Is candlepower really important? Is it more important in certain types of courses than others? Are some instructors naturally better at creating it, or can anyone do so? What ideas related to candlepower seem meaningful to you for your course?
In The Handbook of Online Learning, ‘candlepower’ is referred to the intimacy created as a result of the interaction among the participants in an online program. In online discussion forums, a participant may feel as if “there is only one other person involved. The mind’s eye narrows to that particular person involved. It seems as if you are sitting across a candlelit table, with the rest of the space in shadows”. This intimacy is not dependent on having latest sophisticated software. The participants spend hours sitting in front of the screen to gain that “out of body experience”. The very fundamentals of an online learning community require collaborative learning, interdependence and reciprocity. This leads to intimacy!
Candle power is absolutely important for any online course, because it requires communication, social interaction and participation to build relationships that can be used to increase individual effectiveness. Candle power is equally required in language, science, math, law, health, HR training, marketing, self-help and many other long term programs or short courses. Candle power enables participants of face-to-face and/or online interactions to share experiences, stories, network, and learn from each other over the time.
Some instructors are good at naturally creating it and others can learn it. But, the instructor must consider a variety of factors related to people, processes, and technology, if they are to design and orchestrate online environments that inspire collaborative learning.
For the learning to be effective, the text further suggests, the importance of developing group trust and self-trust. I’ll take care of these two in my course so that it can help participants “ evoke third voice”. This would also help the participants to learn in an environment where they "feel safe, encouraged, supported, free from fear of intimidation or embarrassment"(Jodi, S.). The idea of using chaos as a catalyst can be useful because it helps learners to ‘construct’ their own learning. In subjects like chemistry it may help them to be aware of the general rules and how to apply them in a different situation. I also plan to use role play to help learners understand the difference between organic and inorganic compounds.
I like your idea that "creating a 'community' is what humans need and seek out - no matter in the real or virtual world". In an online learning environment, the instructor can no longer “look” around the room to see if students are attending to the material, or are even present. Learners lack a natural social outlet which can lead to the feeling of isolation lead to attrition. So in order to reduce the dropout rate and encourage the students to support each other, they should feel themselves to be part of a community. Without active participation in discussions and other class activities, the learner is not part of the community.
In The Handbook of Online Learning, ‘candlepower’ is referred to the intimacy created as a result of the interaction among the participants in an online program. In online discussion forums, a participant may feel as if “there is only one other person involved. The mind’s eye narrows to that particular person involved. It seems as if you are sitting across a candlelit table, with the rest of the space in shadows”. This intimacy is not dependent on having latest sophisticated software. The participants spend hours sitting in front of the screen to gain that “out of body experience”. The very fundamentals of an online learning community require collaborative learning, interdependence and reciprocity. This leads to intimacy!
Candle power is absolutely important for any online course, because it requires communication, social interaction and participation to build relationships that can be used to increase individual effectiveness. Candle power is equally required in language, science, math, law, health, HR training, marketing, self-help and many other long term programs or short courses. Candle power enables participants of face-to-face and/or online interactions to share experiences, stories, network, and learn from each other over the time.
Some instructors are good at naturally creating it and others can learn it. But, the instructor must consider a variety of factors related to people, processes, and technology, if they are to design and orchestrate online environments that inspire collaborative learning.
For the learning to be effective, the text further suggests, the importance of developing group trust and self-trust. I’ll take care of these two in my course so that it can help participants “ evoke third voice”. This would also help the participants to learn in an environment where they "feel safe, encouraged, supported, free from fear of intimidation or embarrassment"(Jodi, S.). The idea of using chaos as a catalyst can be useful because it helps learners to ‘construct’ their own learning. In subjects like chemistry it may help them to be aware of the general rules and how to apply them in a different situation. I also plan to use role play to help learners understand the difference between organic and inorganic compounds.
I like your idea that "creating a 'community' is what humans need and seek out - no matter in the real or virtual world". In an online learning environment, the instructor can no longer “look” around the room to see if students are attending to the material, or are even present. Learners lack a natural social outlet which can lead to the feeling of isolation lead to attrition. So in order to reduce the dropout rate and encourage the students to support each other, they should feel themselves to be part of a community. Without active participation in discussions and other class activities, the learner is not part of the community.
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