More observations on IT6140

While observing the course a few things I noticed.
In regards to blogging- it was interesting that during our presentation Dr. Zhang asked if we thought the blogs were used as strictly an assignment/something students HAD to do to get their points or if they were actually using them as tools. We all agreed that the blogs were definitely an assignment. As is evidenced by the drastic slow down of activity when there wasn’t a specific blog due. However, there were a few times that specific questions were asked and answered. This was especially true with technical questions. For example, the approach to using Dreamweaver in class was described as very constructivist – which had the students reading articles, watching tutorial type videos, and playing with the program. This highly annoyed many students and frustrated them. Dreamweaver is a pretty robust program and could be the focus of a whole semester course so when students ran into problems they used the blogs to vent and ask for help. The others reading their blogs were VERY helpful. I wish this interactivity was more common throughout the rest of the blogging instead of the simple “smiley face” messages (not that we don’t appreciate those too!)
I also found it interesting that some of the questions asked after our presentation were about group activities. Upon reflection, there weren’t any real groups for this course. That may be a specific strategy that Michael was trying to avoid, this being one of the first courses and online group activities tend to be a little more difficult – especially in an asynchronous environment.
Another issue brought up when telling the class about our experience was the issue of email. It is nice that Michael sends out email, but I don’t know if I would want to send out so many. For me it goes back to student responsibility – do I have to hold their hands every week to remind them to do their assignments? The assignments have already been provided, the timeline, and due dates already set up and communicated. It should be the student’s job to stay on top of managing their education. This is, for me the idea of push versus pull – I have already pushed the information out to the students, it is not up to me to pull them to each and every requirement.
This also relates to the way in which the information was given to students. The Assignments tab was empty – although there were assignments due. The information for each Unit was given in a single document with links and resources. This seemed very clumsy to work with. I will do this a little differently as I am setting up my course.
Overall, I have learned a lot of what I want to do, what I can do, and some different perspectives on why decisions have been made in online courses.
Thanx!!

FIT Team

I am amazed at how well our group worked together to complete our assignment. When I was originally added to the group I was somewhat concerned because they had already met and assigned roles between the three of them. They also had discussed some problems with communication and issues they had with the instructor of the class we were observing. So I came in, late to the game, hearing not so happy experiences. However, we met; we reassigned responsibilities and figured out how to work together. It was nice to talk to others who were experiencing the same problems, frustrations, load of email, new experiences, and new strategies. We set up (or asked Dr. Zhang to set up) a group page for us within our Blackboard site and used this to send email and exchange files. We put up individual documents for each of our goals (new activities, modifications to the current assignments, intro, course overview, etc.), a few drafts of our final paper, and drafts of our presentation in PowerPoint. We used the file exchange to share and update the document. Additionally, we met a few times on our breaks and sent a few email. We talked whenever we had a chance (before and after class) or whenever any of us had specific questions or issues. It was good to have a little time in class last week to meet and finalize the presentation – who will be leading, who will be talking about each specific part, etc. Overall, I would have to say that this is the smoothest a group has run in awhile. Each of the ladies worked hard and added to each part of the document, checked over the final document, included resources and made sure there were no errors. Thank you for assigning me to a great, flexible group.

IT 6140 Observations

It is interesting to hear what the other classes are doing and the issues they are having every week. I am glad that the requirements for the course we are observing have slowed down. We originally had blogs to monitor and respond to, as well as giving feedback and evaluating student assignments, such as PowerPoint games and Productivity tools. It was interesting to see some of the tools students were asked to use and the different ways in which they could apply them in their classrooms. For example, students were required to create a game using a PowerPoint template and add their own content and modify it to fit into their classroom and meet their class objectives. We had to critique the games the students were creating part way thru their completion and offer advice and ways to better meet the requirements of the assignment and in turn their students’ needs. This served as a sort of formative evaluation. At the completion of the game we were asked to use the rubric the professor provided to give our assessment of the game. He reviewed our feedback and we were allowed to review his assessment. We were also asked to use his rubric and assess the use of Microsoft tools such as Word and Excel to create classroom aids such as attendance rosters, newsletters, calendars, seating charts, certificates, and other tools. As I said, the requirements have now slowed down – we are just monitoring and responding to blogs. Each student is required to blog on assigned topics and readings and respond to one another’s blogs – I am not sure of the exact requirement on how many or who they have to respond to (if they are in groups or have to read 4 different blogs each week) but it appears there in not much interaction in the response in the blogs. This is something that I will have to find some strategies on how to encourage the interaction in my own classes.

Thank you Classmates

As I was planning what to write, it got me thinking about online versus face to face discussion. I asked for help in how to plan, require/expect student participation, and/or assess that participation in classroom activities. Not only did I receive some EXCELLENT suggestions, but it also got me thinking about the loss of that and other face to face discussion opportunities – now don’t get me wrong I firmly believe in online instruction (as long as it is done right) and believe that robust discussions and excellent suggestions can be shared in an online environment, but I don’t know if it would give the same results.
I completely appreciate the suggestions that were given in class, but still have questions that need answers as I convert my class. For example, I asked about those in-class activities like the quiz that Wali gave or the poem Sue has us write – you do those in class because you are there, you’re expected to participate and it adds to the dynamic experience (jumping on those “teachable moments”) but would you do them in an online environment. You wouldn’t have the immediate feedback, you wouldn’t be able to easily break into groups and discuss – I know you CAN, but would you, as an online learner (especially if there were no credit/requirement)? The instructor has to plan and set up a lot more, as compared to “OK let’s break into groups and take 10 minutes to discuss this.”
I also had questions about missing assignments. If a student drops out for a week or so, how do you handle that – Is it my responsibility to hold her hand and make sure she learns (you can bring a horse to water, but can’t make it drink), do I have to nudge her or let her (or him of course) take the reins? I am already a parent to two children – do I gain 15 more every term??
Regardless – I thank you all for your suggestions!!

Mid-Semester Reflection

I have had the unique opportunity to observe two courses for this FIT assignment. First, the 7150 course – this course is set up very differently from the second course (6140). It is great to see that there isn’t one right answer, one formula for a successful online course. Of course, that makes designing and facilitating a course that much harder, there isn’t a specific road map to follow; which is, essentially the purpose of us taking place in these courses. By observing many courses and discussing pros and cons, as well as different strategies we become equipped to take the best of all for our courses. In 7150 I observed reflections in the discussion board and collaborative group projects. It was also interesting to see voice annotated power point presentations by the students. This is definitely a skill I plan to teach and employ in my courses (or some variation). Because of the group work, it was decided that this course may not fit our FIT needs so I was then transferred to 6140 to continue to observe and take place in their course. This course was set up very differently. Lots of multimedia pieces, web resources, and blogging were integral parts of this course. Of course, different content necessitates different strategies and tools. There is a video introduction of the professor. I think this is a great idea – it allows the students to actually put a face to the instructor since this course meets exclusively online. I have been asked to pre-grade/critique assignments, as well as respond to blogs the students have created. It has been interesting to have “conversations” on their readings. I think blogs are a great way to do this. Blogging seems more conversational and closest to an in-class discussion. The instructor is very present and sends plenty of email to clarify issues, answer questions, and nudge students.
All in all I think this opportunity will allow me to learn and employ many differing strategies for my own course.

My Face to Face Special Topic

Thursday in class I presented my topic on Asynchronous and Synchronous learning. If I had to do the presentation over, I would have omitted the card game or at least seriously revamped it. I wanted to get the point across that our students (and ourselves) come in with different abilities, different expectations, different everything and we are tasked with communicating and resolving those differences by using different (have I used that word enough) strategies as a facilitator. However, I think I could have accomplished that in a (wait for it….) different way. (I love being a smart ass :) ).
I liked demonstrating LTU’s synch tool – Horizon Wimba. I also like teaching with it. However, other online classrooms/educational experiences can be facilitated with other tools or strategies. I didn’t have lots of time but would have liked to show live chat --both typed and verbal (which are valuable parts of Wimba). Asynchronously, using discussion boards (which I have some great and not so great examples of – it is sometimes great to learn from things which have worked, but I think more valuable to learn from things that didn’t work!!). I am also looking forward to using some Asynch tools like the annotated PowerPoint presentations I have seen in the courses I am observing. Using the video clips, audio clips and of course online resources are also great ways to convey information. As for the communication part I really like the idea of figuring out your problem then the technology tool to fix it – a very IT way of looking at development, but not the standard way we usually do it.
I would have liked to spend more time talking about and debating the pros and cons of the different types of communication (Asynch vs. synch). Overall, I think it went well and would happily answer any additional questions anyone has.

Unintended Directions

I don’t believe the discussion of collaborative, cooperative, and competitive learning was a topic that the instructor intended as one of the topics for last week’s class. However, it was very valuable to me. I didn’t really have a good handle on the difference of collaborative and cooperative learning. I often use them interchangeably or together.

I then used my new found knowledge to view my online course. I found specific examples of collaborative learning – they had a big project and instead of working on the whole problem together they split it up – with four group members and four objectives -they each took one, tackled it independently then re-grouped and made it fit together. This is how I often see groups work and have worked in groups this way many times myself. I can’t think of many times where groups have worked cooperatively – this is much harder and requires much more interaction. There was, however, one time I can think of that my group worked cooperatively. We were in Tim’s Digital Video class and a few of us knew we like to work with certain people for groups (you know how that goes, as you get more into the program and meet more people and you figure out who you like to work with/who does their fair share and who you would rather not work with). Tim requires a group project and asked for groups of 3-5 members. Well a few of us knew who we would like to work with and those few liked to work with others that we hadn’t worked with before, so our group just branched out and we ended up wanting a group of seven. This was much larger than Tim’s intent, but he decided to let us work together as one group – of course, he doubled the requirements. Because of the large size and our comfort with each other we did work very cooperatively. We had lots of Saturday meetings and quite a few beers afterwards, but it was a lot of fun and we produced a quality project (check it out at http://itlab.coe.wayne.edu/srhodes/WSS/intro.html).

For online groups to be able to work collaboratively, there must be some ability to work synchronously I would think -- even if it is something as simple as a chat or skype. Speaking of synch and asynch, I have to go work on my special topic. See you in class.

Observations

It was good to hear about LMS from Trevor. He obviously did some research. Interestingly enough, the research shows some of the same things we already know – some faculty will use technology to varying degrees, peers influence adoption, support has to available, and younger faculty are more likely to use technology. Hopefully with the data to prove this, more universities will provide the necessary supports.

Although I pretty much forgot to turn in the peer evaluation, I think it is a great idea to offer the peer evaluations, especially, in an anonymous way. Trevor will get the feedback and no one will feel exposed. This way Trevor (and subsequent presenters) will receive valuable comments and be able to improve. I always find the comments on my instructor evaluations very helpful.

One of the topics we discussed in Trevor’s discussion activity at the end was some of the pros/cons of Bb. Our group said that the uniformity of most Bb sites made the interface very boring. I then read on my 7150 course site how the students were bothered by the fact that the use of Bb was different from other courses. They expected the content to differ but the basic interface to be the same. They found it distracting for things not to match up exactly. It’s funny how point of view can vary.
There also seems to be a few technical problems – files repeated in different menus, electronic versions of articles jumbled, etc.
I would assume that this being their 7th class, their 4th semester, a lot of these problems would be worked out.
It appears that there aren’t a whole lot of “meaningful” posts - a lot of “me too”, “I had the same problem”, etc. and the discussion thread dies as soon as Dr. Guerra posts. This ties in directly to the idea of when should the facilitator step in – too early and the post dies – too late and students are frustrated.

It was interesting to see how the groups were created (self selection) and how some took the lead, while other groups have just been formed.

As I read more into the reflections, the posts got more meaningful and really insightful. However, I am not seeing a lot of responses nor a lot of interaction, except, of course, from the instructor. She seems to answer or respond to most if not all posts – what a lot of work for her!! According to the record of viewed posts, not a lot of students are reading the posts either, at least not deep into the thread. I am also not seeing any personality – I would expect that these people somewhat know each other. No one is giving another student “a hard time”, there aren’t any jokes, and there isn’t any banter – how boring!! I couldn’t participate that way – maybe I am too much of a smart ass.

It also struck me that the initial post was made on the 8th, and there were no responses until the 15th and then ran through the 21st (it may be a short window that they are expected to post in and I missed those directions), but it seems so long in between initial request and adding content. Also it drove me nuts that they rarely changed the title (including the instructor/facilitator) – so I didn’t know what the message contained.

Of course, being a lurker, I don’t really know the rules or the interaction yet!! I’ll keep observing

First week of facilitation issues

I think it was very valuable to do the in class exercises and share sample ways to solve problems thru the online communication. I do teach partially online and often deal with some of the specific problems mentioned in the exercises. Some of the strategies, wording, policies, class structure, etc. make sense and can be directly applied to what I am doing. Such as asking for a reply if you have received the message, asking for other views, or offer additional time and ending the message with an open-ended question.
A lot of the problems we talked about had to do with technical problems and making sure to alleviate student frustrations.
In some of the responses and the instructor comments I found them to coddle the student too much. I know I would not stay up until midnight to ensure a student doesn’t have technical problems. Being on both the instructor and student side I firmly believe that the student should be in charge of their own learning. This fits in with the student-centered approach that is emphasized with this style of learning. Babysitting the computer for those students who wait until the last minute is frustrating to me, as an instructor/facilitator!! As a student, I am one of the worst dealing with procrastination, but I know it is my responsibility as a student to set aside time to work on my assignments and submit them in a timely manner.

I also found it great to go through some of the details of Blackboard. I have used Bb from the student side for about 5 years. I have only had the opportunity to use the system from the instructor side of it for just over a year. I have taught myself how to use the control panel and am still in the process of learning to use all the tools. So, viewing some of the options was helpful.

One of the issues I have noticed with the premise of this style of learning – asynchronous – mentioned in the book is the idea of your students being all over the world, in different time zones, speaking different languages, with differing points of view, motivations, etc. This is a huge issue and a new concept for me to get my head around. I teach online synchronously, so I can directly communicate with my students. This semester will definitely broaden my horizons, not only with the course, but developing my own course online in an asynchronous environment.

Online Facilitation

Online Facilitation requires the “teacher” to take a more advisory role. The teacher is no longer the “sage on the stage”, but the “guide on the side.” This style of teaching is definitely more learner centered. The learner has a lot more responsibility for his own education. This may be a very difficult way for most teachers to teach. We are taught mainly a teacher centered approach when in undergrad and earning our certifications. The higher education facilities that are preparing teachers may have to start including more varied teaching styles – especially with the online experience requirement that our public school students now have. We are going to need someone to teach these classes and deal with students who are learning in these environments.
One of the issues I have with online courses is the isolation. This problem can be counteracted with the idea that facilitators will have to make sure that the interaction between students and themselves is very robust. But then how do you measure those interactions?
I also have issue with the idea of team building or groups – most of us in graduate programs have enough problems when working with groups face to face, let alone to add the additional layer of asynchronous online “interaction.”
This is another responsibility that the facilitator has. So although the student has more responsibility for their own learning, the facilitator now takes on additional roles of team builder, guide, motivator, technical support, etc, etc, etc.
Salmon’s five stages help with some of these tasks and turn over some of that responsibility back to the student. The first few stages make a lot of sense to me – making sure that students are able to access and use the technology and start getting comfortable in the environment. There are, of course, problems with this too. Unless you have a cohort group, your learners will come in at very different stages and comfort levels (as is true in f2f courses too). The motivation and socialization are very important steps too. Students have to know the “why” am I bothering with this modality of learning, other than the convenience factor. I think the socialization aspect may be easier for our students who are growing up in the social networking environments.

Welcome to my blog!!

This is my first blog.
I often use blogs as an example of a way that my students can use online tools. I have even suggested and looked at blogger.com. However, this is the first time I have actually started and kept a blog.
I am actually very bad at keeping up with something like a blog. I have a problem with procrastination. I am more about the immediate, the now. Get a specific task done and move on to the next. Keeping up a blog seems like wasted time to me. Maybe this runs back to those junior high days where we had to keep a journal every day – yuck :(

I know some people find it very valuable and maybe with this specific purpose and our online community I may change my mind. As I said, I have never blogged before, it will be nice to have the actual hands-on example I can relate to my students. My students are classroom teachers. They are dealing with a lot of the new technologies like blogging, social networking, and all the web related content that is new to them but taken for granted by their students. Using these tools may help these teachers reach their students in new ways.

I am interested to learn about the new strategies and techniques for teaching online. I am in the process of transforming a course I currently teach from a hybrid course (50% onGround and 50% online in a synchronous environment) to a completely online course. I have not decided if the course will be asynch or synch (or a blend). Hopefully, through this course I will learn some specific strategies which may help me make my decisions. I am glad that this course will directly apply to my work.
I am looking forward to a great semester!!
-Stacey