Abstract
There are elements of instructional design which are fundamental to a higher education constructivist learning environment. These elements, embedded in a well-designed learning environment are necessary to promote academic discourse. The presence of communication tools alone in an online environment does not assure collaboration and construction of new knowledge. The skill of the facilitator is integral to achieving successful outcomes. This paper describes instructional design strategies which play a key role in promoting and supporting conversation which results in higher order thinking in the context of a pedagogical event conducted as a requirement of a Masters course.
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