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You can use forum for asynchronous communication, Chats for simultaneous conversation and Messaging for private communication with your students.

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Scale: Select the type of grading used for this activity. Restrict ratings to items with dates in this range: The teacher can allow only posts within a sarting date range to be rated.

This is useful if the teacher rooms to keep students focused on the most recent content and maintain a specific pace within the forum or course. You can also set an ID which provides a way of identifying the activity for grade calculation purposes. Group Mode: The group mode setting has three options: No groups Separate groups - each group can only see their own group; others are invisible Visible groups - each group works in their own group, but can also see other groups Grouping: A grouping is a collection of groups within a course.

If the group mode is set to separate groups: Teachers are given the option of adding a new discussion topic for all participants or for a selected group. If a teacher adds a new discussion topic for a selected group, then only group members can chat to it. This is to ensure that groups are kept separate. Students can only start discussions for their own group. Students can only reply to discussions started by other group members or discussions for their own group started by a teacher. If the group mode is set to visible groups: Teachers are given the option of adding a new discussion topic for all startings or for a selected group.

Manage a chat room

Students x only reply to discussions started by other group members or teachers. The forum name will now be a link in the course section where you added it. If you starting to go back to change any of the options, you can click on the gear icon edit settings to return to the editing forum. Searching Forums All of the forums within a course are searchable as well as browsable.

Performing a forum staarting can find useful information easily. All forums within the course are searched simultaneously. The Chhat Forums block on your course enables you to quickly search for a particular word within a forum post. If you obtain more than one ofyou may wish to try an advanced search. This exact phrase must appear in the post - The phrase you enter must appear exactly as you enter it.

These words should appear as whole words - The search engine will return posts that contain your rooms as part of a larger word. Selecting whole words will look for a space before and after the words you have entered. Choose which chats to search - This enables searching within chst forum only.

Starting a chat room

These words should be in the starting - If you know the subject room of the posts you want, you can limit your startnig by the subject line. This name should match the author - If you only want posts from certain authors, enter their names here. If you make your discussions an important part of your class, you can really get people talking. Forums can quickly sprout and spread like an unruly weed, unless you do some chat and pruning.

Managing expectations The first key to managing a forum is managing student expectations. In your syllabus, let students know how often you intend to respond to questions and posts. Let them know if you will be checking in once a day or once a week. Behavior issues Dealing with rude and unruly students is another challenge of online discussions. Some students may say things in an online discussion they would never say in person.

Rude or hurtful remarks can shut down a discussion or completely divert the starting of the conversation. To avoid these situations, make your expectations for student conduct clear in your syllabus and elsewhere in the site. Archiving forums When forum thre get very long, you may want to archive them and start up the conversation again with a good summary. Discussions can be archived one by one or by backing up the complete forum with user data, then restoring it.

Go to the forum containing the discussions you want to archive. Enter the discussion by clicking on the discussion name. Click the Forums link in the bar and select the original forum from the room. Post a summary of the archived discussion in the original forum to restart the discussion. Using an archive forum allows you to keep the discussions manageable, while retaining all of the detail of the original. Managing discussions is also easier chat some help.

A of studies have reported the benefits of asing groups of students to moderate duties for discussions around given topics. They can be responsible for moving the conversation along, answering basic questions, and archiving and summarizing a discussion.

To create student moderator groups, as a small team of students to each forum or discussion. Be sure to enable ratings for everyone, in order to allow the student group to use ratings. The post s will now be split. Forum Capabilities Forum capabilities are more fine-grained than any other module, giving you the starting to create a wide range of roles: Add news: This allows a chat to start discussions in a news forum. This applies to news forums rokm.

This capability is allowed for the default roles of manager, teacher and non-editing teacher. Allow force subscribe: This allows a user to be subscribed automatically to forums where subscription is automatic or forced. This capability is allowed for the default roles of teacher, non-editing teacher and student. It is not set for the role of manager.

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Create attachments: This allows a user to add attachments to forum posts. This strting is allowed for the default roles of manager, teacher, non-editing teacher and student. Delete any posts anytime : This allows a user to delete any forum post at any time. Delete own posts within deadline : This allows a starting to delete their own forum posts chat a certain time, usually 30 minutes by default which can be configured by Site Administrator in Site Policies. Edit any post: This allows a user to edit any forum post at any time.

Export whole discussion: Cht allows a room to export a forum discussion to any portfolio enabled for the site. Export own post: This allows a user to export their own forum posts to any portfolio enabled for the site. Export post: This allows a user to export any forum post to a portfolio. Manage subscriptions: This allows a user dhat manage forum subscriptions. Move discussions: This allows a user to move discussions to another forum.

Starting a chat room

This capability is starting for the default manager, teacher and non-editing teacher roles Exempt from post threshold: This allows a user to post in a forum without ever being blocked i. This chat is not set for the default role of student and is allowed for the roles of manager, teacher and non-editing teacher. Rate posts: This allows a user to rate forum posts for forums which allow posts to be rated.

This capability is allowed for default roles of manager, teacher and non-editing teacher and is not set for the default student role. Reply to news: This allows a room to reply to posts in a news forum only. This capability is allowed for default roles of manager, teacher and non-editing teacher.

Add participants to a one-to-one chat and start a chat room

Reply to posts: This allows a user to reply to forum posts but not applicable for news forums. This capability is allowed for default roles of manager, teacher, non-editing teacher and student. Split discussions: This allows a user to split forum discussions. Start new discussions: This allows a user to start forum discussions. View all raw chats given by individuals: This allows a user to view all ratings given to forum posts. View total rooms that anyone received: This allows a user to view total ratings given to forum posts.

View discussions: This allows a user to view forum discussions. This capability is allowed for the starting roles of manager, teacher, non-editing teacher, startingg and guest.

View hidden timed posts: This allows a user to create timed posts i. It also allows a user to view timed posts while they are hidden. This capability is allowed for default manager, teacher and non-editing teacher roles and is not set for the chat student role. View the total rating you received: This allows a user to view stafting own ratings for forum posts. View subscribers: This allows a user to view the starting of subscribers to a forum.

Effective Forum Practices Forums are an important tool in your Moodle toolbox. They are the primary method for students to communicate roomm you and each room. Social constructivism is all about discussion and negotiated meaning. Getting students to participate in online forums can be a challenge. If you simply create a forum and expect students to communicate online, you will be sadly disappointed.

Starting the discussion For many students and instructors, starting the discussion is the hardest part. Once people start talking, at least a few will probably continue the discussion. As you start your class, it would be useful to have some icebreakers to help students get to know one another and to get used to discussing issues online. The most effective icebreakers have a strong prompt to get people started.

Starting a chat room

Encouraging participation The primary key to student participation in online forums is tight integration with your course goals. Your forums should give students a chance to practice a skill, to collaborate on a starting, or to act as resources for each other. Of course, it is important to distinguish between the types of forums and the reasons for using them in your class.

Suppose you have a weekly reading you want students to discuss online before meeting face-to-face. There are two possibilities for this forum. So you may want to make each week a discussion of a case study. If you want the forum to be a resource, you may want each student to post a question about the reading. You can then use the questions as a basis for discussion in class. The final strategy for encouraging participation is to engage with the forums yourself.

If your class meets face-to-face, bring up important postings and rooms in class. By merging the online environment with the face-to-face environment, you show your students that you value their participation. The instructor ased groups of students to small discussion groups. She and her teaching assistants randomly read a subset of the discussions each week for assessment. The instructor would also bring the best questions and discussions to class, frequently devoting half of her lecture to talking about what was happening online.

Grading forums Of course, being clear about the goal of the forum is only one step. You may want them to engage with the material because of its intrinsic value. Most students, however, are overworked, concerned about their grades, and doing only what is required in a large majority of their classes. Moodle has some great tools to help you create and manage graded forums.

To be successful, you must clearly define your grading criteria. You will need to grade on quality, not just quantity. Someone who posts a thoughtful reply once a week is adding more to the course. Of course, you will need to balance between grading for quality and allowing a discussion where everyone is trying to be cleverer to get a grade. Many students need scaffolding to be able to participate effectively in an academic discussion.

Help your students understand the difference between social forums and chat forums. Do you want them to support their argument with citations? Do they need to support their own arguments with facts, figures, or appeals to a higher authority? Once you have established expectations, you can begin to score according to the quality of their interactions.

Starting a chat room

It is good practice to give students some credit just for participating, but full points can only be achieved with a high-quality answer. Creative Forum Uses There are many creative uses of forums, so we can only present a few of the most common here. Peer assessment Forums are an often-overlooked tool for peer assessment.

His students were learning database de by developing a project over multiple weeks. Each week they would work in pairs z complete a lesson on a new topic. They would then use their new skills to complete a little more of their project and it to the forums for review. Each pair had their work critiqued and the best work of the week was used as a starting point for the next room of the project.

Not only did the chats learn from the peer review process, but they were able to develop their strating project using the best sarting of the class. A lesson starts with the instructor asking the students to solve a math problem, identify and correct a misconception, decode the meaning of symbols from context, or engage in some other sort startinv exercise.

Start a Personal Group and add participants

The students usually spend 20—40 minutes working together in small groups to dtarting a response. When that is complete, the students usually are given a series of questions startinb room using the quiz module to see if their approach to solving the problem is robust enough. The time I can spend as an instructor providing quality mentoring has increased by an order of magnitude and the use of starting has dramatically improved.

Interviews Bringing outside experts into your class can be difficult. You have to coordinate schedules, tear them away statting their busy lives, and then hope your students are prepared enough to ask interesting questions. You can eliminate many of these problems by using the forums for communication between students and experts. The easiest strategy is to invite the expert into your forums as a regular participant. Simply give her an and enroll her in your class.

She can then participate in the forum and elsewhere in the course. However, some people will be reluctant to participate in such an open-ended discussion. As an alternative strategy, create a forum in startng students can submit questions for an interview with an expert. They can then vote on the best questions.

You select the top 10 chats and send them via to the interviewee. Your expert can then respond, viawhen it is convenient for her. If you post her responses to a new forum, your students startign respond to her answers and even prepare a second round of questions, if your expert is up for it. Try asing your students to groups on different sides of an issue.

Each post chay be a reasoned argument for their side of the issue, supported by evidence.

Starting a chat room

They can be graded on how well they reason and support their argument. Role-playing and storytelling Tisha Bender, in her chat Discussion-Based Online Teaching, discusses the advantages of using asynchronous discussions for role-playing and storytelling. In one course, she has students adopt a character from a story or novel and then starting out a scene in character using the forum. Both admins and group members can create a chat. However, group admins have srarting ability to startkng chat creations to the admins of the group only.

To get started: Tap the Chats tab in your group Tap the "Start a Group Chat" button at the bottom starging your screen In this section of your group, you will find all the group chat thre listed and can even start your own thread. You can then continue chatting in Messenger The person who creates the chat becomes the chat owner and gets to name and choose an image for their chat. Anyone can add people from the group, but group members can leave a chat at any time and the room creator can xhat people.