty
Center for Support of Instruction
Online Writing Coaches Program Enhances Student Learning - July 9,
2010
CSI Staff
Staff Writer
Center for Support of Instruction
Published: July-August 2010
Category: » De-oracle-live » Archived-webinars
Effective written communication is fundamental to professional and academic success, especially for adult learners. At
UMUC there is wide variance in the writing skills of students. To facilitate student success, the Graduate School
recently embedded Writing Coaches into several of its foundation courses. In this entirely online coaching program,
writing coaches review student assignment drafts, engage students through general writing and specific assignment
tips - in both traditional and multimedia (YouTube videos and podcasts) formats, and provide students with resources
for use in other environments. This presentation will provide an overview of the program and an assessment of the
program's effectiveness.
Archived Recording:
Launcher Link:
http://umuc.wimba.com/launcher.cgi?room=deoracle_2010_0709_1010_46
(http://umuc.wimba.com/launcher.cgi?room=deoracle_2010_0709_1010_46)
Wizard Link:
http://67.202.210.31/wizard/launcher.cgi?wc=wms (http://67.202.210.31/wizard/launcher.cgi?wc=wms)
Slide Presentation:
Printable Version: PDF
Online Writing Coaches Program Enhances Student Learning - July 9, 2010 - DE Oracle
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Online Writing Coaches Program Enhances Student Learning - July 9, 2010 - DE Oracle
The Graduate School
of Management & Technology
A Graduate Level Tutoring/Writng Coach
Program
Alexis Hill White
Presentation Outline
• Writing Coach Program Overview
• Feedback/Perceived Effectiveness
• Best Practices and Next Steps
The Writing Coach Program
• Need for program
• Program Goals and Mission
• The Writing Coaches
• Coaching Format and Approach
Perceptions and Feedback
• Zoomerang Surveys
• Faculty Perceptions
Best Practices and Next Steps
• Multimedia to complement text-based information
• Training for writing coaches
• Faculty role in encouraging use of coaching services
Questions
• Questions
Let's ditch CSI scores and measure staff satisfaction instead
No full textLet's ditch CSI scores and measure staff satisfaction instea
Let's ditch CSI scores and measure staff satisfaction instead
No full textLet's ditch CSI scores and measure staff satisfaction instea
A Brief Overview of Award-Winning Article on GSMT Course Development - DE Oracle
No full textDE Oracle @ UMUC
An Online Learning Magazine for UMUC Faculty
Center for Support of Instruction
A Brief Overview of Award-Winning Article on GSMT Course
Development
CSI Staff
Staff Writer
Center for Support of Instruction
Published: 0 2004
Category: » University-showcase » Papers-studies
In spring 2004, Stella Porto, program director in the Graduate School of
Management of Technology's (GSMT) Master of Distance Education program
and John Aje, GSMT Associate Dean were awarded the Best Paper Award
from the Distance Learning Administration (DLA) for their paper, "A
Framework for Operational Decision-Making in Course Development
and Delivery (http://www.westga.edu/%7Edistance/ojdla/summer72/porto72.html) ".
In this paper, Drs. Porto and Aje look at several dimensions of the online
course development and delivery process, namely: models and processes,
technology, intellectual property, cost, and faculty support. They use these
factors and and analyze the course and curriculum development at GSMT as
a case study.
In so doing, they propose a set of criteria that should be applied when
during the development and delivery of online courses. In their words, "the
purpose of the criteria is to provide a framework that guides the selection of
courses for online development, as well as selection of the process, models
and resources, which should be devoted to their development".
In building out the criteria, they identify two sets of intertwined, non-linear steps:
1. "the administrative decisions such as what should be developed and when", and
2. the pedagogical criteria such as "how best to develop the course".
They emphasize the importance of being able to adapt quickly to the "changing needs and demands of
students", particularly for resource allocation and multimedia production (including outsourcing
considerations), the need for a repository of learning objects, the centrality of faculty support in the
process, the attention to quality, and the need for external assessment to reinforce this.
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Managing _Virtual Hallway_ Informal Class Conferences_combined - DE Oracle
No full textDE Oracle @ UMUC
An Online Learning Magazine for UMUC Faculty
Center for Support of Instruction
Managing "Virtual Hallway" Informal Class Conferences
CSI Staff
Staff Writer
Center for Support of Instruction
Published: 0 2003
Category: » Online-pedagogy » Classroom-communication
Examples are from Professors George Nixon and Mike Sweeney
In hallways outside face-to-face classes, instructors often find themselves surrounded by students
before or after class or during breaks. The relatively informal interaction that takes place satisfies
important informational and emotional needs for all involved. Online instructors may discover similar
rewards in creating "virtual hallways" -- "cyber cafe," "class lounge," and/or "Q&A" conferences -- that
extend the communication of their content-based conferences into more informal and personal realms.
Informal online conferences...
Deal efficiently with "administrivia," since questions about books or assignment requirements are
answered publicly by the first readers who know the answers, thus potentially providing a faster
response time to students while (nearly!) eliminating for the instructor a entire category of email
traffic.
Support students in continuous learning, synthesis of concepts, & personal connection to
materials via unstructured forums for ongoing discussion.
Promote a sense of community among class members, by fostering mutual assistance and
unrequired contribution that help to alleviate feelings of isolation or stress in the online learning
environment -- as well as adding a bit of fun.
The following examples shared by two Graduate School faculty members provide ideas on how
to successfully structure and manage a "virtual hallway" conference to keep it animated, interactive,
and supportive of students all semester:
The Student Union and Qs & As (Raise Your Hand) illustrate George Nixon's management of two
distinct informal conferences.
1.
Sweeney's Coffee Bar and Pub illustrates Mike Sweeney's management of a single "catch-all"
informal conference.
2.
Common principles shared by Drs. Sweeney and Nixon in managing their "virtual hallway" type
conferences include the following:
Stay active in the conferences throughout the semester:
instructor's posts number ~1/2 to 1/5 of total posts
the instructor posts answers/comments within 24-48 hours of student posts
Be first to post in the conferences to provide examples, clarify expectations, and start the ball
rolling.
Gently remind students to remain respectful, even though the informal areas are open-format.
Demonstrate active "listening" by responding to students with clear, personal, and unique
comments.
Maintain a light tone, using humor, photos, etc. Participation here is ungraded.
Managing "Virtual Hallway" Informal Class Conferences - DE Oracle
1. George Nixon (OMBA)
The Student Union,Qs & As (Raise
Your Hand)
George Nixon addresses procedural
questions in one informal conference and
provides a class community for informal
interaction in the other, taking care to
clarify the distinctions between the two.
Dr. Nixon guides and models
respectful involvement in his two
conferences:
His policy notes clearly specify the
purposes of each conference, what's
included, what's not; they also help to
set the tone.
In the Qs & As policy note, the text is
business-like and provides brief but
specific examples of questions.
In the Student Union policy note, the
text is more casual and personal, the
tone designed to put students at ease
and start the conversation.
He begins by identifying and
connecting with his students:
He prompts with questions, "Any
jokes you'd like to tell?" "Any
advice to give others in the
program?"
His initial topics further illustrate
the purpose of the conference and invite
student interaction and participation.
The three initial topics he has
provided in the two conferences
reinforce the tone and content
parameters of each conference and
the distinctions between them.
He turns the conferences over to
the students to take the lead after
posting his initial topic(s). They then
create all the main topics, and his role
becomes that of responder and
interested commentator.
He promptly (within 24 hours)
responds to the topics in both
conferences, thereby avoiding email
2. Mike Sweeney (ACCT611,
ADMN630)
Sweeney's Coffee Bar & Pub
Mike Sweeney addresses administrative-class
housekeeping as well as whimsical
and substantive issues in a single
conference that maintains a light and
friendly tone.
Dr. Sweeney draws students into
"Sweeney's" in a variety of ways:
He actively points students there:
Early class announcements tell
students to visit Sweeney's for
specific purposes such as to introduce
themselves or learn how to order the
Wall Street Journal.
His answers to student emails that
ask questions of general interest
suggest the questions be shared in
Sweeney's.
He reminds students in occasional
announcements, "If you have
problems or questions, stop by
Sweeney's," or "When done with your
midterm, pop into Sweeney's and
wake up the bartender."
The housekeeping topics are of
time-tested interest to students.
They answer typical student concerns in
clearly titled topics. (AND these topics
are reusable!)
Housekeeping topics aim to catch
students' attention with humor, as
does the "quiz" in the topic, "Email vs.
Conferences"
Topics are created periodically just
for fun that help class members make
connections and see each other as
individuals without being too personal:
"Your Workspace" asks where
students do WebTycho work.
"Athlete's Annex" asks them
whether/how they exercise.
"Kar Korner" asks about the cars they
drive/have ridden in.
Keep these conferences at the top of the conference index for easy access.
Personal style is also a vital characteristic of successful "virtual hallway" conferences, as illustrated
below by some of the unique characteristics of Dr. Nixon's and Dr. Sweeney's conferences. The tone of
these types of conferences may be more or less informal, depending on the individual instructor.
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follow-up by frustrated students and
encouraging them to continue to
contribute.
Prompt responses also demonstrate his
respect for and interest in the students.
Participation is rewarded
A "free beverage of choice" may be
awarded to the best or most unusual
answer to fun topics.
Information shared by students is
referenced to personalize later
responses to them.
Personal opinions, activities, and events
are shared and invited
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Managing "Virtual Hallway" Informal Class Conferences - DE Oracle
DE Oracle @ UMUC
An Online Learning Magazine for UMUC Faculty
Center for Support of Instruction
Managing "Virtual Hallway" Informal Class Conferences - Cyber
Cafe/Class, Lounge/Q&A Conferences
CSI Staff
Staff Writer
Center for Support of Instruction
Published: 0 2003
Category: » Online-pedagogy » Classroom-management
The following conference indexes for "The Student Union" and "Qs and As (Raise Your Hand)" are from
Dr. George Nixon's 0302 AMBA601 class at approximately week 5 (both shared with permission). Links
to actual posts and student names have been removed.
Please refer to the main page, Managing "Virtual Hallway" Informal Class Conferences , for an
overview of managing informal types of online conferences in WebTycho.
Examples:
1A: "The Student Union" (#1a)
1B: "Qs & As (Raise Your Hand) (#1b) "
1A: "The Student Union"
Main Topic Author Date Created
1 My baby picture... (15 responses)
George Nixon 8/19 8:35 am
2 New Year's Resolutions - Your best time management tip? (9
responses)
Student A 1/05 8:14 pm
3 More Help On Time Management (1 response)
Student B 1/07 10:33 am
4 Joe Millionaire (6 responses)
Student C 1/07 4:16 pm
5 1st weeks posting (1 response)
Student D 1/08 1:08 pm
6 It's a girl! (6 responses)
Student E 1/12 10:38 pm
7 Top 50 E-Business "Smart Business" article website is expired
(1 response)
Student F 1/12 10:58 pm
8 Finding the Goleman article (2 responses)
Student C 1/13 12:12 pm
9 Most Exciting Country (14 responses)
Student G 1/13 6:26 pm
Managing "Virtual Hallway" Informal Class Conferences - Cyber Cafe/Class, Lounge/Q&A Conferences - DE Oracle
10 Ivy League finally embracing Online Master's Degree (10
responses)
Student H 1/15 8:24 pm
11 Rashida (4 responses)
Student C 1/22 11:18 am
12 Snow at the Beach (2 responses)
Student D 1/23 9:26 am
13 Anyone Received Incorrect Information from UMUC? (4
responses)
Student I 1/25 3:19 pm
14 What's your company's goal? (7 responses)
Student J 1/28 6:16 pm
15 The Goal - What do you see when you think of Herbie?
Student I 1/31 5:33 pm
16 A example of a great leader (3 responses)
Student B 2/05 10:38 am
17 Certainly is quiet here this week! (4 responses)
Student K 2/07 9:26 pm
18 Things you never say... (5 responses)
George Nixon 2/08 9:18 am
19 Fun in the snow! (4 responses)
Student G 2/16 10:33 am
20 Ethics (4 responses)
Student C 2/20 12:26 pm
1B: "Qs & As (Raise Your Hand)"
Main Topic Author Date Created
1 Sample Question
George Nixon 8/19 8:40 am
2 How to Pace Yourself
George Nixon 8/31 8:27 am
3 Conference Assignments (4 responses)
Student A 1/06 3:14 pm
4 Pro-active Study Habits (2 responses)
Student B 1/11 12:36 am
5 Researching via the mdusa library..... (4 responses)
Student B 1/13 3:54 pm
6 Assignment Format (1 response)
Student A 1/15 9:05 pm
7 executive summary (4 responses)
Student C 1/16 10:25 am
8 Week 1 grades (2 responses)
Student B 1/17 9:34 pm
9 html document (1 response)
Student B 1/19 4:47 pm
10 PDP (week 3) question: Format (1 response)
Student D 1/20 5:23 pm
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11 About Peer Reviewing (2 responses)
Student E 1/22 1:35 pm
12 Should we talk about situation (decision) first, then post
potential biases (3 responses)
Student D 1/22 7:30 pm
13 What happened to the week 1 conferences? (2 responses)
Student B 1/23 11:53 pm
14 Tony Rizzo Article (1 response)
Student C 1/28 8:56 am
15 RE: Difference between constraints and bottle-necks (4
responses)
Student F 1/29 1:15 pm
16 references and Bibliographies (1 response)
Student A 2/01 2:42 pm
17 End of seminar project (2 responses)
Student G 2/03 7:18 am
18 Outline question (1 response)
Student H 2/07 8:56 pm
19 Powerpoint Presentation question (5 responses)
Student A 2/08 6:00 pm
20 Team Assignment - weeks 7-9 (2 responses)
Student I 2/10 12:25 am
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You must be logged in and be a member of the UMUC community in order to comment.
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updated.
Managing "Virtual Hallway" Informal Class Conferences - Cyber Cafe/Class, Lounge/Q&A Conferences - DE Oracle
DE Oracle @ UMUC
An Online Learning Magazine for UMUC Faculty
Center for Support of Instruction
Managing "Virtual Hallway" Informal Class Conferences - Cyber
Cafe/Class, Lounge/Q&A Conferences
CSI Staff
Staff Writer
Center for Support of Instruction
Published: 0 2003
Category: » Online-pedagogy » Classroom-management
The following conference indexes for "The Student Union" and "Qs and As (Raise Your Hand)" are from
Dr. George Nixon's 0302 AMBA601 class at approximately week 5 (both shared with permission). Links
to actual posts and student names have been removed.
Please refer to the main page, Managing "Virtual Hallway" Informal Class Conferences , for an
overview of managing informal types of online conferences in WebTycho.
Examples:
1A: "The Student Union" (#1a)
1B: "Qs & As (Raise Your Hand) (#1b) "
1A: "The Student Union"
Main Topic Author Date Created
1 My baby picture... (15 responses)
George Nixon 8/19 8:35 am
2 New Year's Resolutions - Your best time management tip? (9
responses)
Student A 1/05 8:14 pm
3 More Help On Time Management (1 response)
Student B 1/07 10:33 am
4 Joe Millionaire (6 responses)
Student C 1/07 4:16 pm
5 1st weeks posting (1 response)
Student D 1/08 1:08 pm
6 It's a girl! (6 responses)
Student E 1/12 10:38 pm
7 Top 50 E-Business "Smart Business" article website is expired
(1 response)
Student F 1/12 10:58 pm
8 Finding the Goleman article (2 responses)
Student C 1/13 12:12 pm
9 Most Exciting Country (14 responses)
Student G 1/13 6:26 pm
Managing "Virtual Hallway" Informal Class Conferences - Cyber Cafe/Class, Lounge/Q&A Conferences - DE Oracle
10 Ivy League finally embracing Online Master's Degree (10
responses)
Student H 1/15 8:24 pm
11 Rashida (4 responses)
Student C 1/22 11:18 am
12 Snow at the Beach (2 responses)
Student D 1/23 9:26 am
13 Anyone Received Incorrect Information from UMUC? (4
responses)
Student I 1/25 3:19 pm
14 What's your company's goal? (7 responses)
Student J 1/28 6:16 pm
15 The Goal - What do you see when you think of Herbie?
Student I 1/31 5:33 pm
16 A example of a great leader (3 responses)
Student B 2/05 10:38 am
17 Certainly is quiet here this week! (4 responses)
Student K 2/07 9:26 pm
18 Things you never say... (5 responses)
George Nixon 2/08 9:18 am
19 Fun in the snow! (4 responses)
Student G 2/16 10:33 am
20 Ethics (4 responses)
Student C 2/20 12:26 pm
1B: "Qs & As (Raise Your Hand)"
Main Topic Author Date Created
1 Sample Question
George Nixon 8/19 8:40 am
2 How to Pace Yourself
George Nixon 8/31 8:27 am
3 Conference Assignments (4 responses)
Student A 1/06 3:14 pm
4 Pro-active Study Habits (2 responses)
Student B 1/11 12:36 am
5 Researching via the mdusa library..... (4 responses)
Student B 1/13 3:54 pm
6 Assignment Format (1 response)
Student A 1/15 9:05 pm
7 executive summary (4 responses)
Student C 1/16 10:25 am
8 Week 1 grades (2 responses)
Student B 1/17 9:34 pm
9 html document (1 response)
Student B 1/19 4:47 pm
10 PDP (week 3) question: Format (1 response)
Student D 1/20 5:23 pm
Managing "Virtual Hallway" Informal Class Conferences - Cyber Cafe/Class, Lounge/Q&A Conferences - DE Oracle
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Created and Maintained by the Center for Support of Instruction
© University of Maryland University College
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11 About Peer Reviewing (2 responses)
Student E 1/22 1:35 pm
12 Should we talk about situation (decision) first, then post
potential biases (3 responses)
Student D 1/22 7:30 pm
13 What happened to the week 1 conferences? (2 responses)
Student B 1/23 11:53 pm
14 Tony Rizzo Article (1 response)
Student C 1/28 8:56 am
15 RE: Difference between constraints and bottle-necks (4
responses)
Student F 1/29 1:15 pm
16 references and Bibliographies (1 response)
Student A 2/01 2:42 pm
17 End of seminar project (2 responses)
Student G 2/03 7:18 am
18 Outline question (1 response)
Student H 2/07 8:56 pm
19 Powerpoint Presentation question (5 responses)
Student A 2/08 6:00 pm
20 Team Assignment - weeks 7-9 (2 responses)
Student I 2/10 12:25 am
Rating: Not yet rated
Comments
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You must be logged in and be a member of the UMUC community in order to comment.
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one.
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updated.
Managing "Virtual Hallway" Informal Class Conferences - Cyber Cafe/Class, Lounge/Q&A Conferences - DE Oracle
DE Oracle @ UMUC
An Online Learning Magazine for UMUC Faculty
Center for Support of Instruction
Managing "Virtual Hallway" Informal Class Conferences: George Nixon -
Initial Topics Conference
CSI Staff
Staff Writer
Center for Support of Instruction
Published: 0 2003
Category: » Online-pedagogy » Classroom-management
Main Article:
Managing "Virtual Hallway" Informal Class
Conferences
Conference Title >
The Student Union Read and Write
My baby picture...
Author: George Nixon
Created:Monday, 8/19/2002 8:35 AM
I had an epiphany one day when my three-year old daughter kept saying "Daddy" when she saw the pleasant-looking,
middle-aged man on the Quaker Oats box. I realized I had a round face. So, I compared it to my baby picture (below)
Hmmmm...not much has changed over the years.
Cheers! Dr. Nixon
[Previous Topic]
My baby picture... (George Nixon)
. . Re: My baby picture... (Student A)
. . . . Re: My baby picture... (George Nixon)
Managing "Virtual Hallway" Informal Class Conferences: George Nixon - Initial Topics Conference - DE Oracle
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. . . . Re: My baby picture... (Student B)
. . Re: My baby picture... (Student B)
. . . . Re: My baby picture... (George Nixon)
. . . . Re: My baby picture... (Student C)
. . Re: My baby picture... (Student D)
. . . . Re: My baby picture... (George Nixon)
. . Re: My baby picture... (Student E)
. . . . Re: My baby picture... (George Nixon)
. . Re: My baby picture... (Student F)
. . . . Re: My baby picture... (George Nixon)
. . . . Re: My baby picture... (Student G)
. . . . Re: My baby picture... (George Nixon)
. . . . Re: Photos (Student H)
[Next Topic]
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Managing "Virtual Hallway" Informal Class Conferences - "Sweeney's
Coffee Bar & Pub"
CSI Staff
Staff Writer
Center for Support of Instruction
Published: 0 2003
Category: » Online-pedagogy » Classroom-management
The following conference index is that of Dr. Mike Sweeney's conference "Sweeney's Coffee Bar & Pub"
in his 0209 ADMN630 class (shared with permission). Links to actual posts and student names have
been removed.
Please refer to the main page, Managing "Virtual Hallway" Informal Class Conferences, for an
overview of managing informal types of online conferences in WebTycho.
Main Topic Author Date Created
1 Hello, my name is ..... (57 responses)
Michael Sweeney 8/20 7:35 pm
2 Online Textbook Ordering
Michael Sweeney 8/20 4:25 pm
3 Homework Teams (5 responses)
Michael Sweeney 8/20 4:09 pm
4 On Weekly Session Questions
Michael Sweeney 8/20 4:09 pm
5 Wall Street Journal Subscriptions Michael Sweeney 8/20 4:09 pm
6 Email vs. Conferences
Michael Sweeney 8/20 4:10 pm
7 How to submit homework - a brief primer Michael Sweeney 8/20 4:09 pm
8 MyPhlip Web Sites
Michael Sweeney 8/20 4:10 pm
9 Hello, my name is ... (3 responses)
Student A 8/28 8:53 pm
10 Hola! My name is...
Student B 8/29 1:23 pm
11 Questions about homework teams (3 responses)
Student C 9/01 2:18 pm
12. Homework (1 response)
Student D 9/02 3:53 pm
13 Hello Class and Professor Sweeney, I am..... (3
responses)
Student E 9/04 10:42 am
14 A question on finding Integrative Problem answers
Michael Sweeney 9/09 3:24 pm
Managing "Virtual Hallway" Informal Class Conferences - "Sweeney's Coffee Bar & Pub" - DE Oracle
15 Question 2-2B (4 responses)
Student F 9/09 5:18 pm
16 Article Homework Link (2 responses)
Student G 9/09 7:48 pm
17 Question about "Homework 1" (3 responses)
Student H 9/09 8:14 pm
18 Integrative problem (2 responses)
Student I 9/10 10:53 am
19 A question answered regarding 2-2B. (1 response)
Student I 9/10 9:46 pm
20 For Anyone Who Is Interested...
Student J 9/12 7:07 pm
21 Your Workspace (23 responses)
Michael Sweeney 2/07 4:28 pm
22 Looking for a teammate
Student K 9/15 1:22 pm
23 Chapter 5 formula (4 responses)
Student F 9/15 2:35 pm
24 Study Groups (2 responses)
Student C 9/16 2:47 pm
25 Homework Grades (1 response)
Student H 9/16 5:13 pm
26 Standard Deviation? (3 responses)
Student C 9/17 11:17 am
27 Question on Submitting Homework
Michael Sweeney 9/18 10:28 am
28 Question 5-30B (1 response)
Student L 9/19 1:11 pm
29 Problem Solutions 9-4A and 9-5A (6 responses)
Student C 9/20 12:17 pm
30 Where is my @##?!! homework grade??!! (2 responses)
Michael Sweeney 6/05 8:18 pm
31 Athletes' Annex (29 responses)
Michael Sweeney 4/10 11:32 pm
32 Canoe Trip (7 responses)
Michael Sweeney 9/23 3:18 pm
33 Integrative Problem #10 (session 3) (2 responses)
Student M 9/23 10:37 pm
34 NPV Formula Question (4 responses)
Student F 9/26 4:10 pm
35 Article Reviews (4 responses)
Student G 9/30 6:36 pm
36 Need help with line slope (4 responses)
Student G 9/30 7:39 pm
37 Session 5? (6 responses)
Student
- …
