Wednesday, October 8, 2014

Level 1: Navigate

1.1.1  Delineating Between Synchronous and Asynchronous Content Quest

Synchronous (synch) and Asynchronous (asynch) online educational experiences are something that I have had vast experiences with in past 5 years.  My father died of cancer in 2010 and I was required to finish the final year of my BA online after spending the beginning of my degree in a traditional classroom.  Then my husband was diagnosed with cancer in 2012 and I started my MAT online with the University of West Georgia shortly after.  I have been tutoring students online and in person for the past 4 years using both sync and a asynch methods and have found them to be very successful.

Synchronous education takes place when everyone is moving in the same space, experiencing the same thing at the same time.  This could be in a classroom, online chat, or video chat.

Asynchronous education takes place in separate spaces.  Examples of this would be online forums, online courses, or any method in which the student processes the posted materials in anticipation of the teacher reviewing their progress at a later date/time.


The below example is a dry, yet very clear explanation. It reminds me of how some synchronous classes can feel.


 



Navigate 1.1.2  Describe Roles and Functions in an Online Learning Environment


The roles in an OLE remind me very much of roles in the IT world in general.  There are Developers, Professionals, and Administrators.

  • Developers build the platform and control the content and GUI with input from the Professional staff. This would line up with the LMS Admin and Content developers from the Georgia Virtual Learning description.
  • Professionals use the platform on a daily basis and feed suggestions up through forums and feedback to the Developers.  They are the Facilitators for the course.
  • Administrators compile data, handle the ongoing maintenance, and perform quality checks.

All of these roles work together to provide an effective and dynamic learning environment for the Professionals and Students.


Navigate 1.1.3  Discussing the LMS and CMS

I have actually been working in higher education administration for 5 years and in my experience the CMS and LMS are two, distinct environments.

I used a CMS system in a larger context to track applications, student fees, coursework, etc...it held ALL student information.  

The LMS held my content, general student data, had a student GUI and was used on a day-to-day basis.

Based on what I have read the same holds true at all education levels and both are useful in their own way to pull simple and complex data to inform my instructional decisions.






















Tuesday, October 7, 2014

Level 1: Participate

1.1.1  Personality Traits

The traits that positively define a member of an online community can be as hard to pinpoint as one that negatively impacts the classroom, be it online or in person.  We have all been in a situation in which a member of the community just did not 'fit' and as such disrupted the normal rhythm of the social experience.  Without taking anything at all away from creativity and individuality, members of online learning experiences need to be sensitive to their timing, their tone, and their word choices when participating in an either a synchronous or asynchronous educational setting.  In addition, they must also be aware of professional boundaries that are obvious when interacting in person, but are invisible when the other participants are on the other side of a screen.  This awareness is the key to a rewarding experience in the digital world and can help all parties maintain their privacy while positively contributing to an online learning environment.
In summary, the belief that members of a digital community should be:

  • verbally respectful to all involved and observant of boundaries
  • digitally available and participatory in discussions
  • physically prepared with the correct equipment to complete tasks
  • mentally engaged in the coursework.


1.1.2  Join a Digital Learning Community

There are notable positives for joining a community of people in  similar field. On the most basic levels, there should be a shared community  full of different opinions and ideas to help open your eyes to new ways of doing things.  I mean, after all, why go out of your way to learn what you already know?

The community should be a positive force in both the academic challenges of the student and the teachers that use it.  It should allow for a flow of information that makes the best of every person's input.  As a counter point, however, there is a danger of joining a community that is not so open minded and supportive.  A community that puts down student efforts, complains about the noble profession, or otherwise howl into the wind regarding the lack of Diet Coke should likely be avoided.

Below are sites that I already use, with a short explanation of why I use them.    Of these digital learning communities, it must be noted that some have more one way traffic than others, but they all have means to disseminate information and receive helpful feedback to ameliorate common (and uncommon!) classroom situations.  

Digital bookmarking site:  Google


National Endowment for the Arts (NEH)

  • I enjoy using the NEH website because the content is peer reviewed prior to posting, can be the result of serious sessions with leaders in my field, and is constantly changing to provide new resources to engage with online.
  • They have online forums and blogs, but most of the information is geared toward a practical application of the discipline.  Happy days.
  • Already a member.
  • This site, while quite dense, is relatively student friendly and all have full access to resources as an open source site.


National Education Association

  • Great Public Schools Resource
  • I was already a subscriber to the NEA and receive their publications.  I find them useful in letting know know about new pedagogical techniques while giving me both protection and a forum in which to practice them. 
  • Already a member.
  • The GPS was a nice find on the NEA website.  It's easy to join and the comments that I have viewed are generally positive.


Edmodo

  • Online Student Interaction
  • Edmodo is widely used across the world and is touted as one of the best ways for students, teachers, and parents to clearly demonstrate their needs.  This is clearly mirrored in the knowledge that 72 million educators are currently registered with the site. 
  • I like that I can separate classes, save my information to use later, communicate with parents, and gather assessment information all on one site.  
  • Signed up about 6 months ago.
  • This site is obviously the easiest one for students to use with a variety of applications.  I will be using it in my classroom.  I'm  not a huge fan of the sage on stage teaching method and Edmodo could help me make it much, much more interactive between my students and their families.

The History Teacher
  • Peer Reviewed Journal
  • I have been receiving The History Teacher journal for over two years now, and I do have to admit that it is one of my most anticipated publications to get in the mail.  There is ALWAYS something that could be practically modified to work in the classroom and the editors and contributors heartily welcome feedback and are genuinely excited by both positive and negative feedback to the presented techniques.  That's not something you get to say much, eh?
  • I have used several articles in the classroom to teach more complex historical techniques and the kids loved it.  A wonderful community to be part of.

Georgia Virtual Learning

  • Common Core Reference and Resource
  • It seemed a bit silly to look at all the great resources that my colleagues and instructors have put together without acknowledging one that both supports the common core and is useful as a reference text.  
  • Depending on the class, I have used the GA Virtual classroom while I was absent, gearing the assignment towards research that will help students with the upcoming module.  This gives the kids a feeling like they're getting ahead and not doing busy work.  They like going to a lab and wearing their headphones, working to their own music.  I'd never, EVER leave them to it, but they do very well under supervised circumstances.  


1.1.3  Ideal Digital Learning Community

The DLC should be inclusive and well organized.  It should provide training on how to participate effectively in that community as well as training as to how to use the various resources.  It should be monitored for safe interactions between members of the community.  There should be a way for the families of the students to be addressed in a timely manner and for their concerns to be integrated into the learning process.


Members of the community should be:

  • verbally respectful to all involved and observant of boundaries
  • digitally available and participatory in discussions
  • physically prepared with the correct equipment to complete tasks
  • mentally engaged in the coursework.