In EDUC 761 our class is reviewing various - Emerging Communication Tools and How They Might Influence Online Education in the Future. I have shared my experience with wiki and I have invited my colleagues to review the survey data on the left, leave a survey comment and post a comment as a reply.
Our reading and discussion in EDUC 762 has touched on peer to peer collaboration (our midterm is a good example of this), authentic and alternative assessment and recently, the challenges posed by 4 storms of E Learning that were predicted in 2004 and may already be here.
That said, after completing the survey to your left, if you would elaborate with a comment. You may reply to one prompt below or leave a comment based upon your own experience with wiki.
1. Of the benefits you identified in the survey, which is the most significant and why so you see this benefit as so important?
2. Are wiki now a part of your world as an instructor. If so, how do you use them. If not, are wiki evident in your various learning communities.
3. Share an example of peer to peer collaboration that you have used in the classroom (either face to face or online). Could a wiki have been used to support this collaboration?
4. Do you see wiki as an example of authenticity in activity or assessment? Why or why not.
I know you are all busy so thanks to those of you who take time to post a comment.
Greg@Az
Showing posts with label EDUC 762. Show all posts
Showing posts with label EDUC 762. Show all posts
Wednesday, February 27, 2008
Tuesday, January 15, 2008
Reflective Journal 6
Module 6 - this week my reflection will focus on the readings. Outstanding set of ideas and I found I connected with these 3 readings.
Cybercoaching - this was wonderful, although I did skip the material at the end of the article, it seemed to focus on writing.
Ok, the components of the model - cyberspace + coaching = cybercoaching was a great way to illustrate a process that I have intuitively been moving toward. I love the feedback model, the notion that as a facilitator I can intervene (formatively assess and realign) my students to help them achieve their goals within the constraints of the learning environment.
The key point raised about cyber (3) was the relationship that encourages a two way feedback mechanism. This ZPD concept really makes sense, not only for exercise science, or languages but economics.
Interestingly page 5 ended with a difference in perception between faculty and students on the promptness of the feedback, in a 2004 study. This is not surprising given the gulf that I have seen between points of view in the profession and our students, and the profession can well be as biased as our students.
The Harmonic Feedback Look was a great way to integrate the complex components of instruction in a way that makes sense and relates to the coaching model.
I also found the Datta Kaur, 2001 paper to be very relevant. Her survey of the literature was very, very well done and the Rheingold description of virtual learning communities was dead on when he wrote of successful online communities:
1. Possessing a sprint of group creative, experimentation, exploration, and goodwill.
2. Authentic conversation - from the heat, the heart and the gut.
3. A gift economy for knowledge-sharing.
On page 10 of Datta Kaur I alsom related to "real -time community"
1. net-gener
2. facilitator
3. excitement and possibilites
Page 16 - "Similar to a host of a party, the optinal online teacher invites you into his/her 'home' shaing . . . personal views and values. . . "
The Brandon article was very relevant to my instructional design course and the list of url references was excellent.
Cybercoaching - this was wonderful, although I did skip the material at the end of the article, it seemed to focus on writing.
Ok, the components of the model - cyberspace + coaching = cybercoaching was a great way to illustrate a process that I have intuitively been moving toward. I love the feedback model, the notion that as a facilitator I can intervene (formatively assess and realign) my students to help them achieve their goals within the constraints of the learning environment.
The key point raised about cyber (3) was the relationship that encourages a two way feedback mechanism. This ZPD concept really makes sense, not only for exercise science, or languages but economics.
Interestingly page 5 ended with a difference in perception between faculty and students on the promptness of the feedback, in a 2004 study. This is not surprising given the gulf that I have seen between points of view in the profession and our students, and the profession can well be as biased as our students.
The Harmonic Feedback Look was a great way to integrate the complex components of instruction in a way that makes sense and relates to the coaching model.
I also found the Datta Kaur, 2001 paper to be very relevant. Her survey of the literature was very, very well done and the Rheingold description of virtual learning communities was dead on when he wrote of successful online communities:
1. Possessing a sprint of group creative, experimentation, exploration, and goodwill.
2. Authentic conversation - from the heat, the heart and the gut.
3. A gift economy for knowledge-sharing.
On page 10 of Datta Kaur I alsom related to "real -time community"
1. net-gener
2. facilitator
3. excitement and possibilites
Page 16 - "Similar to a host of a party, the optinal online teacher invites you into his/her 'home' shaing . . . personal views and values. . . "
The Brandon article was very relevant to my instructional design course and the list of url references was excellent.
Monday, January 14, 2008
Reflective Journal 5
This post is a reflection of my work in both EDUC 762 - Online Assessment and EDUC 761 - Collaborative Communities.
A great week. The two applied activities in EDUC 762 Online Assessment were outstanding and I will certainly incorporate both into my online instruction. Our small group module 2 over in collaborating communities was also a wonderful way to experience a technique that might well facilitate online community building. In a wonderful way, these two classes are complimentary and are synergistic. (I hope that this syntax and structure is appropriate. As this is an open blob, if you are a Noam Chomsky fan [I am not] feel free to correct or clarify)
My EDUC 762 activity involved a participant/student evaluation and revision of the final project rubric. This was fantastic. I was very interested in the reaction of my classmates to both the post I made over in the class course site. I suspect that, as the semester winds down, they are feeling pressure and stress.
I find that, acting as a student in a class like this, I am able to more identify with the pressures and confusion that my students may experience.
The analysis of Bloom's taxonomy informed my thinking about the topics I was reading about in both classes. In particular, the notion that level of taxonomy can affect both authenticity and act as a cost to "cheating" and a benefit to "not cheating" is one I will need to continue to reflect on. In fact, the complexity of the connections between Bloom, "cheating", online community building and authenticity are compel me to follow my classmate Bill Demory in remaining humble and seeking further development.
I continue to be amazed at the discussions in my two classes and the way that they are intersecting.
For example, a classmate over in EDUC 761 wrote this week
I certainly feel at a disadvantage in the beginning of an online course. I usually refer back to the Introductions frequently at first and I try to interact with two to three people a day. If anyone has any suggestions, I'm sure open to them
I responded
I find myself in the same position you describe . . . for the first week or so. Then I can associate the tone and texture of the discussion postings with my classmates. If you think about our class, classmate A's postings are distinctive and unique and very different from, say classmate Bs postings. Instructor X's approach to posting is much different from Instructor Y, at least to my ear in terms of tone and approach.
Having said that, I have found that in wiki discussion threads or in other platforms such as moodle or VoiceThread, the poster's picture appears next to the post or reply.
This is very, very helpful - although it raises other issues, which are currently being discussed by a number of us offline now. Further information about this issue or a platform for you to post your own thoughts is over on the public blog
E Learning for Educators
(note the shameless effort to promote public discussion over here)
I think that the exchange above (another shameless act - imitation of the format of two books on online learning by Pratt/Palloff and Lehmann) is significant as we all consider the issues of authenticity, diversity, our own teaching style and online community building.
A great week. The two applied activities in EDUC 762 Online Assessment were outstanding and I will certainly incorporate both into my online instruction. Our small group module 2 over in collaborating communities was also a wonderful way to experience a technique that might well facilitate online community building. In a wonderful way, these two classes are complimentary and are synergistic. (I hope that this syntax and structure is appropriate. As this is an open blob, if you are a Noam Chomsky fan [I am not] feel free to correct or clarify)
My EDUC 762 activity involved a participant/student evaluation and revision of the final project rubric. This was fantastic. I was very interested in the reaction of my classmates to both the post I made over in the class course site. I suspect that, as the semester winds down, they are feeling pressure and stress.
I find that, acting as a student in a class like this, I am able to more identify with the pressures and confusion that my students may experience.
The analysis of Bloom's taxonomy informed my thinking about the topics I was reading about in both classes. In particular, the notion that level of taxonomy can affect both authenticity and act as a cost to "cheating" and a benefit to "not cheating" is one I will need to continue to reflect on. In fact, the complexity of the connections between Bloom, "cheating", online community building and authenticity are compel me to follow my classmate Bill Demory in remaining humble and seeking further development.
I continue to be amazed at the discussions in my two classes and the way that they are intersecting.
For example, a classmate over in EDUC 761 wrote this week
I certainly feel at a disadvantage in the beginning of an online course. I usually refer back to the Introductions frequently at first and I try to interact with two to three people a day. If anyone has any suggestions, I'm sure open to them
I responded
I find myself in the same position you describe . . . for the first week or so. Then I can associate the tone and texture of the discussion postings with my classmates. If you think about our class, classmate A's postings are distinctive and unique and very different from, say classmate Bs postings. Instructor X's approach to posting is much different from Instructor Y, at least to my ear in terms of tone and approach.
Having said that, I have found that in wiki discussion threads or in other platforms such as moodle or VoiceThread, the poster's picture appears next to the post or reply.
This is very, very helpful - although it raises other issues, which are currently being discussed by a number of us offline now. Further information about this issue or a platform for you to post your own thoughts is over on the public blog
E Learning for Educators
(note the shameless effort to promote public discussion over here)
I think that the exchange above (another shameless act - imitation of the format of two books on online learning by Pratt/Palloff and Lehmann) is significant as we all consider the issues of authenticity, diversity, our own teaching style and online community building.
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