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Step 1 (Alex Paterson): Alex: the course leader can provide students with his/her background and create a welcome video to introduce themselves.  Each student can post a short description of their expectations of the programme

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Step 1 (Alex Paterson): Alex: the course leader can provide students with his/her background and create a welcome video to introduce themselves.  Each student can post a short description of their expectations of the programme

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Step 1 (Alex Paterson): Alex: Invite all students via WhatsApp to join the programme group and provide a welcome message and a list  of start up activities. For example Create a Quest exercise where they have to go an find all the digital connections at a rate of 1 per day prior to the start of the course and bookmark these on their computers. 

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Step 1 (Alex Paterson): Alex: Invite all students via WhatsApp to join the programme group and provide a welcome message and a list  of start up activities. For example Create a Quest exercise where they have to go an find all the digital connections at a rate of 1 per day prior to the start of the course and bookmark these on their computers. 

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Step 1 (Urban Göranson): Urban: The leader and designer for the course must be very clear on what purpose and goals the course has and prepare the course and it´s details after this. Prepare tutorials (text and videos) for specific tools to use during the course and make sure that the students give all the technical support needed. Make a contact list for all members and give the web address to your portal or community for the course so they can go ahead and look at the digital environtment. Put up a notelist for upcoming technical issues that everyone can read and write to give support if needed. Around two weeks before the course starts you make a video presentation of yourself. Present yourself and welcome them to your course. Make it encouraging! Also let the each student to put up a video presentation. A week before the course you send a welcome-letter, e-mail, to everyone containing details for start and necessary things they should prepare. Put in a quiz in the letter that encourage the students for your course. Suggested tools for this step: Smartphone/webcamera, YouTube, G-mail and Padlet. On decided community or LMS you upload every necessary document the students need during the course.   

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Step 1 (Urban Göranson): Urban: The leader and designer for the course must be very clear on what purpose and goals the course has and prepare the course and it´s details after this. Prepare tutorials (text and videos) for specific tools to use during the course and make sure that the students give all the technical support needed. Make a contact list for all members and give the web address to your portal or community for the course so they can go ahead and look at the digital environtment. Put up a notelist for upcoming technical issues that everyone can read and write to give support if needed. Around two weeks before the course starts you make a video presentation of yourself. Present yourself and welcome them to your course. Make it encouraging! Also let the each student to put up a video presentation. A week before the course you send a welcome-letter, e-mail, to everyone containing details for start and necessary things they should prepare. Put in a quiz in the letter that encourage the students for your course. Suggested tools for this step: Smartphone/webcamera, YouTube, G-mail and Padlet. On decided community or LMS you upload every necessary document the students need during the course.   

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Step 2 (Urban Göranson): Meet online using ex. Adobe Connect. Be open, be there, be a good listener and ask a few guidelining questions. See to that the members get into contact with each other, if not prepare small questions that joins them. Suggest time for web meetings just for social things, chit chat, to loosen things up. Make sure that all necessary “roles” within the group are filled, and try to encourage anyone who seems hesitant to participate fully. Make a live quiz using Menti.com and put it up online inside Adobe Connect so everybody see it. Suggested tools: Adobe Connect or Zoom, Menti.com and he community or LMS.

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Step 2 (Urban Göranson): Meet online using ex. Adobe Connect. Be open, be there, be a good listener and ask a few guidelining questions. See to that the members get into contact with each other, if not prepare small questions that joins them. Suggest time for web meetings just for social things, chit chat, to loosen things up. Make sure that all necessary “roles” within the group are filled, and try to encourage anyone who seems hesitant to participate fully. Make a live quiz using Menti.com and put it up online inside Adobe Connect so everybody see it. Suggested tools: Adobe Connect or Zoom, Menti.com and he community or LMS.

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Step 2 (Alex Paterson): Each student can be supplied with an introduction to Adobe Connect or Zoom to build on Charlotte's suggestions, explaining the key things they need to do to set up as well as what challenges and issues they will face using the tool, plus advice on the etiquette to be followed when working in a group online. Some quick tip[d for using the tool may be a demo or video. 

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Step 2 (Alex Paterson): Each student can be supplied with an introduction to Adobe Connect or Zoom to build on Charlotte's suggestions, explaining the key things they need to do to set up as well as what challenges and issues they will face using the tool, plus advice on the etiquette to be followed when working in a group online. Some quick tip[d for using the tool may be a demo or video. 

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Step 2 (Monica Löv): A short introduction of everybody. Picture, name, where working, brief job description, hobbies or something personal one feels comfortable to share and can lead to further discussions.

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Step 2 (Monica Löv): A short introduction of everybody. Picture, name, where working, brief job description, hobbies or something personal one feels comfortable to share and can lead to further discussions.

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Step 3 (Monica Löv): The whole course should be visualized somewhere. Could be like a calendar with the topic linked to a date, and all deadlines marked in clearly. And all group members can post their information here, or useful reading, interesting videos and such.

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Step 3 (Monica Löv): The whole course should be visualized somewhere. Could be like a calendar with the topic linked to a date, and all deadlines marked in clearly. And all group members can post their information here, or useful reading, interesting videos and such.

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Step 3 (Alex Paterson): Alex: Each student could be supplied with a booklet or set of written instructions or a suitable link, maybe via Google Drive or Dropbox that provides a course outline and identifies some of the activities in each section  of the curriculum. A course overview or model in diagram form that the student can explore and drill down into (almost a course dashboard with due dates for all the activities or topics they will be expected to participate in.  

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Step 3 (Alex Paterson): Alex: Each student could be supplied with a booklet or set of written instructions or a suitable link, maybe via Google Drive or Dropbox that provides a course outline and identifies some of the activities in each section  of the curriculum. A course overview or model in diagram form that the student can explore and drill down into (almost a course dashboard with due dates for all the activities or topics they will be expected to participate in.  

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Step 4 (Monica Löv): At this stage, the students "produce" and "create" knowledge. So, in stage 3 they gather information, read, watch videos, share information they found. On this level it's time to put all "wisdoms" together and start creating something new. That might be a video, a book, web page or a document in Wikipedia.

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Step 4 (Monica Löv): At this stage, the students "produce" and "create" knowledge. So, in stage 3 they gather information, read, watch videos, share information they found. On this level it's time to put all "wisdoms" together and start creating something new. That might be a video, a book, web page or a document in Wikipedia.

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Step 4 (Alex Paterson): Students, once they have a good idea of what the programme is covering and have grasped the basic contents/concepts, should be encouraged to explore outside sources and activities, like Ted Talks RSAnimate presentations, YouTube videos, relevant digital and other games or exercises that are relevant to the material covered in the programme to provide additional perspectives.

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Step 4 (Alex Paterson): Students, once they have a good idea of what the programme is covering and have grasped the basic contents/concepts, should be encouraged to explore outside sources and activities, like Ted Talks RSAnimate presentations, YouTube videos, relevant digital and other games or exercises that are relevant to the material covered in the programme to provide additional perspectives.

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Step 5 (Charlotte Nilsson), re Communities of Enquiry: at this step, the Cognitive presence should be great, while the Teacher presence should be small (see post on Communities of Enquiry)

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Step 5 (Charlotte Nilsson), re Communities of Enquiry: at this step, the Cognitive presence should be great, while the Teacher presence should be small (see post on Communities of Enquiry)

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Step 5 (Charlotte Nilsson): assessments; both by the student of his/her own work and the work of fellow student, and assessment by the teacher/tutor of the students work/reflections, etc. See post on Constructive Alignment.

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Step 5 (Charlotte Nilsson): assessments; both by the student of his/her own work and the work of fellow student, and assessment by the teacher/tutor of the students work/reflections, etc. See post on Constructive Alignment.

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Step 5 (Charlotte Nilsson): Since this stage focuses on reflection, the students' own brain is their best tool! Also, the students should begin to lead discussions, so maybe brain & bravery? Students could for example start sharing ideas on how to apply the acquired knowledge in new settings. Less need for tasks at this step; more self-instructive.

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Step 5 (Charlotte Nilsson): Since this stage focuses on reflection, the students' own brain is their best tool! Also, the students should begin to lead discussions, so maybe brain & bravery? Students could for example start sharing ideas on how to apply the acquired knowledge in new settings. Less need for tasks at this step; more self-instructive.

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While designing for an engaging online course (or any course, actually), please  begin with the end in mind. With the help of Constructive Alignment, the activites during steps 1-4 will enable the students to reflect and assess during step 5.
CC by UCD Teaching and Learning http://www.ucdoer.ie/index.php/Using_Biggs%27_Model_of_Constructive_Alignment_in_Curriculum_Design/Introduction

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As the students progress up the five steps, the different precences, that are characteristic of a Community of Enquiry, will change. The teaching presence will be high in the early stages and should decrease in the higher steps. On the contrary, the cognitive presence  will increase in higher steps. The social presence is especially high in step 2, but is important throughout the steps.
(Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher educationmodel. The Internet and Higher Education, 2(2-3), 87-105.)

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https://www.youtube.com/watch?v=ILCnUgfeuoc&feature=youtu.be

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http://www.gillysalmon.com/five-stage-model.html