Quarantine_Learning

=Digital Community in a Time of "Quarantine"=

Let's use this space for conversations about effective pedagogic methods during a period of potential H1N1-related student quarantines. How in particular can on-line learning environments and new media be deployed to enhance and deepen, rather than limit, our sense of academic community during a potential period of crisis?

Possible topics to discuss:


 * How different are the educational challenges posed by medical short term quarantines from regular distance-learning classes? (For instance, for students who will be back in the classroom environment in a week or two, how important is it that they still be able to engage in classroom style--audio or video--conversation with their peers during classroom hours?)
 * How might we best defuse or dispel the 'stigmatized' dimensions of quarantine, to communicate to quarantined students (and/or faculty) that they remain valued and active parts of our learning community?
 * How to best balance the imperatives for synchronous and asynchronous communication among members of a class?
 * How might we best integrate twitter and short texting into class sessions and out of class time interactions among course members?
 * Should we be regularly videoing and archiving lectures and class discussion? Are degrees of intimacy and trust at all imperiled when seminar style discussion is digitally archived?

//**Please contribute to our discussion by clicking the "Discussion" button above.**//

//Potential resources or models//

 * [|ichat]
 * [|skype]
 * gchat
 * [|MIT OpenCourse Materials] (can't broadcast restricted or copyright materials
 * DimDim
 * Elluminate
 * [|Screener]
 * [|LTS recommendations about technology-assisted teaching during an H1N1 emergency].