Abstract:

Classroom management (CM) research suggests prospect= ive teachers customarily view CM skill acquisition as a fundamental compone= nt of pedagogical knowledge development (Emmer & Stough, 2001; Merrett= & Wheldall, 1993). Dissemination of critical concepts has traditionall= y occurred in face-to-face classrooms supported by school-based field exper= iences. However, circumstances have fueled student demand for flexible sche= duling and convenient online courses (Ellis, 2009; Fink, 2003). Professors= are challenged to deliver CM instruction virtually; utilizing multiple too= ls for online delivery to emulate traditional and educational training expe= riences. This qualitative study explored emergence of reflective skills in= blogs, wikis, and scaffolded assignments in an online CM course.

Author Name(s):

Karen Dunlap [1]=

Tracey Mac Gowan [2]

Keith Restine [3]=

Introduction

Classroom management (CM) research states preservice teachers convention= ally view CM skill acquisition as both a fundamental part of pedagogical kn= owledge and an absolute core knowledge prerequisite (Emmer & Stough, 20= 01; Merrett & Wheldall, 1993). In their initial efforts to create and= maintain safe, orderly, and nurturing environments, beginning educators re= ly upon CM coursework to provide practices and strategies capable of elicit= ing appropriate student behaviors.

Traditionally, CM instruction has taken place within collegiate and scho= ol-based classrooms where preservice educators are given opportunities to= explore, examine, dissect, and implement research-based theories through= a variety of university and field-based assignments. The triad forme= d by university professors, mentor teachers in the field, and preservice ed= ucators has conventionally comprised the face-to-face (F2F) connection by= which fledging instructors observe, experiment, and reflect upon nuances= of their craft as they become skilled in transferring CM theory to practic= e.

In today=E2=80=99s marketplace, as universities attempt to recruit and= retain students, a different pedagogical approach is emerging (Ellis, 2009= ; Fink, 2003). Professors, who often are not as technologically= savvy as the students they teach (Prensky, 2001), are searching for ways= to keep pace with the digital dominance while (a) vying for time and accep= tance from social networks such as MySpace, Twitter and= Facebook, (b) attempting to make lectures more relevant, (c= ) facing students who exhibit decreased interest in traditional content and= instructional approaches, and (d) trading live interactive learners for se= emingly invisible students residing in a virtual world (Bonk & Zhang,= 2008, p. 3-4; Ellis, 2009, p. 5). Entering such a dual landscape compels= preservice teachers and their instructors to acquire strong foundations in= both traditional and new pedagogies. Reconceptualizing the traditional tri= ad to include a fourth dimension, Web 2.0 technologies and associated pedag= ogies, is worthy of discussion.

Purpose

This qualitative study examined the integration of Web 2.0 tools (blogs= and wikis) into a scaffolded framework of CM techniques and strategies in= a virtual context to investigate reflective skill development among gradua= te students enrolled in an online CM course.

Not every subject=E2=80=A6can be taught easily or effectivel= y via online courses=E2=80=A6.[Such] skills are [those needing] human inter= action and modeling of behavior=E2=80=A6you would expect they would be lear= ned best in a traditional classroom setting with a =E2=80=98live=E2=80=99= instructor and lots of role playing activities (Kearsley, n.d., Not for Al= l Content section, =C2=B6 1-2).

Perspective or Theoretical Framework

Recently, substantial attention has been given to investigating students= =E2=80=99 abilities to critically reflect about what they do (Hobgood, Thib= ault, & Walbert, n.d.). The road to acquisition of reflective thinking= skills, however, is not an automatic one. As Orlich, Harder, Callahan, Tre= vison, and Brown (2010) assert, =E2=80=9CHelping students to reach that goa= l takes time, knowledge, awareness, and planning on the part of the teacher= =E2=80=9D (p. 285). Indeed, the press has criticized schools for not prepar= ing students to be reflectively critical thinkers. According to Knudsen, Du= ff, and Hoffman (1987), =E2=80=9CAmong the most frequently heard criticisms= , are that=E2=80=A6graduates=E2=80=A6lack awareness of themselves, and thei= r environment=E2=80=A6 [they] cannot think critically or solve problems in= unstructured situations=E2=80=A6=E2=80=9D (p. 114). This is unfortunate as= once novice teachers are assigned to their own classroom, they are expecte= d to translate acquired skills into appropriate actions by assuming the sam= e responsibilities as an experienced teacher (Glassford & Salinitri, 20= 07).Fink=E2=80=99s Taxonomy of Significant Learning (2003) was selected as= the theoretical perspective to undergird this study and to provide an inst= ructional framework for scaffolding acquisition of higher-order reflective= thinking skills.

Taxonomy of Significant Learning

Fink (2003) acknowledged instructional content delivery via the internet= is here to stay. While acknowledging the importance of Bloom=E2=80=99s (19= 56) taxonomy, Fink (2003) suggests a new taxonomy that goes beyond Bloom=E2= =80=99s cognitive hierarchical learning levels. The categories of Fin= k=E2=80=99s learning taxonomy are =E2=80=9Crelational and interactive=E2=80= =9D rather than mandated successive levels and address the following catego= ries of learning: foundational knowledge, application, integration, human= dimension, caring, and learning how to learn (Fink, 2003, p. 32). Constitu= ent categories are interrelated as =E2=80=9Cachieving any one kind of learn= ing simultaneously enhances the possibility of achieving the other kinds of= learning as well=E2=80=9D (Fink, 2003, p. 32). In contrast to Bloom= (1956), Fink (2003) moves instruction from teacher-centered to learning-ce= ntered by recommending integrated course designs that interconnect learning= goals, teaching/learning learning activities, and feedback and assessment= (p. 65). Professors are encouraged to create learning goals that expand be= yond content; to engage students in learning activities which do not permit= them to exist as passive learners; and to deliver frequent, immediate feed= back and assessment in a supportive manner (Fink, 2003, p. 95).

Providing multiple opportunities for student engagement, as this taxonom= y suggests, establishes a foundation upon which reflective thinking skills= may be built. Brain researchers urge instructors to challenge students thr= ough an array of higher-order questioning strategies in an effort to streng= then the brain=E2=80=99s pathways (Cardellichio & Field, 1997). Indeed,= =C3=93 Murch=C3=BA, (2003) acknowledged that instructors who change their= role from sage to guide create an atmosphere infused with meaningful learn= ing. To work toward deep learning demands redistribution of both power and= control; essentially, a flattening of the traditional hierarchy (Schrum &a= mp; Hong, 2002).

Data Sources

This qualitative study explored whether specific Web 2.0 tools and assoc= iated pedagogies, in conjunction with scaffolded course activities provided= evidence of reflective skill development among graduate students in an onl= ine CM course. The instructor selected blogs and wikis as representative We= b 2.0 tools to drive particular types of interactions in the CM course. Spe= cific course activities presented a sequence of skill acquisition and knowl= edge development.

Potential study participants were post-baccalaureate distance education= students seeking initial teacher certification in a graduate teaching prog= ram. Participants were required to complete several core education courses,= including this CM course. Appropriate Institutional Review Board (IRB) app= roval was granted to the researchers for this study.

This particular CM course was offered during a summer term. Although the= instructor initially questioned whether this course could or should be tau= ght online, alternative instructional activities were sought to address the= need for observation activities. As the course design unfolded, the instru= ctor made the decision to deliver this CM course 100% online, with the exce= ption of two optional on-campus meetings (initial orientation and midterm= progress check). In an effort to utilize Fink=E2=80=99s (2003) definition= of significant learning in an interactive environment, elements common to= traditional CM courses (required readings, lectures targeting CM theories,= etc.) were reconceptualized and redesigned for online course deliver= y.

Students attended one on-campus F2F orientation meeting at the semester= =E2=80=99s beginning. A second on-campus F2F meeting was held mid-semester= to provide students a venue in which to practice using course required Web= 2.0 tools as CM content focus shifted from acquisition of theoretical know= ledge to conceptual knowledge application. During this F2F meeting, the ins= tructional designer explained wikis and blogs from both a technical and stu= dent perspective and provided information about online help guides. = Four assignments were used to generate data for this study: (a) a pre/post= blog entry, (b) a wiki page illustrative of collaborative decision making= to a reality-based scenario, (c) student generated content residing in the= final column of a course matrix, and (d) the reflection section of the cou= rse=E2=80=99s culminating final paper.

Pre/Post Blog Entry

Students were taught how to use the blog feature for personal journaling= , and blog settings were managed appropriately to insure conversations were= visible only to the instructor and student. A YouTube video showi= ng student behaviors and related instructor responses was used as a pre/pos= t appraisal of student CM knowledge. The video, Shane, was initial= ly viewed prior to CM theoretical model exposure and again at the conclusio= n of the course. Each time, students were asked to reflect upon (a) express= ed teacher expectations (b) appropriateness of teacher responses (c) impact= of teacher management technique on student misbehavior, and (d) alignment= of the CM techniques shown on the video with personal management strategie= s. The intent of this collection activity was to determine if students=E2= =80=99 responses changed after exposure to CM theory and online instruction= .

Wikis

Wikis were used for collaborative assignments. Students were divided int= o wiki groups based on certification focus and jointly asked to develop sol= utions based on specific CM models in response to brief scenarios illustrat= ive of targeted student behaviors. A hypothetical classroom of 20 students,= Classroom USA, was created by the instructor and the instructiona= l designer using Articulate. Articulate produced an inter= active Flash-based format that was placed in the online course shell. This= format was indexed for search-ability, allowing students to rapidly hunt= and browse for students. Utilizing Articulate=E2=80=99s tem= plates, hypothetical students were created with the following information:= (a) name, (b) notes from the previous teacher, (c) notations from the prev= ious year=E2=80=99s permanent record, and (d) a scenario based upon current= behavior patterns.

Students chose Classroom USA scenarios and responded to situati= ons using a particular CM strategy on the wiki. The wiki provided a means= by which the researchers could view problem resolution discussions from in= itial understandings of CM strategies to final determinations of appropriat= e measures. Students completed three of these assignments throughout the co= urse. Students participating in the study selected one of the three assignm= ents to share with the researchers.

Final Column of Course Matrix

The four-column course matrix activity afforded students a private space= in which to synthesize elements from each CM theory examined in the course= . The first three columns focused on the basic tenets of Assertive Disc= ipline, Love and Logic, and Teacher Effectiveness Training respectivel= y. Students were to summarize (a) teacher responsibilities, (b) student res= ponsibilities, (c) incentives, (d) interventions, and (e) office referral= protocols for the three CM models addressed during the summer course. Upon= completion of data entry within each column, students submitted the matrix= to the instructor for feedback. Instructor feedback was intended to help= students discover connections between their personal beliefs and CM theory= . Information placed in the final column reflected the student=E2=80=99s pe= rsonal student management philosophy.

Reflection Section of Final Paper

Sections from participants=E2=80=99 final papers detailing core beliefs= contained in their personal CM systems presented a synthesis of ideas. Stu= dents were asked to reflect upon (a) connections between self, theory, and= real world applications; and (b) perceptions regarding potential success= of their own unique CM behavior plan created within the course.

Techniques

After final grades were posted for the course, students received a reque= st via email inviting participation in this exploratory qualitative study.= Attachments to the email included detailed explanation of the study and in= formed consent procedures. Students agreeing to participate were asked to= email the researcher (a) the four targeted assignments stripped of all ide= ntifying information, and (b) a statement granting permission to use their= work as data.

Thirty-six of fifty students (72%) in the graduate level CM course agree= d to participate. Students submitted the artifacts previously outlined in= the Data Sources section of this paper. Data collected within each= category were examined initially by a reading of all artifacts. The resear= chers independently grouped phrases and words from the artifacts into categ= ories to facilitate the coding process. Codes were developed independently= and finalized through a process of collaborative negotiation. The in= structor of the course frequently communicated with students, exchanging id= eas and insights as a form of member checks to support trustworthiness of= codes and themes. Codes that emerged from the study included: (a) feelings= of self-assurance/confidence, (b) personal belief/theory alignment, and (c= ) discernment/rationale of ideas.

Results

Preliminary data from this informal study do appear to offer a window in= to the reflective nature of preservice teacher CM knowledge development in= an online environment.

Blogs

Initial student postings of the Shane scenario utilized third= person almost exclusively as they blamed the instructor in the video clip= for using inappropriate CM strategies. Comments such as, =E2=80=9CHe was= just not doing enough to stop it,=E2=80=9D Student A (personal communicati= on, initial Shane post, August, 2009) or =E2=80=9CDidn=E2=80=99t= that teacher know he was just choosing the wrong CM technique?=E2=80=9D St= udent B (personal communication, initial Shane post, August, 2009)= were the norm. While students tended to use third person to describe the= teacher in the video, the same students used I in assertions of uncertaint= y or self-doubt. Qualified statements included such remarks as: =E2=80=9CHo= wever, I feel unsure about my ability to judge=E2=80=A6the correctness of= CM,=E2=80=9D Student C (personal communication, initial Shane pos= t, August, 2009) and =E2=80=9CI don=E2=80=99t feel comfortable in my abilit= y to understand who my students are or how they will act=E2=80=A6=E2=80=9D= Student D (personal communication, initial Shane post, August, 20= 09).

Shane blog entries following the semester=E2=80=99s conclusion= strongly suggested CM instruction impacted student understanding of CM str= ategies. Students moved from general statements about the video incident to= definite ideas as to the appropriate problem solution. Researchers documen= ted increased mention of CM theories as students (a) personalized their res= ponses to the scenario and (b) expressed increased confidence in explaining= how they would have handled the situation as the instructor. One blog resp= onse stated,

=E2=80=A6the teacher=E2=80=99s techniques were not appropri= ate to use with Shane [the video=E2=80=99s main character] =E2=80= =A6In fact, it seems that the teacher worsens the situation by continuing= to agitate, belittle, and chastise Shane so that he becomes embar= rassed. As a defense mechanism, Shane retaliates by reacting with= hostile, angry, and violent behavior=E2=80=A6Rather than ask him to talk= to me after class. I would also approach him during class in a non-threate= ning way=E2=80=A6later..I would talk to him [Shane] in an one-on-o= ne relationship sphere in order to show personal attention to him.. =E2=80= =A6 Student A (personal communication, post Shane blog, August, 20= 09).

Another student confidently discussed the rationale they would use in a sim= ilar situation:

I would have solved the situation using a combination of the= Discipline with Dignity model and the Teacher Effectiveness= Training (T.E.T.) model. I would have recognized that Shane= was acting out and realized that there was a reason for his behavior.= I would have given him a warning at the first sign of disruptive beh= avior. If it continued, I would have asked him in private to meet wit= h me after class, after school, or during lunch to discuss the issue. = I would remind him of our social contract and explain that his behavior is= breaking our agreement. I would then ask Shane to tell me= what is going on with him. Student C (personal communication, post= Shane blog, August, 2009).

Wikis

Wikis were chosen as the collaborative setting where students wrote and= discussed scenario solutions in a shared space. Initial wiki discuss= ions were little more than textbook descriptions of the targeted CM model.= For example, during early discussions of Assertive Discipline, on= e wiki group member commented, =E2=80=9CI was looking at what was written= about the discipline plan and I remember the book saying it is not a good= idea to write names on the board, but rather to give misbehaving students= a verbal warning and keep track on a spreadsheet or attendance sheet as so= me critics complain that writing students=E2=80=99 names on the board may= be humiliating=E2=80=A6=E2=80=9D Student E (personal communication, EC-4= Wiki, August, 2009). To which a colleague responded within the comme= nt section of the Wiki =E2=80=9CWe have got to get past =E2=80=98the book= =E2=80=99 and develop a plan of action that illustrates how to solve the pr= oblem using the principles contained in Assertive Discipline that= will work in our particular problem,=E2=80=9D Student F (personal co= mmunication, EC-4 Wiki, August, 2009).

As knowledge of the CM model became more familiar to students, solutions= evolved to reflect specific characteristics of the theory under study. Stu= dents were able to discuss teacher responsibilities, student responsibiliti= es, incentives, interventions, and office referral techniques appropriately= within the context of their chosen scenario. The history feature of the wi= ki gave the instructor a window into student understanding of content as th= ey simultaneously applied theory and negotiated meaning. One student explai= ned the nuances of using Assertive Discipline with middle school= students:

Consistency and clear rules and procedures are key elements.= If everyone knows what is expected of them, and they all recognize= that consequences will be strictly adhered to, then the classroom can run= very smoothly. Middle school students understand that their actions have= consequences. However, a teacher has to know his/her students; somet= imes the consequence can be viewed as desirable to a particular student.&nb= sp; For example, some middle school students think it is =E2=80=98cool=E2= =80=99 to be in trouble due to peer support, so the threat of office visits= may not serve as a deterrent=E2=80=A6=E2=80=9D Student F (personal communi= cation, 4-8 Wiki, August, 2009).

Wiki data indicated students at all certification levels began to think= critically about CM beliefs as they discussed (a) whether their crafted so= lution would work in reality and (b) what role the teacher plays in the sol= ution=E2=80=99s eventual success or failure. One student commented to the= rest of her wiki group concerning their Teacher Effectiveness Training= scenario solution:

This discipline model would work to a degree with middle sch= ool students. One of the problem areas with the technique has to do= with teacher authority and respect. Yelling curse words or loudly de= fying the teacher cannot be tolerated in a middle school classroom. &n= bsp; It may be true that the student has a deeper issue and just does not= know how to communicate it. This is true with all children; every pa= rent knows that there is usually a deeper issue to every outburst. Ho= wever, the problem with TET is that remaining calm (which is a good strateg= y), and then talking to the student is not a good strategy when the room is= filled with 28 other 13 year olds. They are watching, and in their= eyes, the teacher has lost all authority because the teacher let the incid= ent =E2=80=98go=E2=80=99 Student G (personal communication, 4-8 Wiki,= August, 2009).

To which a high school wiki participant discussing Teacher Effective= ness Training added:

I think this discipline model could work in the =E2=80=98rea= l=E2=80=99 classroom for high school students. Regardless of age, I have fo= und every student wants to feel like they are being heard. When a student= begins to realize their behavior is affecting the teacher =E2=80=A6 it is= sometimes possible for the student to back down from exhibiting overly agg= ressive behavior. Also, when a student notices the teacher is not quick to= send them to the office or write them up for behavior, I feel a teacher ea= rns a bit more respect from the student=E2=80=A6 Student H (personal commun= ication, 8-12 Wiki, August, 2009).

Course Matrix

The four column course matrix allowed students to begin making connectio= ns between various CM principles and their own teaching philosophy. The fir= st three matrix columns required students to identify specific characterist= ics from targeted CM models: (a) teacher responsibilities, (b) student resp= onsibilities, (c) incentives used, (d) interventions used, and (e) office= referral procedures implemented. Information needed to complete the initia= l three columns could be found in the course text and supplemental material= s. The final matrix column addressed the same five characteristics; but, st= udents were asked to analyze information across the first three columns and= enter data reflective of their personal CM philosophy. In other words, stu= dents were requested to determine how they plan to address CM within their= own classrooms.

Comparison of student content from the first column entry to the final= submission showed a noticeable change in language. Student language progre= ssed from regurgitating CM theory from course materials to actually disaggr= egating CM tenets and personalizing them. For example, one student initiall= y tried to force Assertive Discipline into alignment with his/her= beliefs concerning classroom management. The student stated in the first= column of the matrix, =E2=80=9CIt would be easy for me to use Assertiv= e Discipline in my classroom except I don=E2=80=99t think I could ever= be that rigid=E2=80=A6it seems like the easiest one to enforce, however,= so maybe I will try,=E2=80=9D Student I (personal communication, Matrix,= August, 2009).

The instructor questioned the student as to why he/she wanted to practic= e a form of management which seemed incongruent with their personality and= belief system. When articulating his/her personal student management syste= m in the fourth column of the matrix, this same student wrote, =E2=80=9CI= now see myself much more student-centered. I want my students to take as= much responsibility for their own actions as is developmentally appropriat= e. For that reason, I want to be more of a Teacher Effectiveness= teacher=E2=80=A6one that sits knee to knee with the student to work out a= plan of their own making=E2=80=A6=E2=80=9D Student I (personal communicati= on, Matrix, August, 2009).The course matrix was, therefore, included in the= overall course design to serve as a clearing house of sorts where students= could reframe and reflect on particular CM elements they felt aligned with= their own teaching philosophy. The matrix also benefited students th= rough the provision of a central location to construct, compare, and align= their theoretical beliefs throughout the semester.

Final Course Reflections

Early coding of students=E2=80=99 final course reflections revealed the imp= ortance of scaffolding various activities throughout the course as key in= promoting thoughtfulness and mindful consideration for applying CM theory= in a live classroom. Participants validated the research claim that unders= tanding and implementing effective CM techniques was a top priority. Studen= ts discussed the important role successful CM played in molding both the cl= assroom environment and their self-perception as competent teachers. = In one student=E2=80=99s words,

Developing an effective classroom management plan is a neces= sary and critical step for beginning teachers. I know having routines, rule= s, and procedures in place will help me in having an orderly classroom whic= h functions smoothly and facilitates student learning. I believe the most= effective classroom management plan is one that meets the needs of me, the= teacher, the students, and the school=E2=80=A6 Student J (personal communi= cation, Final Reflection, August, 2009).

Students=E2=80=99 final course reflections cross-referenced different cours= e activities, interactions, and dialogue. As one student stated,

=E2=80=A6 several factors affected the way I think about tea= ching now: working with [the blog] gave me practice working effectively on= a group project from a distance; considering the different management stra= tegies allowed me to picture myself in the classroom using each one; and us= ing the wiki system gave me practice in a brand new form of technology, one= that I could see myself using down the road=E2=80=9D, Student K (personal= communication, Final Reflection, August, 2009).

Significance

Reframing pedagogical style to meet tech-savvy students in their own enviro= nment deepened learning for both students and the instructor.

Students

The integration of Web 2.0 tools and conventional course assignments pro= vided multiple opportunities for student construction, collaboration, and= reflection upon their emerging CM framework. Blogs provided a private plac= e for conversations with the instructor. Within this space, the instructor= delivered feedback which challenged students to question their perceptions= , to support their statements with definitive evidence, and to reflect upon= the alignment of targeted CM tenets with personally held beliefs. Wikis of= fered opportunities to participate in shared ownership of collective work= similar to that practiced in grade level settings at school sites. As stud= ents wrestled with creating their unique student management plans, matrix= entries enabled analysis of CM tenets both within and across models. The= combined process equipped students with digital skills and technical knowl= edge they may utilize long after CM course completion. Active reflection wa= s encouraged while passive inactivity was discouraged.

Throughout the course, students struggled to articulate their own CM bel= iefs. Initially, students were not poised to write introspective thoughts= and ideas; instead, they wrote safe, almost stilted statements they though= t would result in a good grade. Statements such as =E2=80=9CIf= a child does not want to learn, you cannot force it=E2=80=A6a teacher has= to make sure he/she meets each student where they are and encourage them= not to act that way in the future=E2=80=9D, Student T (personal communicat= ion, initial Shane post, June, 2009). However, as the semester pro= gressed, students became more comfortable voicing their own ideas and opini= ons. By interacting, wrestling, analyzing, and reflecting upon theoretical= CM models, student-specific, unique behavior management approaches emerged= . By the course=E2=80=99s conclusion, students were able to articulate why= and how their personal CM system would prove successful in a live classroo= m. As one student explained,

The study of the various discipline models really opened my= eyes to the many ways a teacher can influence his/her classroom. I never= thought about how different each classroom could be based on a teacher= 7;s personal style and beliefs. I can only assume that each teacher wants= to do what they think is best for their students. However, depending on th= e beliefs and style, a teacher can really affect a student learning experie= nce=E2=80=A6 I want to be willing to change my plans in order to meet the= personal and educational needs of my students=E2=80=A6Student T (personal= communication, Final Reflection, August, 2009).

Instructor

Initially, the instructor viewed delivery of CM content in an online format= with skepticism. What transpired for this instructor, however, was creatio= n of a more transparent vantage point from which to peer into students=E2= =80=99 minds than may traditionally occur in a F2F classroom. Viewing conce= pt emergence, development and application via writing within the wiki permi= tted access to student thought processes at a point where constructive feed= back could be used to address any misconceptions. Feedback was provided at= more points and in a more individualized manner during the conceptualizati= on process than previously possible in F2F courses. Blogs expanded the numb= er of times a student could receive individual attention from the instructo= r. Contrary to the instructor=E2=80=99s initial impression, online CM= instruction connected content and students on a deeper level than previous= ly found in traditional F2F courses.

Additionally, blending Web 2.0 tools familiar to digital natives with tradi= tional CM pedagogy, allowed the instructor to function within the digital= native landscape. The technologies embraced by digitally savvy stude= nts permitted the connection between university coursework and classroom en= vironments to be realized. Evidence of reflection was visible in the depth= of learning observed as student=E2=80=99s personal CM style emerged throug= h the scaffolded assignments and confirmed in their final reflections. As= one student indicated,

This course helped solidify my classroom management beliefs.= =E2=80=A6I thought about how I would respond to different situations. As= a teacher, I must and can model behavior I want my students to exhibit=E2= =80=A6 Student L (personal communication, Final Reflection, August, 2009).<= /p>

Lessons learned in a traditional CM course flourished online. As Leh, Ko= ubs, and Davis (2005) attest, the web is the place where numerous opportuni= ties exist for students to share ideas and become critically reflective, an= d for instructors to interactively guide the development of tomorrow=E2=80= =99s educators.

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Schrum, L., & Hong, S. (2002). Dimensions and strategies for online= success: Voices from experienced educators. Journal for Asynchronous= Learning Networks, 6(1), 57-67. Retrieved from http://www.sloan-c= .org/publications/jaln/v6n1/pdf/v6n1_schrum.pdf [9]

Source URL: http://ineducation.ca/article/instructio= nal-mash-promoting-reflective-skill-development-virtual-environment

Links:
[1] http://ine= ducation.ca/users/karendunlap
[2] http://ineducation.ca/users/traceymacgowan
[3] http://ineducation.ca/users/keithrestine
[4] http://www.umanitoba.ca/publications/cjeap/articles/glassfordsalinitri.= html
[5] http://www.learnnc.org/lp/pages/778
[6] http://home.sprynet.com/~gkearsley/everybody.htm
[7] http://sbaweb.wayne.edu/~absel/bkl/vol14/14bc.pdf
[8] http://www.youtube.com/watch?v=3D4iBWHC4Cv_A
[9] http://www.sloan-c.org/publications/jaln/v6n1/pdf/v6n1_schrum.pdf

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Content-Location: http://ineducation.ca/misc/drupal.js?5 // $Id: drupal.js,v 1.41.2.3 2008/06/25 09:06:57 goba Exp $ var Drupal =3D Drupal || { 'settings': {}, 'behaviors': {}, 'themes': {},= 'locale': {} }; /** * Set the variable that indicates if JavaScript behaviors should be applied */ Drupal.jsEnabled =3D document.getElementsByTagName && document.createElemen= t && document.createTextNode && document.documentElement && document.getEle= mentById; /** * Attach all registered behaviors to a page element. * * Behaviors are event-triggered actions that attach to page elements, enha= ncing * default non-Javascript UIs. Behaviors are registered in the Drupal.behav= iors * object as follows: * @code * Drupal.behaviors.behaviorName =3D function () { * ... * }; * @endcode * * Drupal.attachBehaviors is added below to the jQuery ready event and so * runs on initial page load. Developers implementing AHAH/AJAX in their * solutions should also call this function after new page content has been * loaded, feeding in an element to be processed, in order to attach all * behaviors to the new content. * * Behaviors should use a class in the form behaviorName-processed to ensure * the behavior is attached only once to a given element. (Doing so enables * the reprocessing of given elements, which may be needed on occasion desp= ite * the ability to limit behavior attachment to a particular element.) * * @param context * An element to attach behaviors to. If none is given, the document elem= ent * is used. */ Drupal.attachBehaviors =3D function(context) { context =3D context || document; if (Drupal.jsEnabled) { // Execute all of them. jQuery.each(Drupal.behaviors, function() { this(context); }); } }; /** * Encode special characters in a plain-text string for display as HTML. */ Drupal.checkPlain =3D function(str) { str =3D String(str); var replace =3D { '&': '&', '"': '"', '<': '<', '>': '>' }; for (var character in replace) { var regex =3D new RegExp(character, 'g'); str =3D str.replace(regex, replace[character]); } return str; }; /** * Translate strings to the page language or a given language. * * See the documentation of the server-side t() function for further detail= s. * * @param str * A string containing the English string to translate. * @param args * An object of replacements pairs to make after translation. Incidences * of any key in this array are replaced with the corresponding value. * Based on the first character of the key, the value is escaped and/or= themed: * - !variable: inserted as is * - @variable: escape plain text to HTML (Drupal.checkPlain) * - %variable: escape text and theme as a placeholder for user-submitted * content (checkPlain + Drupal.theme('placeholder')) * @return * The translated string. */ Drupal.t =3D function(str, args) { // Fetch the localized version of the string. if (Drupal.locale.strings && Drupal.locale.strings[str]) { str =3D Drupal.locale.strings[str]; } if (args) { // Transform arguments before inserting them for (var key in args) { switch (key.charAt(0)) { // Escaped only case '@': args[key] =3D Drupal.checkPlain(args[key]); break; // Pass-through case '!': break; // Escaped and placeholder case '%': default: args[key] =3D Drupal.theme('placeholder', args[key]); break; } str =3D str.replace(key, args[key]); } } return str; }; /** * Format a string containing a count of items. * * This function ensures that the string is pluralized correctly. Since Dru= pal.t() is * called by this function, make sure not to pass already-localized strings= to it. * * See the documentation of the server-side format_plural() function for fu= rther details. * * @param count * The item count to display. * @param singular * The string for the singular case. Please make sure it is clear this is * singular, to ease translation (e.g. use "1 new comment" instead of "1= new"). * Do not use @count in the singular string. * @param plural * The string for the plural case. Please make sure it is clear this is= plural, * to ease translation. Use @count in place of the item count, as in "@co= unt * new comments". * @param args * An object of replacements pairs to make after translation. Incidences * of any key in this array are replaced with the corresponding value. * Based on the first character of the key, the value is escaped and/or= themed: * - !variable: inserted as is * - @variable: escape plain text to HTML (Drupal.checkPlain) * - %variable: escape text and theme as a placeholder for user-submitted * content (checkPlain + Drupal.theme('placeholder')) * Note that you do not need to include @count in this array. * This replacement is done automatically for the plural case. * @return * A translated string. */ Drupal.formatPlural =3D function(count, singular, plural, args) { var args =3D args || {}; args['@count'] =3D count; // Determine the index of the plural form. var index =3D Drupal.locale.pluralFormula ? Drupal.locale.pluralFormula(a= rgs['@count']) : ((args['@count'] =3D=3D 1) ? 0 : 1); if (index =3D=3D 0) { return Drupal.t(singular, args); } else if (index =3D=3D 1) { return Drupal.t(plural, args); } else { args['@count['+ index +']'] =3D args['@count']; delete args['@count']; return Drupal.t(plural.replace('@count', '@count['+ index +']')); } }; /** * Generate the themed representation of a Drupal object. * * All requests for themed output must go through this function. It examines * the request and routes it to the appropriate theme function. If the curr= ent * theme does not provide an override function, the generic theme function= is * called. * * For example, to retrieve the HTML that is output by theme_placeholder(te= xt), * call Drupal.theme('placeholder', text). * * @param func * The name of the theme function to call. * @param ... * Additional arguments to pass along to the theme function. * @return * Any data the theme function returns. This could be a plain HTML string, * but also a complex object. */ Drupal.theme =3D function(func) { for (var i =3D 1, args =3D []; i < arguments.length; i++) { args.push(arguments[i]); } return (Drupal.theme[func] || Drupal.theme.prototype[func]).apply(this,= args); }; /** * Parse a JSON response. * * The result is either the JSON object, or an object with 'status' 0 and= 'data' an error message. */ Drupal.parseJson =3D function (data) { if ((data.substring(0, 1) !=3D '{') && (data.substring(0, 1) !=3D '['))= { return { status: 0, data: data.length ? data : Drupal.t('Unspecified er= ror') }; } return eval('(' + data + ');'); }; /** * Freeze the current body height (as minimum height). Used to prevent * unnecessary upwards scrolling when doing DOM manipulations. */ Drupal.freezeHeight =3D function () { Drupal.unfreezeHeight(); var div =3D document.createElement('div'); $(div).css({ position: 'absolute', top: '0px', left: '0px', width: '1px', height: $('body').css('height') }).attr('id', 'freeze-height'); $('body').append(div); }; /** * Unfreeze the body height */ Drupal.unfreezeHeight =3D function () { $('#freeze-height').remove(); }; /** * Wrapper to address the mod_rewrite url encoding bug * (equivalent of drupal_urlencode() in PHP). */ Drupal.encodeURIComponent =3D function (item, uri) { uri =3D uri || location.href; item =3D encodeURIComponent(item).replace(/%2F/g, '/'); return (uri.indexOf('?q=3D') !=3D -1) ? item : item.replace(/%26/g, '%252= 6').replace(/%23/g, '%2523').replace(/\/\//g, '/%252F'); }; /** * Get the text selection in a textarea. */ Drupal.getSelection =3D function (element) { if (typeof(element.selectionStart) !=3D 'number' && document.selection)= { // The current selection var range1 =3D document.selection.createRange(); var range2 =3D range1.duplicate(); // Select all text. range2.moveToElementText(element); // Now move 'dummy' end point to end point of original range. range2.setEndPoint('EndToEnd', range1); // Now we can calculate start and end points. var start =3D range2.text.length - range1.text.length; var end =3D start + range1.text.length; return { 'start': start, 'end': end }; } return { 'start': element.selectionStart, 'end': element.selectionEnd }; }; /** * Build an error message from ahah response. */ Drupal.ahahError =3D function(xmlhttp, uri) { if (xmlhttp.status =3D=3D 200) { if (jQuery.trim($(xmlhttp.responseText).text())) { var message =3D Drupal.t("An error occurred. \n@uri\n@text", {'@uri':= uri, '@text': xmlhttp.responseText }); } else { var message =3D Drupal.t("An error occurred. \n@uri\n(no information= available).", {'@uri': uri, '@text': xmlhttp.responseText }); } } else { var message =3D Drupal.t("An HTTP error @status occurred. \n@uri", {'@u= ri': uri, '@status': xmlhttp.status }); } return message; } // Global Killswitch on the element if (Drupal.jsEnabled) { // Global Killswitch on the element $(document.documentElement).addClass('js'); // 'js enabled' cookie document.cookie =3D 'has_js=3D1; path=3D/'; // Attach all behaviors. $(document).ready(function() { Drupal.attachBehaviors(this); }); } /** * The default themes. */ Drupal.theme.prototype =3D { /** * Formats text for emphasized display in a placeholder inside a sentence. * * @param str * The text to format (plain-text). * @return * The formatted text (html). */ placeholder: function(str) { return '' + Drupal.checkPlain(str) + ''; } }; ------=_NextPart_000_0000_8B5D60A2.3A8E0C58 Content-Type: image/x-icon Content-Transfer-Encoding: base64 Content-Location: http://ineducation.ca/sites/all/themes/zeropoint/favicon.ico AAABAAEAEBAAAAAAAABoBQAAFgAAACgAAAAQAAAAIAAAAAEACAAAAAAAAAEAAAAAAAAAAAAAAAEA AAAAAAAAAAAAJ4vpALBfFwAljOwAuGUdAK9gGAAli+gAsGAYALFfFgAli+kAuGUeACaL6QAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAQHCAAAAAAAAAAAAAAAAAcHBwcHAAAAAAAAAAAAAAgHBwcHBQAAAAAAAAAAAAAHBwcH BwcLCwAAAAAAAAAAAAcHBwcHCwsLAAAAAAAAAAAHBwcHBwsLCwAAAAAAAAAAAAcHBwcLCwAAAAAA AAAAAAACBwcHCwsJAAAAAAAAAAAAAAcHBwsLCwsAAAAAAAAAAAAAAAcLCwsLCwAAAAAAAAAAAAAA CwsLCwsGAAAAAAAAAAAAAAsLCwsLAwAAAAAAAAAAAAAAAQsLCwAAAAAAAAAAAAAACgAAAAAAAAAA AAAAAAAAAAcAAAAAAAAAAAAAAAAAAAAHAAAAAAAAAPH/AADg/wAAwP8AAMA/AADgHwAA4B8AAPA/ AADwHwAA+A8AAP4HAAD/AwAA/wMAAP+HAAD/fwAA/38AAP9/AAA= ------=_NextPart_000_0000_8B5D60A2.3A8E0C58 Content-Type: text/css Content-Transfer-Encoding: quoted-printable Content-Location: http://ineducation.ca/modules/node/node.css?5 /* $Id: node.css,v 1.5 2008/01/25 21:21:44 goba Exp $ */ .node-unpublished { background-color: #fff4f4; } .preview .node { background-color: #ffffea; } #node-admin-filter ul { list-style-type: none; padding: 0; margin: 0; width: 100%; } #node-admin-buttons { float: left; /* LTR */ margin-left: 0.5em; /* LTR */ clear: right; /* LTR */ } td.revision-current { background: #ffc; } .node-form .form-text { display: block; width: 95%; } .node-form .container-inline .form-text { display: inline; width: auto; } .node-form .standard { clear: both; } .node-form textarea { display: block; width: 95%; } .node-form .attachments fieldset { float: none; display: block; } .terms-inline { display: inline; } ------=_NextPart_000_0000_8B5D60A2.3A8E0C58 Content-Type: text/css Content-Transfer-Encoding: quoted-printable Content-Location: http://ineducation.ca/modules/system/defaults.css?5 /* $Id: defaults.css,v 1.5 2007/10/02 12:10:40 dries Exp $ */ /* ** HTML elements */ fieldset { margin-bottom: 1em; padding: .5em; } form { margin: 0; padding: 0; } hr { height: 1px; border: 1px solid gray; } img { border: 0; } table { border-collapse: collapse; } th { text-align: left; /* LTR */ padding-right: 1em; /* LTR */ border-bottom: 3px solid #ccc; } /* ** Markup free clearing ** Details: http://www.positioniseverything.net/easyclearing.html */ .clear-block:after { content: "."; display: block; height: 0; clear: both; visibility: hidden; } .clear-block { display: inline-block; } /* Hides from IE-mac \*/ * html .clear-block { height: 1%; } .clear-block { display: block; } /* End hide from IE-mac */ ------=_NextPart_000_0000_8B5D60A2.3A8E0C58 Content-Type: text/css Content-Transfer-Encoding: quoted-printable Content-Location: http://ineducation.ca/modules/system/system.css?5 /* $Id: system.css,v 1.48 2008/01/09 09:56:39 goba Exp $ */ /* ** HTML elements */ body.drag { cursor: move; } th.active img { display: inline; } tr.even, tr.odd { background-color: #eee; border-bottom: 1px solid #ccc; padding: 0.1em 0.6em; } tr.drag { background-color: #fffff0; } tr.drag-previous { background-color: #ffd; } td.active { background-color: #ddd; } td.checkbox, th.checkbox { text-align: center; } tbody { border-top: 1px solid #ccc; } tbody th { border-bottom: 1px solid #ccc; } thead th { text-align: left; /* LTR */ padding-right: 1em; /* LTR */ border-bottom: 3px solid #ccc; } /* ** Other common styles */ .breadcrumb { padding-bottom: .5em } div.indentation { width: 20px; height: 1.7em; margin: -0.4em 0.2em -0.4em -0.4em; /* LTR */ padding: 0.42em 0 0.42em 0.6em; /* LTR */ float: left; /* LTR */ } div.tree-child { background: url(../../misc/tree.png) no-repeat 11px center; /* LTR */ } div.tree-child-last { background: url(../../misc/tree-bottom.png) no-repeat 11px center; /* LTR= */ } div.tree-child-horizontal { background: url(../../misc/tree.png) no-repeat -11px center; } .error { color: #e55; } div.error { border: 1px solid #d77; } div.error, tr.error { background: #fcc; color: #200; padding: 2px; } .warning { color: #e09010; } div.warning { border: 1px solid #f0c020; } div.warning, tr.warning { background: #ffd; color: #220; padding: 2px; } .ok { color: #008000; } div.ok { border: 1px solid #00aa00; } div.ok, tr.ok { background: #dfd; color: #020; padding: 2px; } .item-list .icon { color: #555; float: right; /* LTR */ padding-left: 0.25em; /* LTR */ clear: right; /* LTR */ } .item-list .title { font-weight: bold; } .item-list ul { margin: 0 0 0.75em 0; padding: 0; } .item-list ul li { margin: 0 0 0.25em 1.5em; /* LTR */ padding: 0; list-style: disc; } ol.task-list li.active { font-weight: bold; } .form-item { margin-top: 1em; margin-bottom: 1em; } tr.odd .form-item, tr.even .form-item { margin-top: 0; margin-bottom: 0; white-space: nowrap; } tr.merge-down, tr.merge-down td, tr.merge-down th { border-bottom-width: 0 !important; } tr.merge-up, tr.merge-up td, tr.merge-up th { border-top-width: 0 !important; } .form-item input.error, .form-item textarea.error, .form-item select.error { border: 2px solid red; } .form-item .description { font-size: 0.85em; } .form-item label { display: block; font-weight: bold; } .form-item label.option { display: inline; font-weight: normal; } .form-checkboxes, .form-radios { margin: 1em 0; } .form-checkboxes .form-item, .form-radios .form-item { margin-top: 0.4em; margin-bottom: 0.4em; } .marker, .form-required { color: #f00; } .more-link { text-align: right; /* LTR */ } .more-help-link { font-size: 0.85em; text-align: right; /* LTR */ } .nowrap { white-space: nowrap; } .item-list .pager { clear: both; text-align: center; } .item-list .pager li { background-image:none; display:inline; list-style-type:none; padding: 0.5em; } .pager-current { font-weight:bold; } .tips { margin-top: 0; margin-bottom: 0; padding-top: 0; padding-bottom: 0; font-size: 0.9em; } dl.multiselect dd.b, dl.multiselect dd.b .form-item, dl.multiselect dd.b se= lect { font-family: inherit; font-size: inherit; width: 14em; } dl.multiselect dd.a, dl.multiselect dd.a .form-item { width: 8em; } dl.multiselect dt, dl.multiselect dd { float: left; /* LTR */ line-height: 1.75em; padding: 0; margin: 0 1em 0 0; /* LTR */ } dl.multiselect .form-item { height: 1.75em; margin: 0; } /* ** Inline items (need to override above) */ .container-inline div, .container-inline label { display: inline; } /* ** Tab navigation */ ul.primary { border-collapse: collapse; padding: 0 0 0 1em; /* LTR */ white-space: nowrap; list-style: none; margin: 5px; height: auto; line-height: normal; border-bottom: 1px solid #bbb; } ul.primary li { display: inline; } ul.primary li a { background-color: #ddd; border-color: #bbb; border-width: 1px; border-style: solid solid none solid; height: auto; margin-right: 0.5em; /* LTR */ padding: 0 1em; text-decoration: none; } ul.primary li.active a { background-color: #fff; border: 1px solid #bbb; border-bottom: #fff 1px solid; } ul.primary li a:hover { background-color: #eee; border-color: #ccc; border-bottom-color: #eee; } ul.secondary { border-bottom: 1px solid #bbb; padding: 0.5em 1em; margin: 5px; } ul.secondary li { display: inline; padding: 0 1em; border-right: 1px solid #ccc; /* LTR */ } ul.secondary a { padding: 0; text-decoration: none; } ul.secondary a.active { border-bottom: 4px solid #999; } /* ** Autocomplete styles */ /* Suggestion list */ #autocomplete { position: absolute; border: 1px solid; overflow: hidden; z-index: 100; } #autocomplete ul { margin: 0; padding: 0; list-style: none; } #autocomplete li { background: #fff; color: #000; white-space: pre; cursor: default; } #autocomplete li.selected { background: #0072b9; color: #fff; } /* Animated throbber */ html.js input.form-autocomplete { background-image: url(../../misc/throbber.gif); background-repeat: no-repeat; background-position: 100% 2px; /* LTR */ } html.js input.throbbing { background-position: 100% -18px; /* LTR */ } /* ** Collapsing fieldsets */ html.js fieldset.collapsed { border-bottom-width: 0; border-left-width: 0; border-right-width: 0; margin-bottom: 0; height: 1em; } html.js fieldset.collapsed * { display: none; } html.js fieldset.collapsed legend { display: block; } html.js fieldset.collapsible legend a { padding-left: 15px; /* LTR */ background: url(../../misc/menu-expanded.png) 5px 75% no-repeat; /* LTR */ } html.js fieldset.collapsed legend a { background-image: url(../../misc/menu-collapsed.png); /* LTR */ background-position: 5px 50%; /* LTR */ } /* Note: IE-only fix due to '* html' (breaks Konqueror otherwise). */ * html.js fieldset.collapsed legend, * html.js fieldset.collapsed legend *, * html.js fieldset.collapsed table * { display: inline; } /* For Safari 2 to prevent collapsible fieldsets containing tables from dis= sapearing due to tableheader.js. */ html.js fieldset.collapsible { position: relative; } html.js fieldset.collapsible legend a { display: block; } /* Avoid jumping around due to margins collapsing into collapsible fieldset= border */ html.js fieldset.collapsible .fieldset-wrapper { overflow: auto; } /* ** Resizable text areas */ .resizable-textarea { width: 95%; } .resizable-textarea .grippie { height: 9px; overflow: hidden; background: #eee url(../../misc/grippie.png) no-repeat center 2px; border: 1px solid #ddd; border-top-width: 0; cursor: s-resize; } html.js .resizable-textarea textarea { margin-bottom: 0; width: 100%; display: block; } /* ** Table drag and drop. */ .draggable a.tabledrag-handle { cursor: move; float: left; /* LTR */ height: 1.7em; margin: -0.4em 0 -0.4em -0.5em; /* LTR */ padding: 0.42em 1.5em 0.42em 0.5em; /* LTR */ text-decoration: none; } a.tabledrag-handle:hover { text-decoration: none; } a.tabledrag-handle .handle { margin-top: 4px; height: 13px; width: 13px; background: url(../../misc/draggable.png) no-repeat 0 0; } a.tabledrag-handle-hover .handle { background-position: 0 -20px; } /* ** Teaser splitter */ .joined + .grippie { height: 5px; background-position: center 1px; margin-bottom: -2px; } /* Keeps inner content contained in Opera 9. */ .teaser-checkbox { padding-top: 1px; } div.teaser-button-wrapper { float: right; /* LTR */ padding-right: 5%; /* LTR */ margin: 0; } .teaser-checkbox div.form-item { float: right; /* LTR */ margin: 0 5% 0 0; /* LTR */ padding: 0; } textarea.teaser { display: none; } html.js .no-js { display: none; } /* ** Progressbar styles */ .progress { font-weight: bold; } .progress .bar { background: #fff url(../../misc/progress.gif); border: 1px solid #00375a; height: 1.5em; margin: 0 0.2em; } .progress .filled { background: #0072b9; height: 1em; border-bottom: 0.5em solid #004a73; width: 0%; } .progress .percentage { float: right; /* LTR */ } .progress-disabled { float: left; /* LTR */ } .ahah-progress { float: left; /* LTR */ } .ahah-progress .throbber { width: 15px; height: 15px; margin: 2px; background: transparent url(../../misc/throbber.gif) no-repeat 0px -18px; float: left; /* LTR */ } tr .ahah-progress .throbber { margin: 0 2px; } .ahah-progress-bar { width: 16em; } /* ** Formatting for welcome page */ #first-time strong { display: block; padding: 1.5em 0 .5em; } /* ** To be used with tableselect.js */ tr.selected td { background: #ffc; } /* ** Floating header for tableheader.js */ table.sticky-header { margin-top: 0; background: #fff; } /* ** Installation clean URLs */ #clean-url.install { display: none; } /* ** For anything you want to hide on page load when JS is enabled, so ** that you can use the JS to control visibility and avoid flicker. */ html.js .js-hide { display: none; } /* ** Styles for the system modules page (admin/build/modules) */ #system-modules div.incompatible { font-weight: bold; } /* ** Styles for the system themes page (admin/build/themes) */ #system-themes-form div.incompatible { font-weight: bold; } /* ** Password strength indicator */ span.password-strength { visibility: hidden; } input.password-field { margin-right: 10px; /* LTR */ } div.password-description { padding: 0 2px; margin: 4px 0 0 0; font-size: 0.85em; max-width: 500px; } div.password-description ul { margin-bottom: 0; } .password-parent { margin: 0 0 0 0; } /* ** Password confirmation checker */ input.password-confirm { margin-right: 10px; /* LTR */ } .confirm-parent { margin: 5px 0 0 0; } span.password-confirm { visibility: hidden; } span.password-confirm span { font-weight: normal; } ------=_NextPart_000_0000_8B5D60A2.3A8E0C58 Content-Type: text/css Content-Transfer-Encoding: quoted-printable Content-Location: http://ineducation.ca/modules/system/system-menus.css?5 /* $Id: system-menus.css,v 1.1 2007/10/05 14:50:25 goba Exp $ */ ul.menu { list-style: none; border: none; text-align:left; /* LTR */ } ul.menu li { margin: 0 0 0 0.5em; /* LTR */ } li.expanded { list-style-type: circle; list-style-image: url(../../misc/menu-expanded.png); padding: 0.2em 0.5em 0 0; /* LTR */ margin: 0; } li.collapsed { list-style-type: disc; list-style-image: url(../../misc/menu-collapsed.png); /* LTR */ padding: 0.2em 0.5em 0 0; /* LTR */ margin: 0; } li.leaf { list-style-type: square; list-style-image: url(../../misc/menu-leaf.png); padding: 0.2em 0.5em 0 0; /* LTR */ margin: 0; } li a.active { color: #000; } td.menu-disabled { background: #ccc; } ul.links { margin: 0; padding: 0; } ul.links.inline { display: inline; } ul.links li { display: inline; list-style-type: none; padding: 0 0.5em; } .block ul { margin: 0; padding: 0 0 0.25em 1em; /* LTR */ } ------=_NextPart_000_0000_8B5D60A2.3A8E0C58 Content-Type: text/css Content-Transfer-Encoding: quoted-printable Content-Location: http://ineducation.ca/modules/user/user.css?5 /* $Id: user.css,v 1.7 2007/06/21 04:38:41 unconed Exp $ */ #permissions td.module { font-weight: bold; } #permissions td.permission { padding-left: 1.5em; /* LTR */ } #access-rules .access-type, #access-rules .rule-type { margin-right: 1em; /* LTR */ float: left; /* LTR */ } #access-rules .access-type .form-item, #access-rules .rule-type .form-item { margin-top: 0; } #access-rules .mask { clear: both; } #user-login-form { text-align: center; } #user-admin-filter ul { list-style-type: none; padding: 0; margin: 0; width: 100%; } #user-admin-buttons { float: left; /* LTR */ margin-left: 0.5em; /* LTR */ clear: right; /* LTR */ } #user-admin-settings fieldset .description { font-size: 0.85em; padding-bottom: .5em; } /* Generated by user.module but used by profile.module: */ .profile { clear: both; margin: 1em 0; } .profile .picture { float: right; /* LTR */ margin: 0 1em 1em 0; /* LTR */ } .profile h3 { border-bottom: 1px solid #ccc; } .profile dl { margin: 0 0 1.5em 0; } .profile dt { margin: 0 0 0.2em 0; font-weight: bold; } .profile dd { margin: 0 0 1em 0; } ------=_NextPart_000_0000_8B5D60A2.3A8E0C58 Content-Type: text/css Content-Transfer-Encoding: quoted-printable Content-Location: http://ineducation.ca/sites/all/modules/cck/theme/content-module.css?5 /* $Id: content-module.css,v 1.1.2.6 2009/03/14 18:45:38 yched Exp $ */ /* Node display */ .field .field-label, .field .field-label-inline, .field .field-label-inline-first { font-weight:bold; } .field .field-label-inline, .field .field-label-inline-first { display:inline; } .field .field-label-inline { visibility:hidden; } /* Node form display */ .node-form .content-multiple-table td.content-multiple-drag { width:30px; padding-right:0;/*LTR*/ } .node-form .content-multiple-table td.content-multiple-drag a.tabledrag-han= dle{ padding-right:.5em;/*LTR*/ } .node-form .content-add-more .form-submit{ margin:0; } .node-form .number { display:inline; width:auto; } .node-form .text { width:auto; } /* CSS overrides for Views-based autocomplete results. - #autocomplete uses "white-space:pre", which is no good with Views' template-based rendering - Field titles are rendered with in default templates, but we don't want the 'form' styling it gets under .form-item */ .form-item #autocomplete .reference-autocomplete { white-space:normal; } .form-item #autocomplete .reference-autocomplete label { display:inline; font-weight:normal; } /* 'Manage fields' overview */ #content-field-overview-form .advanced-help-link, #content-display-overview-form .advanced-help-link { margin: 4px 4px 0 0;/*LTR*/ } #content-field-overview-form .label-group, #content-display-overview-form .label-group, #content-copy-export-form .label-group { font-weight: bold; } table#content-field-overview .label-add-new-field, table#content-field-overview .label-add-existing-field, table#content-field-overview .label-add-new-group { float: left;/*LTR*/ } table#content-field-overview tr.content-add-new .tabledrag-changed { display: none; } table#content-field-overview tr.content-add-new .description { margin-bottom: 0; } table#content-field-overview .content-new { font-weight: bold; padding-bottom: .5em; } /* 'Advanced help' pages */ .advanced-help-topic h3, .advanced-help-topic h4, .advanced-help-topic h5, .advanced-help-topic h6 { margin:1em 0 .5em 0; } .advanced-help-topic dd { margin-bottom: .5em; } .advanced-help-topic span.code { background-color:#EDF1F3; font-family:"Bitstream Vera Sans Mono",Monaco,"Lucida Console",monospace; font-size:0.9em; padding:1px; } .advanced-help-topic .content-border { border:1px solid #AAA } ------=_NextPart_000_0000_8B5D60A2.3A8E0C58 Content-Type: text/css Content-Transfer-Encoding: quoted-printable Content-Location: http://ineducation.ca/sites/all/modules/fckeditor/fckeditor.css?5 .rteindent1 { margin-left: 40px; } .rteindent2 { margin-left: 80px; } .rteindent3 { margin-left: 120px; } .rteindent4 { margin-left: 160px; } .rteleft { text-align: left; } .rteright { text-align: right; } .rtecenter { text-align: center; } .rtejustify { text-align: justify; } .image_assist{ background-color: #eeeeee; background-repeat: no-repeat; background-image: url(plugins/imgassist/imgassist.gif); background-position: 50% 50%; border: 1px dashed #dddddd; } .ibimage_left { float: left; } .ibimage_right { float: right; } ------=_NextPart_000_0000_8B5D60A2.3A8E0C58 Content-Type: text/css Content-Transfer-Encoding: quoted-printable Content-Location: http://ineducation.ca/sites/all/modules/filefield/filefield.css?5 /* $Id: filefield.css,v 1.21 2009/04/08 20:04:52 quicksketch Exp $ */ /** * Overall styles */ /** * Formatter styles */ .filefield-icon { float: left; /* RTL */ margin-right: 0.4em; /* RTL */ } /* End formatter styles. */ /** * General widget form styles (applicable to all widgets). */ .filefield-element { margin: 1em 0; white-space: normal; } .filefield-element .widget-preview { float: left; /* RTL */ padding-right: 10px; /* RTL */ border-right: 1px solid #CCC; /* RTL */ margin-right: 10px; /* RTL */ max-width: 30%; } .filefield-element .widget-edit { float: left; /* RTL */ max-width: 70%; } .filefield-element .filefield-preview { width: 16em; overflow: hidden; } .filefield-element .widget-edit .form-item { margin: 0 0 1em 0; } .filefield-element input.form-submit, .filefield-element input.form-file { margin: 0; } .filefield-element input.progress-disabled { float: none; display: inline; } .filefield-element div.ahah-progress, .filefield-element div.throbber { display: inline; float: none; padding: 1px 13px 2px 3px; /* RTL */ } .filefield-element div.ahah-progress-bar { display: none; margin-top: 4px; width: 28em; padding: 0; } .filefield-element div.ahah-progress-bar div.bar { margin: 0; } /* End general widget form styles. */ /** * Generic file edit widget styles. 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------=_NextPart_000_0000_8B5D60A2.3A8E0C58 Content-Type: text/css Content-Transfer-Encoding: quoted-printable Content-Location: http://ineducation.ca/sites/all/themes/zeropoint/css/layout-variable.css?5 /* layout.css, v2.3 2009/2/15=20 * * ZERO POINT theme, for Drupal 6 * Dr. Florian Radut, florian[at]radut.net */ /* MAIN PAGE STRUCTURE */ /* ... see layout.css To modify the side column widths and the col divider widths, the values tha= t are marked=20 "Critical Left (Right) divider dimension value =3D cLddv (cRddv)" and=20 "Critical Left (Right) col width value =3D cLcwv (cRcwv) also refer to the= desired mod MUST be changed as a group. */ body.layout-left-main-right .outer { margin-left: 204px; /*** cLcwv ***/ margin-right: 278px; /*** cLcwv ***/ } body.layout-left-main .outer { margin-left: 294px; /*** cLcwv ***/ } body.layout-main-right .outer { margin-right: 344px; /*** cLcwv ***/ } .float-wrap { float: left; width: 100%; } .colmain { float: right; width: 100%; } .colleft { 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Instructional Mash-Up: Promoting Reflective= Skill Development in a Virtual Environment

Introduction

Purpose

Perspective or Theoretical Framework

Taxonomy of Significant Learning

Data Sources

Pre/Post Blog Entry

Wikis

Final Column of Course Matrix

Reflection Section of Final Paper

Techniques

Results

Blogs

Wikis

Course Matrix

Final Course Reflections

Significance

Students

Instructor

References