Still no idea what to research

Maybe I want to research everything. Is that bad? I guess so.

Ok, I'm going to settle on "online pedagogy" and see how much of the other topics I want to research I can stuff under that umbrella. Subtopics, I think they're called, right?

Thinking in circles, I've simply come back to the same conclusion: what goes in to being an effective online instructor? Through what lens or which lenses should I view this question? How can I avoid researching MOOCS, because although indulgently interesting, they are not as close to my practical reality as they are for other people?

I'll leave the MOOCS for the future research or discussion part.

Social constructivism's progression to MOOCish connectivism. What a strange word. It seems to need a lot of technology to work, putting the technology front and center again, as a cure-all for learning. I just read an article that used the word "ironic" in reference to connectivism, because the OLE members in the MOOC were more disconnected than connected.

Back from hiatus

OLE!

Back into the ring, for the final push to June 2014.

Online Learning Environments this term, complete with a new version of Bb, a new research proposal to devise by Feb 1, and lotsa new readings.

I have no idea what to research.

Or, better stated, I have a lot of ideas for what to research, but I don't think any of them are going to work.

What do I want to know? Let's see:

• How can an instructor using an OLE allow undergradute students who hate to write express their learning and growth without having to write on a blasted discussion board all the time?
• How do learning preferences affect the ability of people to learn effectively in an OLE, assuming the OLE is a good OLE? (found a couple of things on this topic)
• What faculty development issues are the most important in relation to effective teaching in an OLE?
• Can an OLE be used effectively for faculty support and development? I know that Penn State made a community of practice.

What about my own asynchronous communication behavior?

• If I don't like to write early in the week on the discussion board, but prefer to first read what the early posters write and then respond to it on say, a Wednesday or Thursday, it that selfish of me?
• Am I  therefore a bad classmate because I'm not a blurter and am incapable of thinking quickly, and prefer to learn from everyone else's posts without contributing right away? (Assimilator)
• What if I do my best to compensate for my selfishness by sharing resources I've found through the reading and researching I've been doing, while not posting to the discussion board?