The end is here for our second course towards our Online Teaching Certificate. Half way there I tell myself. After completing this course, I have met the expected outcomes stated in the course. I am able to select strategies for developing an online learning community that are appropriate to course content and student needs. I am able to select appropriate synchronous and asynchronous communication technologies for interacting directly with students, individually and with the class as a whole. I have been able to employ effective online facilitation strategies to maintain active and appropriate student-student interaction. I am able to develop rubrics that clearly define student performance requirements for online courses. I missed the opportunity to submit this important assignment but did more research on this and felt comfortable with it. I am now able to employ alternative online teaching strategies that address different ways of learning.
My experience throughout this course has been a positive one. Due to medical issues I was not able to put forth as much effort as I wanted to. My experience as an Online Facilitator was a fun one. I had lot's of fun during week 9 which was my facilitation week. Unit 9: Focused on the technical role instructors play in the online environment. Everyone was there for me and it turned out to be a fantastic experience and I felt very comfortable. My topic to discuss was the TECHNICAL ROLE. Never do we anticipate the problems that can happen and yes, Murphy's Law happened because on the day of my facilitation week my computer caught a virus and I could not log in to join everyone. I panicked but started to think and called my professor who by the way is the best. She gave me the phone number to join by phone and it worked.
We read and discussed about many things regarding different technology roles we take as online instructors. We must perform, according to Berge, the ultimate objective of the technical role which is to "make the technology transparent" to the student. Even though many see this as a simple process, just know that there are many skills required in order to make this happen.
Technology must be selected and implemented in such a way that it clearly supports pedagogical purposes and integrates seamlessly into the course environment. In this unit, we will focus on this final role that online instructors play and identify the skills and activities that are involved in executing it effectively.
I will first write about my synchronous experience. What does synchronous mean? Synchronous communication (SC) can be defined as real-time communication that occurs between two or more people through a virtual or electronically mediated system. SC systems have become more prevalent as network bandwidth has increased and become both more readily available and affordable.
When I began to prepare to facilitate I was a bit nervous especially because the professor would be there to observe. Leading a synchronous communication session was fun, challenging and rewarding at the same time. I had everyone there from professor Silver to each and every one of my classmates. My experience was unforgettable and listening to the archive made me realize that I need to be more confident and stop getting so nervous. We were told to do this blog entry quickly to have our experience fresh in our minds but with the archive feature on Horizon Live we relive that moment again. It was an unforgettable experience but we do need to hear ourselves in order to judge our own teaching and improve on our weaknesses. All my classmates were available to discuss many of the items presented that night of my faciliation. Synchronous chats are always rewarding. I learned a lot about facilitating in this class and with this comes my gratitude to all my professors. In this class we had to provide a feedback report to the student facilitators (via email) for all synchronous sessions.
My asynchronous experience was also one of my favorites as well. I had the opportunity to answer to the students replies and comments about this topic. I replied quickly to all the students, but there was one student who had provided information that did not meet the demands of the required question. This was an uncomfortable situation because I've had past issues with this student and did not know how to address the problem in the best way possible to avoid getting the student mad instead I wanted her to submit the correct information the question requested. It was a great change for this student to use higher order thinking in order to engage her in this great learning opportunity.
I truly did not know what to expect in this course. I knew and considered that this would not be as difficult as the previous class and when the professor told us that same thing I was at ease. I have to admit that no course is easy towards this certificate. We have to work extra hard and apply ourselves in everything we do in order to have a positive outcome. My fear was definitely not being able to survive through the whole course due to many set backs in my life.
As the weeks progressed I did apply myself more because I knew that I was a bit behind. I have been successful at completing all the required assignments that I need to turn in. There is only one thing that I did not comprehend very well and which I expressed my concern to the professor this was dealing with HTML. I am not alone in this many of the other classmates also expressed this same concern.
I have been surprised by many things during this course. One of them being how some classmates come to the rescue to complete an assignment for a group project while others because of medical conditions or other things do not get as involved as the others and yet the group grade is the same. There is a saying, "If you want to achieve your dreams you better work and play well with others." While this is true many students do not care to work in teams or complete group assignments. I want to take this time to say thank you to Ray and Shirley for helping our group finalize the group project. It was fun to work on the summary with Shirley. In the past we have worked very well together. I look forward to continuing this journey with Shirley next semester.
This experience has definitely changed my perspective on facilitation. I know for sure that online teaching is for me. I also know that we have to be ready to improvise when things do not go our way.
Thank you to all my online facilitators for making a great teacher out of me. I want all of you to know that your positive feedback and encouraging words make us believe in ourselves and be confident in all that we do. Again thanks.
Josie Davila
Saturday, December 13, 2008
Tuesday, November 4, 2008
Facilitator Roles-Part 2
Learning Objectives for Unit 5: After completing this unit I should have been able to do the following.
1. Discuss a variety of pedagogical models.
2. Select a pedagogical model that will work with your specific teaching environment.
3. Evaluate teaching strategies relative to instructional objectives.
4. Synthesize material to create a personal vision of your pedagogical role.
5 Use HTML to format text.
I have to discuss a bit more about my experience in this unit. I was able to discuss a variety of pedagogical models and select a pedagogical model that will work for me and my teaching environment. This unit helped me realize that having a common basis for discussion will make our class engage in discussion because without this there is no class. Many times experimenting will eventually help us become better facilitators, but while this helps the facilitators I can't help feel that students will suffer the consequences. It is true that by evaluating teaching strategies that are relative to the instructional objectives we help ease the process of our students. I also realize that we must use material that is engaging and interesting to our students. It was interesting to learn about engaging my students in a discussion by presenting them with a common assignment. The students will have the opportunity to discuss a common topic and feel a sense of belonging to a class.
Learning Objectives for this Unit 6: After completing this unit I was able to do the following:
1. Discuss the impact of community on learning outcomes, retention rates, and student satisfaction.
2. Determine the role that community will play in a specific course.
3. Evaluate a teaching assignment and select appropriate ice breaker and initial facilitation strategies to encourage the development of a learning community during the initial week of a course.
4. Develop facilitation strategies to enhance the ongoing maintenance of community from the beginning to the end of a course.
5. Use HTML code to insert links and images in a web page.
I must admit that this was my favorite unit because I learned about many important things. It is so true that many individuals who have never taken an online course have mental pictures of learning in isolation. This information was taken from our unit. The primary reason for both students and teachers for NOT taking an online course is their fear of missing out on the social interaction that face to face classes bring. What they don't realize is that meaningful relationships can occur in the online learning community. It was wonderful to read about all these important topics. We must create a sense of community with our online students, this will help with our retention rates and ultimately their satisfaction. The sense of belonging to an online community makes the class more fun for us as the facilitators and for our students. The ice breaker gives the students the encouragement to get involved and have fun. This of course should be done at the first week of the course. Being able to develop great facilitation strategies to enhance the ongoing maintenance of our community from the beginning to the end of a course really helps everyone stay more connected and engaged while learning. The only concern I have with these units is that I know about HTML but don't quite understand everything about it. Overall great unit.
Learning Objectives for this Unit 7: After completing this unit I was able to do the following.
1. Identify the course elements that should be developed/updated prior to the start of an online class.
2. Evaluate an existing course relative to the the degree to which it makes important course management components available to students at the beginning of a course.
3. Specify body attributes in HTML programs and align text.
This was a very informative unit. Learning to identify the course elements that should be developed/updated prior to the start of an online class is crucial for any online facilitator. Being able to manage courses in the online environment is key to student satisfaction. By doing this learning experience, learning outcomes, and effective facilitation happen without problems. As future facilitators lets remember that poor course management results in increased one-on-one interactions with students and the facilitation process becomes exceeding stressful. Setting the stage for the course before the first student logs in, is crucial for the ultimate results. It becomes so much easier to manage a course once it begins if you take the time to set it up before it starts.
Learning Objectives for this Unit 8: After completing this unit I was able to do the following:
1. Apply management techniques to address the communication processes of the class in an effective and efficient manner.
2. Save time and improve student feedback in grading activities.
3. Address the need to modify course content in an effective and efficient manner.
4. Identify course content changes for to address during normal course maintenance and update processes.
5. Use HTML codes to create ordered and unordered lists.
This unit was very interesting for me also because everything it talked about was nothing but the truth. I looked forward to teaching my online course and this was fun until the actual rocky learning experience for both students and myself. Apparently I did not hold a grade card and the students signed up excited and motivated to learn Spanish since it was free. As the days went by and some of the students were not logging in to do their assignments or engage in the discussion forum I began to realize how difficult it really was to engage them. I had missed the opportunity to use an ice breaker because I launched this pilot program before getting to the unit that talks about implementing a sense of community by using an ice breaker. This unit talks about managing the ongoing learning activities of the online course. Any online course should flow smoothly from one activity to the next, with students actively engaged, and the learning community continuing to grow. This helps nurture the learning process in a wonderful way. Our experience should be a rewarding one, not a stressful one. This experience should be both professionally and personally satisfying the way our readings said. Just remember that this doesn't just happen, careful planning up front and then equally careful attention to the day-to-day activity in the course from the moment the first student logs in until the last grade is recorded at the end. This information was given to us from our readings for this unit. Learning how to effectively and efficiently facilitate an online course takes experience. Let's remember that good management will help us become better facilitators. Let's not get discouraged because after all we are all here to learn about being the best facilitators we can be.
Unit 9: The technical role was my week as the facilitator and let me just say that everything seem to run smoothly until I came home and my computer was not working. I began to panic and then a thought-I have to improvise. Nothing in this world is ever going to go our way and my one motto if you can't do it one way find another way. In my life I really have lived by this because life is unpredictable. Well, I picked up the phone and dialed my professor and I asked her if I can call in to meet the rest in the Horizon Live Classroom. She said it was a great idea and gave me the number to dial. Of course everything seemed alright, but I could not see who was talking and there was a lot of echoes in the background. I kept interrupting some of the students and kept apologizing for doing so, but overall everyone seem to understand my situation. I felt everyone was so eager to speak that we did not mind at all how everything turned out. I just got my computer fixed after 6 long days. I can't believe this but without my computer I am LOST!!!!
For all of you who helped me out during my facilitation week, I say thank you.
Josie
1. Discuss a variety of pedagogical models.
2. Select a pedagogical model that will work with your specific teaching environment.
3. Evaluate teaching strategies relative to instructional objectives.
4. Synthesize material to create a personal vision of your pedagogical role.
5 Use HTML to format text.
I have to discuss a bit more about my experience in this unit. I was able to discuss a variety of pedagogical models and select a pedagogical model that will work for me and my teaching environment. This unit helped me realize that having a common basis for discussion will make our class engage in discussion because without this there is no class. Many times experimenting will eventually help us become better facilitators, but while this helps the facilitators I can't help feel that students will suffer the consequences. It is true that by evaluating teaching strategies that are relative to the instructional objectives we help ease the process of our students. I also realize that we must use material that is engaging and interesting to our students. It was interesting to learn about engaging my students in a discussion by presenting them with a common assignment. The students will have the opportunity to discuss a common topic and feel a sense of belonging to a class.
Learning Objectives for this Unit 6: After completing this unit I was able to do the following:
1. Discuss the impact of community on learning outcomes, retention rates, and student satisfaction.
2. Determine the role that community will play in a specific course.
3. Evaluate a teaching assignment and select appropriate ice breaker and initial facilitation strategies to encourage the development of a learning community during the initial week of a course.
4. Develop facilitation strategies to enhance the ongoing maintenance of community from the beginning to the end of a course.
5. Use HTML code to insert links and images in a web page.
I must admit that this was my favorite unit because I learned about many important things. It is so true that many individuals who have never taken an online course have mental pictures of learning in isolation. This information was taken from our unit. The primary reason for both students and teachers for NOT taking an online course is their fear of missing out on the social interaction that face to face classes bring. What they don't realize is that meaningful relationships can occur in the online learning community. It was wonderful to read about all these important topics. We must create a sense of community with our online students, this will help with our retention rates and ultimately their satisfaction. The sense of belonging to an online community makes the class more fun for us as the facilitators and for our students. The ice breaker gives the students the encouragement to get involved and have fun. This of course should be done at the first week of the course. Being able to develop great facilitation strategies to enhance the ongoing maintenance of our community from the beginning to the end of a course really helps everyone stay more connected and engaged while learning. The only concern I have with these units is that I know about HTML but don't quite understand everything about it. Overall great unit.
Learning Objectives for this Unit 7: After completing this unit I was able to do the following.
1. Identify the course elements that should be developed/updated prior to the start of an online class.
2. Evaluate an existing course relative to the the degree to which it makes important course management components available to students at the beginning of a course.
3. Specify body attributes in HTML programs and align text.
This was a very informative unit. Learning to identify the course elements that should be developed/updated prior to the start of an online class is crucial for any online facilitator. Being able to manage courses in the online environment is key to student satisfaction. By doing this learning experience, learning outcomes, and effective facilitation happen without problems. As future facilitators lets remember that poor course management results in increased one-on-one interactions with students and the facilitation process becomes exceeding stressful. Setting the stage for the course before the first student logs in, is crucial for the ultimate results. It becomes so much easier to manage a course once it begins if you take the time to set it up before it starts.
Learning Objectives for this Unit 8: After completing this unit I was able to do the following:
1. Apply management techniques to address the communication processes of the class in an effective and efficient manner.
2. Save time and improve student feedback in grading activities.
3. Address the need to modify course content in an effective and efficient manner.
4. Identify course content changes for to address during normal course maintenance and update processes.
5. Use HTML codes to create ordered and unordered lists.
This unit was very interesting for me also because everything it talked about was nothing but the truth. I looked forward to teaching my online course and this was fun until the actual rocky learning experience for both students and myself. Apparently I did not hold a grade card and the students signed up excited and motivated to learn Spanish since it was free. As the days went by and some of the students were not logging in to do their assignments or engage in the discussion forum I began to realize how difficult it really was to engage them. I had missed the opportunity to use an ice breaker because I launched this pilot program before getting to the unit that talks about implementing a sense of community by using an ice breaker. This unit talks about managing the ongoing learning activities of the online course. Any online course should flow smoothly from one activity to the next, with students actively engaged, and the learning community continuing to grow. This helps nurture the learning process in a wonderful way. Our experience should be a rewarding one, not a stressful one. This experience should be both professionally and personally satisfying the way our readings said. Just remember that this doesn't just happen, careful planning up front and then equally careful attention to the day-to-day activity in the course from the moment the first student logs in until the last grade is recorded at the end. This information was given to us from our readings for this unit. Learning how to effectively and efficiently facilitate an online course takes experience. Let's remember that good management will help us become better facilitators. Let's not get discouraged because after all we are all here to learn about being the best facilitators we can be.
Unit 9: The technical role was my week as the facilitator and let me just say that everything seem to run smoothly until I came home and my computer was not working. I began to panic and then a thought-I have to improvise. Nothing in this world is ever going to go our way and my one motto if you can't do it one way find another way. In my life I really have lived by this because life is unpredictable. Well, I picked up the phone and dialed my professor and I asked her if I can call in to meet the rest in the Horizon Live Classroom. She said it was a great idea and gave me the number to dial. Of course everything seemed alright, but I could not see who was talking and there was a lot of echoes in the background. I kept interrupting some of the students and kept apologizing for doing so, but overall everyone seem to understand my situation. I felt everyone was so eager to speak that we did not mind at all how everything turned out. I just got my computer fixed after 6 long days. I can't believe this but without my computer I am LOST!!!!
For all of you who helped me out during my facilitation week, I say thank you.
Josie
Tuesday, October 7, 2008
Changing Roles and Pedagogy
I continue to be challenged in these courses which have given me the foundation I need to become an effective online facilitator. I will attempt to address all the learning objectives that I feel we met as an online community.
Week 1:Overview of Online Teaching
In this unit we found ourselves with the critical question-Is teaching online really any different than teaching face-to-face? If so, we used our critical thinking skills to say, in what ways. I feel online teaching has similarities, but there are many differences also. In my opinion it is equally important. The adjustments we must make as facilitators are many and one very important one is to create an online environment where our students feel welcomed.
The learning objectives for this unit were to identify and discuss differences between teaching online vs. teaching face-to-face. We had to describe the various roles of an online teacher and determine which personal adjustments were needed to make teaching effectively in the online environment.
We had a few mandatory lecturettes that were very interesting and informative.
Week 2:Facilitating Online Discussion
In this unit we were given information about what would occur in the weeks to come. News flash for all of us that we would be facilitating the discussions that occur each week. It was clear as a bell that we would not just be learning about facilitating a course, but most importantly about experiencing it by doing it ourselves.
We were told that the role of the instructor in this course would be quite different from what we had experienced in the last course. Our instructor may participate in some of the discussions, but her primary role is to work with each student-facilitator as a coach. She will guide us to assure that learning objectives of the course are met and to help each of us begin to develop and hone facilitation skills. Pretty intense for sure. We were all surprised, shocked and scared a bit. Some of us asked lots of questions and then we were able to relax a bit.
We had a chance to prepare for student facilitation for that week by focusing specifically on the skills involved in facilitating synchronous and asynchronous activity. We also had to enter a blog entry on this topic.
The learning objectives for this unit were very clear and to the point. We had to identify different strategies to engage students in asynchronous discussion topics.
We had to develop effective responses to student posts in order to maintain and deepen student learning in asynchronous discussion topics.
We had to provide feedback for students in asynchronous discussion activities.
At the end of this week we had to utilize synchronous conferencing tools to facilitate a 'live' classroom session. I had to do the archive session because I came across a few technology problems. I had to do over an hour of reviewing on my own, but the information was very informative and helpful.
Week 3:Changing Roles
In this unit we found out that online learning calls for changes in the roles that both instructors and students play in the learning process. It wasn't until this week that we had to look at those changing roles and develop different strategies that we would be able to use to help students adjust to their new roles in the online environment.
The learning objectives for this unit were very interesting and in my opinion very clear and to the point. We had to discuss the changing roles that instructors must address as they move from the real to the virtual classroom. We also discussed the changing roles to which students must adjust to become successful in online courses.
As an online community we developed strategies for helping students successfully adjust to their new roles in the online environment. We took a look at basic introductory HTML tags and how they are needed for creating a web page. We ended by taking a HTML quiz which to my surprised I did very well and got 5/5 correct.
Week 4:Online Teaching Competencies
In this unit we looked at effective facilitation of online courses and how it requires a blend of both pedagogical and technical skills. We were told that in this certificate program we have started building our competencies in both of these important areas. We were also told that even after we complete the program, we would find that there is a pressing need to continue to build new skills and remain current in this rapidly changing field. I can agree with this profound statement because learning is a lifelong process. This new field is constantly changing and evolving and we need to be up to date with all of it. We were also asked to pay attention when reviewing the resources for the week because we had to take some time to complete the 'self inventory' to gauge our progress to date and then consider the strategies we will use to continue to increase our technical and online pedagogical skills as we teach online.
The learning objectives for this unit were to discuss the critical skills needed for online instructors. We were asked to asses her current competencies against the list of critical skills. Also to access the resources that will enable her to remain current in the field. We were given given advice to use headings and horizontal rules to format HTML documents. In my opinion this unit also had great advice and content to help us grow and be the best facilitators we can be.
Week 5:The Pedagogical Role
In this unit we looked at wikipedia and how it defines pedagogy as the art or science of being a teacher. The 'art' of pedagogy evolves as one gains experience over time with content, exposure to alternative teaching strategies, and involvement with a wide variety of students (when it comes to teaching, students are often times our best teachers!) We were told that it is enhanced as one experiments with new strategies, reflects about one's own teaching practices and evaluates what works and what does not. We were introduced to the science of pedagogy and how it evolves from theory and instructional models and formal research that works to support the validity of these theories and models and the learning outcomes that result from instruction that is anchored in them. We were presented with the fact that this week we were to explore the pedagogical role of instructors and look at some of the specific teaching strategies that have proven effective in the online environment.
The learning objectives for Unit 5 were very important and in my opinion extremely beneficial to all of us. We discussed a variety of pedagogical models. We all selected a pedagogical model that will work with our specific teaching environment.
We were able to evaluate teaching strategies relative to instructional objectives.
We also had to synthesize material to create a personal vision of our pedagogical role. At the end we had to use HTML to format text.
The information provided by the lecturette was very interesting and informative. I found the readings on The Pedagogy of Web Site Design and Instructional Strategies for Online courses very useful. I began thinking how much more we need to learn to be effective online facilitators. We must continue to search and be open to the changes that will be taking place during our lives. It is very crucial to be up to date with the frequent changes that take place in the online environment.
Our week of facilitation will be here and gone sooner than we think. I plan to write about that experience here on my blog. The learning opportunities we have been presented with make me realize that learning is as I said before a lifelong process. I now realize that our online instructor plays a vital role in developing and maintaining an effective online learning environment and must possess a unique set of tools to perform successfully. Some highly seasoned instructors from the traditional classroom environment will easily adapt to the online model, while others may find the transition challenging at first. In my mind if you are open to change and are willing to learn new skills then online teaching may be for you.
Let me ask you these questions:
Do you have to have computer skills, do you have (or are you willing to obtain) access to a computer and Internet connection at home?
What is your attitude towards teaching and learning in the online environment?
What is your teaching style?
Are you willing to train and commit to becoming the best facilitator possible?
I leave you with this: Reflect on your teaching style, circumstances and technical skills to see if teaching online is right for you. I know that online teaching is not for everyone, but I know that it is for me.
Thanks,
Josie Davila
Week 1:Overview of Online Teaching
In this unit we found ourselves with the critical question-Is teaching online really any different than teaching face-to-face? If so, we used our critical thinking skills to say, in what ways. I feel online teaching has similarities, but there are many differences also. In my opinion it is equally important. The adjustments we must make as facilitators are many and one very important one is to create an online environment where our students feel welcomed.
The learning objectives for this unit were to identify and discuss differences between teaching online vs. teaching face-to-face. We had to describe the various roles of an online teacher and determine which personal adjustments were needed to make teaching effectively in the online environment.
We had a few mandatory lecturettes that were very interesting and informative.
Week 2:Facilitating Online Discussion
In this unit we were given information about what would occur in the weeks to come. News flash for all of us that we would be facilitating the discussions that occur each week. It was clear as a bell that we would not just be learning about facilitating a course, but most importantly about experiencing it by doing it ourselves.
We were told that the role of the instructor in this course would be quite different from what we had experienced in the last course. Our instructor may participate in some of the discussions, but her primary role is to work with each student-facilitator as a coach. She will guide us to assure that learning objectives of the course are met and to help each of us begin to develop and hone facilitation skills. Pretty intense for sure. We were all surprised, shocked and scared a bit. Some of us asked lots of questions and then we were able to relax a bit.
We had a chance to prepare for student facilitation for that week by focusing specifically on the skills involved in facilitating synchronous and asynchronous activity. We also had to enter a blog entry on this topic.
The learning objectives for this unit were very clear and to the point. We had to identify different strategies to engage students in asynchronous discussion topics.
We had to develop effective responses to student posts in order to maintain and deepen student learning in asynchronous discussion topics.
We had to provide feedback for students in asynchronous discussion activities.
At the end of this week we had to utilize synchronous conferencing tools to facilitate a 'live' classroom session. I had to do the archive session because I came across a few technology problems. I had to do over an hour of reviewing on my own, but the information was very informative and helpful.
Week 3:Changing Roles
In this unit we found out that online learning calls for changes in the roles that both instructors and students play in the learning process. It wasn't until this week that we had to look at those changing roles and develop different strategies that we would be able to use to help students adjust to their new roles in the online environment.
The learning objectives for this unit were very interesting and in my opinion very clear and to the point. We had to discuss the changing roles that instructors must address as they move from the real to the virtual classroom. We also discussed the changing roles to which students must adjust to become successful in online courses.
As an online community we developed strategies for helping students successfully adjust to their new roles in the online environment. We took a look at basic introductory HTML tags and how they are needed for creating a web page. We ended by taking a HTML quiz which to my surprised I did very well and got 5/5 correct.
Week 4:Online Teaching Competencies
In this unit we looked at effective facilitation of online courses and how it requires a blend of both pedagogical and technical skills. We were told that in this certificate program we have started building our competencies in both of these important areas. We were also told that even after we complete the program, we would find that there is a pressing need to continue to build new skills and remain current in this rapidly changing field. I can agree with this profound statement because learning is a lifelong process. This new field is constantly changing and evolving and we need to be up to date with all of it. We were also asked to pay attention when reviewing the resources for the week because we had to take some time to complete the 'self inventory' to gauge our progress to date and then consider the strategies we will use to continue to increase our technical and online pedagogical skills as we teach online.
The learning objectives for this unit were to discuss the critical skills needed for online instructors. We were asked to asses her current competencies against the list of critical skills. Also to access the resources that will enable her to remain current in the field. We were given given advice to use headings and horizontal rules to format HTML documents. In my opinion this unit also had great advice and content to help us grow and be the best facilitators we can be.
Week 5:The Pedagogical Role
In this unit we looked at wikipedia and how it defines pedagogy as the art or science of being a teacher. The 'art' of pedagogy evolves as one gains experience over time with content, exposure to alternative teaching strategies, and involvement with a wide variety of students (when it comes to teaching, students are often times our best teachers!) We were told that it is enhanced as one experiments with new strategies, reflects about one's own teaching practices and evaluates what works and what does not. We were introduced to the science of pedagogy and how it evolves from theory and instructional models and formal research that works to support the validity of these theories and models and the learning outcomes that result from instruction that is anchored in them. We were presented with the fact that this week we were to explore the pedagogical role of instructors and look at some of the specific teaching strategies that have proven effective in the online environment.
The learning objectives for Unit 5 were very important and in my opinion extremely beneficial to all of us. We discussed a variety of pedagogical models. We all selected a pedagogical model that will work with our specific teaching environment.
We were able to evaluate teaching strategies relative to instructional objectives.
We also had to synthesize material to create a personal vision of our pedagogical role. At the end we had to use HTML to format text.
The information provided by the lecturette was very interesting and informative. I found the readings on The Pedagogy of Web Site Design and Instructional Strategies for Online courses very useful. I began thinking how much more we need to learn to be effective online facilitators. We must continue to search and be open to the changes that will be taking place during our lives. It is very crucial to be up to date with the frequent changes that take place in the online environment.
Our week of facilitation will be here and gone sooner than we think. I plan to write about that experience here on my blog. The learning opportunities we have been presented with make me realize that learning is as I said before a lifelong process. I now realize that our online instructor plays a vital role in developing and maintaining an effective online learning environment and must possess a unique set of tools to perform successfully. Some highly seasoned instructors from the traditional classroom environment will easily adapt to the online model, while others may find the transition challenging at first. In my mind if you are open to change and are willing to learn new skills then online teaching may be for you.
Let me ask you these questions:
Do you have to have computer skills, do you have (or are you willing to obtain) access to a computer and Internet connection at home?
What is your attitude towards teaching and learning in the online environment?
What is your teaching style?
Are you willing to train and commit to becoming the best facilitator possible?
I leave you with this: Reflect on your teaching style, circumstances and technical skills to see if teaching online is right for you. I know that online teaching is not for everyone, but I know that it is for me.
Thanks,
Josie Davila
Sunday, September 7, 2008
My Expectations and Concerns Regarding Facilitating both Synchronous and Asynchronous Formats.
I am very happy to have started the second course ONTL651 Facilitating Online Learning. I am happy to be closer to earning my Online Teaching Certificate.
During this course, I will have the opportunity to experience facilitating online learning for one week in both synchronous and asynchronous formats. I will write about my expectations and concerns regarding this upcoming experience as a facilitator.
In today’s busy world we have the emergence and fast-paced evolution of distance learning and facilitators must balance the need for any time, any place activities with the necessity of teaching team dynamics and f2f communications.
What is Asynchronous Learning?
According to wikipedia: Asynchronous learning is a teaching method using the asynchronous delivery of training materials or content using computer network technology. It is an approach to providing technology-based training that incorporates learner-centric models of instruction. The asynchronous format has been in existence for quite some time; however, new research and strategies suggest that this approach can enable learners to increase knowledge and skills through self-paced and self-directed modules completed when the learner is prepared and motivated to learn.
I know that many of us enrolled in online courses enjoy being able to work at our pace and at our own time. I have met many individuals who have completed degrees thanks to the online format. These same individuals would have never been able to continue with their education with traditional classes. By taking online courses these individuals are able to receive their degrees and go on to get better paying jobs that bring them the satisfaction they were looking for.
Combining asynchronous individual assignments with minimally structured, synchronous, collaborative assignments will increase the level of learning achieved by students.
Multimedia Industry leaders have advised us that the foremost skill lacking in recent nation-wide graduates is the ability to work in teams. (Karen Hardin)
This situation is critical because teamwork is very important in our lives. We have to learn to work together for various reasons. I believe that this helps us grow as individuals.
According to wikipedia: Teamwork is the concept of people working together cooperatively as a team in order to accomplish the same goals/objectives.
What is Synchronous Learning? Synchronous Learning refers to a group of people learning the same things at the same time in the same place. This is the type of pedagogy practiced in most schools and undergraduate programs, but not in graduate programs. Lecture is an example of synchronous learning. However, with the advent of web conferencing tools, people can learn at the same time in different places as well.
In my opinion, real-time communication technologies like videoconferencing require synchronous interactions, which rob users of one of the most valuable qualities of web-based networking: the ability to time shift to interact with others whether or not they are online with you at the same time. E-mail, blogs, and wikis all allow for time-shifted interactions. Online chat rooms and virtual communities such as Second Life require you be there at the same time as those with whom you are communicating.
I personally see one of the big advantages of virtual education and learning is that you can do things on demand, when you want to. I believe that chatting and videoconferencing have a place. I think there is an advantage for students to be able to work on their own terms, whenever and wherever they are.
The idea of forcing a synchronous model, where everyone is on at the same time, well, that’s what a traditional classroom is for; In my opinion it is very difficult to do because employers are not too happy when you have to stop working to meet with your online class.
In my opinion, being able to experience both synchronous and asynchronous formats will be very interesting. I have always said that I am willing to experience new things, but facilitating in these two formats will be quite challenging for many of us. I do know that it is to our advantage that we get well prepared to be able to face whatever comes our way as future online facilitators. One of my biggest concerns will be with the synchronous format because of time constraints. I like the flexibility that asynchronous format brings. I will just have to wait and see.
Your comments and suggestions are always welcomed.
During this course, I will have the opportunity to experience facilitating online learning for one week in both synchronous and asynchronous formats. I will write about my expectations and concerns regarding this upcoming experience as a facilitator.
In today’s busy world we have the emergence and fast-paced evolution of distance learning and facilitators must balance the need for any time, any place activities with the necessity of teaching team dynamics and f2f communications.
What is Asynchronous Learning?
According to wikipedia: Asynchronous learning is a teaching method using the asynchronous delivery of training materials or content using computer network technology. It is an approach to providing technology-based training that incorporates learner-centric models of instruction. The asynchronous format has been in existence for quite some time; however, new research and strategies suggest that this approach can enable learners to increase knowledge and skills through self-paced and self-directed modules completed when the learner is prepared and motivated to learn.
I know that many of us enrolled in online courses enjoy being able to work at our pace and at our own time. I have met many individuals who have completed degrees thanks to the online format. These same individuals would have never been able to continue with their education with traditional classes. By taking online courses these individuals are able to receive their degrees and go on to get better paying jobs that bring them the satisfaction they were looking for.
Combining asynchronous individual assignments with minimally structured, synchronous, collaborative assignments will increase the level of learning achieved by students.
Multimedia Industry leaders have advised us that the foremost skill lacking in recent nation-wide graduates is the ability to work in teams. (Karen Hardin)
This situation is critical because teamwork is very important in our lives. We have to learn to work together for various reasons. I believe that this helps us grow as individuals.
According to wikipedia: Teamwork is the concept of people working together cooperatively as a team in order to accomplish the same goals/objectives.
What is Synchronous Learning? Synchronous Learning refers to a group of people learning the same things at the same time in the same place. This is the type of pedagogy practiced in most schools and undergraduate programs, but not in graduate programs. Lecture is an example of synchronous learning. However, with the advent of web conferencing tools, people can learn at the same time in different places as well.
In my opinion, real-time communication technologies like videoconferencing require synchronous interactions, which rob users of one of the most valuable qualities of web-based networking: the ability to time shift to interact with others whether or not they are online with you at the same time. E-mail, blogs, and wikis all allow for time-shifted interactions. Online chat rooms and virtual communities such as Second Life require you be there at the same time as those with whom you are communicating.
I personally see one of the big advantages of virtual education and learning is that you can do things on demand, when you want to. I believe that chatting and videoconferencing have a place. I think there is an advantage for students to be able to work on their own terms, whenever and wherever they are.
The idea of forcing a synchronous model, where everyone is on at the same time, well, that’s what a traditional classroom is for; In my opinion it is very difficult to do because employers are not too happy when you have to stop working to meet with your online class.
In my opinion, being able to experience both synchronous and asynchronous formats will be very interesting. I have always said that I am willing to experience new things, but facilitating in these two formats will be quite challenging for many of us. I do know that it is to our advantage that we get well prepared to be able to face whatever comes our way as future online facilitators. One of my biggest concerns will be with the synchronous format because of time constraints. I like the flexibility that asynchronous format brings. I will just have to wait and see.
Your comments and suggestions are always welcomed.
Sunday, August 10, 2008
Last Blog
End of Part 2 Blog: My Learning Experiences with Teaching and Learning Online.
Final Blog
Overall, all the content and learning materials I was presented with were very informative. In Week 7 Unit 6, we were presented with Digital Portfolios. I knew about portfolios because at one point in time I was an elementary major. We were supposed to put a portfolio together throughout our journey as future educators. I did start it, but then I changed majors and did not think about it again. I then ended up working in the Division of Liberal Arts at Governors State University where I came across portfolios again. These were presented in a good quality three ring binder, and many of the items it contains are inserted in plastic sheet protectors. I started asking questions about them and found that in Academia we need to put one together for several reasons. It allows you to expand on your resume in a more comprehensive manner. In a resume, we are limited to one or two pages and having a portfolio allows you to expand as fully as you want to on any area of your expertise. Most institutions require a portfolio in order to get tenure. I became more interested in this topic because I needed to learn what should go into these portfolios in order to be hired in Academia. For this reason, this Unit’s information was very informative.
What exactly is a portfolio? A portfolio is a showcase of your achievements and talents, which can be used to show samples of your work. This work includes work certificates, diplomas, awards, letters of recommendation, and so on. It is most often presented in a three ring binder. Today we are moving from physical portfolios to electronic ones. First, we need to get informed about the definitions used when talking about portfolios. In the portfolio literature, we refer to an artefact. This simply means a document or piece of work. Captions mean a brief explanatory reflection on a piece of work in a portfolio. Finally Evidence of Learning in a Portfolio, which simply has the Artefact, the Reflection (the Learner’s Rationale) and Validation (a Teacher’s Evaluation).
We need to save every document to display our work, this document needs a caption. When people look for evidence of your learning experience in a portfolio, there are three components. First, there is the artefact. The second component is the learner’s reflection on that work, or their rationale or argument about why this artefact demonstrates achievement of a particular goal or learning outcome. Finally, when this evidence is used for high stakes assessment, which is a teacher or assessor’s evaluation of that work.
This unit for me was very informative and useful. I have decided to start building on my digital portfolio. In my opinion, an electronic portfolio will be much easier to maintain and I will be able to use novelty to make mine stand out from the rest. I can use a variety of backgrounds, graphics, and colors to display my work. This will be more organized and detailed to my needs. My portfolio will be able to demonstrate tangible proof of my skills and abilities. Many people when interviewed will talk about their work and I will actually show samples of my work or letters of commendation testifying to the quality of my work. In a digital portfolio, you never have to worry about not finding what you are looking for. When the opportunity arises, everything will be in one place and protected. For your job search, performance appraisal, or application for a promotion all you will need to do is go to your digital portfolio. In today’s world of technology, everyone should go in that direction and have a digital portfolio, but you will be shocked how many people don’t have one. Employers are not used to seeing portfolios on a regular basis and it is to your advantage when you present them with yours and this will really help you stand out from the crowd.
A list of what can go into your portfolio.
Your career goals or career mission statement.
A copy of your resume.
A list of your skill sets or competencies.
Letters of reference or recommendation from previous employers, from volunteer work, from work-study programs such as campus jobs, internships, co-op programs, summer jobs, Peer Tutoring, and so on.
Transcripts.
A summary of community service or volunteer work you have done.
Academic awards.
Copies of educational certificates, diplomas, or degrees.
Copies of positive performance appraisals.
E-mails, thank you letters, and handwritten notes complimenting you on a job well done.
Company announcements of promotions, awards or achievements.
Documents you may have designed-brochures, flyers, pamphlets, report covers, reports.
Flyers, conference brochures, or other materials describing presentations, workshops or seminars you have presented.
If you are into creative arts, you might include a video you have made or photos of a display of your work.
Photographs representing projects you have been involved in. (For example, a photograph of a conference display booth you created for a previous employer.)
As you gain more experience, you will want to include:
A list of articles you have published.
Samples of articles you have published.
A report on research you have conducted.
Articles written about you or projects you have been involved in (newspapers, company newsletters, etc.)
A list of professional memberships or associations you belong to that are work-related, including any special committees on which you serve.
Copies of evaluations from a workshop you presented or a speech you made.
The best time to start assembling your portfolio is ….NOW! Don’t wait until you have a job interview tomorrow and you need to put it together right away. Assembling a portfolio takes time, and you want to do a good job on it to ensure that it is a positive reflection of you and your skills. Remember you portfolio is your work in progress. Update it with each new achievement and each new resume that you prepare. Do not worry if you do not have a lot to put in it at first. Whenever you participate in a project or committee, or you produce something, think about what you can put in your portfolio to represent that achievement.
You can find more information at http://www.georgebrown.ca/saffairs/stusucc/portfolio.aspx
Week 8 & 9, Unit 7: Learning Theories and Instructional Concepts
This unit was also very informative and extremely useful and in my opinion intriguing. The assigned readings were very interesting. We read Foundations of Educational Theory for online learning. There is an ongoing debate about whether it is the use of a particular delivery technology or the design of the instruction that improves learning (Clark, 2001; Kozma, 2001). In these readings we covered the Benefits of Online Learning, Designing Online Learning Materials, Schools of Learning, Behaviorist School of Learning, Implications for Online Learning, Cognitivist School of Learning Part 1:Memory, Cognitive School of Learning Part 2: Individual Differences, Constructivist School of Learning, Learner Preparation, Learner Activities, Learner Interaction, Learner Transfer, and Looking ahead. All three theories behaviorist, cognitive, and constructivist have contributed in different ways to the design of online materials, and they will continue to be used to develop learning materials for online learning. This unit also contained information about theories. It had the following topics discussed in more detail. Attributes of Learning, Learner Centered, Knowledge Centered, Assessment Centered, Community Centered, Affordances of the Net, The Role of Interaction in Online Learning, Defining and Valuing Interaction in Online Learning, Student-student Interaction, Student-teacher Interaction, Student-content Interaction, Teacher-teacher Interaction, Teacher-content Interaction, Content-content Interaction, and it shows a model of E-learning. There are also the following topics discussed Online Learning and the Semantic Web, and Toward a Theory of Online Learning.
This unit addressed the learning theories and instructional strategies matrix. It was very interesting to learn that the behaviorist model is still being used by educators.
Week ten, Unit 8 Online Pedagogy.
This unit focused on the online pedagogy and how effective instructional and technological online strategies. It explained the Instructional Approach with Teacher-centered and Student-centered explanations. It was interesting to read that good teaching is good teaching regardless of the delivery format. Good pedagogy involves several factors: student-instructor interaction, active involvement of students in the learning process, constructive feedback on student progress, time on task, communication on high expectations, and respect for diverse talents and ways of learning.
Week 11 & 12, Unit 9: Online Technology, Introduction
This unit focused on the effective use of technologies. These can enhance learning outcomes, present materials in ways that will benefit all learning styles. This unit discussed the various technologies available for online instruction. This unit described the different technologies used like basic text, still images, animations, audio, packaged streaming video available on-demand and downloadable video, to real time lecturing. Having these many technologies which one are we to incorporate into our course. This unit provided us with certain issues to factor into our decision.
By participating in group projects, I was able to learn that not all group members will be content with team choices and technologies used. We have to incorporate innovation and learn to go on no matter what the rest of the team has done. In facilitating a course these same problems will arise amongst our students when working on group projects.
Week 13, Unit 10: Content Resources
In this unit we discussed the content for online courses and how it can come from different sources. The following sources can be implemented in online courses. Textbooks, Links to existing resources on the Web, Learning Objects and Learning Object Repositories, Develop Original Material in word, Publisher Materials:E-Packs, Companion Web Sites, and Turnkey Courses. In this unit we are also suppose to participate in an online survey. Titled End of Part 2 Course Feedback Survey. If you haven't done it click on this unit and completed.
In conclusion, I have to say that I have been very happy with all the learning opportunities I have been presented with. Part two was very informative and helpful to my growth as a future facilitator. I have never been so challenged as I have been in this class. I have learned so much and I know that online teaching is for me for sure. I can honestly say that I retain more information and knowledge from online courses than I do from traditional courses. I find myself more focused and determined when taking an online course. Thank you to all of you for helping me grow throughout this course.
Friday, July 18, 2008
Teaching and Learning Perspectives with Blogs "Part 2"
Part 2
We have to keep in mind an understanding of blogs benefits and limitations.
Blogs are an increasingly accepted instructional technology
tool. Blogs can be used for reflection about classes, careers,
or current events; they can also capture and disseminate student and
faculty-generated content. RSS feeds make blog content
accessible through newsreaders, allowing bloggers to increase
the sharing of this information among interested individuals.
Blogs offer students, faculty, staff, and others a high level of
autonomy while creating a new opportunity for interaction with
peers. Blogs provide a forum for discussion that goes beyond
coursework to include culture, politics, and other areas of personal
exploration. Students often learn as much from each other
as from instructors or textbooks, and blogs offer another mechanism
for peer-to-peer knowledge sharing and acquisition. In my opinion blogs make our learning fun and interactive. We can choose to participate in many educational discussions about topics that we are passionate about. Blogs often serve as an educational tool for reflection,knowledge building, and sharing.
In educational settings, faculty are using blogs to express their opinions,
to promote dialogue in the discipline, and as an instructional
tool, and students are increasingly using blogs both as personal
commentaries and as a required part of certain courses.
If effectively deployed, wikis, blogs and podcasts could offer a way to enhance students', clinicians' and patients' learning experiences, and deepen levels of learners' engagement and collaboration within digital learning environments. Therefore, research should be conducted to determine the best ways to integrate these tools into existing e-Learning programmes for students, health professionals and patients, taking into account the different, but also overlapping, needs of these three audience classes and the opportunities of virtual collaboration between them. Of particular importance is research into novel integrative applications, to serve as the "glue" to bind the different forms of Web-based collaborationware in order to provide a coherent wholesome learning experience.
I want to share this with you that I found while researching information about teaching with blogs.
Blogs
Scenario
Professor Thomas has been looking for new ways for
students in her International Politics course to connect—
with her, with one another, and with the material.
Knowing from experience that reflecting on concepts
and writing about them helps crystallize her thoughts,
she decides to experiment with blogs. Blogs are personal
online journals that serve to capture thoughts
and comments and post them to a public Web site
for others to read and respond. Blog entries can be
informal and are posted without the approval of a moderator
or editor.
She gives a brief demonstration of the blogging application,
showing the students that it’s quick and simple
to create an entry. Going to her blogging application,
she types in her comments, includes a link to the related
article online, and adds minor formatting. With a
single click, the entry is posted to her blog online.
Each student creates his or her own blog. Dr. Thomas
instructs the students to set aside regular time for
blogging, encouraging the students to write about topics
discussed in class and how events in the news inform
their understanding of global politics. She tells the
class to read each other’s blogs, as well as her own,
and to comment on the postings. In her own blog, Dr.
Thomas models the kinds of blog entries she hopes
students will write, and many of her entries are her responses
to student blog posts.
As the course proceeds, she finds that most students
take to blogging. When she uses a student blog entry
to seed a posting on her own blog, she generates
much more interest among students than had been
possible in previous years. The trackback feature allows
Dr. Thomas and the students to reference individual
blog posts, similar to an informal literature citation.
She also enjoys the community dialogue that
results from others’ commenting on her postings—or
challenging them.
By the end of the course, Dr. Thomas sees that introducing
her students to blogging is a straightforward
and interesting way for them to generate, share, and
keep up with timely and topical class information. They
form rich connections with one another and the content
and—because of the reflection and sharing—find
great relevance in the material. Several students continue
to blog after the course is over. Dr. Thomas plans
to include richer media, such as photographs and
short audio segments, in the blogs in her next class.
Thank you,
Josie Davila
We have to keep in mind an understanding of blogs benefits and limitations.
Blogs are an increasingly accepted instructional technology
tool. Blogs can be used for reflection about classes, careers,
or current events; they can also capture and disseminate student and
faculty-generated content. RSS feeds make blog content
accessible through newsreaders, allowing bloggers to increase
the sharing of this information among interested individuals.
Blogs offer students, faculty, staff, and others a high level of
autonomy while creating a new opportunity for interaction with
peers. Blogs provide a forum for discussion that goes beyond
coursework to include culture, politics, and other areas of personal
exploration. Students often learn as much from each other
as from instructors or textbooks, and blogs offer another mechanism
for peer-to-peer knowledge sharing and acquisition. In my opinion blogs make our learning fun and interactive. We can choose to participate in many educational discussions about topics that we are passionate about. Blogs often serve as an educational tool for reflection,knowledge building, and sharing.
In educational settings, faculty are using blogs to express their opinions,
to promote dialogue in the discipline, and as an instructional
tool, and students are increasingly using blogs both as personal
commentaries and as a required part of certain courses.
If effectively deployed, wikis, blogs and podcasts could offer a way to enhance students', clinicians' and patients' learning experiences, and deepen levels of learners' engagement and collaboration within digital learning environments. Therefore, research should be conducted to determine the best ways to integrate these tools into existing e-Learning programmes for students, health professionals and patients, taking into account the different, but also overlapping, needs of these three audience classes and the opportunities of virtual collaboration between them. Of particular importance is research into novel integrative applications, to serve as the "glue" to bind the different forms of Web-based collaborationware in order to provide a coherent wholesome learning experience.
I want to share this with you that I found while researching information about teaching with blogs.
Blogs
Scenario
Professor Thomas has been looking for new ways for
students in her International Politics course to connect—
with her, with one another, and with the material.
Knowing from experience that reflecting on concepts
and writing about them helps crystallize her thoughts,
she decides to experiment with blogs. Blogs are personal
online journals that serve to capture thoughts
and comments and post them to a public Web site
for others to read and respond. Blog entries can be
informal and are posted without the approval of a moderator
or editor.
She gives a brief demonstration of the blogging application,
showing the students that it’s quick and simple
to create an entry. Going to her blogging application,
she types in her comments, includes a link to the related
article online, and adds minor formatting. With a
single click, the entry is posted to her blog online.
Each student creates his or her own blog. Dr. Thomas
instructs the students to set aside regular time for
blogging, encouraging the students to write about topics
discussed in class and how events in the news inform
their understanding of global politics. She tells the
class to read each other’s blogs, as well as her own,
and to comment on the postings. In her own blog, Dr.
Thomas models the kinds of blog entries she hopes
students will write, and many of her entries are her responses
to student blog posts.
As the course proceeds, she finds that most students
take to blogging. When she uses a student blog entry
to seed a posting on her own blog, she generates
much more interest among students than had been
possible in previous years. The trackback feature allows
Dr. Thomas and the students to reference individual
blog posts, similar to an informal literature citation.
She also enjoys the community dialogue that
results from others’ commenting on her postings—or
challenging them.
By the end of the course, Dr. Thomas sees that introducing
her students to blogging is a straightforward
and interesting way for them to generate, share, and
keep up with timely and topical class information. They
form rich connections with one another and the content
and—because of the reflection and sharing—find
great relevance in the material. Several students continue
to blog after the course is over. Dr. Thomas plans
to include richer media, such as photographs and
short audio segments, in the blogs in her next class.
Thank you,
Josie Davila
Thursday, July 17, 2008
Teaching and Learning with blogs
I have a new interest now, what is it? Well it’s my blog. What do I want to do with it? There are many ways to use it. I have done some research on it and would love to share it with you. You can use it as an online publishing tool to create a website and add content on the Internet. But what’s even more important is that many people miss the wonderful potential that blogs have to connect to people and ideas. Blogging can be used to teach and learn. I am glad we all got the great opportunity to create our own blogs and now enjoy adding more. Let’s all take a good look at what blogs can do for us.
Many of us did not know that blogs can be used as a social and networking tool. We all want others to see and hear what we have to say. We enjoy finding others with similar interests and passions or perhaps in a completely different way. We enjoy reading what people have to say particularly if these are interesting things and discuss topics we care about.
The best advice I can give you, if you want to belong to a successful blog you have to find people and connect with them. Let other people know that you have a blog and are interested in what they have to say, and would like to start a conversation with them.
You can’t just be pretty and wait for people to discover you. The web is a huge place, and there are so many blogs out there. According to recent data there are 70 million blogs. http://www.blogherald.com/2005/07/19/blog-count-for-july-70-million-blogs/
Bottom line if you want your blog to be found and read, you have to create personal connections.
As in all human relationships, creating a blog network is a give-and-take process. Give-in the form of comments, links, contributions to the discussion-and you will receive. Comments and links are what keeps your blog alive.
You can think of blog networking as a simple 3-step process:
Step 1: Create your blog community
Step 2: Visit blogs and leave comments
Step 3: Talk about what you read in other blogs and link to them
A final comment
You may be thinking: “Hey, this is a lot of work!” Yes, it is. Good networking is always a lot of work. You can do just a little bit, but you will find that the more networking you do the more people will visit your blog and will engage in interesting conversations with you. If you feel that nobody reads your blog or leaves comment, it’s time to go out and network. Remember this is a great way to learn more and teach more about great topics that you consider very important. And more importantly blogs are being used to Teach and Learn.
Thank you,
Josie
(Your comments are always welcomed)
Many of us did not know that blogs can be used as a social and networking tool. We all want others to see and hear what we have to say. We enjoy finding others with similar interests and passions or perhaps in a completely different way. We enjoy reading what people have to say particularly if these are interesting things and discuss topics we care about.
The best advice I can give you, if you want to belong to a successful blog you have to find people and connect with them. Let other people know that you have a blog and are interested in what they have to say, and would like to start a conversation with them.
You can’t just be pretty and wait for people to discover you. The web is a huge place, and there are so many blogs out there. According to recent data there are 70 million blogs. http://www.blogherald.com/2005/07/19/blog-count-for-july-70-million-blogs/
Bottom line if you want your blog to be found and read, you have to create personal connections.
As in all human relationships, creating a blog network is a give-and-take process. Give-in the form of comments, links, contributions to the discussion-and you will receive. Comments and links are what keeps your blog alive.
You can think of blog networking as a simple 3-step process:
Step 1: Create your blog community
Step 2: Visit blogs and leave comments
Step 3: Talk about what you read in other blogs and link to them
A final comment
You may be thinking: “Hey, this is a lot of work!” Yes, it is. Good networking is always a lot of work. You can do just a little bit, but you will find that the more networking you do the more people will visit your blog and will engage in interesting conversations with you. If you feel that nobody reads your blog or leaves comment, it’s time to go out and network. Remember this is a great way to learn more and teach more about great topics that you consider very important. And more importantly blogs are being used to Teach and Learn.
Thank you,
Josie
(Your comments are always welcomed)
Tuesday, June 24, 2008
"What I have learned so far."
I have been introduced to WebCT, the online learning environment, models of online learning, and so many other factors influencing learners and teachers in online courses. If you read my previous blog; you will find that I have adapted to this online environment very well and you probably have too. I have experienced a lot in very little time.
Online teamwork, challenging but ultimately fun. I have experienced negative and positive feelings to our discussion topics. Many of us communicate very well in our discussion threads, and others don't feel like participating much just as in the traditional classroom. I had lot's of fun creating this blog. I have spent many hours in front of my monitor researching the different learning styles and reading discussions, but there is no better feeling than completing an assignment. I do hope my students feel the same way.
Most of the learning objectives for part 1 have been met. It's hard to believe how much we have learned in so little time. We focused on learning to use the basic WebCT functions that are employed in this class, brushing up on some basic computer skills, becoming oriented to the course, and we got to know students in the class. We were introduced to and created individual Web blogs (which are a lot of fun to create). We looked at the online learning environment, including the importance of incorporating 'high touch' along with 'high tech' to achieve effective learning outcomes. We reviewed the various models of online learning ranging from fully-online courses to the use of Web-based resources to enhance learning in the traditional face-to-face environment. We concentrated on learners in the online environment, reviewed learning styles and other individual student factors that influenced the ability of students to be successful online learners. We looked at teaching styles and considered the way in which teachers need to adapt their teaching to be effective in the online environment. The relationship between teaching styles and learning styles was explored.
Enough said; we are on our way to become great online facilitators. With hard work and dedication and passion we will all finish this journey together.
Thank you for taking the time to read this entry; Your comments are always welcomed.
Josie Davila
Online teamwork, challenging but ultimately fun. I have experienced negative and positive feelings to our discussion topics. Many of us communicate very well in our discussion threads, and others don't feel like participating much just as in the traditional classroom. I had lot's of fun creating this blog. I have spent many hours in front of my monitor researching the different learning styles and reading discussions, but there is no better feeling than completing an assignment. I do hope my students feel the same way.
Most of the learning objectives for part 1 have been met. It's hard to believe how much we have learned in so little time. We focused on learning to use the basic WebCT functions that are employed in this class, brushing up on some basic computer skills, becoming oriented to the course, and we got to know students in the class. We were introduced to and created individual Web blogs (which are a lot of fun to create). We looked at the online learning environment, including the importance of incorporating 'high touch' along with 'high tech' to achieve effective learning outcomes. We reviewed the various models of online learning ranging from fully-online courses to the use of Web-based resources to enhance learning in the traditional face-to-face environment. We concentrated on learners in the online environment, reviewed learning styles and other individual student factors that influenced the ability of students to be successful online learners. We looked at teaching styles and considered the way in which teachers need to adapt their teaching to be effective in the online environment. The relationship between teaching styles and learning styles was explored.
Enough said; we are on our way to become great online facilitators. With hard work and dedication and passion we will all finish this journey together.
Thank you for taking the time to read this entry; Your comments are always welcomed.
Josie Davila
"Adapting to Online Learning Environments"
It's important to keep in mind that all of us have made a huge change from print to screen. We have to adapt with the new age of technology. Many of us now communicate through email, blogs, and online chats. It's not too late to realize that all these changes are for the better believe it or not. We are in a society that wants things now, and with the click of a button someone receives an email. Yes, it's true that things are changing and many of us have yet to understand the effects this shift might have on teaching our courses. Indeed while many courses talk about the effects of technology, few incorporate it into their curriculum in ways that actually enhance learning.
Perhaps we are missing something. We have to keep in mind that in order to increase motivation for some students we have to use novelty. While the online format may present additional opportunities for involving the student, it also requires additional skills for assembling, analyzing, and using the needed information. Being more aware of these skills can help us think carefully about how we adapt materials online.
Many students feel overwhelmed with certain activities or assignments. Is it the way it is being presented? Are we adapting to our students learning style? Many things come into play, but bottom line is that in order to effectively complete tasks some learners find it more difficult than others and need that extra help that only the online instructor can provide. I recently heard a classmate say, "With everything I am doing I feel overwhelmed and I asked the professor to explain the assignment as if she was explaining it to a kindergartner." Don't we all feel this way at one point or another? This is nothing more than the truth. Our students may be visually literate, yet they rarely come to our courses with the ability to analyze complex ideas conveyed by an image or text. Let's try to remember that by adapting to the different learning styles; we are one step closer to truly helping our students.
We all learned what our learning style was; mine is Auditory/Verbal and I learn best when the information is presented auditory in an oral language format. The strategies for me are to join a study group to assist me in learning the course material, or work with a study buddy on an ongoing basis to review key information and prepare for exams. I do read out loud to aid in my recall. I record myself reading sometimes and play it back to review it over once, twice or however many times to learn the material.
As online learners we now realize what challenges we have ahead of us. By adapting to our online learning environment now; we will assume better responsibility as future online instructors. Let's never forget how we felt as online learners in order to be effective online educators.
Thank you for reading this entry; any comments are welcomed,
Josie Davila
Perhaps we are missing something. We have to keep in mind that in order to increase motivation for some students we have to use novelty. While the online format may present additional opportunities for involving the student, it also requires additional skills for assembling, analyzing, and using the needed information. Being more aware of these skills can help us think carefully about how we adapt materials online.
Many students feel overwhelmed with certain activities or assignments. Is it the way it is being presented? Are we adapting to our students learning style? Many things come into play, but bottom line is that in order to effectively complete tasks some learners find it more difficult than others and need that extra help that only the online instructor can provide. I recently heard a classmate say, "With everything I am doing I feel overwhelmed and I asked the professor to explain the assignment as if she was explaining it to a kindergartner." Don't we all feel this way at one point or another? This is nothing more than the truth. Our students may be visually literate, yet they rarely come to our courses with the ability to analyze complex ideas conveyed by an image or text. Let's try to remember that by adapting to the different learning styles; we are one step closer to truly helping our students.
We all learned what our learning style was; mine is Auditory/Verbal and I learn best when the information is presented auditory in an oral language format. The strategies for me are to join a study group to assist me in learning the course material, or work with a study buddy on an ongoing basis to review key information and prepare for exams. I do read out loud to aid in my recall. I record myself reading sometimes and play it back to review it over once, twice or however many times to learn the material.
As online learners we now realize what challenges we have ahead of us. By adapting to our online learning environment now; we will assume better responsibility as future online instructors. Let's never forget how we felt as online learners in order to be effective online educators.
Thank you for reading this entry; any comments are welcomed,
Josie Davila
Thursday, May 15, 2008
My Perceptions of this Course.
I am so excited with our journey in this online course. I have to say that it's a lot of work, but so much fun. I can't believe I have my own blog.
I want to share my current perceptions of online learning and teaching that I hope to learn in this course. I truly believe that the biggest challenge we will all be facing at the end of this journey is going from being an online learner to becoming an online facilitator. I am beginning to realize how much time and effort it takes to bring online facilitation.
While it is true that lot's of planning needs to be done in order for all of us to succeed in this online course; we have to keep in mind that many things have to be considered. We need to be self motivated, disciplined and well-organized in order to be successful in this journey. We have to keep up with the reading assignments and participate in the discussions. The most important thing is to ask questions if we don't understand something. The Course Questions Topic is a great place to ask if something is not clear. There may be more than one person with the same question and this will help us tremendously.
The communication process between our classmates and our professor is our opportunity to learn and grow in this online community. I truly believe that there should be sufficient interaction with each other in order to give a 'human touch' to online learning. Many of us over think things and find some of the instructions confusing. By asking someone else that has done something already; we are able to complete our assignments.
One great lesson I just learned is that what looks difficult is nothing but simple and fun projects like this one. Creating my blog was so much fun. If you need my help just ask.
Have fun!
I want to share my current perceptions of online learning and teaching that I hope to learn in this course. I truly believe that the biggest challenge we will all be facing at the end of this journey is going from being an online learner to becoming an online facilitator. I am beginning to realize how much time and effort it takes to bring online facilitation.
While it is true that lot's of planning needs to be done in order for all of us to succeed in this online course; we have to keep in mind that many things have to be considered. We need to be self motivated, disciplined and well-organized in order to be successful in this journey. We have to keep up with the reading assignments and participate in the discussions. The most important thing is to ask questions if we don't understand something. The Course Questions Topic is a great place to ask if something is not clear. There may be more than one person with the same question and this will help us tremendously.
The communication process between our classmates and our professor is our opportunity to learn and grow in this online community. I truly believe that there should be sufficient interaction with each other in order to give a 'human touch' to online learning. Many of us over think things and find some of the instructions confusing. By asking someone else that has done something already; we are able to complete our assignments.
One great lesson I just learned is that what looks difficult is nothing but simple and fun projects like this one. Creating my blog was so much fun. If you need my help just ask.
Have fun!
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