Our module this week provided a welcome change (slowing) of the pace. As I am concurrently engaged in a second class - EDUC 761 the timing has been perfect.
I am finalizing my final project I am reflecting first what a wonderfully comprehensive activity this is and second how useful this will be to improve assessment in my online courses.
My classmates also reacted favorably, I think, to this pace. As the drafts of the final project appeared I was very impressed with the work we have done in analyzing and then applying that analysis of assessment tools to our online courses or projected online courses.
Showing posts with label reflective journal. Show all posts
Showing posts with label reflective journal. Show all posts
Wednesday, January 16, 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.
Reflective Journal 4
Week 4 - wow!
Our engagement as a class online continues to astound. I am so impressed and inspired by my classmates and their commitment to engagement. We have such a diversity of perspective, background and knowledge and they have combined in an online world of discussion, debate, support and respectful analysis.
The complexity and attendant challenge of assessment is continuing to engage and challenge me. The readings this week, in the context of our readings reminds me that the process of designing, delivering and assessing instruction is indeed daunting, particularly in an online environment.
Our midterm collaboration is a real learning experience. As I mentioned last week, I little friction has developed between another type A in the group and me. This is a humbling and challenging situation, trying to constructively resolve conflict can be a real difficulty for me. On the positive side, this conflict reflects the authenticity, diversity and learner centered nature of our collaboration. I have found little conflict in the artificial world, I mean, who cares. But conflict always suggests authenticity, so this reflects the level of investment in this project between by group mate and myself. The diversity at the heart of real assessment is here - not only in the differences between how I respond to this conflict, but in the manner the other individuals in the group respond and finally how our group responds.
This is exciting, in a weird way. The learning community that is Group 3 is evolving and teaching me a lesson I am working hard to understand.
Another positive to the constructive conflict in the group collaboration is the reinforcement this gives me to consider how my students will react. These feelings of frustration, less than, confusion, and helplessness will also characterize learners involved in conflict and the less mature learners may respond by withdrawal from the community. This is a key lesson from this experience to remember.
As to the midterm project itself - I feel pleased with my contribution and I am eagerly anticipating both my teammate's work as well as the final project. This last component is, at the heart of the disagreement or conflict in my group. Ironic, since the final project is the least important part of the process. Oh, when will I learn?
I have continued with E Learning for Educator blogging for the class and the additional surveys the are generating interesting and hopefully useful information.
Greg@AZ
Our engagement as a class online continues to astound. I am so impressed and inspired by my classmates and their commitment to engagement. We have such a diversity of perspective, background and knowledge and they have combined in an online world of discussion, debate, support and respectful analysis.
The complexity and attendant challenge of assessment is continuing to engage and challenge me. The readings this week, in the context of our readings reminds me that the process of designing, delivering and assessing instruction is indeed daunting, particularly in an online environment.
Our midterm collaboration is a real learning experience. As I mentioned last week, I little friction has developed between another type A in the group and me. This is a humbling and challenging situation, trying to constructively resolve conflict can be a real difficulty for me. On the positive side, this conflict reflects the authenticity, diversity and learner centered nature of our collaboration. I have found little conflict in the artificial world, I mean, who cares. But conflict always suggests authenticity, so this reflects the level of investment in this project between by group mate and myself. The diversity at the heart of real assessment is here - not only in the differences between how I respond to this conflict, but in the manner the other individuals in the group respond and finally how our group responds.
This is exciting, in a weird way. The learning community that is Group 3 is evolving and teaching me a lesson I am working hard to understand.
Another positive to the constructive conflict in the group collaboration is the reinforcement this gives me to consider how my students will react. These feelings of frustration, less than, confusion, and helplessness will also characterize learners involved in conflict and the less mature learners may respond by withdrawal from the community. This is a key lesson from this experience to remember.
As to the midterm project itself - I feel pleased with my contribution and I am eagerly anticipating both my teammate's work as well as the final project. This last component is, at the heart of the disagreement or conflict in my group. Ironic, since the final project is the least important part of the process. Oh, when will I learn?
I have continued with E Learning for Educator blogging for the class and the additional surveys the are generating interesting and hopefully useful information.
Greg@AZ
Sunday, January 13, 2008
Reflective Journal 3
Week three in EDUC 763 and we are rocking and rolling. I continue to be amazed and inspired by the quantity and quality of engagement by my colleagues. The discussion is varied, provocative, stimulating and reflects the diversity of educational philosophy, orientation toward learning and use of instructional technology.
The continuing discussion and response of my colleagues is in some contrast to one of my UofW certification classes last semester. In that fall class, evidently one of the participants off line contacted the instructor expressing frustration at the quantity of posting and replying in that class which, as an aside, was about 50 per cent of our class. The instructor made a remarkable decision and implemented a private e mail to a number of the more active posters (obviously I was one) asking that we reduce or even stop posting after a minimum of engagement.
I was stunned, as an teacher (online or face to face) it seems that of the number of approaches one might take to engagement, asking to reduce or stop is an odd choice.
Contrast that with this class, in which participants openly share their own reflection about the level of discussion, find reassurance with classmates and the instructor, and the engagement and discussion is allowed to continue.
I suspect that the emerging learning community in our class has more trust and those classmates who may feel frustrated or insecure have the confidence to express these feelings and the instructor is both strong and flexible enough to support diversity in the use of discussion online and still promote the organic level of discussion and engagement that the community and its members seek.
I was a tad disappointed with feedback from the instructor. I began our class early and invested considerable time and energy in my completion of module 1 activities. When the feedback was posted for module 1 near the end of our second module, one of my four "assignments" received a 0. I had completed a wiki activity, but in completing it so early in the class it had been overlooked by the instructor. The feedback sent was very kind and she did indicate I would earn credit for the assignment if I could point her to it (which I did do) or if I would go to the wiki and complete (which I also did do).
This was actually a another teaching moment - it reinforced to me my need to model my online teaching on that of the current teacher in terms of thoughtfulness and kindness, on Den O Connor in terms of quick turn around time in communication and finally on Susan Manning, in terms of organization and use of functionality of the CMS under use. My current instructor does not make use of the CMS gradebook for feedback and I think that the continuum of instructional approaches here in the Graduate Certificate program is a strength of the program - allowing participants to experience a wide array of approaches.
I must say, my feeling was a bit down after receiving my module 1 feedback (6/8) and I am certain I will earn credit for the wiki assignment, my reaction was surprising to me. I have considered myself intrinsically motivated, my reaction to module 1 feedback seems to suggest otherwise. Oh, well.
Midterm
Our midterm is a collaborative activity and I have been paired with 4 talented colleagues in class. I am so pleased to have avoided 2 participants who I encountered in the fall, 2007 classes. One of these participants starts late, has a bunch of excuses, and adds little in the way of value. But on the positive note, my group members are outstanding. I know one from the fall, 2007 classes and the other two, who I have come to know in this class, are truly committed professionals. The midterm should be a positive experience, it is a jigsaw activity and I am researching wiki and assessment.
I indicate my comments about my 4 teammates in my team evaluation. Pat and Kris are a delight to work with. Kris and I shared 2 classes in the fall, 2007 semester so when she was inadvertently left off a team for the midterm I immediately jumped in a and indicated that Group 3 (my team) would love to have her as a colleage. Marsha has been very busy, I expect she will quietly and efficiently be a major contributor. Deb is the ying to my yang. We have already encountered some constructive disagreement, indicating that this group activity is authentic. I will say, she is a tad of a control freak, making the wiki (she set it up as the sole administrator, leaving the rest of her team without admin privileges) private, a decision I still question, given the power of wiki.
Having said that, I appreciate Deb's work pace and initiative, she and I are on the same page. It did take Deb a while to get Kris added as a full member to our wiki, but once that happened we were good to go.
Ok, having said that, I will comment on the concept mapping and the effort involved in learning a new tool.
Inspiration has wonderful functionality - I included audio in my map which my classmates can choose to listen to over in the EDUC 763 course site. The map for the module 3 assignment is uploaded as a comment or reply to this posting and as a unique post as well. Honestly, not worth the effort. I could do the same think in word using the drawing tool in 3 minutes, the 2 hours I invested (and it is worth the investment, the functionality in Inspiration is cool) will never be used my me in any setting.
The 4 storms outlined in The Perfect E Storm reading - while dated - are worth reflection. In particular the convergence of emerging technology(see the Horizon Report - 2008) with enormous demand by learners in the context of limited resources suggests that we may face a crisis of significant proportions down the road.
Of note, the above article listed 30 emerging technologies and number 3 was blogs, number 8 was digital portfolios (read wiki anyone?) and number 21 Peer to Peer collaboration (again read wiki) suggests that as a profession, we need to first be more alert to this emerging technology and two think how we react to them.
Page 12 of The Perfect Storm began to talk about Online Communities of Learning (which is what we have formed) and Communities of Practice. This is both exciting and challenging as our profession will need to change the way we look at the physical and intellectual boundaries of teaching and learning.
OK, another reflection that is too long and incomplete.
Greg@Az
The continuing discussion and response of my colleagues is in some contrast to one of my UofW certification classes last semester. In that fall class, evidently one of the participants off line contacted the instructor expressing frustration at the quantity of posting and replying in that class which, as an aside, was about 50 per cent of our class. The instructor made a remarkable decision and implemented a private e mail to a number of the more active posters (obviously I was one) asking that we reduce or even stop posting after a minimum of engagement.
I was stunned, as an teacher (online or face to face) it seems that of the number of approaches one might take to engagement, asking to reduce or stop is an odd choice.
Contrast that with this class, in which participants openly share their own reflection about the level of discussion, find reassurance with classmates and the instructor, and the engagement and discussion is allowed to continue.
I suspect that the emerging learning community in our class has more trust and those classmates who may feel frustrated or insecure have the confidence to express these feelings and the instructor is both strong and flexible enough to support diversity in the use of discussion online and still promote the organic level of discussion and engagement that the community and its members seek.
I was a tad disappointed with feedback from the instructor. I began our class early and invested considerable time and energy in my completion of module 1 activities. When the feedback was posted for module 1 near the end of our second module, one of my four "assignments" received a 0. I had completed a wiki activity, but in completing it so early in the class it had been overlooked by the instructor. The feedback sent was very kind and she did indicate I would earn credit for the assignment if I could point her to it (which I did do) or if I would go to the wiki and complete (which I also did do).
This was actually a another teaching moment - it reinforced to me my need to model my online teaching on that of the current teacher in terms of thoughtfulness and kindness, on Den O Connor in terms of quick turn around time in communication and finally on Susan Manning, in terms of organization and use of functionality of the CMS under use. My current instructor does not make use of the CMS gradebook for feedback and I think that the continuum of instructional approaches here in the Graduate Certificate program is a strength of the program - allowing participants to experience a wide array of approaches.
I must say, my feeling was a bit down after receiving my module 1 feedback (6/8) and I am certain I will earn credit for the wiki assignment, my reaction was surprising to me. I have considered myself intrinsically motivated, my reaction to module 1 feedback seems to suggest otherwise. Oh, well.
Midterm
Our midterm is a collaborative activity and I have been paired with 4 talented colleagues in class. I am so pleased to have avoided 2 participants who I encountered in the fall, 2007 classes. One of these participants starts late, has a bunch of excuses, and adds little in the way of value. But on the positive note, my group members are outstanding. I know one from the fall, 2007 classes and the other two, who I have come to know in this class, are truly committed professionals. The midterm should be a positive experience, it is a jigsaw activity and I am researching wiki and assessment.
I indicate my comments about my 4 teammates in my team evaluation. Pat and Kris are a delight to work with. Kris and I shared 2 classes in the fall, 2007 semester so when she was inadvertently left off a team for the midterm I immediately jumped in a and indicated that Group 3 (my team) would love to have her as a colleage. Marsha has been very busy, I expect she will quietly and efficiently be a major contributor. Deb is the ying to my yang. We have already encountered some constructive disagreement, indicating that this group activity is authentic. I will say, she is a tad of a control freak, making the wiki (she set it up as the sole administrator, leaving the rest of her team without admin privileges) private, a decision I still question, given the power of wiki.
Having said that, I appreciate Deb's work pace and initiative, she and I are on the same page. It did take Deb a while to get Kris added as a full member to our wiki, but once that happened we were good to go.
Ok, having said that, I will comment on the concept mapping and the effort involved in learning a new tool.
Inspiration has wonderful functionality - I included audio in my map which my classmates can choose to listen to over in the EDUC 763 course site. The map for the module 3 assignment is uploaded as a comment or reply to this posting and as a unique post as well. Honestly, not worth the effort. I could do the same think in word using the drawing tool in 3 minutes, the 2 hours I invested (and it is worth the investment, the functionality in Inspiration is cool) will never be used my me in any setting.The 4 storms outlined in The Perfect E Storm reading - while dated - are worth reflection. In particular the convergence of emerging technology(see the Horizon Report - 2008) with enormous demand by learners in the context of limited resources suggests that we may face a crisis of significant proportions down the road.
Of note, the above article listed 30 emerging technologies and number 3 was blogs, number 8 was digital portfolios (read wiki anyone?) and number 21 Peer to Peer collaboration (again read wiki) suggests that as a profession, we need to first be more alert to this emerging technology and two think how we react to them.
Page 12 of The Perfect Storm began to talk about Online Communities of Learning (which is what we have formed) and Communities of Practice. This is both exciting and challenging as our profession will need to change the way we look at the physical and intellectual boundaries of teaching and learning.
OK, another reflection that is too long and incomplete.
Greg@Az
Friday, January 11, 2008
Reflective Journal 2
Ok, the date gives me away. I am working ahead and I will most certainly elaborate on this second reflection as time moves on.
This second module really provides an excellent background for contextualizing:
I found the reading dealing with authenticity provocative as I considered this in the framework of a constructivist view of learning. I am still sorting through a set of reservations about the constructivist paradigm - students learning incorrect information, students reinforcing "bad" habits or skills, as well as many other "issues".
Having said that, I certainly agree that learning and assessment should be real world or authentic and that the experience of learning must be personally relevant.
The 7 Things you should know about blogs covered familiar territory and blogging as accelerated since this Educause article was written. I "discovered" blogging about 2 1/2 years ago when I learned that the author of one of the text's I use - Greg Mankiw - had a blog directed toward students of economics. Since then, I have followed a number of blogs dealing with economic education, economics in general and economic research and theory.
Click here if you are interested in the current top 10 economics blogs. All 10 are on my follow list, Greg Mankiw's blog drifts from number 1 to 3.
The Lee/Allen short article describing Edublogs as an assessment tool reflects our study of alternative assessments as authentic measures as well as a constructivist approach to both teaching and learning. I see this modeled on Greg Mankiw's blog and have found that, as my blogging is in isolation, the evaluation is a self evaluation, if that makes any sense.
The Wang/Fang article outlining the benefits of cooperative learning in the weblog arena demonstrate, the potential that blogs and wiki have for integrating cooperative learning into the online world of teaching and learning. I am thinking back to the outstanding week 1 online discussion in our class dealing with the challenges, frustrations, confusions, and in general cognitive dissonance in wiki use in module 1 and processing and discussing these reactions.
First, the above helps us tremendously to experience directly what our online students experience. Second, I think that this entire wiki/blog environment (and the reaction that we all felt in module 1 to wiki to varying degrees) is evidence of the internal process of active, engaged constructivist learning. This is hard work, and, as we soldiered through this hard territory, I could not help but wonder how many of my online students (community college students) would stay the course?
Back to Wang/Fang - a downside of their argument, many of my online students have a high level of resistance to cooperative experiences in the online world. I think that the blob/wiki approach might address some but not all of this resistance and I am anxious to see what my classmates in EDUC 762 say.
I have been very engaged in blogging (obviously) as well as wiki. I did develop my own wiki for EDUC 760 - E Learning For Educators and I intend to incorporate my own learning portfolio from our class into that environment.
However, I did create this blog as a response to the module 2 assignments which I have linked to the wiki above. This process was familiar to me as I have used blogspot to create 3 previous blogs. I was so pleased that my instructor Datta Kaur was the first to post a comment to the blog.
Greg
This second module really provides an excellent background for contextualizing:
I found the reading dealing with authenticity provocative as I considered this in the framework of a constructivist view of learning. I am still sorting through a set of reservations about the constructivist paradigm - students learning incorrect information, students reinforcing "bad" habits or skills, as well as many other "issues".
Having said that, I certainly agree that learning and assessment should be real world or authentic and that the experience of learning must be personally relevant.
The 7 Things you should know about blogs covered familiar territory and blogging as accelerated since this Educause article was written. I "discovered" blogging about 2 1/2 years ago when I learned that the author of one of the text's I use - Greg Mankiw - had a blog directed toward students of economics. Since then, I have followed a number of blogs dealing with economic education, economics in general and economic research and theory.
Click here if you are interested in the current top 10 economics blogs. All 10 are on my follow list, Greg Mankiw's blog drifts from number 1 to 3.
The Lee/Allen short article describing Edublogs as an assessment tool reflects our study of alternative assessments as authentic measures as well as a constructivist approach to both teaching and learning. I see this modeled on Greg Mankiw's blog and have found that, as my blogging is in isolation, the evaluation is a self evaluation, if that makes any sense.
The Wang/Fang article outlining the benefits of cooperative learning in the weblog arena demonstrate, the potential that blogs and wiki have for integrating cooperative learning into the online world of teaching and learning. I am thinking back to the outstanding week 1 online discussion in our class dealing with the challenges, frustrations, confusions, and in general cognitive dissonance in wiki use in module 1 and processing and discussing these reactions.
First, the above helps us tremendously to experience directly what our online students experience. Second, I think that this entire wiki/blog environment (and the reaction that we all felt in module 1 to wiki to varying degrees) is evidence of the internal process of active, engaged constructivist learning. This is hard work, and, as we soldiered through this hard territory, I could not help but wonder how many of my online students (community college students) would stay the course?
Back to Wang/Fang - a downside of their argument, many of my online students have a high level of resistance to cooperative experiences in the online world. I think that the blob/wiki approach might address some but not all of this resistance and I am anxious to see what my classmates in EDUC 762 say.
I have been very engaged in blogging (obviously) as well as wiki. I did develop my own wiki for EDUC 760 - E Learning For Educators and I intend to incorporate my own learning portfolio from our class into that environment.
However, I did create this blog as a response to the module 2 assignments which I have linked to the wiki above. This process was familiar to me as I have used blogspot to create 3 previous blogs. I was so pleased that my instructor Datta Kaur was the first to post a comment to the blog.
Greg
This avatar works best in IE, a tad buggy in Firefox or Seamonkey
Reflective Journal 1
The spring semester begins and I am engaged in two classes in the E Learning Certificate program at UofW Stout. This ongoing process is beginning to be second nature for me, the first two classes I took in the fall went very, very well. So, as a part of EDUC762 I will be regularly blogging. I have attempted blogging in the past and, like past journaling efforts, it has not been real consistent.
I am very hopeful about this effort, however, as there seems to be what Susan Manning calls "magic fairy dust" in the program and process at UofW.
Module 1
I found this introductory material excellent. As a type A I started early and located a classmate to complete the pair - share introduction. This is the first time I have been exposed to this type of collaborative effort for an introduction in the first week of an online class and I am looking forward to both the process and result. This type of activity is very revealing about my learning style and personality. I very much like to get on with it, and the process of adjusting that pace to work with another is a challenge. But it is a good challenge.
The overview activities in module 1 included some material that was new to me dealing with assessment. I think the most notable information for me was the distinction between measurement, assessment and evaluation. At my institution assessment has become a very significant topic and I think that perhaps my colleagues are blurring the important differences between assessment and evaluation. In any event, I am looking forward to understanding more about the differences between these concepts.
Three specifics in this week's readings appealed to my objective to improve my instruction.
First was the discussion of alternative assessment (such as think one). I have been striving to incorporate these types of assessments into my classes over the past 15 years and I am anxious to evaluate how will I have done that and, more importantly to improve the way I use alternative assessment. One of our readings discussed authentic types of assessment and I think that this is key. As I strive for authentic learning experience, it only makes sense to parallel that with authentic assessment rather than scantron tests.
The second topic was wiki. I really got turned onto this last semester in EDUC 760 and I see great potential in the use of wiki to both build learning community and to perhaps assess in alternative ways.
The third activity was an introductory activity called pair and share. Below is an excerpt from the e mail exchange with my partner:
'With your background in online learning and teaching you know the costs and benefits (see subtle economics at work) of online education. As type A personalities we thrive in the online world. As you have found I am certain, the challenge is to assist those who are deadline junkies or how do not have a formal organization for their learning or lives. Those who live in the chaos of the real world and lack the internal mechanisms to self regulate and schedule often get left behind in online environments . . . unless those online worlds are facebook or second life.
Well, as you can tell, I love to talk so . . . I'll leave you alone.
I think we have "processed" this activity and can move on to the discussion forum.
See you over their with postings on our informal process.
Great to meet you and I actually like this activity - while I am not certain it would work with my online students - freshman and women in college, I do think it has great potential for participants in professional development or graduate programs.
Look forward to working with you in the cyberspace of this class community."
Finally, (ok I peaked ahead to module 2 to write this) is the use of blogs. I have attempted blogging (I have 3 other blogs in blogger that have minimal activity) with little success. Although I am an avid fan of blogging and regularly follow a number of economics blogs my efforts have not been sustained. We will see how this evolves as a result of this class.
Great first week of class.
Greg/Az
Related links
Student Assessment at MCC
Think Pair Share You Tube
E Learning for Educators Wiki
I am very hopeful about this effort, however, as there seems to be what Susan Manning calls "magic fairy dust" in the program and process at UofW.
Module 1
I found this introductory material excellent. As a type A I started early and located a classmate to complete the pair - share introduction. This is the first time I have been exposed to this type of collaborative effort for an introduction in the first week of an online class and I am looking forward to both the process and result. This type of activity is very revealing about my learning style and personality. I very much like to get on with it, and the process of adjusting that pace to work with another is a challenge. But it is a good challenge.
The overview activities in module 1 included some material that was new to me dealing with assessment. I think the most notable information for me was the distinction between measurement, assessment and evaluation. At my institution assessment has become a very significant topic and I think that perhaps my colleagues are blurring the important differences between assessment and evaluation. In any event, I am looking forward to understanding more about the differences between these concepts.
Three specifics in this week's readings appealed to my objective to improve my instruction.
First was the discussion of alternative assessment (such as think one). I have been striving to incorporate these types of assessments into my classes over the past 15 years and I am anxious to evaluate how will I have done that and, more importantly to improve the way I use alternative assessment. One of our readings discussed authentic types of assessment and I think that this is key. As I strive for authentic learning experience, it only makes sense to parallel that with authentic assessment rather than scantron tests.
The second topic was wiki. I really got turned onto this last semester in EDUC 760 and I see great potential in the use of wiki to both build learning community and to perhaps assess in alternative ways.
The third activity was an introductory activity called pair and share. Below is an excerpt from the e mail exchange with my partner:
'With your background in online learning and teaching you know the costs and benefits (see subtle economics at work) of online education. As type A personalities we thrive in the online world. As you have found I am certain, the challenge is to assist those who are deadline junkies or how do not have a formal organization for their learning or lives. Those who live in the chaos of the real world and lack the internal mechanisms to self regulate and schedule often get left behind in online environments . . . unless those online worlds are facebook or second life.
Well, as you can tell, I love to talk so . . . I'll leave you alone.
I think we have "processed" this activity and can move on to the discussion forum.
See you over their with postings on our informal process.
Great to meet you and I actually like this activity - while I am not certain it would work with my online students - freshman and women in college, I do think it has great potential for participants in professional development or graduate programs.
Look forward to working with you in the cyberspace of this class community."
Finally, (ok I peaked ahead to module 2 to write this) is the use of blogs. I have attempted blogging (I have 3 other blogs in blogger that have minimal activity) with little success. Although I am an avid fan of blogging and regularly follow a number of economics blogs my efforts have not been sustained. We will see how this evolves as a result of this class.
Great first week of class.
Greg/Az
Related links
Student Assessment at MCC
Think Pair Share You Tube
E Learning for Educators Wiki
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