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Including e-Learners (students) in the VLN

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Started by Jeanette Hinerangi Eruera Murphy 04 Apr 2011 9:12pm () Replies (8)

I have set up a sub space for the e-Learners Team at Putauaki (under Putauaki Primary) and would like students to contribute to discussion, blogs, upload/embed info of relevance etc.

Three e-Learners signed on via google today, however have been advised to wait 24 hours until their membership has been accepted.

Please advise what is the best way to have them included on the VLN.  Do they need to set up individual profiles as well?

Your help here is most appreciated.

Replies

  • Jeanette Hinerangi Eruera Murphy (View all users posts) 04 Apr 2011 10:02pm ()

    Hi Glen

    I work alongisde a group of Y6-Y8 e-Learners one day a week.  This group is made up of 3-4 students from three different classes at Putauaki Primary.

    Our intention for this thinking and learning space is that e-Learners contribute and critically reflect asynchronously (at school and at home) to online discussion in a PD sense (and also around e-learning) initially posted by myself as their e-Learning Facilitator, the School Principal,  their 'home' teachers and other members-educators who have already joined this group.  One would hope that there comes a point where they are leading the discussion questions/topics.

    Hope this clarifies our 'trial' need.

    Jeanette:)

     

  • Jeanette Hinerangi Eruera Murphy (View all users posts) 05 Apr 2011 8:52am ()

    Hi again Glen

    I am fine with the approval process. 

    As per my inital question...Could you please advise what the suggested set up is for this group of students.   Do they need to set up individual profiles as well?

    Regards Jeanette

  • Jeanette Hinerangi Eruera Murphy (View all users posts) 05 Apr 2011 9:03am ()

    Hi again Glen

    Thanks for your feedback.  The e-Learners know that this is a professional network space and my role as their facilitator is to also maintain cyber safety and social media etiquette.

    Regards Jeanette.

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