Graphic Organizer Responses

I responded to Marlon Wade's Storyboard at http://cybergogue.blogspot.com with the following post:

Thank you for mentioning the administrative tools. These tools are also an important aspect of collaboration that we sometimes fail to mention.

I also commented on Aimee Cothran's post at http://aimee-educ7102.blogspot.com


Aimee, I enjoyed viewing your graphic organizer. Since all learners have different degrees of experience using technology do you think this can affect the way in which students think and communicate and collaborate with others online?

Tools for Success in Online Learning

My graphic organizer can be viewed on this blog or at the following link:

http://www.mindomo.com/view.htm?m=9ef1c01fb0f946e197bb30d6b6e77df5






Many of the technological tools that learners use outside the classroom can also be used in online classes. The capabilities of software that formerly had to be brought as a separate program to be downloaded to one computer have been included in internet based software. There are a lot of advantages to internet based software such as using less memory on your computer and capabilities from any computer as long as you can access the internet. In addition many hands on technology tools are now being computer simulated. Therefore you can access a robots tutorial program and work with a simulated robotic arm online rather than having to purchase a robotic arm for thousands of dollars. In an online learning environment, these devices, and tools are great for adding manipulatives to the course. Students therefore can learn without purchasing any additional software or devices.

Fascinating Storyboards

It is enlightning when you can see what goes on behind the scenes of a great movie or play. It is always facinating to see how these forms of entertainment really started and how they made them interesting. I viewed several storyboards that proved to be great short films in the making. Take some time to check them out!

http://kofianane4.wordpress.com

The four faces of the virtual world is quite interesting. It gives me the sense that your storyboard will capture the attention of its viewers.  Your graduation section would be great if preceded or followed by statistics of the graduation rates of students enrolled in distance education courses.  Your connection to the real world is unique. Your clips of the St. Louis public school will show that your storyboard is actually based on factual information.  Thank you for your posting! You have done a marvelous job on your storyboard so far.

Aisha Chadwick - http://chadwickeds.blogspot.com/

Aisha, your storyboard is very realistic. I mean let’s face it; many people don't want to hear someone go on and on about information that they already know or don't want to hear. What you did is point out several examples of really great online games and classroom assessments that many educators, parents and students need to hear about. The one thing that I think would be really great is to point out how the students feel about these websites. It would give your viewers a chance to see how the students felt about using these websites. Great resources!

My Responses to Module 3 Blogs

Check out my responses to other module three discussions on online communities at the following blog sites:

Janelle Horton at http://mshorton.wordpress.com/

You hit the nail on the head regarding the importance of a supportive culture being established early on. Many non-responsive online community members may have issues. From a sense of inadequacy to a need for new writing skills, many people that are not contributing may need some extra support to help them get on the right track.

Georgiana Newson at http://gnedtechspace.blogspot.com/

I have also noticed that the amount of time expected to respond has decreased. Lets face it technolgy is everywhere and so is the internet. It has become the norm for people to expect a response fast quick and in a hurry via the world wide web!

How do we get shy Fran to collaborate?

Let’s face it, although many students have to collaborate in an online learning environment, how many do so by choice? Are they doing it just because they have to, or for a grade? That is not collaboration! Real collaboration in my opinion should start off like a ball of yarn that has been thrown to a cat. At first the cat’s response is slow, but once it realizes what it is and it is full of fun, the cat will take off playing with the ball of yarn for pure entertainment because it likes it! The same should happen with online collaborative learning.  The students should collaborate and like doing it as well.  You may say well what about Fran? She does a great job with her online posts but not our discussions. She is hardly ever present and when she does collaborate it seems as if she doesn’t belong.   How can we keep all students, even Fran, engaged in collaborative work?

When encouraging students to participate in collaborative learning initiatives adult learners should have the option to customize some of the work involved. Differentiating instruction is not only important for students; it is important for adult learners as well.  Whereas there can be a matrix of assignments that the students can choose from. The students then can choose from an array of discussion topics, assignments or jobs that they can complete.  By giving them the opportunity to choose their work or functions in the online community they can take ownership of their work.  Their varying skill levels, preferred ways of learning and assessment can now be showcased.  In addition each topic should encourage the students to add their personal views. It is important to “encourage students to share experiences & beliefs in online discussion” (Swan, 2004) .Shy Fran can then choose a topic that she is interested in.  That way each student will participate.  

The instructor can also encourage student to student and student-teacher collaboration by developing:

-          Rubrics

-          Detailed grading systems

-          Requirements that stress the importance of collaboration.

-          Reward System

-          Class office hours

-          Student Access to online help

-          Instructions for creating class projects

-          Sample model class/coursework

-          Encouragement personalized help for bashful and intimidated students.

Additional suggestions can be found in the Relationships Between Interactions and Learning in Online Environments , some of which are to: “ make participation in discussion a significant part of course grades. Develop grading rubrics for discussion participation. Require discussion participants to respond to their classmates postings &/or to respond to all responses to their own postings. Stress the unique nature & potential of online discussion in faculty development”. My collegue Janelle Horton made an excellent point in her blog, Ms. Horton's Hangout. She stated that "having collaborative learning assessed for a grade should deter students from not participating in the learning community" (Horton, 2010). These increased rules and regulations should also encourage participatin in the online community.

Finally we all need to recognize that not all students are on the same level intellectually. A student that does not participate often may be intimidated by writing or novices at using a computer. Encouragement is critical when others fall behind to ensure that they all finish as a team!

References

Horton, J. (2010, October 9) Module 3 - assessing collaborative efforts {Web log comment} Retrieved from http://mshorton.wordpress.com/.

Swan, K. (2004). Relationships between interactions and learning in online environments. The Sloan Consortium.

Asyncronous vs. Syncronous Storyboard

Asyncronous vs. Syncronous Communication is the topic of my storyboard. Please feel free to comment on it's components so far.

The storyboard below with image clips can also be viewed at:

https://docs.google.com/document/d/1YuyELEwFLTakKZEuE8pETRmdhqtXcrb7SVJohmyaFw8/edit?hl=en&authkey=CPyqyLgE