Thursday, March 25, 2010
Final Project Description
After over a week of trial and error, I was finally able to embed the video with captions by utilizing about 10 different programs! I created the original presentation in Keynote and imported images that I created in Photoshop to build the template. I then captured the voiceovers with Pro-Tools recording software and mastered it with Adobe Sound Booth. Next I captured the video with Snapz X Pro once I had exported it in Quicktime format and scaled it to the final proportions that I needed. I found that I got a cleaner video by doing this, rather than having the program resize the video for me. I then synced the audio with the video in Final Cut Pro and exported it again, only to convert it to Flash with Adobe Flash Encoder. From here I added the captions, which was captured using Magpie (which gave me the most trouble) and combined the resulting xml file with the flash video within Flash. From here I published the video and uploaded it to a server so that I could embed it below within my blog. I ended up using Longtailvideo.com to embed the video, rather than just providing the link to the html file on the server created with Flash. Even then, it was a painstaking task. I had to try four different embed codes and swap swf player files and javascript out until I found a combination that worked. Thank God it’s over with! The video is cropped off on the right side because it exceeds the width of the column on this page, but you can enable the cationing that is barely visible on the lower right corner.
Sunday, March 14, 2010
Engagement & Motivation
In this blog posting, I will discuss the methods and tools that I would utilize to ensure that I maximize student engagement within an online course. Prior to this course, I would consider my technical ability to be the only real contributing strength with respect to creating and maintaining courses within a CMS. I now feel much more prepared to carry out such a task. Understanding the pedagogical process from multiple perspectives has changed my thinking on how to approach developing an online course.
Prior to this quarter, my typical approach to designing an online course would include developing and incorporating as much multimedia as possible. Being a graphic design major, I love to create my own images and build aesthetically appealing templates along with motion effects, which I had assumed would assist in maintaining the viewers’ interest. I now know that these can be more of a distraction then anything else. It is always nice to have multimedia elements available to your students to illustrate or support other content on within the course, but I plan to implement these elements more strategically than I have in the past.
My first step to developing an online course would be to conduct a needs assessment. What do I want to achieve in this course and what do I want the students to retain? Next I would research various sources for reliable information. I would then begin to structure this information in an outline that best supports the needs assessment. I would strive to gather the most current information and diversify the manner in which it is presented to the end user. I would create each week as an independent lesson without sacrificing the continuity of the course as a whole. I would try to keep the content as original as possible and use mixed media when possible. When students become familiar with a process, this process becomes routine and the full attention of the student is no longer required. To prevent this, I would mix the lessons up just enough that the student does not get comfortable with the process.
In order to ensure complete engagement, there needs to be a demand for attention. Requiring immediate feedback is essential for facilitating this. I would require participation in synchronous meetings every other week as a debriefing for the previous two weeks and to introduce the tasks for the upcoming week. I like the fact that in this course, each lesson plan only became accessible at the start of that week. This way it is made certain that everyone is on the same page and the discussion forums are all pertinent. I would also require student feedback and create threads on a discussion board based on issues or topics that arise within the feedback. I would also offer multiple options for each week’s assignments in order to accommodate all learning styles, but keep the content identical. Lastly, I would ask that each student think and work independently and somehow incorporate their efforts into a collaborative assignment through the use of wikis. This would promote a perpetual learning process that would necessitate the attentiveness of all participants.
The key factors to my approach for developing an online course which maintains a student’s engagement and motivation include: Diversifying lessons and content, requiring participation and feedback, utilizing mixed media, providing options, and making a wide variety of resources available. By diversifying the lessons, I would ensure that students don’t get bored with repetitive tasks. By requiring feedback, I could monitor each student’s level of understanding and engagement and make adjustments where need be. Using mixed media would help maintain interest in the course content. Providing the students with multiple options in their weekly assignments would allow each student to choose what best stimulates their interest. Finally, by making a wide variety of relevant resources readily available, it would keep the students on task and reaffirm the stability of the course.
Prior to this quarter, my typical approach to designing an online course would include developing and incorporating as much multimedia as possible. Being a graphic design major, I love to create my own images and build aesthetically appealing templates along with motion effects, which I had assumed would assist in maintaining the viewers’ interest. I now know that these can be more of a distraction then anything else. It is always nice to have multimedia elements available to your students to illustrate or support other content on within the course, but I plan to implement these elements more strategically than I have in the past.
My first step to developing an online course would be to conduct a needs assessment. What do I want to achieve in this course and what do I want the students to retain? Next I would research various sources for reliable information. I would then begin to structure this information in an outline that best supports the needs assessment. I would strive to gather the most current information and diversify the manner in which it is presented to the end user. I would create each week as an independent lesson without sacrificing the continuity of the course as a whole. I would try to keep the content as original as possible and use mixed media when possible. When students become familiar with a process, this process becomes routine and the full attention of the student is no longer required. To prevent this, I would mix the lessons up just enough that the student does not get comfortable with the process.
In order to ensure complete engagement, there needs to be a demand for attention. Requiring immediate feedback is essential for facilitating this. I would require participation in synchronous meetings every other week as a debriefing for the previous two weeks and to introduce the tasks for the upcoming week. I like the fact that in this course, each lesson plan only became accessible at the start of that week. This way it is made certain that everyone is on the same page and the discussion forums are all pertinent. I would also require student feedback and create threads on a discussion board based on issues or topics that arise within the feedback. I would also offer multiple options for each week’s assignments in order to accommodate all learning styles, but keep the content identical. Lastly, I would ask that each student think and work independently and somehow incorporate their efforts into a collaborative assignment through the use of wikis. This would promote a perpetual learning process that would necessitate the attentiveness of all participants.
The key factors to my approach for developing an online course which maintains a student’s engagement and motivation include: Diversifying lessons and content, requiring participation and feedback, utilizing mixed media, providing options, and making a wide variety of resources available. By diversifying the lessons, I would ensure that students don’t get bored with repetitive tasks. By requiring feedback, I could monitor each student’s level of understanding and engagement and make adjustments where need be. Using mixed media would help maintain interest in the course content. Providing the students with multiple options in their weekly assignments would allow each student to choose what best stimulates their interest. Finally, by making a wide variety of relevant resources readily available, it would keep the students on task and reaffirm the stability of the course.
Monday, March 1, 2010
Annotated Bibliographies
Citation:
LaPorte, J. (2009). Integrity and Conscience among the Saber-tooth Tigers. Journal of Technology Education, 20(2), 1-6.
Summary:
In this article from the editor, the economic recession and its relation to the dishonesty in today’s society is compared to the dishonesty of educators within the school systems. The author values the unique practicality of education in technology. He mentions that as an educatory in the field of technology, you gain a better sense or “ability to now when you are about to be duped in the marketplace”.
With society becoming more and more complex, it opens doors for deceptive practice. Educators of technology should feel a certain sense of responsibility to protect the community from this deceptiveness. A comparison is then made between the deceitful practices in society and those in schools. Educators’ motives are questioned as well as the lasting impact that they’ve had on their students.
An analogy is made between the ever-growing complexity of society and the evolution of curriculum. Those courses that once held the most practical value are looked down upon and are now disappearing from schools. This is just an indication that we are heading to a “postindustrial economy”.
Review:
This article is a reflection on where we as educators came from and provides insight as to where we are heading. It is not so much informational as it is a personal revelation. It provides cleverly arranged analogies to show how the integrity of educators and society as a whole has transgressed over time. The author references many outside sources of literature as well as personal experiences to illustrate his perspective. Overall, this article is very insightful and thought-provoking.
Citation:
Kok, A. (2009). Understanding the Wiki Technology from the Systems Perspective. International Journal of Instructional Technology & Distance Learning, 6(10), 1-9.
Summary:
In this article, the interactions between the social and cognitive systems (externalization and internalization) are broken down as they apply to Wikis. The nature of the wiki is to facilitate knowledge through collaboration. The learning process is described through several theories, which substantiate the wiki’s effectiveness.
There are several explanations on how knowledge is shared and cultivated by way of wiki. Four different forms of knowledge acquisition are mentioned including: internal assimilation (quantitative individual learning), internal accommodation (qualitative individual learning), external assimilation (quantitative knowledge building), and external accommodation (qualitative knowledge building).
The key focus of the article is the interaction between different systems which result in the building of knowledge. As knowledge is documented and revised in a collaborative effort, new knowledge is introduced. Thus, a wiki is not just the sum of a group’s prior knowledge, but a “true creation and circulation of new knowledge”.
Review:
This article really goes into elaborate detail on the learning process and interaction between both external and internal thought processes. Several theories are explained and illustrated to show how they are applied through a wiki site. Though there were different theories from different time periods, they were all tied together nicely to reinforce the argument that a wiki is “not just a technology, but a true philosophical way of intending work”.
Citation:
McAndrew, P., & Brasher, A. (2009). Automatic Generation of Audio Content for Open Learning Sources. Journal of Interactive Media in Education. 5, 1-19.
Summary:
Digital Talking Books (DTBs) with embedded functionality can be utilized within the eLearning arena, not only to improve accessibility, but the overall learning experience. Detailed descriptions document how values can be assigned to content and coded so that it can be referenced quickly and easily in an open learning environment. An open source software framework system known as DAISY (Digital Accessible Information System) can transport content into an accessible form.
Through manipulation of program code, the functionality of the software can be modified to meet the needs of different educational domains. For instance, charts and graphs can be made accessible (converted to audio) for math and science. These modifications would be made possible by way of a feedback component form the learner to the teacher.
Many different scenarios and schemas are presented to show how this software could be implemented as a tool for a more efficient learning process. One example is that sections of podcasts could be tagged and archived in a way that they could be recalled based on their content (without having to play the file from the beginning). Cost efficiency, development, and possible issues are also discussed.
Review:
It is almost scary to know that these complex tasks that were once only capable of being completed by a capable human are now being handled by computers processing sophisticated program code and algorithms. If a computer can change it’s state of response based on a user’s actions, it is essentially learning and adapting to its user. Many of the proposals listed in this journal article seem to be a bit ambitious for now, but are definitely feasible in the near future. As mentioned in the article, these systems have their flaws, but are steadily improving as research continues.
Citation:
Stroud, S., (2010). The Classroom in 3D. THE Journal.
Summary:
This article discusses addresses the introduction of 3D technology into the classroom. With the recent release of 3D ready projectors, more and more educational establishments are equipping themselves for the next wave of instructional technology. With the introduction of the 3rd dimension into the classroom, educators hope to enhance their students’ learning experience.
Teachers are excited about these projectors’ capacity to project multidimensional presentations that they hope will help illustrate things such as “complex spatial concepts” in geometry, images of cells in dissections, and virtual fieldtrips. They also foresee it enriching subjects such as astronomy, history, geography, art history, and earth sciences.
Review:
The users hopes and reasoning behind purchasing the equipment is discussed in more detail than the capabilities of the actual equipment within this article. The author does mention that there is limited content available for this technology at this time and that several companies are currently developing 3D media specifically for education. The article is not so much informative from a technological standpoint as it is exciting to know that this technology is becoming more accessible.
Citation:
Cook, J., Pachler, N., Bradley, C., (2008) Bridging the Gap? Mobile Phones and the Interface Between Informal and Formal Learning. Journal of the Research Center for Educational Technology, 4(1), 3-18.
Summary:
Studies were conducted in this article to research the formal and informal relationships when it comes to using mobile phones for learning. High-end mobile phones were issues to a small group of university students to use in a week-long project for a masters level course. Students were all given the same model phone and all data transmitted (text,photos,videos etc.) was captured within an application on the phone.
Following the completion of the assignment, data was retrieved and categorized to formulate a set of research questions. Variables that were taken into account during this process included: User biographies, technical skills, functionality of devices used, attitudes towards learning, and attitudes towards social networks. Qualitative data was then taken from the interviews and analyzed using a narrative case study technique. From here, two themes were explored: Affective issues (attitudes towards functionality of the device) and phone usage in a learner’s formal and informal practice.
Review:
This was an interesting article, which has a lot of relevance to the current issues that educators face on a daily basis. Though the nature of the study is very pertinent, the matter in which it was conducted was very loose. There were no clear-cut criteria or forms of structured analysis developed. Each step just kind of transitioned to a new phase of the experiment without any real guidelines established. As a result, the conclusion was for the most part inconclusive. It was simply stated that there are needs for conceptual work to bridge the gaps between formal and informal learning and that there was a lack of ability to conceptualize effective use of phones for learning. This is an assumption that I believe most people would make without the need of research and analysis. After all, phones are primarily a social device and have just recently been introduced into the education arena.
LaPorte, J. (2009). Integrity and Conscience among the Saber-tooth Tigers. Journal of Technology Education, 20(2), 1-6.
Summary:
In this article from the editor, the economic recession and its relation to the dishonesty in today’s society is compared to the dishonesty of educators within the school systems. The author values the unique practicality of education in technology. He mentions that as an educatory in the field of technology, you gain a better sense or “ability to now when you are about to be duped in the marketplace”.
With society becoming more and more complex, it opens doors for deceptive practice. Educators of technology should feel a certain sense of responsibility to protect the community from this deceptiveness. A comparison is then made between the deceitful practices in society and those in schools. Educators’ motives are questioned as well as the lasting impact that they’ve had on their students.
An analogy is made between the ever-growing complexity of society and the evolution of curriculum. Those courses that once held the most practical value are looked down upon and are now disappearing from schools. This is just an indication that we are heading to a “postindustrial economy”.
Review:
This article is a reflection on where we as educators came from and provides insight as to where we are heading. It is not so much informational as it is a personal revelation. It provides cleverly arranged analogies to show how the integrity of educators and society as a whole has transgressed over time. The author references many outside sources of literature as well as personal experiences to illustrate his perspective. Overall, this article is very insightful and thought-provoking.
Citation:
Kok, A. (2009). Understanding the Wiki Technology from the Systems Perspective. International Journal of Instructional Technology & Distance Learning, 6(10), 1-9.
Summary:
In this article, the interactions between the social and cognitive systems (externalization and internalization) are broken down as they apply to Wikis. The nature of the wiki is to facilitate knowledge through collaboration. The learning process is described through several theories, which substantiate the wiki’s effectiveness.
There are several explanations on how knowledge is shared and cultivated by way of wiki. Four different forms of knowledge acquisition are mentioned including: internal assimilation (quantitative individual learning), internal accommodation (qualitative individual learning), external assimilation (quantitative knowledge building), and external accommodation (qualitative knowledge building).
The key focus of the article is the interaction between different systems which result in the building of knowledge. As knowledge is documented and revised in a collaborative effort, new knowledge is introduced. Thus, a wiki is not just the sum of a group’s prior knowledge, but a “true creation and circulation of new knowledge”.
Review:
This article really goes into elaborate detail on the learning process and interaction between both external and internal thought processes. Several theories are explained and illustrated to show how they are applied through a wiki site. Though there were different theories from different time periods, they were all tied together nicely to reinforce the argument that a wiki is “not just a technology, but a true philosophical way of intending work”.
Citation:
McAndrew, P., & Brasher, A. (2009). Automatic Generation of Audio Content for Open Learning Sources. Journal of Interactive Media in Education. 5, 1-19.
Summary:
Digital Talking Books (DTBs) with embedded functionality can be utilized within the eLearning arena, not only to improve accessibility, but the overall learning experience. Detailed descriptions document how values can be assigned to content and coded so that it can be referenced quickly and easily in an open learning environment. An open source software framework system known as DAISY (Digital Accessible Information System) can transport content into an accessible form.
Through manipulation of program code, the functionality of the software can be modified to meet the needs of different educational domains. For instance, charts and graphs can be made accessible (converted to audio) for math and science. These modifications would be made possible by way of a feedback component form the learner to the teacher.
Many different scenarios and schemas are presented to show how this software could be implemented as a tool for a more efficient learning process. One example is that sections of podcasts could be tagged and archived in a way that they could be recalled based on their content (without having to play the file from the beginning). Cost efficiency, development, and possible issues are also discussed.
Review:
It is almost scary to know that these complex tasks that were once only capable of being completed by a capable human are now being handled by computers processing sophisticated program code and algorithms. If a computer can change it’s state of response based on a user’s actions, it is essentially learning and adapting to its user. Many of the proposals listed in this journal article seem to be a bit ambitious for now, but are definitely feasible in the near future. As mentioned in the article, these systems have their flaws, but are steadily improving as research continues.
Citation:
Stroud, S., (2010). The Classroom in 3D. THE Journal.
Summary:
This article discusses addresses the introduction of 3D technology into the classroom. With the recent release of 3D ready projectors, more and more educational establishments are equipping themselves for the next wave of instructional technology. With the introduction of the 3rd dimension into the classroom, educators hope to enhance their students’ learning experience.
Teachers are excited about these projectors’ capacity to project multidimensional presentations that they hope will help illustrate things such as “complex spatial concepts” in geometry, images of cells in dissections, and virtual fieldtrips. They also foresee it enriching subjects such as astronomy, history, geography, art history, and earth sciences.
Review:
The users hopes and reasoning behind purchasing the equipment is discussed in more detail than the capabilities of the actual equipment within this article. The author does mention that there is limited content available for this technology at this time and that several companies are currently developing 3D media specifically for education. The article is not so much informative from a technological standpoint as it is exciting to know that this technology is becoming more accessible.
Citation:
Cook, J., Pachler, N., Bradley, C., (2008) Bridging the Gap? Mobile Phones and the Interface Between Informal and Formal Learning. Journal of the Research Center for Educational Technology, 4(1), 3-18.
Summary:
Studies were conducted in this article to research the formal and informal relationships when it comes to using mobile phones for learning. High-end mobile phones were issues to a small group of university students to use in a week-long project for a masters level course. Students were all given the same model phone and all data transmitted (text,photos,videos etc.) was captured within an application on the phone.
Following the completion of the assignment, data was retrieved and categorized to formulate a set of research questions. Variables that were taken into account during this process included: User biographies, technical skills, functionality of devices used, attitudes towards learning, and attitudes towards social networks. Qualitative data was then taken from the interviews and analyzed using a narrative case study technique. From here, two themes were explored: Affective issues (attitudes towards functionality of the device) and phone usage in a learner’s formal and informal practice.
Review:
This was an interesting article, which has a lot of relevance to the current issues that educators face on a daily basis. Though the nature of the study is very pertinent, the matter in which it was conducted was very loose. There were no clear-cut criteria or forms of structured analysis developed. Each step just kind of transitioned to a new phase of the experiment without any real guidelines established. As a result, the conclusion was for the most part inconclusive. It was simply stated that there are needs for conceptual work to bridge the gaps between formal and informal learning and that there was a lack of ability to conceptualize effective use of phones for learning. This is an assumption that I believe most people would make without the need of research and analysis. After all, phones are primarily a social device and have just recently been introduced into the education arena.
Friday, February 26, 2010
Captioning
Embedded below is the video that I captioned. It is one of the shortest videos that I created as part of the training we provide to Intern Site Coaches in the district. A lot of the text and captions overlap, but the quality of the video decreased once uploaded to Youtube, so they still serve a purpose in this case. I used Magpie 2 on Mac initially. It wasn't too difficult to learn, however I was unable to open my video within this application (I had no problem with audio files). The final output is a xml file which must be added as a component of the movie and published within Flash.
Sunday, February 21, 2010
Online Assessment
I have posted a quiz on Quiz Star with questions pertaining to the information covered in this course thus far. I only have 1 student assigned to the course, but everyone is welcome to try it with the user account information below.
Site: http://quizstar.4teachers.org/indexs.jsp
Username: bnewberry
Password: etec674
I have never created a Rubric before, but I chose to set it up on a point based system where each point is equivalent to a certain percentage of the total score. It is as follows:
Site: http://quizstar.4teachers.org/indexs.jsp
Username: bnewberry
Password: etec674
I have never created a Rubric before, but I chose to set it up on a point based system where each point is equivalent to a certain percentage of the total score. It is as follows:
Total of 28 possible points. Each point is equivalent to approximately 3.57% out of 100%. The point level assigned to each question was set based on the questions relevance to the course. 4 points being the highest for questions derived from actual class activities or discussions. 3 points for questions derived from the text. 2 points for questions that are somewhat relevant. 1 point for questions having little or no relevance. This quiz is by no means representative of a typical quiz that I would assign to students in an online course. It is merely an example for the purposes of this class.
4 points= 14.28%
3 points= 10.71%
2 points= 7.14%
1 point=3.57% Monday, February 15, 2010
New Media
The new media that I chose to try this week was Voicethread. Voicethread is a tool for having conversations around media online. It is similar to a chat forum with audio, but is designed for the purpose of commenting on specific media files. An example would be a teacher sharing a slideshow presentation with his class online. The teacher could highlight, pause, and write notes directly on the screen while talking and Voicethread wil record these actions with audio and archive them for students to access.
Voicethread is set up so that you can post via telephone, webcam, text, file upload, or microphone. You are able to share a link to your media and invite friends to post threads or even embed your media page within their sites. It is also possible to export your media as a movie for use on TV, computer, iPod, iPhone, etc.
Users within Voicethread are represented as icons on the screen. You can upload your own images to create your own identity, which will be displayed on the sidebar. Users can then click on your icon to listen or view your comments. A single user is able to have multiple identities within the same account and create separate posts without having to log out. This is a graet feature for teachers who plan on having multiple students posting from the same computer.
When I first tried Voicethreading, I was skeptical on its effectiveness as a tool in online education. Now that I have taken the time to try all of the features, I am convinced that it will be a huge contributer to the e learning arena. With this technology, teachers can update their presentations live and make them accessible to students at any time. Students can even download the original presenation file in read only format to print. I see Voicethread being especially powerful for use within the K-6 grade range. As Dr. Monaghan mentioned, children at this age always want to share what they've created or learned and if you can leverage this enthusiasm, it can make for a flourishing learning environment.
Overall, I was very impressed with this new media tool. It is great for producing instructional videos or tutorials to be distributed online (without the need of additional software). It is very flexible in that you can upload any file as the focus of discussion, whether it be a picture, text document, video etc. Once created, the Voicethread page can be resized and embedded anywhere on the web. It even has the option to automatically export to various popular social networking sites. This is great for archiving resources within your own personal sites. I know that once Voicethreading is discovered by educators that utilize the web, it will become an integral component of their instruction.
For more information on Voicethread visit: http://voicethread.com
Voicethread is set up so that you can post via telephone, webcam, text, file upload, or microphone. You are able to share a link to your media and invite friends to post threads or even embed your media page within their sites. It is also possible to export your media as a movie for use on TV, computer, iPod, iPhone, etc.
Users within Voicethread are represented as icons on the screen. You can upload your own images to create your own identity, which will be displayed on the sidebar. Users can then click on your icon to listen or view your comments. A single user is able to have multiple identities within the same account and create separate posts without having to log out. This is a graet feature for teachers who plan on having multiple students posting from the same computer.
When I first tried Voicethreading, I was skeptical on its effectiveness as a tool in online education. Now that I have taken the time to try all of the features, I am convinced that it will be a huge contributer to the e learning arena. With this technology, teachers can update their presentations live and make them accessible to students at any time. Students can even download the original presenation file in read only format to print. I see Voicethread being especially powerful for use within the K-6 grade range. As Dr. Monaghan mentioned, children at this age always want to share what they've created or learned and if you can leverage this enthusiasm, it can make for a flourishing learning environment.
Overall, I was very impressed with this new media tool. It is great for producing instructional videos or tutorials to be distributed online (without the need of additional software). It is very flexible in that you can upload any file as the focus of discussion, whether it be a picture, text document, video etc. Once created, the Voicethread page can be resized and embedded anywhere on the web. It even has the option to automatically export to various popular social networking sites. This is great for archiving resources within your own personal sites. I know that once Voicethreading is discovered by educators that utilize the web, it will become an integral component of their instruction.
For more information on Voicethread visit: http://voicethread.com
Monday, February 8, 2010
Sunday, February 7, 2010
Session 4 Assignment
1. Some examples of textual information as it pertains to e learning are announcements, emails, instructions, bulletins etc. This medium lacks media richness and social presence, however serves its purpose well. This purpose is mainly to communicate or transmit information. Media richness is not essential when there is little or no feedback or reply expected.
Presentations incorporating graphic slideshows are usually created using common software so that the files can be downloaded and viewed independently. Some of these programs include Powerpoint and Keynote. These programs allow their users to incorporate graphics and text into a slideshow format. This form of communication has the potential to be very media rich depending upon how it is developed. They vary form being text based to incorporating audio and video. This form of communication in e learning could also be viewed as being multimedia.
Spreadsheets and databases include calendars, grade books, and Excel files. These are similar to textual information in that they are generally lacking in media richness. They effectively serve their purpose to display and communicate multiple pieces of information in a format that is easily understood. Also, like with slide shows, they can be downloaded and viewed or manipulated independently.
2. I believe that when presenting textual information the layout is most important. With a background in graphic and web design, I have a fairly decent amount of experience in text layout. A font choice that is easy on the eyes is the first step (nothing too busy, preferably a san serif font). Next is organizing the information logically so that it reads well. Grouping or chunking the information in a condensed format is always a good idea when presenting text on the web. Providing anchors or links that skip to different areas on the page is also preferable if it is a large document.
3. Synchronous communication in e learning refers to correspondence between two or more individuals simultaneously or at one given time. An asynchronous means of communication would be the communication between two or more people through an extended duration of time or intermittently. In order to determine which is the best means of communication for a given task, you must evaluate the parties involved and their availability as well as the purpose for the discussion.
Synchronous communication demands engagement and requires its participants to reply spontaneously. These are best implemented when there is a focused discussion or timely topics are addressed. Scheduled synchronous meetings are best when they are rich in media and are the closest thing to face-to-face class meetings in the e learning arena. Asynchronous communication is better served for discussions that are intended for debate or that anticipate multiple replies from a variety of participants with different schedules. They are more convenient, however lack the social presence that synchronous communication exhibits.
4. The CMS system that I use is Moodle. I have included a section for live chat within my course layout. This allows multiple parties to log in and have a real-time synchronous chat via text messaging. I have yet to use this feature because the end users complete the required training on their own time. I am not aware of any other tools offered that support synchronous communication in Moodle.
5. Moodle has multiple tools and features that support asynchronous communication. The primary feature is the ability to create forums. You can create a forum for a specific course or topic of discussion, for general information, or have each person post individually. Other tools for asynchronous communication within Moodle include surveys and forms for feedback. Moodle also has the capacity to send and receive emails.
6. Something that I would implement within all of my online courses would be some sort of forum or survey specifically designated to retrieve feedback from my students and record their contact information so that I can respond to their comments or concerns. I would do this within Moodle by utilizing a forum option and develop my own survey using php technology and embed it within my course modules. This would be a form of asynchronous communication that would allow me to provide some level of customer support to my users and would ensure customer satisfaction. It would not only allow interaction between groups within a forum, but would also make it possible for students to be contacted independently for private discussions. I would reference this feedback when updating my course material and use it to improve my courses for future students.
Thursday, February 4, 2010
Dr. Monaghan Synchronous Session
The session with Dr. Jim Monaghan was very insightful. I wasn't aware of the level of support that we have on campus with regards to online course development in comparison to other college campuses. I have worked with a few members from their office in the past that have been very helpful. If I were having difficulty with a particular task within my course management system, they were my first resource. I would recommend contacting either Mauricio Cadavid or Edgar Chabolla. I they don't have an aswer for you they will find one.
That's what so great about this line of work. Everything is all so new and is constantly evolving at a rapid pace. Jim had mentioned himself that often times faculty here will show him something he hadn't known. He referred to them as "trailblazers" or individuals who aren't afraid to step outside of the box and try something new. I feel that if your expertise is technology, you should never get comfortable with a set way of doing things. If you find a system/program that fulfills your needs, you should always look to continue to develop on that foundation.
Another topic of discussion was how purchasing for online development would affect an institution financially during these harsh economic times. I think that those institutions that already have faculty and staff designated for this specific purpose are at a definite advantage. They already know the essencials for getting started and can predict the direction that e learning is heading. This is very beneficial, as it will save time and money when it comes time to purchase new equipment and software. I've found that the best way to find out what works for you, as far as software is concerned, is to try the applications first. Most companies offer trial or demo versions of their products nowadays. It is very difficult to find one application that does everything you need, so ask people who use the applications to determine what they would recommend. I personally used a combination of over 8 different programs to create my online training modules.
This discusssion has opened my eyes to the vast possibilities for those involved in the e learning profession. I foresee all universities eventually committing to e learning as a long term investment. With technologies like Kindle and iPad recently being introduced, who knows what kind of impact online courses will have in the near future. With online access on cell phones and other hand held devices, students will be able to enroll in classes, order and read textbooks, upload assignments, and communicate with their professors and classmates from anywhere in the world.
That's what so great about this line of work. Everything is all so new and is constantly evolving at a rapid pace. Jim had mentioned himself that often times faculty here will show him something he hadn't known. He referred to them as "trailblazers" or individuals who aren't afraid to step outside of the box and try something new. I feel that if your expertise is technology, you should never get comfortable with a set way of doing things. If you find a system/program that fulfills your needs, you should always look to continue to develop on that foundation.
Another topic of discussion was how purchasing for online development would affect an institution financially during these harsh economic times. I think that those institutions that already have faculty and staff designated for this specific purpose are at a definite advantage. They already know the essencials for getting started and can predict the direction that e learning is heading. This is very beneficial, as it will save time and money when it comes time to purchase new equipment and software. I've found that the best way to find out what works for you, as far as software is concerned, is to try the applications first. Most companies offer trial or demo versions of their products nowadays. It is very difficult to find one application that does everything you need, so ask people who use the applications to determine what they would recommend. I personally used a combination of over 8 different programs to create my online training modules.
This discusssion has opened my eyes to the vast possibilities for those involved in the e learning profession. I foresee all universities eventually committing to e learning as a long term investment. With technologies like Kindle and iPad recently being introduced, who knows what kind of impact online courses will have in the near future. With online access on cell phones and other hand held devices, students will be able to enroll in classes, order and read textbooks, upload assignments, and communicate with their professors and classmates from anywhere in the world.
Sunday, January 24, 2010
Week 2 Focus Questions
1. The four major categories of LMS/CMS functionality:
· Distribution of course management information
· Student-instructor and student-student communications
· Student interaction with course resources
· Online testing and grading
2. The LMS software that I currently use is Moodle. Moodle is structured to accommodate almost any file format and is great for posting resources and maintaining a database of user statistics. I use it solely to provide training and support to the Intern Site Coaches in our area. I find it to be a very user friendly and versatile means of distributing instructive information.
As an administrator, I am able to update and upload information at any time and post news that the end user can access immediately upon logging in. I haven’t used this system to build a course with multiple assignments and syllabus, however I know that the system is more than capable of perpetuating this. I do have a section designated for resources such as links to external sites and supplementary content.
As for communicating with registrants, it is for the most part asynchronous. I have a section available where users can email me directly as well a forum for ongoing discussions. I have not established a means of synchronous communication because the Site Coaches complete the training modules on their own time. Setting up a live chat forum is an option in Moodle that I haven’t yet had the need to utilize.
Interaction with content within Moodle is what makes it so special. Your layout and content as a course creator is entirely up to you. There are few limitations and almost endless possibilities for those who are technically inclined. I have implemented multimedia components such as Flash videos and provide case of multiple-choice scenarios along with individualized feedback for each possible response. Moodle merely provides the tools to construct an online course, the layout and content are entirely up to you as the developer.
Moodle can be configured so that tests and quizzes within your course are graded automatically. Grades are computed and accessed via an online grade book. As an instructor, you can view details such as when a test was taken, what questions were missed, what percentage of the class missed a particular question, how long it took an individual to complete an online task, etc. Detailed reports can be generated containing such information, which can serve as useful feedback for an instructor when making revisions and updates for future courses.
3. Elearning has many advantages over learning in a typical classroom environment. As an instructor, you are able to reach a far broader audience and manage data derived from each student much more efficiently. Resources can be made accessible to students at all times and students can even track their progress in a course or even a particular assignment. An elearning environment is convenient for both teachers and students, efficient as it saves time and money, and effective. Best of all, everything is archived automatically, so there is no discrepancy over grading.
Committing to e learning is understandably a tough move for a veteran teacher to make. It goes against the traditional way of thinking and may pose a steep learning curve for teachers that aren’t comfortable with computers. Even though I prefer developing course material from a computer and have vast experience with web design, I am fairly new to the elearning arena. Unlike most, my most difficult task lies in obtaining a better understanding of pedagogy and applying it to my technological expertise.
My approach to course development will most likely be from the perspective of a student. I have little experience in teaching, so I would be sure to retrieve plenty of feedback from users to reference as my course evolves. I will be sure that my lessons are rich in media to maintain the viewers interest along with links to recommended sources to promote further research. I will also keep detailed reports and conduct analysis to determine the effectiveness of my instruction.
I believe that it is better to build a basic course and expand upon it as you go, than to overdevelop a site and have to retrofit it later. It is important to know the resources you have at your disposal and to implement them as you see appropriate for the course. Too complex of a site can pose to be more of a distraction than an advantage. Working on a college campus, there are a plethora of resources available. I would not only advise faculty to look into what software is available, but also the workshops offered to familiarize them with these applications.
There are a number of ways to go about acquiring technology skills and developing new teaching methods. I have found that reaching out to fellow faculty and staff with experience where you are lacking is a quick way to acquire support. Once you begin to grasp the basic concepts and functionalities of your LMS, you can expand on your knowledge with online resources such as forums and tutorials. I’m never afraid to challenge myself and experiment. I prefer to research and evaluate similar courses, then recreate and adapt the components that I am fond of to my needs.
Just as planning is essential in the design and development of a strong web site, planning is critical for an effective elearning course. I first look at the end user ask what it is that I am trying to achieve. A well-structured layout should be easy to follow and accessible. Nobody likes having to remember a series of links in order to access one file. Ideally, you should be able to access anything in the course with only a few clicks of the mouse. Resources should be grouped according to the topic and should be selected with the end user in mind. I try to predict what they will and will not know coming into the course and monitor the test results to adjust the content.
4. One-way communication can be described as an announcement or a message in which you do not anticipate an immediate reply. Posts within an elearning course are a typical form of one-way communication. This may include news, resources, documents, instructions etc.
Two-way communication is when a massage is sent and a reply is expected. These would be areas within an elearning course where students correspond with each other and or the teacher. Some examples of these could be emails, forums, blogs, and interactive forms.
Some examples of tools used in Moodle that are classified under one-way communication include resources and external links, news and updates, course instructions and syllabus, and calendar. Even though you could receive a reply or inquiry pertaining to any one of these, they don’t prompt an immediate response from the reader. They simply serve as information for the user.
Two-way communication, on the other hand, induces a response from its reader. Some examples of two-way communication in Moodle might include email requests, discussion rooms or forums, and forms designed to request information. Even though these aren’t forms of synchronous communication, they involve communication between more than one party at one point or another. I prefer the use of forums because they are open to anyone to provide input and are categorized by subject. You could post a question in a forum and get multiple responses. This is great for elearning because it allows for an asynchronous conversation between multiple people that is documented and can be searched by keyword.
Wednesday, January 20, 2010
ETEC-674 Introduction
My name is Nathaniel Wildes and I am a staff member at CSUSB. I work for both the Intern Grant and the Literacy Center. I am very interested in this course because it will enhance my knowledge as it pertains to what I already do at my current position. I am resposible for developing online training modules for the Site Coaches in the region. I try to make these modules as engaging as possible, however I know that gaining a better understanding of the learning process would greatly benefit me as well as the end users of my training.
I have experience in developing web sites as well as online courses, but hope to gain a better understanding of other means of online interaction such as podcasts, video conferencing, and blogging. I prefer email or massaging as an asynchronous means of communicating and face to face for synchronous and know that it will take some time to get comfortable utilizing other online resources. I look forward to participating in activities that require methods that I am unfamiliar with as well as interacting with fellow faculty and staff.
I have experience in developing web sites as well as online courses, but hope to gain a better understanding of other means of online interaction such as podcasts, video conferencing, and blogging. I prefer email or massaging as an asynchronous means of communicating and face to face for synchronous and know that it will take some time to get comfortable utilizing other online resources. I look forward to participating in activities that require methods that I am unfamiliar with as well as interacting with fellow faculty and staff.
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