My most recent experience with learner, knowledge, assessment and community centered environments took place during the masters program that I participated from 2007-now. It was/is 100% online with a cohort of about 60 students, and the primary focus of the program seemed to be the Learner/Community. Most activities were discussion based or revolved around group projects, but also, there was very little instructor presence in terms of direction/discussion/communication in most of the modules. I understand that they wanted to create a community so that we can learn from each other but as Anderson says, “the effective online teacher is constantly probing for learner comfort and competence with the intervening technology” (2008, p.48) and also “… needs to provide the big picture scaffolding upon which students can grow their own knowledge and discipline centred discoveries” (2008, p.49).
If I were an instructor and had access to learning technology tools, I would want to use them to first help the students get to know who I am as an instructor and the perspectives I hold. It seems to me that when working 100% online there needs to be a way to break down the 2-D barriers and make both our co-learners and instructor real so that we feel more curious about who they are, what they bring to the table and what we can learn from them. Using Wimba, especially at the beginning of a course in small groups would be an excellent way for the students to at least get to know 3-4 others well so they feel comfortable having dialogue. And having the teacher do an introduction/get involved in first conversations via video or audio would do a lot to build a sense of connection & trust, which I anticipate would lead to more meaningful interactions.
