Design+Elements

=Design Elements =


 * Scheming the model for learning community alone cannot help learners achieve the distinct goal. However it makes a path for the rapt to acknowledge and envision the proposed learning community. Convivial Streak has been designed with the following key considerations: **
 * ** The Learners' Perspective and Contrast **
 * ** The Educators and Future Educators' ethics **
 * ** Role of the Prime Movers **
 * ** Nature of the Learning Activities **


 * The Learners' Perspective and Contrast **


 * The learners that would be termed as "members" of the community will be expected to have variations not only in races, culture, beliefs but of course in characteristics. Yet, in spite of all contrast, they can still have parallel opinions, ideas and goals in terms of the topic discussed. Learners with different skills and backgrounds should collaborate in tasks and discussions to arrive at a shared understanding of the truth in a specific field (Duffy and Jonassen 1992). **


 * However, because of the learners' variations, the prime movers must be in control especially in aiding the behavior. Speaking of behavior, learners should be modest int posting comments, blogs etc. They must be aware of the words used that it doesn't provoke anyone or it doesn't reach below the belt. **


 * The Educators and Future Educators' ethics **


 * Educators or teachers are expected to be the example of the community whether it is online or in the real world. Therefore, they must consider their selves as ethical and modest individual. It goes the same way for the future educators. They must show prim and proper behavior for the learners shall follow the footsteps of the so-called "good examples" . **


 * Role of the Prime Movers **


 * According to the social constructivist approach, instructors have to adapt to the role of facilitators and not teachers (Bauersfeld, 1995). They do not give lecture to cover the subject matter rather they help the learners reach their goals in understanding the content. The prime movers are supposed to be the leaders that gain control. Their persona is of to be the most critical that in all decisions they must not be biased. They are expected to adjust their behavior towards variety of learners according to their needs and activities around the course. Prime movers are the leader of the group that conducts the activities and influences learners with understanding. **


 * The effective moderator: **
 * ** Be clear with the participants about your objectives. **
 * ** Be as flexible as you can while still encouraging the discussion to remain in topic. **
 * **Get the students to participate in different ways, by asking them to work individually, with partners and in groups. **
 * **Be objective and aware of your tone when you post messages and responses. **
 * **If the discussion flags, intervene by suggesting a new topic, asking a question, or summarizing the discussion and moving on. **
 * **Present the opposite point of view to get a debate going. **
 * **Get everyone involved by requiring contributions on a regular schedule **
 * **Just like in a classroom discussion, use open-ended questions, provide examples of what you're thinking about to guide student responses, and weave ideas together, to help students grasp the essential points. **


 * Nature of the Learning Activities **


 * Social constructivist scholars view learning as an active process where learners should learn to discover principles, concepts and facts for themselves, hence the importance of encouraging guesswork and intuitive thinking in learners (Brown et al.1989; Ackerman 1996) . Other constructivist scholars agree with this and emphasize that individuals make meanings through the interactions with each other and with the environment they live in. Knowledge is thus a product of humans and is socially and culturally constructed (Ernest 1991; Prawat and Floden 1994). McMahon (1997) agrees that learning is a social process. He further states that learning is not a process that only takes place inside our minds, nor is it a passive development of our behaviours that is shaped by external forces and that meaningful learning occurs when individuals are engaged in social activities. **


 * Learning progress is always affected with factors of rates of learning. Although it would be convenient if the rate of learning could be consistent and predictable, it is not always so. Students may progress rapidly for a period, and then suddenly progress more slowly or even retrogress for a time. Such variations are to be expected. It is the responsibility of the moderators to detect them as soon as possible, and to try to eliminate their causes by re-directing the instruction to level them out as much as possible. **


 * The rate of progress in learning is affected by so many outside influences that it is not often predictable. The rate of learning is affected by such things as: **
 * ** diversions **
 * ** lagging motivation **
 * ** emotional disturbances **
 * ** upset training schedule **
 * ** weather **
 * ** equipment breakdown; and **
 * ** unavoidable absences. **