Module 8

This was the concluding module of the Assessments class. We continued our work on our final project, applying suggestions by classmates to improve our final work.

I found the Hara, Bonk & Angeli Content Analysis of Online Discussion reading very thought-provoking. Their research and analysis is a beginning to the serious analyses that are needed in the realm of online discussions and their impact on learning. The many factors that are present make it a complex topic to analyze accurately. Their research led me to want to see if there was more on this topic, so I searched and found "Analysis of problem-solving-based online asynchronous discussion pattern" by Hou, Chang and Sung (http://findarticles.com/p/articles/mi_7100/is_/ai_n28524408). This research focused on problem-solving discussion activities and provided some clearer results that I will seek to apply.

With the large class sizes that I teach, breaking students into smaller groups will facilitate better discussions. Also, I understand my role in the discussion better. Just as in a f2f classroom, the teacher's role changes with the developmental ages of the students, as well as with the "flavor" of the individual class. Classes each take on their own personalities, and the teacher needs to be aware of this and adjust his/her interaction and guidance accordingly.

Finally, reflecting on my overall experience, I have to say how much I value and respect my classmates' talents and work. I have learned so much from interacting with them. We have some very inspiring educators in this group. I have grown significantly in my perspectives, as well as in my understanding of online assessment tools and strategies.

Ginnie

Module 7

This week was incredibly busy at work and in this class. Grades due, project draft due, work piling up!

I enjoyed putting everything together for the project, although I hit a few bumps along the way. I came up with a fun idea for using Inspiration for it, but then found that my trial subscription would expire before I could finish my project, so I went to plan B and used Googledocs. This class pushed me into using Googledocs, and I am glad it did. It's very user-friendly, although some of the formatting is tricky and I couldn't always to get it to do what I wanted. I wish my students could use it, but it is blocked for them. Edublogs would work, but I had too much trouble with that initially.

I do wonder, though, if a straightforward paper isn't just as effective for something like this. A Word document would have worked just as well, if not better, for me. It would have been easier to format it the way I wanted, and the links would have worked the same way. I feel like I didn't communicate how my course coaches students along in their projects. Everything my students do is assessed. If it wasn't, many of them wouldn't do the work. For example, when they do a PowerPoint project, I break it down into steps for which they need to submit work (resources, title page, attention-getter, organizer, etc.). If I didn't have them submit what they did for each step, most of them would skip steps and turn in inadequate work (then wonder why they didn't get a good grade). That's just how it is with the age group with which I work. Anyway, I didn't want to overwhelm my page with too much information. I am thinking about adding this somewhere, though.

I still feel like I am missing out on best practices. Or maybe I have it but just want more. There are so many tools out there that people are experimenting with, but I think we need to be careful in implementing them. Technology for the sake of technology or for being something new isn't a good reason to use it. In my class I like to stick to a few tools with which students get comfortable. It's important for younger students like mine to get comfortable and understand how to use a few of them, but they would have trouble if I used too many. I do think, however, what I've seen from my classmates in this class have been very good uses of those tools, so I guess we're on the right track.

I especially enjoyed Gail's use of Zoho with Voice Thread. I plan on looking into that for my students.

Ginnie

Module 6

This module built on the previous one, by having us read Khalsa's journalism class plans, then comparing and contrasting it with Casey's. Khalsa's clearly was designed based on cybercoaching and constructivism. It gave students more ownership in their learning by giving them significant choices regarding how they would complete the course. Choices included not only the learning environment, but also tasks and assessments. Students in this course were involved in real world applications. They were coached through a learning and growth process that will have lasting value for them.

Additionally, we worked on surveys that we would give a class. Using surveys with a class helps the instructor understand her students better and adapt the course to their needs. It also communicates an interest in her students. Click here to view my survey.

As I work on my final project, I am happy that I am already teaching online courses. I can apply this task directly to my classes. There is great value in closely analyzing my assessments in relationship to Bloom's Taxonomy. I am a great believer in stretching students to use higher level thinking skills throughout my classes, as appropriate.

- Ginnie

Module 5

This module focused on Bloom's Taxonomy, course objectives and determining what objectives and assessments from a course, Exploring Truth in Journalism, would work for an online course of the same topic. Thinking through what aspects of the course, particularly assessments, would work online was very valuable. There were a variety of issues that arose in our discussion. One issue was that of using films/videos. A good suggestion was made that a DVD with the videos could be included in student course materials, just as a textbook would be included. Basically, the activities and assessments used in the "brick and mortar" classroom course could all be done online.

Another point was made about how much work this course appeared to be, and being conscious of how much time students need to spend on work in an online course. We have gone through that exercise at my school, even to the point of having teachers look at each others' lessons, completing them as a student might, to make sure they fall within acceptable levels.

Focusing on the higher level skills in Bloom's Taxonomy is always something we need to be doing in our classrooms. I feel that my past education has prepared me well in this area, as many of today's teachers are. From what I can tell from my colleagues at my school, most teachers are very aware of Bloom's Taxonomy and incorporate it into their teaching and assessments.

~ Ginnie

Module 4

The focus of my efforts for this module was the midterm. I really enjoyed this approach to online learning. The jigsaw activity was a very positive experience, as I had the opportunity to work in a small group with two of my classmates. The smaller group created more of a connected feeling among group members. We communicated both through our group discussion and by phone in a conference call. We quickly decided on our approach, and each team member did a thorough job on her piece of the jigsaw. My team mates were fun and easy to work with.

Our jigsaw assignment was to choose an assessment tool from a list and write up a description, along with examples of objectives and applications of the tool. Sherry chose quiz and test builders and examined several online survey choices. Pam chose reflection assessment tools and researched several different blog sites that could be used by teachers. I chose peer-to-peer collaboration tools and discussed Adobe Connect, which I use with my online classes. Our group also wrote about some applications of these tools in education. The process led me to think of more applications that will improve what I offer my students. I am also looking forward to seeing what other groups post and getting some more ideas.

I wish that I could use the jigsaw method with the classes that I teach online, but our school doesn't provide or encourage students to communicate with each other independent of teacher- monitored chats. I guess I could post a discussion forum for this purpose, but it would be a lot to manage with the great number of students and academically diverse groups that I have. (A number of students just don't do their work.)

The jigsaw activity works best when you have motivated participants. In a group of teachers, it works very well, as evidenced by the projects. I am learning a lot about a great variety of tools. The research and analyses done by my classmates saves me a lot of time and helps me figure out which ones to try with my classes. The examples also inspire lots of great ideas for application.

For our completed jigsaw document, please see the links on the bottom, right side of this blog.

~ Ginnie

Module 3

This week we focused discussion on Bonk's Perfect e-Storm, published in 2004. As I read it, I couldn't help but feel that it seemed outdated. Many of the technologies projected are no longer new. It made me think about the perspective of what a few years changes in this arena. It also made me happy with the tools that I have had the opportunity to use regularly in my online teaching. What a difference they make for the students! The article's overall concept was a good analogy to what is happening in e-learning. We still have that influx of students to accommodate. We still have the issue of technology to use to deliver instruction and to enable collaboration. Technology is there, but it is always changing. Which changes will be "keepers"?

from http://bubbl.us

We also created concept maps, using Inspiration. I've used both Inspiration and Kidspiration before. I really had to think about how I could use concept maps in teaching technology. I've used them before with students for prewriting planning and analyzing books and characters. The biggest problem would be that my school would need to buy the software for many students, since I teach online. That is not going to happen anytime soon. Apart from that, I could use it to analyze cause-effect relationships, since that is one of the big concepts in technology design. Then I got an e-mail from Kathy Shrock (see link on sidebar) telling me about an online concept mapping tool called bubbl! Very cool! I will be taking a closer look at this tool and using it if it works for the cause-effect relationship. Note: The link for bubbl is also on the sidebar. Take a look!

-Ginnie

Module 2 Reflections

In this module we examined the pros and cons of using blogs for education. I really enjoyed seeing everyone's blogs, as well as creating my own blog, although I would prefer to create a blog that would be more useful. I feel kind of self-centered publishing my reflections online. Is that weird? I would rather put something out there that would be more helpful to other people.

It was really exciting to see how some of my classmates are using or are planning to use blogs with the classes they teach. Lots of great ideas! This was really the first time that I felt like people were really helping each other with so many good suggestions. The blog seems so versatile! It was also easy to set up, so a teacher could easily use it. The problem is with the time it takes to read through a blog with lots of students' posts. Right now, I teach 4 classes with a total of almost 300 students. To stay sane, I need to be careful about the types of assessments I use. I especially appreciated Datta Kaur's tip on downloading blogging software and creating your own site, so that privacy would not be an issue (ex.: http://b2evolution.net).

Since blogs are relatively new, I believe that it will take some time to see their lasting power as a tool. The Wang & Fang article espoused many positives about how blogs affect learning. Like any tool that a teacher uses, the effects depend on how it is used. It still takes good crafting to make the blog work well as an instrument of learning. For some great tips for teachers (including online safety), go to http://www.teachingtips.com/blog.