straus institute online university

Online University

Straus Institute

A sample course methodology using social networking toolsWith thanks to Lisa Gates at the Craving Balance Learning

Community

Victoria Pynchon, J.D., LL.M Dispute ResolutionTeaching Negotiation for Women at Craving Balance

How learning communities could benefit Straus students online throughout the world

What might it look like?

• An interactive, membership learning community for law students, lawyers, judges, mediators, arbitrators and anyone else interested in a career in Alternative Dispute Resolution or peace making

• Designed to provide essential tools and education to bring women into alignment with purpose and direction.

• Built on journaling platform with integrated social media tools.

• Basic membership costs $___________, and includes weekly homework prompts to stimulate inquiry, reflection and connection.

• Every member has access to Core Curriculum — a series of courses or “premium content” that members pay for.

a closer look...

• Responding to homework assignments (and commenting on other member’s work) is the tool that creates the “interactive” in the learning community.

• Personalizes learning and addresses individual needs.

• Courses divided into sessions and released incrementally.

• Sessions may include images, audio, and video to assist learning community members no matter what their learning “style.”

• Group telecoaching sessions are included in each core curriculum course.

• Members from anywhere in the world may enroll and participate in courses when their schedules permit.

what prospective members see first

• Grey box describes benefits to membership.

• Customizable Nav Bar directs students to course info and other choices.

• Nav Bar and “Skin” fully customizable.

inside the site

• Sign-in takes members to their personal homework and assignment page.

• If member has registered for a course, the current session is presented in excerpt.

• Homework/assignment box used to respond to instructor’s assignments, homework and feedback; and, for students to ask questions of the professor or other members of the learning community.

expanded course section

• Example negotiation course session with homework.

• Homework often “Socratic” in nature...open ended.

• Helps students make learning personally relevant, and to answer the question, “what’s in it for me?”

closer look at homework

• homework is a conversation.

• every entry may be shared with just the instructor, or with all members of course.

• homework (and instructor feedback) increases participation, deepens learning, fosters accountability.

• Homework entries create relationship and community.

• Homework entries encourage future collaboration and opportunity.

creating an online learning culture

• Online homework creates “Coaching Culture” learning.

• Students and instructor are collaborators in the learning process.

• Non-hierarchical, focused on encouragement, appreciation, empathy.

• Coaching relationship acknowledges perspectives and beliefs and challenges them!

forums

• Social networking

• Research

• Help and direction

• Future course ideas and learning requests

• Course promotion

goal setting tool

• Accountability!

assessments

• Reveals level of learning and readiness

• Provides snapshot of where student begins

• Serves as progress measurement at end of course.

• Focuses student’s awareness on direction and gaps in ability.

sample assessment

with thanks to lisa gates at craving balance

lisa gates, cpcclife balance specialist and coach

www.cravingbalance.com • journal.cravingbalance.comlisa@cravingbalance.com

We coach creative, talented, driven women like you who are absolutely committed to living on purpose, and willing to say yes to deep personal inquiry and rigorous goal setting. We work with women who want more than productivity and well-done to-do lists. We work with women who

want something bigger than themselves—who want to breathe and make a ruckus. An impact. A life.

The world is dying for you to show up.