Class Blog List

Scott - http://auggienation.org/etec-541-blog.html
Mona -
Gerri - http://gerrietecblog.wordpress.com/
Crystal - www.heer541.wordpress.com
Dennis - http://tunerdj.wordpress.com/
Jeff - http://jlo1010.wordpress.com/
Kathryn - mccoolkat.blogspot.com
Laura - lamitobe.wordpress.com
John -
Vanessa -
Nicole - http://nicolewobken.wordpress.com/

541_Session 4_ Team Project Blog

 

Our team seems to be a good fit. Nicole stepped in right away and volunteered to be the primary contact for our team; together she and Laura attended the Skype meeting with Dr. Newberry and collaborated and set up a group Skype meeting. The team had a very good meeting. We were assigned the task of coming up with questions to ask Dr. Newberry at their next Skype meeting. We collaborated at that meeting, and agreed to get our final suggestions to Nicole by Friday.

I am really pleased with our first team meeting, our ongoing Google docs collaboration and our initial list of questions. I do not normally like working with groups and was actually worried when the mention of team project came up. But, following our first meeting, I am very excited to be working with a great team of people.

We have not assigned roles to each member. We decided that we would wait until the next meeting with Dr. Newberry and learn more about our course and the project.

The 11 steps listed in Chapter 1 of the text has given us a great place to start and a reference point to keep us on topic and make sure we hit key points throughout this project. However, we cannot get started on those crucial steps until we receive the answers to our questions on the next instructor-learner Skype.

We need to gather crucial information before we can continue, including such things as: course, teacher preferences and tech experience and skills, students experience and skills, content information…

I am actually excited to see it unfold!

Session 3_ Responses to Prompts _ Absorb, Do, Connect

	Learner-Content	Learner-Instructor	Learner-Learner
Video Presentation	X
Lecture	X
Chat		X	X
Discussion		X	X
PowerPoint Presentation	X
Skype		X	X
Email		X	X
Blog		X	X
Podcast	X
E-book/texts	X

 

 

If I haven’t mentioned before, I am not currently a teacher. I am the director of a homework center is in partnership with the SBCUSD. I tutor students grades K-12; so my teaching style and experience is quite different than my fellow classmates/colleagues. It also varies from day to day. For the purpose of this blog (and the class in general) I am going to cater my responses to the subject and general grade level I deal with most… 2^nd -3^rd grade math (my course). In addition, my job description requires me to help my students with their assigned homework, but I am allowed to incorporate any other help of my choosing.

Since taking 546, and now this class, I have been working to incorporate different technological aids in the center. I have already created several short videos helping with beginning algebra and multiplication. The center is located and operated by the church. The church has its own website and is going to allow me a page on the site for my center; which I now intend to dedicate to e-learning.

So- enough of this….. I just wanted you to know where I am coming from.

B. Discuss of the types of interactions that are most often used in the content area for which you expect to design instruction. Be sure to explain the content area, the types of students and types of objectives with which you will be working.

Content Area:

2^nd-3^rd grade Math-  This course will cover numbers and comparing, equations, variables, estimation and rounding, place value, logical reasoning, money, time, graphs, multiplication and division, measurement, fractions, decimals and probabilities.

Types of Students:

The types of students who will use and benefit from this course are 2^nd and 3^rd grade students who are struggling with math skills in their everyday classroom.

Types of Objectives:

Students will be able to:

More fully comprehend, master, the particular areas of difficulty.

Improve classroom test scores, as well as their state standards scores.

Student will be able to discuss and describe the processes of areas of difficulty.

 

C. Chapters 2, 3 and 4 of the Horton text discuss three categories of activities: Absorb, Do, and Connect. After reading these chapters you are to locate one or more online classes and identify one Absorb, one Do and one Connect activity. Present your findings using this format:

URL:

Course Content:

Intended Students/Probable Student Characteristics:

Instructor Characteristics:

Identify the Type of Activity: Absorb - Do - Connect

Identify and Discuss the Interactions in the Activity:

 

Absorb Activities: usually consist of information and activities that help students (learners) comprehend information; especially used to update and extend current knowledge. The text describes presentations, readings, stories and/or field trips as types of Absorb Activities.

Do Activities: transform the “absorb” information into knowledge and skills. Examples of “Do” activities are: practice activities, discovery activities and game simulations.

Connect Activities: integrate what we are learning with what we know. The purpose of “Connect” activities is to link to something already known. Examples include: ponder activities, questioning activities, research activities… Connect activities are useful when application is crucial, yet not adequate, teaching a general subject, learners doubt applicability of material and the learners cannot make the connection on their own.

 

1.

URL:  http://www.ixl.com/math/grade-3

Course Content: 3^rd grade Mathematics

Intended Students/Probable Student Characteristics:

Intended for students who want to get extra practice with skills they have learned in the classroom and/or students struggling with their everyday math class.

Instructor Characteristics:

A 3^rd grade teacher with limited to good computer skills. Instructor is probably savvy enough to use the computer for personal use, but not likely to have experience with technology in the classroom. The teacher is teaching math to a large classroom and on a strict state schedule, so has little to no extra time to devote to struggling students.

Type of Activity:

Do:  This activity is primarily “Do” type activity, in that it provides drill and practice activities, hands on activities and guided analysis. It allows the student to practice their specific areas of struggle, test their skills with hands on testing, and provides reports designed to pinpoint trouble areas, measure progress and view improvements.

I didn’t actually apply “Connection” type activity at first. It wasn’t until I linked to a new area of the course that it clicked to me.

Connect: This course provides students with the connection between the course activities and real-life application. Connect activities are done through word problems. It is obvious in activities such as time and money; the application of multiplication is more difficult- the word problems are delivered in real-life terms and situation.

 

I found a second site that I thought was good for this session as well.

 2.

URL: http://www.connectionsacademy.com/pennsylvania-cyber-school/curriculum/elementary/3rd-grade-classes.aspx

Course Content:  3^rd grade Mathematics

Intended Students/Probable Student Characteristics:

Intended for students who want to get extra help with math; these students my either be struggling students, students preparing for future skills or self-testing students.

Type of Activity:

Absorb: this course provides for “Absorb” type activities, in that it provides not only provides students with a textbook and workbook, it also provides an e-text, online lessons, and 24/7 communications (chat).

Do: this course provides for “Do” type activities through, on line practice drills and tests,  hands-on activities - at-home games and supplies (used for both hands on and online), and guided analysis throughout the course.

Connect: this course provides students with the connection between the course activities and real-life application. It is obvious in activities such as time and money, but a lot less obvious to a third grader how they would apply, for example, multiplication. This connectivity is done through activities, such as word problems.

 

 

541_Session 2_ Apologies and Lessons Learned

Being one of those students who lacks experience with online classes, I have found myself already having difficulty with self discipline and regulation. This mixed with my limited technological experience has proven to an obstacle. However, this is an obstacle that my motivation and determination will defeat.
I apologize to my fellow students/colleagues for my late submissions and replies. This, I hope, has not hindered any of you on your replies.
One thing I learned this week is to "Prepare for the inevitable!" I hade unable to connect a family emergency which left me stranded from wifi- other than my smartphone- but that technology left me at a loss. Unfortunately- pen and paper does not cut it!
I look forward to our future interactions this quarter.

541_Session 2_ Resposes to Prompts

Course A:

Content: This course will cover beginning college algebra.

Instructor(s): This course is taught by various adjunct and full time professors who are very familiar with the content that has differing degrees of tech skills and online teaching experience. The same class has to serve for all instructors.

Students: All students in this course are college freshman and sophomores with good technology skills and each has successfully taken an online orientation to online learning course.

 

The course, being Beginning College Algebra, I first must consider this type of content. In this case, math is a convergent content in that it contains a correct answer. Convergent content allows us to establish a logical progression and a set of procedures for students to follow. As well as, making it easier to provide feedback as to whether a math problem is correct or wrong, and how to come up with the correct answer. Another aspect to consider is the content characteristics. What best applies in this scenario is referred to as usual and customary practices, in that the course would adapt to the usual and customary way that a math course it taught; ways that both instructors and student expect and are comfortable with.

Since the degree of skill and experience of teaching an online course, and that the course will have to serve all of the instructors, I would cater it to the lower risk takers and the less experienced instructor, thus scaling back on the different types and complexities of technologies used and provide support.

As for the students, I would assume a fair degree of motivation. Although the have taken an orientation to online learning, the actuality is, it require a great deal of discipline and motivation; which is learned through experience. Since the students have good technology skills, they should be able to adapt to the new technologies and structures and methods of an online class.

 

Course B:

Content: The course is a philosophy of leadership class.

Instructor(s): The instructor is an experienced face-to-face instructor with good tech skills and prior online teaching experience. This instructor prefers lecture and discussion classes.

Students: Graduate students who are well motivated and with a broad range of technology skills, from average to very advanced.

 Philosophy is generally an example of a course with divergent content, in that there is not necessarily a correct answer, or even a path to coming up with any answer to a given question. In designing such a course, I would want to avoid providing too much explicit guidance, thus allowing students to create their own paths or set of procedures. I would also provide for more interaction between the instructor and his/her students.

Since it is indicated that the instructor prefers lectures and discussions, this could be accommodated through podcasts, videos, video chats/Skype or even through a discussion board.

Adding to the experience and skills of the instructor, the students are motivated graduate students, the design, including the variety of interaction opportunities, would suit both the students and instructors alike.

 

Course C:

Content: This course is an introduction to college success. It teaches study skills, communication skills, and tries to help students learn how to fit into the college community.

Instructor(s): This course will be taught by various instructors all with good tech skills and prior online teaching experience but who have never taught this content before.

Students: Students are incoming freshman who have been identified by advisors as high risk for drop out.

This course is more of an informational content, a divergent content, so the course design would be one that deals with subject matter that has no correct or wrong answer or a path for developing that answer. This course design requires avoiding too much explicit guidelines, however, at the same time providing more interaction opportunities between the instructor and students.

 The good technical skills and online teaching experience of the instructor outweighs the unfamiliarity of the subject matter. Having (assumingly college) teaching experience, and having been college students themselves, gives familiarity with time management, note taking, tutoring, etc… which would help students fit in to their new college environment.

Being that these are freshman students, likely being away from home for the first time and used to the face to face schedule of high school curriculum, it is not likely that the have the motivation and self-regulation to keep up with the rigors of an online course. Designing a course with continuous instructor interaction and feedback will ease this deficit.

                                                                                    

#2 Now, think about an online learning experience that you might someday create. Describe in detail the content, instructor and student characteristics. What are the design issues or features that these suggest? Explain your answers.

12th Grade Government: a required course for high school graduation

The content of this course includes a wide variety of US Government topics. These topics include, but are not limited to the following: The US Constitution, focusing on the features that make our country/government unique and enduring; our country’s foundation, highlighting the roots of our system and its unique history; the Constitutional Convention of 1787, its dynamics and differing viewpoints in the creation of the Constitution; the 3 Branches of our Federal Government and their unique powers; Checks and Balances; our  unique system that incorporates a natural checks and balances of powers; Amendments, process of amending the Constitution; Legislation, focusing on the provisions of the laws and their historic roots. The course will also focus on our current government issues as well as current affairs around the world.

Instructors include 12^th grade teachers with little to no online learning experience. Technological experience are, in general, comprised of personal use, such as email, social networking or surfing the web, and everyday use in a classroom, which would likely be comprised of PowerPoint presentations, grade-book, and possibly some video or interactive programs on class computers. These teachers, considering their experiences in face-to-face lecturing and student immediate feedback would, likely benefit from and require a high level of instructor-student and student-information to be successful.

Students will consist of 12^th grade students. Although most high school students are presumed to be technologically savvy; their technology skills are often limited to smart-phones, home computers, internet surfing, computer labs and gaming systems. However, these skills will be a great asset to an online class, in that they have basic skills in a variety of areas. The student that would benefit from online learning would be those who are motivated and self-regulated.

 Designing the course would require applying the 3 consideration we have been discussing; course content, instructors’ skills and experience, and students’ skills and experience. This course would require a great deal of text- as well as links for expanded research opportunities. It also would have built-in tutorials, instructional podcasts, and provide for instructor-student interaction.
The level of online learning experience is moderate; however, the technological experience is good. The information volume for the course is quite extensive, so it is important that there be features to motivate and keep the attention of the student, while not too technologically extensive for the users on either side.

This course would benefit greatly if it featured video chat/Skype, or the like, to support a face-to-face environment setting.

I would also recommend a face-to-face orientation class to introduce the course requirements and the technology of the course. This would help the instructor also get a feel for the student at the same time the students get a chance to try out the specifics.

 The technological requirements would be restricted to accessibility. Students would be required to have access to a computer, either at home, school computer lab or the local library. The computer, or student, will require a microphone and video component.

 

#3   List the 11 instructional design steps presented in chapter 1 of the text (Design Quickly and Reliably).

1. Identify your underlying goal
2. Analyze learners’ needs and abilities
3. Identify what to teach
4. Set learning objectives
5. Identify prerequisites
6. Pick the approach to meet each objective
7. Decide the teaching sequence of your objectives
8. Create objects to accomplish objectives
9. Create tests
10. Select learning activities
11. Choose media

 Works Cited:

http://www.regentsprep.org/Regents/ushisgov/themes/government/index.htm    (Used for 12th grade Government course specs.)

 

 

Session 1_ Response to Prompts

1.   As the article explained, online learning is a natural result distance learning. As technology progressed to include the Internet, distance learning also progressed; from mail service education, to television and radio education, and the natural progression to Internet online education.
2.   The biggest difference is the ability to interact immediately. This blogging is a perfect example of difference. In the past distance learning model, this immediate interaction between, instructor, student and information exchange was not possible.
3.   The three main differences, according to Moore are the different types of interactions. First is learning-content interaction. This is the immediate availability of course work, information and/or research. Second is learner-instructor interaction. This is the immediate, or the ability for students and instructors to interact/communicate immediately via the Internet. Third is the learner-learner interaction. This is the ability for students to interact with each other with ease-of-access; as we will be doing in this class via our blogs.
4.  I think i have found the biggest difference in distance learning today is the in the timing; as I have mentioned continuously- the immediate availability of both people and information. In the past, distance learning relied on the speed of the mail postal service; which is appropriately and commonly referred to today as "snail-mail."
http://www.teach-nology.com/tutorials/distlearnk12/
I wanted to predict, or find what professional educators predict, the future of e-learning for K-12 students. I have mixed feelings, and apparently others share several of the same thoughts and concerns.
I predict e-learning will, eventually be a popular alternative to traditional learning, as both the website and the assigned reading state, e-learning can be as "effective as traditional learning...when the methods and technologies used are appropriate..."
I also think that their are downsides to both the instructor and the students. The instructor will have class loads twice that of the traditional instructor, thus some instructors will be overworked and others will not have work, especially if they not are not wise enough to be on the ever-progressing side of the changes in the learning environments.
And, as for the students, those who are academically in-tune/focused, will greatly benefit from e-learning; they are more likely be able to budget their time and focus their priorities on their studies. However, I fear that many students who do not fall in to that category, will fall through the ever-widening cracks of drop-outs and fail-outs in traditional school. Another major factor, at least in my opinion, is that K-12 students may suffer the long-term effects of lack of intercommunication skills, as well as social skills that the traditional learning environment provides.

Session 1 Instruction

A.
My name is Kathryn McCool. I am very new to the online learning environment. As a matter of fact, this is only my 3rd online class.
I have never blogged before. So please bear with me, I have no idea what I am doing. I do, however, look forward to this new learning environment.
Feel free to critique any/all of my blogs. I believe constructive criticism is an excellent way to grow and learn.