Return-Path: <nifl-aalpd@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id i2UHWGm25748; Tue, 30 Mar 2004 12:32:16 -0500 (EST) Date: Tue, 30 Mar 2004 12:32:16 -0500 (EST) Message-Id: <p05200fadbc8f5c2dc093@[128.118.94.106]> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-aalpd@literacy.nifl.gov Originator: nifl-aalpd@literacy.nifl.gov Sender: nifl-aalpd@literacy.nifl.gov Precedence: bulk From: Eunice Askov <ena1@psu.edu> To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov> Subject: [NIFL-AALPD:1253] Re: listservs and learning X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; charset="iso-8859-1" ; format="flowed" Status: O Content-Length: 2900 Lines: 54 Jackie, to address your questions in the third paragraph below, discussion boards (bulletin boards) have the advantage of being threaded--that is, people add their comments under a specific topic. In our online classes through Penn State's World Campus we set up separate discussion boards for each topic. Students learn to post to the appropriate bulletin board. I have been amazed at the thought that goes into these postings. Discussion boards encourage us all to think about a topic before making a post. That's what I like about the asynchronous nature because it encourages us to think about what we want to say and encourages learning to take place. Listservs, on the other hand, seem to be more informal and spontaneous (conversational). One problem with listservs is their disjointed nature due to multiple threads or topics. Often an interesting topic is lost because someone else jumps in with a new issue. As Jere pointed out, a good facilitator (like Jackie) can really encourage thoughtful responses, but most of the NIFL listservs are moderated by volunteers who really don't have the time that it requires to moderate a listserv discussion. Moderated lists, however, can function much like discussion boards as long as the conversation builds in some coherent way. Nickie Askov >Hello everyone ~ >Some of us mentioned experiences with discussion lists and professional >development. Art, you mentioned that you became involved in NIFL discussion >lists primarily “mainly as a means of acquiring validation for issues that we >were experiencing in the classroom.” Jean, you noted that you participate in >listservs as a means of keeping on the “leading edge” and for your own >professional development. I understand both of you to convey a PD need for >learning and/or discovery over time, is this correct? Can this need for >informal PD be met in any other way? > >Eileen, I understand you to say that not only has participation with >discussion lists been an ongoing, informal learning experience for you, but >one that can transcend the online interaction and has potential for lasting >change – can you tell us more about what you mean? > >What needs do discussion lists meet that cannot be met by participation in >other types of interactive, synchronous or asynchronous forums? If for >example, one of the national lists were converted to a different format – like >a bulletin board instead of a discussion list, how might our experiences be >similar or different? What new needs would be met, and what needs would no >longer be addressed? > >Lastly, how do our experiences with different types of listservs compare? In >other words, are the experiences of subscribers to fully-moderated lists >similar or different than open lists? How might these two formats impact the >learning experiences in different ways? > >Your thoughts? >Jackie
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