Example (for a course running April 1 to June 30)
April: youtube videos are posted, including powerpoint presentations with photos and lots of yammering and talking. ASSIGN some audio learning, perhaps Maria Andersen's youtube about Free Range Learning and how we would change our lessons to accommodate her suggestions. See links
Between April 15 and 30, the first reflections are made back (before May 1)
Students [Participants] can choose to call the teacher[Curator] individually and Curator records the interaction, edits the response, and posts the meeting for others to listen to.
May 1 teacher posts SECOND set of slides or video/lecture, giving the 5 frequent questions and giving answers to clarify the first lecture
Between May 15 and 29, students [Participants] reflect back
ALL of this also has a WRITTEN component that appears in a blog (free flowing) that runs concurrently and a WEBPAGE that has more structure. with links to the submissions by other students. NOT ALL student work is shown to the other students. The teacher has to evaluate the individuals. The good stuff gets sent to all participants.
IF THE COURSE IS SET FOR June 1, I'm either IN the room or attending by SKYPE.
Participants are IN THE ROOM with you Will or they are on the phone or whatever. I want to evaluate at USTREAM.TV to see if there is some easy way to use that technology... to project me to anyone who tunes in...
CERTIFICATE OF PARTICIPATION is issued, but we will know who gets a true "Visual and Active Teacher Training" VATT designation... those students who feel that they have demonstrated understanding of hte Yuzenas method and whom the other students agree is ready to carry the letters "VATT"
11 points for an online course
"How to cover a whole syllabus using projects"
a) there will be some lecturing
b) many students that resist projects eventually adopt them because they want to work with their classmates...
here's a quote by one of my professors Michael Simonson