NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED476982
Record Type: Non-Journal
Publication Date: 2002-Jun
Pages: 6
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
On-Line AACE Forums: Joining, Participating, and Leading.
Carlsen, Roger
Factors that increase the likelihood of sustainable on-line learning community success fall into four general categories: the selection of an ease of learning and ease of use application permits an adequate default setting to begin operation yet permits users and managers to customize their on-line environment; creation and support of users, moderators, and administrators by providing training and supporting excellent experiences that evolve into an on-line learning culture; both users and managers must believe that content of an on-line group is an added value; and the effort required to participate in an on-line professional group are worth the added effort. Educators more commonly subscribe to the popular idea that face-to-face interactions in a traditional room are the ideal. The majority of teacher education faculty still fails to infuse educational technology procedures into their educational curriculum at substantial levels. The software used at AACE and SITE: is easy for all users to learn; is easy for moderators to learn and manage; dependable and requires little maintenance and is secure; can attach files created with most popular applications; and offers a variety of personalized settings. Examples of personal configuration options include: notification of the creation of new discussion topics being formed in one's favorite areas, subscription to topic threads, hiding topics and conversation areas where one has little interest, and much more. (AEF)
Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/.
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A