If I had to use one word to sum my thoughts on learning in IT648, it would have to be easy: Effective, Astute, Stimulating, and Yielding. Yes, though its meaning is two-fold, the word easy is an acronym, as I would never imply that this class was not challenging. I have learned a plethora of information in this course from day one. This course was effective because each student was asked to identify himself or herself by providing a word document introduction with an accompanying photo, so that we could get a brief glimpse as to who our classmates were. Also, during the second week, Dr. Wang provided us with a very dynamic PowerPoint presentation that discussed a variety of terms entitled: Introduction to communications, Networks, the Internet, and the World Wide Web. It was so effective that I felt as though I was in a physical classroom, yet in the comforts of my home. Since I am not previously a technology professional, I was very excited to see that she had taken the time to not only provide me with a slide presentation inclusive of quality visual graphics, but also used her own voice as part of this instructional tool. Believe it or not, I have had instructors who simply posted a PowerPoint online with no additional instruction as to the purpose of each slide!
Secondly, the course design was, in my opinion, astute because the learning environment “came to life” at several times throughout the course. For one, students were asked to build teacher websites and although it was challenging for me because it was my first time, I know that this was a real-world experience and one that begins the preparation to practice and communicate with others in my field. Not only did that assignment teach me about the language of web masters and other professionals that assist in web building, but it gave me a chance to experience the language, which is more important than testing on the materials.
Third, I was highly stimulated throughout this course as well, in part, because I was thrown into learning situations that I had never participated in before. As a result, I believe that I could convey the purpose of this course to others who anticipate having to take it. “It is a course that is centered on the study of telecommunication in education, which is categorized as having either synchronous or asynchronous characteristics. There are a variety of tools that can be used to enhance learning in online learning environments and one portal, that such communication tools are used on, is websites. Thus, it is important to have some practical knowledge about websites and website building so that teachers can create online learning environments with websites and integrate their curriculum into various technology tools”.
Fourth, this online course was very yielding because I was able to travel way to Indiana this summer for a family reunion and still keep up with the group projects and discussion. In other courses, I have become so overwhelmed with course articles and assignments, that I really wanted to give up. It seems that some instructors still are unaware that the two learning environments are different. So instead, they try to figure out a way to make an online class more so that of face-to-face instruction. At this point, the benefits of online learning are absolutely lost! Also, Dr. Wang was also accommodating, as I quickly discovered that online courses are more demanding than on-ground courses simply because they do not get holidays, sick days, or any other days off. Because it is online, it is not acknowledged that it still should have the same regulations as an on-ground course. For instance, if the school is closed for the 4th of July, then any online course assignments and/or correspondence should be closed as well.
If I had to assess any weak or strong points in my learning experience, I would comment that I am more comfortable with completing term papers than building websites. On the other hand, probably a big weakness for me was completing group projects with people I still have never seen (except I did unofficially meet Terry in the computer lab on Thursday, but he didn’t know that it was me, “lol”). However, once the tasks had been completed I was able to recognize the value in this assignment: just another technology tool in my instructional design toolbox. I felt that I was strong in my discussion board participation especially compared to previous online courses, although I will admit that this activity requires a large degree of self-motivation. Interestingly though, my motivation increased when I read that Dr. Wang required that we make posts at least by Friday of that week and comment on other classmate’s posts at least by Wednesday of the following week. Rules are very important in situations such as this because I have participated in online discussions that had no rules and students continued to post. In an on-ground class, I would compare this to an annoying classmate who just keeps babbling throughout the semester about what we discussed at the beginning of the first class meeting.
Overall, I really enjoyed the interaction between myself and my classmates. I only knew one person from a previous course, so I sort of migrated to emailing her initially. But once I participated in the group projects, I corresponded with those members also. I do regret not getting to know the other classmates as well, but that is similar to what happens in face-to-face classroom interaction as well. Also, I was pleased with the interaction between myself and the instructor. I felt as though Dr. Wang did not post all of the required course materials and desert the classroom, but rather she continued to play a part in the instruction. I say this because some of the articles that I read discussed student’s views on how they never heard from the instructor again and had to ultimately consult with higher authorities to reprimand the “run-away instructor”. I liked the weekly announcements and messages to let me know that Dr. Wang still had a presence, even though I could not see her.
Of most benefit to me, was my participation in learning about asynchronous and synchronous communication tools. I believe that I used email and the chat rooms the most. Secondly, the discussion board was used quite frequently to post my discussion but I heavily relied on email. I also enjoyed linking my Blackboard account to my email account, because I received all Blackboard emails on my Blackberry phone. No matter where I was, I was able to still know what was going on in class. There are obvious advantages of email. Because it is asynchronous, I could send a message to a classmate or Dr. Wang at midnight, go to bed, and have a response the next day. Thus, when I think about an important message, there is no need to wait until I can physically talk to someone at the same time; making email the most convenient communication tool. I will admit that I rarely used Live Classroom and Voice Board because at first I did not understand their purpose. Live Classroom is synchronous and audio/video capable while connecting all the students into an e-classroom, so that we can discuss any issues. However, I preferred Google chat because it is more familiar to me and more accessible (I can put Google on my Blackberry and correspond with classmates there). I also did not find any benefits to Voice Board until Dr. Wang reported that we could record a message and email it to classmates (again, email is so important). Lastly, I have really enjoyed publishing on the blog. I often invite my husband to read my blog or view other interesting blogs that I have read because this activity, more than others, allowed me to freely express myself about the topic and pose reflective questions, without the formality of posting discussion answers or writing a technical term paper. The advantage of Blogging is that it is my space, and I have the freedom to control posted comments. I can also go back to my dashboard and change my blog if I am unsatisfied with its contents. Therefore, it allows you to publish, unpublish, and modify discussions.
As I previously discussed, I believe that participating in the group work was helpful and necessary in this class because it provided me with an online environment that considered one of the main benefits of face-to-face instruction: social stimulation. I really feel as though, I have met some of my classmates and more importantly that we went to class together. It is also relevant to point out, that had we not participated in the group activities, then we would not have had an opportunity to experience most of the communication tools!
In summary, I have thoroughly enjoyed my online experience in this class. I really appreciate the ease of learning that was created from this design. The class site looks good and the materials are very organized. It also helped, that as an online learner, I had to become organized at home. Therefore, I used a small 3-ring binder to print out my articles, course schedule, and Assignments and Rubrics so that I could stay on task. This was very helpful. Lastly, I don’t think that I could have survived without the tutorials. Even though it took additional time to prepare these materials, they ultimately made IT 648 online feel like IT648, Rm. 156!
Until We Meet Again On-Line,
Roslyn L. Warren
Monday, July 27, 2009
Term Paper: The End of a Colorful Rainbow
Last night, I was commenting to my new friends on Facebook (participating in these online courses has sparked some interest in social networking) and users have the ability to fill-out a brief "What's on your mind" segment. Now, normally I would have felt like this was an utter waste of time having people place random comments on the web. But, after my husband so graciously added a Facebook component to my Blackberry (I'm new to that family as of earlier this summer), it makes more sense why I would tell someone what's on my mind.
When I'm just roaming around on the streets doing my own thing, I get this pop-up from Facebook saying that somebody wants to say something to me. Then I get to say something back to them or tell everyone in the group exactly "what's on my mind"....
....So to make a long story short, last night I told them "Roslyn La'Toya Warren" is tired of writing this term paper and ready to go to bed!" Oh the joys of asynchronous communication!
Anyway,
The term paper, though very time consuming, was very interesting. After not having a clue as to what I wanted to write on relative to technology or distance education issues, I decided to choose a topic near and dear to me-Motivation. I have frequently worked with students in my current profession as a Licensed Professional Counselor and so this topic is of interest because there is so much literature that suggests how you can "motivate" someone to decrease their depressive symptoms, etc. But, I hadn't really thought about a connection to online learning or a theory behind motivation in online learning. So, it was very fulfilling to see that this research actually exists and I must mention that it is worth continuing my research in future courses.
My term paper is called "Learner Motivation in Online Learning Environments". I refer frequently to John Keller's ARCS model for motivational design (attention, relevance, confidence, and satisfaction) and also looked at 2 research studies that used specific technology tools to increase motivation. Lastly, I wanted to discuss 3 questions that I feel are relevant to assessing motivation in students:
1) What motivates learners in some online learning environments versus others?
2) Are learners more motivated to participate in learning dependent upon the instructional tool that is used?
3) How can instructional designers promote an increased motivation to learn in online learning environments?
Finally, I thought that I would provide the summary of my term paper as a matter of critical thought.
"Students’ participation in online learning environments is not going to go away due to the flexibility and innovation that online learning provides. Moreover, as these learners continue to express their satisfaction or dissatisfaction of one OLE over another, the pressures to provide more meaningful online learning programs will continue to grow. As such, educators and instructional designers should work together to ensure that the old course materials that were once relevant in traditional environments are converted into the appropriate technology mediums, and not the other way around, in efforts to increase student motivation and retention. This means that instead of conforming to the popular views that are centered on technology-integration into classroom environments, educators should focus on curriculum-integration into technology environments. This attitudinal shift is one way that professionals can embrace online learning." Artifact: Term Paper
A colorful rainbow indeed!
Roslyn Warren
When I'm just roaming around on the streets doing my own thing, I get this pop-up from Facebook saying that somebody wants to say something to me. Then I get to say something back to them or tell everyone in the group exactly "what's on my mind"....
....So to make a long story short, last night I told them "Roslyn La'Toya Warren" is tired of writing this term paper and ready to go to bed!" Oh the joys of asynchronous communication!
Anyway,
The term paper, though very time consuming, was very interesting. After not having a clue as to what I wanted to write on relative to technology or distance education issues, I decided to choose a topic near and dear to me-Motivation. I have frequently worked with students in my current profession as a Licensed Professional Counselor and so this topic is of interest because there is so much literature that suggests how you can "motivate" someone to decrease their depressive symptoms, etc. But, I hadn't really thought about a connection to online learning or a theory behind motivation in online learning. So, it was very fulfilling to see that this research actually exists and I must mention that it is worth continuing my research in future courses.
My term paper is called "Learner Motivation in Online Learning Environments". I refer frequently to John Keller's ARCS model for motivational design (attention, relevance, confidence, and satisfaction) and also looked at 2 research studies that used specific technology tools to increase motivation. Lastly, I wanted to discuss 3 questions that I feel are relevant to assessing motivation in students:
1) What motivates learners in some online learning environments versus others?
2) Are learners more motivated to participate in learning dependent upon the instructional tool that is used?
3) How can instructional designers promote an increased motivation to learn in online learning environments?
Finally, I thought that I would provide the summary of my term paper as a matter of critical thought.
"Students’ participation in online learning environments is not going to go away due to the flexibility and innovation that online learning provides. Moreover, as these learners continue to express their satisfaction or dissatisfaction of one OLE over another, the pressures to provide more meaningful online learning programs will continue to grow. As such, educators and instructional designers should work together to ensure that the old course materials that were once relevant in traditional environments are converted into the appropriate technology mediums, and not the other way around, in efforts to increase student motivation and retention. This means that instead of conforming to the popular views that are centered on technology-integration into classroom environments, educators should focus on curriculum-integration into technology environments. This attitudinal shift is one way that professionals can embrace online learning." Artifact: Term Paper
A colorful rainbow indeed!
Roslyn Warren
Tuesday, July 21, 2009
Help! My Website Has Taken Over My Medula Oblongata!!!
Is anyone else suffering from this disorder? I mean, first you decide that you are going to create a teacher website site. So, you follow all of the steps that help you to create a sensible "mental plan". But....once you begin creating buttons, banners, deciding on colors, and even down to choosing the right pictures, that's when it happens. Your Medula Oblongata gets taken Over by your website! (Kinda like when you're planning a wedding)
According to an online medical dictionary
medulla oblongata (mdul´ oblôngä´t),
n the direct upward extension of the spinal cord that lies at the junction between the cerebrum and the spinal cord and is considered to be in a group with the pons and midbrain because the nuclei of all the cranial nerves except one are situated within this structural group. Its functions are associated with the nuclei of the glossopharyngeal, vagal, spinal accessory, and hypoglossal nerves. It controls the reflex actions of the pharynx, larynx, and tongue, which are related to deglutition, mastication, and speech, as well as the visceral reflexes of coughing, sneezing, sucking, vomiting, and salivating, and other secretory functions.
So here I am WASTING so much time on creating buttons and banners on free websites that I actually cannot control my reflexes :). The only other time that I remember feeling this way is when I became obsessed with making "aesthetically pleasing" PowerPoint presentations. The moral of this story is to REALLY create a mental plan for your website so that you don't get your Medulla Oblongata taken over like me!
Moving Right Along...
For the most part, I really enjoyed creating my first website. There were some obvious issues though. Once my medulla oblongata was taken over, I had created so many banners that I became fatigued and settled for the one that I had. In a perfect world, I would have asked a graphic designer to create my buttons and banners so that I would not have to endlessly and hopelessly search for things that simply are not there. One site though, www.cooltext.com had the best buttons and I finally figured out how to make the background of my button blend in with the background of my website. Hip Hip Hooray!!
Also, I have learned to appreciate web designers. This is a very long process, but it was worth the headache because now I have a deeper understanding of my role as an instructional designer working on a team. It is important to know the processes and the language that other designers use so that we can be an effective design team. In fact, most companies want you to have some basic knowledge of website building because there may be times when they might need me to update their sites and know a little html code (which I am very proud to say that I am more html literate)
Lastly, in my experience, I would also like to comment that although their are some nice free sites out there, I would have preferred to use a program that had all the "bugs" worked out. I tried to create a calendar on my course information page and could not view it until I previewed the site by clicking on "browse". Once I saw the calendar, it had mysteriously floated to the top of the webpage and made my header appear to be off-centered. I eventually had to look at the html code and delete the calendar.
This is my final product that I submitted after finally calling itech at USM who reported that I did not have my ocean account activated: http://ocean.otr.usm.edu/~w442784/.
According to an online medical dictionary
medulla oblongata (mdul´ oblôngä´t),
n the direct upward extension of the spinal cord that lies at the junction between the cerebrum and the spinal cord and is considered to be in a group with the pons and midbrain because the nuclei of all the cranial nerves except one are situated within this structural group. Its functions are associated with the nuclei of the glossopharyngeal, vagal, spinal accessory, and hypoglossal nerves. It controls the reflex actions of the pharynx, larynx, and tongue, which are related to deglutition, mastication, and speech, as well as the visceral reflexes of coughing, sneezing, sucking, vomiting, and salivating, and other secretory functions.
So here I am WASTING so much time on creating buttons and banners on free websites that I actually cannot control my reflexes :). The only other time that I remember feeling this way is when I became obsessed with making "aesthetically pleasing" PowerPoint presentations. The moral of this story is to REALLY create a mental plan for your website so that you don't get your Medulla Oblongata taken over like me!
Moving Right Along...
For the most part, I really enjoyed creating my first website. There were some obvious issues though. Once my medulla oblongata was taken over, I had created so many banners that I became fatigued and settled for the one that I had. In a perfect world, I would have asked a graphic designer to create my buttons and banners so that I would not have to endlessly and hopelessly search for things that simply are not there. One site though, www.cooltext.com had the best buttons and I finally figured out how to make the background of my button blend in with the background of my website. Hip Hip Hooray!!
Also, I have learned to appreciate web designers. This is a very long process, but it was worth the headache because now I have a deeper understanding of my role as an instructional designer working on a team. It is important to know the processes and the language that other designers use so that we can be an effective design team. In fact, most companies want you to have some basic knowledge of website building because there may be times when they might need me to update their sites and know a little html code (which I am very proud to say that I am more html literate)
Lastly, in my experience, I would also like to comment that although their are some nice free sites out there, I would have preferred to use a program that had all the "bugs" worked out. I tried to create a calendar on my course information page and could not view it until I previewed the site by clicking on "browse". Once I saw the calendar, it had mysteriously floated to the top of the webpage and made my header appear to be off-centered. I eventually had to look at the html code and delete the calendar.
This is my final product that I submitted after finally calling itech at USM who reported that I did not have my ocean account activated: http://ocean.otr.usm.edu/~w442784/.
Wednesday, July 8, 2009
The Final Group Project
I was absolutely excited to conclude the group projects! It is difficult working with groups online, and I must admit that initially I believed that it would truly be an impossible task.....however, it quickly became one that was "doable". In the end I enjoyed this new experience because now I know that there lives a way that people can come together and not "be together", but I would not have known that it was possible to design this learning environment had I not experienced it for myself.
Moving on.......
Our final task was to experience 4 communication tools, two synchronous and two asynchronous. We selected the following tools: Ning.com, Wikispace.com, Tapingya.com, and Toxbox.com.
The tools that I preferred the most were Ning and Wiki, relative to the integration into a K-12 environment. Both Ning and Wikispaces appear to be all-inclusive spots that educators can use to integrate technology into their learning environment. Other sites have nice tidbit capabilities that can "cheerlead" education but not support it. I believe that one site that is integrative of the most important tools (e.g. chat, email, blog, video) should be used as oppose to piecing together a variety of sites.
Now, in my own rebuttal, I am in support of educators using a variety of tools to support the many activities that make learning fun and creative. But in the end, there needs to be some type of connect between the blackboard and the online learning. Thus, the classroom blackboard is ALWAYS used as a central point for students, and it is one that symbolizes that it is time to learn. In this same way, a symbol needs to be created for online learning. One tool to communicate learning and a variety of methods to make learning fun.
I would prefer the use of synchronous tools in the majority of the K-12 environment because it is very hard for me to stay disciplined (even at my age) and participate in making learning meaningful for me. On the other hand, teenagers need more guidance and direction to facilitate meaningful learning. Sometimes you have to hold their hands really tight in order to get the desired results. If this country can create equal access to resolve hardware and software issues, then the tools that facilitate rich learning would reach an all-time level of popularity among schools.
Happy Learning,
Roslyn
Moving on.......
Our final task was to experience 4 communication tools, two synchronous and two asynchronous. We selected the following tools: Ning.com, Wikispace.com, Tapingya.com, and Toxbox.com.
The tools that I preferred the most were Ning and Wiki, relative to the integration into a K-12 environment. Both Ning and Wikispaces appear to be all-inclusive spots that educators can use to integrate technology into their learning environment. Other sites have nice tidbit capabilities that can "cheerlead" education but not support it. I believe that one site that is integrative of the most important tools (e.g. chat, email, blog, video) should be used as oppose to piecing together a variety of sites.
Now, in my own rebuttal, I am in support of educators using a variety of tools to support the many activities that make learning fun and creative. But in the end, there needs to be some type of connect between the blackboard and the online learning. Thus, the classroom blackboard is ALWAYS used as a central point for students, and it is one that symbolizes that it is time to learn. In this same way, a symbol needs to be created for online learning. One tool to communicate learning and a variety of methods to make learning fun.
I would prefer the use of synchronous tools in the majority of the K-12 environment because it is very hard for me to stay disciplined (even at my age) and participate in making learning meaningful for me. On the other hand, teenagers need more guidance and direction to facilitate meaningful learning. Sometimes you have to hold their hands really tight in order to get the desired results. If this country can create equal access to resolve hardware and software issues, then the tools that facilitate rich learning would reach an all-time level of popularity among schools.
Happy Learning,
Roslyn
Friday, June 26, 2009
Project 2- Using WebCT
I too must take a moment to pay my respects to Micheal Jackson and his legacy. He will be forever immortalized in the hearts of all of his fans and family. It is such a hard pill to swallow.
.........................................
My experiences with using the features in WebCT were more enjoyable than Google. My group first met in Google Chat because it was familiar. Then, we transitioned to Live Classroom, though, earlier Terry and I left messages to meet in the Classroom via Voice Board. I think I like the Live Classroom better because it is dedicated to the classroom versus other social tools that are being converted for educational use, partly, because I specifically know its uses. Project 2 was less of a challenge mainly because I think that it has been well-designed for classroom instruction. I like the fact that we can use voice board to leave messages and was excited that they can also be sent to email! That was a perk because I was under the impression that you had to constantly check the voiceboard to see if you had messages, but you can also take this on the road and constantly access important messages left by having email access. What a convenience!
Interestingly, I am becoming more comfortable with using these technologies and instructional tools. As such, I am enjoying this course more every day. I only say that because in our discussion of exploring synchronous and asynchronous tools, I believe that the instructor has the responsiblity to ensure easibility and success when choosing online teaching versus face to face. I am also aware that sometimes teachers are forced into online teaching (which is probably more often than not the case). But, we would not have to force the teacher to participate if we could have quality instructional designers to do the "dirty work" and ensure that the online environment is just as friendly and fair as face-to-face learning. The fairness and friendliness of the environment take place when we assess who is actually partipating in the learning--not just the student but also the instructor. Then we can determine fitness of tools.
Lastly, these are questions to ponder as we explore online learning and quality of instruction:
"Online" is simply not just putting materials on the web, but rather it is creating another environment that must facilitate meaningful learning.
Happy Learning,
Roslyn
.........................................
My experiences with using the features in WebCT were more enjoyable than Google. My group first met in Google Chat because it was familiar. Then, we transitioned to Live Classroom, though, earlier Terry and I left messages to meet in the Classroom via Voice Board. I think I like the Live Classroom better because it is dedicated to the classroom versus other social tools that are being converted for educational use, partly, because I specifically know its uses. Project 2 was less of a challenge mainly because I think that it has been well-designed for classroom instruction. I like the fact that we can use voice board to leave messages and was excited that they can also be sent to email! That was a perk because I was under the impression that you had to constantly check the voiceboard to see if you had messages, but you can also take this on the road and constantly access important messages left by having email access. What a convenience!
Interestingly, I am becoming more comfortable with using these technologies and instructional tools. As such, I am enjoying this course more every day. I only say that because in our discussion of exploring synchronous and asynchronous tools, I believe that the instructor has the responsiblity to ensure easibility and success when choosing online teaching versus face to face. I am also aware that sometimes teachers are forced into online teaching (which is probably more often than not the case). But, we would not have to force the teacher to participate if we could have quality instructional designers to do the "dirty work" and ensure that the online environment is just as friendly and fair as face-to-face learning. The fairness and friendliness of the environment take place when we assess who is actually partipating in the learning--not just the student but also the instructor. Then we can determine fitness of tools.
Lastly, these are questions to ponder as we explore online learning and quality of instruction:
- What is the instructor's perceptions or beliefs about the quality or potential for learning online?
- And, how capable is the instructor in preparing a successful online course?
"Online" is simply not just putting materials on the web, but rather it is creating another environment that must facilitate meaningful learning.
Happy Learning,
Roslyn
Friday, June 19, 2009
Chatting with the Googlers: Project 1
The task at hand consisted of participating with four group members to create an online group discussion using Google. What started out as a new journey into "Gmail" became a nightly discussion in Google chat. Chatting with my cohorts in Google opens up a new window of opportunity into my realization of just how effective such a tool can be in classroom instruction!
Any adult learner knows the "pain" of having to form a group with other classmates. For one, there's the anxiety that you will have to communicate with and rely on others and risk your grade if the group is not a cooperative one (i.e. having people in your group who can't decide when they should meet or those that want to underparticipate or overparticipate). Yes, there are some worries, and I have been in situations when one group member was totally silent or another group setting when a member was so particular about getting the task done that she opted to complete the assignment in its entirety! (Not a good "groupy") Nevertheless, this was a very different learning situation. This was my first participation in a virtual group.
First, I tried to imagine why or how this could work. But, I quickly began to see that particularly with motivated learners it was a task that we could easily overcome. Second, after we had our first communication (through Gmail and Google Groups), we were able to set a defined time for chatting. I felt a sense of relief knowing that we were going somewhere. Finally, we had agreed to meet nightly to explore the wonderful world of chatting.
I hadn't used chat in quite sometime, although I had recalled using it on the first social website for college students-College Club. It was an awesome experience because I could create a profile and chat with students from a variety of college campuses--I even met people on my campus and befriended them in person. Anyway, I realized that I enjoyed that experience, so using this was educational purposes couldn't be that bad.
Well, there were some issues with media devices and bandwidth (some connections were undoubtedly slower than others and some classmates kept getting "booted" off of chat, which became VERY frustrating). Later, I suddenly felt as if I was in a physical classroom environment with everyone because for once I had a real "connection" with my peers. Chatting on Google is something that I will participate in again and it is one experience that opens my eyes to viewing it as part of an educational process in conjunction to a social media tool. In the future, I can easily use Google chat when exploring communication for training and development at large companies. It provides small groups with an extra mechanism, besides expensive conference calling, to continue to get work done and participate in group chat at the same time.
Next week, the group meets in Blackboard to explore live classroom as well as other innovative tools that are specifically designed for educational purposes.....
Happy Chatting,
Roslyn
Any adult learner knows the "pain" of having to form a group with other classmates. For one, there's the anxiety that you will have to communicate with and rely on others and risk your grade if the group is not a cooperative one (i.e. having people in your group who can't decide when they should meet or those that want to underparticipate or overparticipate). Yes, there are some worries, and I have been in situations when one group member was totally silent or another group setting when a member was so particular about getting the task done that she opted to complete the assignment in its entirety! (Not a good "groupy") Nevertheless, this was a very different learning situation. This was my first participation in a virtual group.
First, I tried to imagine why or how this could work. But, I quickly began to see that particularly with motivated learners it was a task that we could easily overcome. Second, after we had our first communication (through Gmail and Google Groups), we were able to set a defined time for chatting. I felt a sense of relief knowing that we were going somewhere. Finally, we had agreed to meet nightly to explore the wonderful world of chatting.
I hadn't used chat in quite sometime, although I had recalled using it on the first social website for college students-College Club. It was an awesome experience because I could create a profile and chat with students from a variety of college campuses--I even met people on my campus and befriended them in person. Anyway, I realized that I enjoyed that experience, so using this was educational purposes couldn't be that bad.
Well, there were some issues with media devices and bandwidth (some connections were undoubtedly slower than others and some classmates kept getting "booted" off of chat, which became VERY frustrating). Later, I suddenly felt as if I was in a physical classroom environment with everyone because for once I had a real "connection" with my peers. Chatting on Google is something that I will participate in again and it is one experience that opens my eyes to viewing it as part of an educational process in conjunction to a social media tool. In the future, I can easily use Google chat when exploring communication for training and development at large companies. It provides small groups with an extra mechanism, besides expensive conference calling, to continue to get work done and participate in group chat at the same time.
Next week, the group meets in Blackboard to explore live classroom as well as other innovative tools that are specifically designed for educational purposes.....
Happy Chatting,
Roslyn
Saturday, June 13, 2009
When I grow up
Do children really know what they want to be when they grow up? That is my question of the day. Let me say that many times people have asked me that question and plenty of times, I thought that I knew. But the funny thing is that when we finally "grow up" as have progressed life's journey, our generation (and those thereafter) could be placed in a position that has never been invented. That's how I feel about technology! It changes so rapidly that it's hard to say what you might be doing when you grow up. After all, at the tender age of almost 30, these technology positions did not exist when everyone was asking that tough question.
So here I am...Roslyn Warren, a student in the Telecommunications in Education course at USM.
I am taking this class as a prerequisite for the Ph.D. program in Instructional Technology and Design. I have already completed a foundation of 15 hours in Adult Education and look forward to applying those principles in the instructional design process. I have a background in psychology so it is very interesting to study how people learn and interventions that I can develop to enhance the learning process. Also, I am enjoying learning about the technology that I plan to use in the future.
When I grew up, I thought I might be a psychologist. But now you can merge psychology with technology and create positions that were unimaginable when I first thought them.
The purpose of this blog is to allow everyone to know my progression throughout this course. It is already interesting to know the diversity of my cohorts who have various insights into the opportunities that technology has already afforded them. In addition, I am excited to participate in the learning process and document my advances. I also look forward to looking over these blogs in the future to note how far I have advanced in my thoughts relative to technology and technology concepts.
Enjoy,
Roslyn
So here I am...Roslyn Warren, a student in the Telecommunications in Education course at USM.
I am taking this class as a prerequisite for the Ph.D. program in Instructional Technology and Design. I have already completed a foundation of 15 hours in Adult Education and look forward to applying those principles in the instructional design process. I have a background in psychology so it is very interesting to study how people learn and interventions that I can develop to enhance the learning process. Also, I am enjoying learning about the technology that I plan to use in the future.
When I grew up, I thought I might be a psychologist. But now you can merge psychology with technology and create positions that were unimaginable when I first thought them.
The purpose of this blog is to allow everyone to know my progression throughout this course. It is already interesting to know the diversity of my cohorts who have various insights into the opportunities that technology has already afforded them. In addition, I am excited to participate in the learning process and document my advances. I also look forward to looking over these blogs in the future to note how far I have advanced in my thoughts relative to technology and technology concepts.
Enjoy,
Roslyn
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