Since Wikispaces closed down in 2018, I’ve been archiving my wikis here on my blog. One wiki took a lot longer than the others due to the volume of information on it. That is the ASK Process wiki.
ASK, Authors Specialist and Knowledge, provides students with the opportunity to interview an author or a subject specialist in the topic they are reading about in a novel. The program uses excellent children’s literature, journal writing, and interviewing to promote reading for understanding.
This wiki was designed as a one stop shop, pointing to all the different ASK programs offered by a variety of organizations. There are two goals for this wiki:
To provide a place for teachers to find ASK programs to sign up for (NOTE the availability – not all programs are open to everyone)
To provide a place for videoconference coordinators to learn how they could offer ASK programs for their schools
I highly recommend that you read the book, particularly if you’re involved in faith-based online education. The book sparked some interesting questions to think about:
What are some examples in the Bible of using nature/creation as an illustration for spiritual growth?
What lessons can we extract from those illustrations in the Bible of what a digital environment should be like in order to support spiritual growth?
What are some ways to do the “one another” phrases from Paul’s writings – together online? i.e. “build up one another”, “comfort one another” as as few examples.
Here’s a snippet of my book review to inspire you:
Lowe and Lowe argue that the natural is not just a metaphor for the spiritual; that Scripture does not support Plato’s division between the natural and the spiritual. God’s methods of gardening are evident both in the natural world and in our spiritual growth and are “identical” between them (p. 41). The proper spiritual ecology will provide the “requisite spiritual nutrients” for growth (p. 48) and several chapters go in depth exploring kingdom growth as described in the Bible using plant ecology and the human body ecosystem (Paul). As Christians, we are expected to “mutually assist each other” (p. 66) even in digital ecologies. As I have personally experienced, and heard others describe, the work of the Holy Spirit connects believers across distance (p. 73). As Lowe and Lowe argue, critics of online community seem to “contradict orthodox Christian theology” regarding the “communion believers enjoy with Christ through the Spirit” (p. 73) by suggesting that community cannot happen online. Lowe and Lowe make the Scriptural case that in fact, Biblical spiritual growth can happen at a distance through the work of the Holy Spirit.
I encourage you to check out the book. Hopefully you will find it useful in your online learning work. Below you can find the description from the back of the book.
This collection of research by Adventist online educators will be useful to many online educators, including those interested in the intersection of faith and online learning, and online learning in faith communities. This research spans four major areas of online delivery:
(1) the pursuit of Adventist distinctiveness and the Adventist experience within online delivery, applicable to all those considering the connection between the mission of an institution and it’s online delivery; (2) the empowering and enabling of students, staff, and faculty for advising, monitoring, and resourcing quality online experiences; (3) the power of technology to support collaboration among our institutions, our faculty, our teams; and (4) the supports, training, and methods needed for the effectiveness of online delivery.
If you are an administrator, online program director, or teach in an online program, this book will serve as a professional resource that can help ensure that programs offered effectively meet the needs of students while supporting and extending the school’s mission.
Online course contract ownership language options:
Ownership of Products: The Course Author understands that this course manuscript and all accompanying materials are work made for hire and shall belong exclusively to Andrews University. Andrews University owns all rights and interests in the course for initial and all subsequent publications. Andrews University reserves the right to utilize other Course Authors to edit, revise, or reconstruct the course. The Course Author understands that s/he is not authorized to share or sell or disclose any portions of the course to any entity or individual at any time during its development, upon termination of the agreement, or after the project is completed.
Ownership of Products: The Course Author understands that this course manuscript and all accompanying materials are work made for hire and shall belong exclusively to Andrews University. Andrews University owns all rights and interests in the course for initial and all subsequent publications of the course. Andrews University reserves the right to utilize other authors to edit, revise, or reconstruct the course, as needed. However, the author may use the materials for purposes of his or her own instruction in the classroom or to adapt for publication in another form.
Please also search other institutions to benchmark. For example, search “university name intellectual property policy”.
COIL is the higher ed version of what the videoconference projects I was heavily involved in till 2011. Read more from my recent attendance at a COIL Conference where I made connections between the two:
Cifuentes, L., & Murphy, K. L. (2000). Promoting multicultural understanding and positive self-concept through a distance learning community: cultural connections. Educational Technology Research and Development, 48(1), 69-83.
Martinez, M. D., & MacMillan, G. (1998). A Joint Distance Learning Course in American Government (No. ED428005).
Owston, R. (2007). Contextual factors that sustain innovative pedagogical practice using technology: an international study. Journal of Educational Change, 8(1), 61-77.
Sweeney, M. A. (2007). The use of videoconferencing techniques which support constructivism in K-12 education. Dissertation Abstracts International.
Warschauer, M. (1997).Computer-mediated collaborative learning: Theory and practice. Modern Language Journal, 81(3), p. 470-481. Also at http://www.gse.uci.edu/person/markw/cmcl.html
Yost, N. (2001). Lights, Camera, Action: Videoconferencing in Kindergarten. Paper presented at the Society for Information Technology and Teacher Education International Conference.
Lin Hsiao, J. W. D. (1998). The impact of reflective facilitation on middle school students’ self-regulated learning and their academic achievement in a computer-supported collaborative learning environment. (Ph.D.), The University of Texas at Austin, United States — Texas. ProQuest Digital Dissertation database.
Mager, R. F., & Clark, C. (1963). Explorations in student-controlled instruction. Psychological Reports, 13(1), 71-76.
Schraw, G., Crippen, K., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36, 111-139. Retrieved from doi:10.1007/s11165-005-3917-8