Mobile Technologies


Hello everyone!

Last topic of mobile technologie

 

It is interesting to see how much technology has impacted our lives. I sit here typing away on my iPad something that students did not have fifty years ago and even hundred years ago.

I used a lot of technology for my final project. Sometimes I took pictures using my phone and other times I used my iPad and I emailed them to myself. I did not have a camera handy so used other technologies I had in order to make my vision come to life.

There was a statement made by our professor “Mobile devices are just that, mobile. They are used when people are away from their primary devices.” we have become a high tech society and we are always on the run. Everything we own or have at our disposal is mobile. Such as laptops, iPads kindles, smart phones, etc.

There has to be a way that we can incorporate such technologies in education even lower grade education. I see elementary students running around with phones better than mine and they know how to work it better than me. I have seen students bright up when they know how to do something nobody else does.

Incorporating mobile devices is the way to go and students will have such brighter futures if we as teacher take into account their knowledge of such devices.

Thank you all for such a great quarter and all the great feedback!

Happy holidays!

My Final Project


Final Project from Amy Tapia

I had to post my final project a couple of times because my blog was being stubborn and was not letting be edit correctly. And I was trying to add photos and documents but when I post things, it puts it right at the beginning! But I finally did it! Once you take a look below you will see why I took so very long!!

Hello everyone! I hope everyone had a lovely thanksgiving and I hope no one was injured during that crazy black Friday deals.  For those of you that celebrate Hanukah, I hope it too is going well and you are enjoying the holidays.  I choose to opt out of black Friday because I wanted to sleep 🙂

I will remind you below of what I have selected for my final project and again thank you all for reading, it has been a great quarter with all of you, and I am sure this is only the start of our success.

 

I selected option 2, and here are the details:

Option 2: Develop a Course Outline

  • In this option you will develop an outline for an entire online (or hybrid) course. You must include:
    • Topics and objectives for each session in the class.
    • Description of the technologies used in each session of the class.
    • Explain each technology in terms of one vs. two-way communication, media richness/social presence, and why the chosen technology would be appropriate for supporting the indicated interaction.
    • Identify which of the three types of interactions (student-content, student-instructor, and student-student) in an online class are supported by each technology.
    • Develop a description of the assessment/evaluation methods for each session of the class.

 

 *************************************************************************************************************************************

Art 395: Art in the Classroom (hybrid)

(This was a revamp version of a ten week class that only met one day out of the week)

(Thank you to Professor Rosa Loughnane, she was my inspiration for this)

 

Week One:

 

  • Tuesday:
    • Course introduction
    • Introduction to creating a blog for the course for posting pictures of assignments, comments, homework, etc.
    • Start the Drawing on the Right Side of the Brain, the purpose of this is to draw upside down.  You cover it up with another paper and slowly inch your way down the drawing.  Since we are working with the right side of our brain (the creative side) we want to avoid saying things like “oh this is an eye, this is an ear, etc.” these sayings prevent us from truly getting in touch with the artistic side we all have.
    •  http://bluedragonfly10.wordpress.com/2010/10/18/drawing-on-the-right-side-of-the-brain-2/
      Image
    • Thursday:
      • Post your Drawing on the Right Side of the Brain on your blog
      • Along with your post, write what was least pleasant, most fun, how you would integrated into a classroom you are teaching or plan to teach, and comment to at least 3 of your peers’ posts.  I will be providing all their blog addresses so that you have them and you are able to make comments.
      • These blogs will be monitored by me, it is important to remember to provide positive feedback and if you have constructive criticism to improve upon their work.
      • Topics:
        • Introduction to the course
        • Introduction to the upside down image we will be drawing
        • Posting and commenting
        • Objectives:
          • Students will learn about art as a vital part of the K-12 classroom and the importance of its integration into the curriculum.
          • Students will learn the stages of making art: 1) idea/inspiration, 2) making process, and 3) reflection/interpretation.
          • Students will gain skills in art making using traditional and found/recycled materials.
          • Students will learn how to develop and teach FUN art lessons.
          • Description and explanation of technologies used:
            • Since this will be a hybrid course we are focusing on two-way communication (definition: students and instructors both send and receive messages The Power of e-Learning page 120) as well as the social aspect of using our art blogs.  Something that I also found on The Power of e-Learning page 241 about blogs that I would elaborate with students would be: “Blogs are web pages created by an individual in the form of a log or journal where the author writes his or her thoughts on a specified subject and post them on a website.  Blogs could be a useful tool for students to use to reflect on a topic or to publish their thoughts and understandings.” 
            • This is essential what I want the students to do for this class.  I am planning a hybrid class and hence I want them to reflect their thoughts on the material on their blog as well as provide feedback/comments to their peers.
            • Interactions:
              • Since this will be a hybrid course we will be doing student-content (when the student is working on the art project and then posting it on their blog), student-instructor (when we meet face-to-face), and student-student (in terms of using their blogs as communication).
              • Description of assessment/evaluation:

                Image

 

Week Two:

 

  • Tuesday:
    • Speak about the collage we will be working in.
    • Give the outlines, use only three colors like red, green, and purple or blue, red, and yellow, etc.
    • Instruct that they will be using different forms of shading when using the three different colors.
    • Example: Image
    • Not only shading but students will be working on incorporating different shapes/forms.
    • A specific, if you shade one corner red and then red cannot touch the bottom, sides, top of it, it has to be a different color.
    • Since it is a hybrid class, you want to show students different examples from previous classes so they have an idea of what to do.
    • They will then tear the paper in different ways and re-connect it in an order that does not resemble what you started with.
    • Example: Image 
    • Students will be doing 3 of these pieces and posting them on their blog by Thursday.

 

  • Thursday:
    • Post your Collages on your blog
    • Along with your post, write what shapes/forms you used, what was difficult about creating a collage, how you would integrated it into a classroom you are teaching or plan to teach, and comment to at least 2 of your peers’ posts.  You should have received a list of all of your peers blog addresses but I will resend them one last time.
    • These blogs will be monitored by me, it is important to remember to provide positive feedback and if you have constructive criticism to improve upon their work.

 

  • Topics:
    • Introduction to collages, and shading
    • Posting and commenting on blogs
    • Objectives:
      • Students will learn about art as a vital part of the K-12 classroom and the importance of its integration into the curriculum.
      • Students will learn the stages of making art: 1) idea/inspiration, 2) making process, and 3) reflection/interpretation.
      • Students will gain skills in art making using traditional and found/recycled materials.
      • Students will learn how to develop and teach FUN art lessons.
      • Description and explanation of technologies used:
        • Since this will be a hybrid course we are focusing on two-way communication (definition: students and instructors both send and receive messages The Power of e-Learning page 120) as well as the social aspect of using our art blogs.  Something that I also found on The Power of e-Learning page 241 about blogs that I would elaborate with students would be: “Blogs are web pages created by an individual in the form of a log or journal where the author writes his or her thoughts on a specified subject and post them on a website.  Blogs could be a useful tool for students to use to reflect on a topic or to publish their thoughts and understandings.” 
        • This is essential what I want the students to do for this class.  I am planning a hybrid class and hence I want them to reflect their thoughts on the material on their blog as well as provide feedback/comments to their peers.
        • Interactions:
          • Since this will be a hybrid course we will be doing student-content (when the student is working on the art project and then posting it on their blog), student-instructor (when we meet face-to-face), and student-student (in terms of using their blogs as communication).
          • Description of assessment/evaluation:

 Image

 

Week Three:

 

  • Tuesday:
    • Continue with shading concepts but now with pencil only.
    • We will be working with shading and perspective of shapes.
    • Students will create a division in a white sheet of paper. The first section should be shading starting from white and ending with the darkest shade your pencil can make.  The middle part of the paper will be blank. Final your third part will be a point in the middle with a line draw from side to side.  Below your perspective point will be your shading shapes.
    • Provide examples for your students: Image
    • After doing one with shapes, you will create one with buildings and post them on your blog.
    • Provide examples for your students: Image

 

  • Thursday:
    • Post your 2 shading pieces on your blog
    • Along with your post, write what shapes/forms you used, what was difficult about creating shading from white to dark, how you would integrated it into a classroom you are teaching or plan to teach, and comment to at least 4 of your peers’ posts. 
    • These blogs will be monitored by me, it is important to remember to provide positive feedback and if you have constructive criticism to improve upon their work.

 

  • Topics:
    • Continue on shading shapes/perspective
    • Posting and commenting on blogs
    • Objectives:
      • Students will learn about art as a vital part of the K-12 classroom and the importance of its integration into the curriculum.
      • Students will learn the stages of making art: 1) idea/inspiration, 2) making process, and 3) reflection/interpretation.
      • Students will gain skills in art making using traditional and found/recycled materials.
      • Students will learn how to develop and teach FUN art lessons.
      • Description and explanation of technologies used:
        • Since this will be a hybrid course we are focusing on two-way communication (definition: students and instructors both send and receive messages The Power of e-Learning page 120) as well as the social aspect of using our art blogs.  Something that I also found on The Power of e-Learning page 241 about blogs that I would elaborate with students would be: “Blogs are web pages created by an individual in the form of a log or journal where the author writes his or her thoughts on a specified subject and post them on a website.  Blogs could be a useful tool for students to use to reflect on a topic or to publish their thoughts and understandings.” 
        • This is essential what I want the students to do for this class.  I am planning a hybrid class and hence I want them to reflect their thoughts on the material on their blog as well as provide feedback/comments to their peers.
        • Interactions:
          • Since this will be a hybrid course we will be doing student-content (when the student is working on the art project and then posting it on their blog), student-instructor (when we meet face-to-face), and student-student (in terms of using their blogs as communication).

 

  • Description of assessment/evaluation:

 Image

 

Week Four:

 

  • Tuesday:
    • Introduce lesson plans and that students will be working in pairs to create a lesson plan and presentation they will post on their blog. They must either create a video or a power point presentation with audio.
    • Students will be shown lesson plan examples:
    • ADD LESSON PLANS HERE!!!!
    • Class will read Tar Beach by Faith Ringgold and that will be our introduction to creating our own paper quilt of our journey to our dream.
    • Image
    • Students will be shown examples:

 Image

  • Thursday:
    • Post your paper quilt on your blog
    • Along with your post, write what you drew and what the meaning of everything is, what emotions emerged when you worked on this piece, how you would integrated it into a classroom you are teaching or plan to teach, and comment to at least 2 of your peers’ posts. 
    • These blogs will be monitored by me, it is important to remember to provide positive feedback and if you have constructive criticism to improve upon their work.

 

  • Topics:
    • Introduction to lesson plan and presentations
    • Reading Tar Beach
    • Creating paper quilt of dreams
    • Posting and commenting on blogs
    • Objectives:
      • Students will learn about art as a vital part of the K-12 classroom and the importance of its integration into the curriculum.
      • Students will learn the stages of making art: 1) idea/inspiration, 2) making process, and 3) reflection/interpretation.
      • Students will gain skills in art making using traditional and found/recycled materials.
      • Students will learn how to develop and teach FUN art lessons.
      • Description and explanation of technologies used:
        • Since this will be a hybrid course we are focusing on two-way communication (definition: students and instructors both send and receive messages The Power of e-Learning page 120) as well as the social aspect of using our art blogs.  Something that I also found on The Power of e-Learning page 241 about blogs that I would elaborate with students would be: “Blogs are web pages created by an individual in the form of a log or journal where the author writes his or her thoughts on a specified subject and post them on a website.  Blogs could be a useful tool for students to use to reflect on a topic or to publish their thoughts and understandings.” 
        • This is essential what I want the students to do for this class.  I am planning a hybrid class and hence I want them to reflect their thoughts on the material on their blog as well as provide feedback/comments to their peers.
        • Interactions:
          • Since this will be a hybrid course we will be doing student-content (when the student is working on the art project and then posting it on their blog), student-instructor (when we meet face-to-face), and student-student (in terms of using their blogs as communication).
          • Description of assessment/evaluation:

 Image

 

 

Week Five:

 

  • Tuesday:
    • Discuss the art museum trip that students must make in order to write their paper and post it on their blog
    • Provide students with the guidelines:
    • Thursday:
      • Give students no later than that Sunday of week five to post their paper, proof of going to a museum, pictures, and videos.
      • Comment to at least 3 of your peers’ posts. 
      • These blogs will be monitored by me, it is important to remember to provide positive feedback and if you have constructive criticism to improve upon their work.

 

 

  • Topics:
    • Art Museum guidelines and requirements
    • Going to an art museum and focusing on one particular piece
    • Posting and commenting on blogs
    • Objectives:
      • Students will learn about art as a vital part of the K-12 classroom and the importance of its integration into the curriculum.
      • Students will learn the stages of making art: 1) idea/inspiration, 2) making process, and 3) reflection/interpretation.
      • Students will gain skills in art making using traditional and found/recycled materials.
      • Students will learn how to develop and teach FUN art lessons.
      • Description and explanation of technologies used:
        • Since this will be a hybrid course we are focusing on two-way communication (definition: students and instructors both send and receive messages The Power of e-Learning page 120) as well as the social aspect of using our art blogs.  Something that I also found on The Power of e-Learning page 241 about blogs that I would elaborate with students would be: “Blogs are web pages created by an individual in the form of a log or journal where the author writes his or her thoughts on a specified subject and post them on a website.  Blogs could be a useful tool for students to use to reflect on a topic or to publish their thoughts and understandings.” 
        • This is essential what I want the students to do for this class.  I am planning a hybrid class and hence I want them to reflect their thoughts on the material on their blog as well as provide feedback/comments to their peers.
        • Interactions:
          • Since this will be a hybrid course we will be doing student-content (when the student is working on the art project and then posting it on their blog), student-instructor (when we meet face-to-face), and student-student (in terms of using their blogs as communication).
          • Description of assessment/evaluation:

 Image

 

 

Week Six:

 

  • Tuesday:
    • Introduces and show students what a pinch pot is as well as provide examples of past work.
    • Students will begin their sketch of the pinch pot they want to create.
    • Provide a zip log bag with dry clay inside as well as paint in small containers that students will take home to create their pinch pots and paint them.
    • Thursday:
      • Post your pinch pot sketch on your blog
      • Image
      • Post different angles of your dry clay pinch pot on your blog
      • Image
      • Image
      • Along with your post, write what the meaning of everything is, what emotions emerged when you worked on this piece, how you would integrated it into a classroom you are teaching or plan to teach, and comment to at least 2 of your peers’ posts. 
      • These blogs will be monitored by me, it is important to remember to provide positive feedback and if you have constructive criticism to improve upon their work.

 

  • Topics:
    • Pinch pot sketch and physical creation
    • Posting and commenting on blogs
    • Objectives:
      • Students will learn about art as a vital part of the K-12 classroom and the importance of its integration into the curriculum.
      • Students will learn the stages of making art: 1) idea/inspiration, 2) making process, and 3) reflection/interpretation.
      • Students will gain skills in art making using traditional and found/recycled materials.
      • Students will learn how to develop and teach FUN art lessons.
      • Description and explanation of technologies used:
        • Since this will be a hybrid course we are focusing on two-way communication (definition: students and instructors both send and receive messages The Power of e-Learning page 120) as well as the social aspect of using our art blogs.  Something that I also found on The Power of e-Learning page 241 about blogs that I would elaborate with students would be: “Blogs are web pages created by an individual in the form of a log or journal where the author writes his or her thoughts on a specified subject and post them on a website.  Blogs could be a useful tool for students to use to reflect on a topic or to publish their thoughts and understandings.” 
        • This is essential what I want the students to do for this class.  I am planning a hybrid class and hence I want them to reflect their thoughts on the material on their blog as well as provide feedback/comments to their peers.
        • Interactions:
          • Since this will be a hybrid course we will be doing student-content (when the student is working on the art project and then posting it on their blog), student-instructor (when we meet face-to-face), and student-student (in terms of using their blogs as communication).
          • Description of assessment/evaluation:

 Image

 

 

Week Seven:

 

  • Tuesday:
    • Introducing the Shawabti
    • Allow students to Google/look up what a Shawabti is
    • Provide examples of webs students will write/type ten facts about Shawabtis
    • Image
    • Ask students to start their sketch of what Shawabti they will be creating and posting on their blog
    • Provide a zip log bag with dry clay inside as well as paint in small containers that students will take home to create their Shawabti and paint them.
    • Thursday:
      • Post your Shawabti sketch on your blog
      • Image
      • Post your painted Shawabti on your blog
      • Image
      • Along with your post, write what the meaning of everything is, what emotions emerged when you worked on this piece, how you would integrated it into a classroom you are teaching or plan to teach, and comment to at least 1 of your peers’ posts. 
      • These blogs will be monitored by me, it is important to remember to provide positive feedback and if you have constructive criticism to improve upon their work.

 

  • Topics:
    • Creating an outline for a Shawabti
    • Sketching and creating a Shawabti
    • Posting and commenting on blogs
    • Objectives:
      • Students will learn about art as a vital part of the K-12 classroom and the importance of its integration into the curriculum.
      • Students will learn the stages of making art: 1) idea/inspiration, 2) making process, and 3) reflection/interpretation.
      • Students will gain skills in art making using traditional and found/recycled materials.
      • Students will learn how to develop and teach FUN art lessons.
      • Description and explanation of technologies used:
        • Since this will be a hybrid course we are focusing on two-way communication (definition: students and instructors both send and receive messages The Power of e-Learning page 120) as well as the social aspect of using our art blogs.  Something that I also found on The Power of e-Learning page 241 about blogs that I would elaborate with students would be: “Blogs are web pages created by an individual in the form of a log or journal where the author writes his or her thoughts on a specified subject and post them on a website.  Blogs could be a useful tool for students to use to reflect on a topic or to publish their thoughts and understandings.” 
        • This is essential what I want the students to do for this class.  I am planning a hybrid class and hence I want them to reflect their thoughts on the material on their blog as well as provide feedback/comments to their peers.
        • Interactions:
          • Since this will be a hybrid course we will be doing student-content (when the student is working on the art project and then posting it on their blog), student-instructor (when we meet face-to-face), and student-student (in terms of using their blogs as communication).
          • Description of assessment/evaluation:

 Image

 

 

Week Eight:

  • Tuesday:
    • Introduction to printmaking project
    • Provide a printout of the instructions
    • Image
    • Image
    • Provide students with a print block, tools for carving, and one-three different colors.
    • Students will begin their sketch
    • Thursday:
      • Post your print block sketch
      • Provide examples for your class
      • Image
      • Post your print block design
      • Provide examples for your class
      • Image
      • Post several different colored prints you have done
      • Provide examples for your class
      • Image
      • Image
      • Image
      • Along with your post, write what the meaning of everything is, how you would integrate it into a classroom you are teaching or plan to teach, and comment to at least 3 of your peers’ posts. 
      • These blogs will be monitored by me, it is important to remember to provide positive feedback and if you have constructive criticism to improve upon their work.

 

  • Topics:
    • Sketching and creating a print block
    • Posting and commenting on blogs
    • Objectives:
      • Students will learn about art as a vital part of the K-12 classroom and the importance of its integration into the curriculum.
      • Students will learn the stages of making art: 1) idea/inspiration, 2) making process, and 3) reflection/interpretation.
      • Students will gain skills in art making using traditional and found/recycled materials.
      • Students will learn how to develop and teach FUN art lessons.
      • Description and explanation of technologies used:
        • Since this will be a hybrid course we are focusing on two-way communication (definition: students and instructors both send and receive messages The Power of e-Learning page 120) as well as the social aspect of using our art blogs.  Something that I also found on The Power of e-Learning page 241 about blogs that I would elaborate with students would be: “Blogs are web pages created by an individual in the form of a log or journal where the author writes his or her thoughts on a specified subject and post them on a website.  Blogs could be a useful tool for students to use to reflect on a topic or to publish their thoughts and understandings.” 
        • This is essential what I want the students to do for this class.  I am planning a hybrid class and hence I want them to reflect their thoughts on the material on their blog as well as provide feedback/comments to their peers.
        • Interactions:
          • Since this will be a hybrid course we will be doing student-content (when the student is working on the art project and then posting it on their blog), student-instructor (when we meet face-to-face), and student-student (in terms of using their blogs as communication).
          • Description of assessment/evaluation:

 Image

 

 

Week Nine:

 

  • Tuesday:
    • Have students select any head shot from a magazine
    •  Image
    • Introduction to grid portrait
    • Give instructions in class.  It is important to not give instructions prior to the selection of a head shot that way students can have a challenge on their hands
    • Instruct students that they will need to divide the image that they pick by measuring 1inch by 1inch.
    •  Image
    • Have students also create a grid finder.  This is basically a 1inch by 1inch window view that students will move around as they are drawing.  Sometimes it is difficult to draw when our brain just looks at an ear but you know you cannot draw an ear.  Hence, why this helps our right part of our brain develop and flourish with creativity.
    •  Image
    • Begin your sketch

 

  • Thursday:
    • Post your head shot you selected
    • Provide students with examples
    • Image
    • Post your grid finder
    • Provide students with examples
    • Image
    • Post your finished product
    • Provide students with examples
    • Image
    • Comment to at least 4 of your peers’ posts. 
    • These blogs will be monitored by me, it is important to remember to provide positive feedback and if you have constructive criticism to improve upon their work.

 

  • Topics:
    • Selecting a portrait to work with
    • Creating a grid finder, divide the blank paper and the portrait 1inch by 1 inch
    • Posting all materials on your blog
    • Posting and commenting on blogs
    • Objectives:
      • Students will learn about art as a vital part of the K-12 classroom and the importance of its integration into the curriculum.
      • Students will learn the stages of making art: 1) idea/inspiration, 2) making process, and 3) reflection/interpretation.
      • Students will gain skills in art making using traditional and found/recycled materials.
      • Students will learn how to develop and teach FUN art lessons.
      • Description and explanation of technologies used:
        • Since this will be a hybrid course we are focusing on two-way communication (definition: students and instructors both send and receive messages The Power of e-Learning page 120) as well as the social aspect of using our art blogs.  Something that I also found on The Power of e-Learning page 241 about blogs that I would elaborate with students would be: “Blogs are web pages created by an individual in the form of a log or journal where the author writes his or her thoughts on a specified subject and post them on a website.  Blogs could be a useful tool for students to use to reflect on a topic or to publish their thoughts and understandings.” 
        • This is essential what I want the students to do for this class.  I am planning a hybrid class and hence I want them to reflect their thoughts on the material on their blog as well as provide feedback/comments to their peers.
        • Interactions:
          • Since this will be a hybrid course we will be doing student-content (when the student is working on the art project and then posting it on their blog), student-instructor (when we meet face-to-face), and student-student (in terms of using their blogs as communication).
          • Description of assessment/evaluation:

 Image

 

Week Ten:

 

  • Tuesday:
    • Final day for partners to meet and discuss their lesson plan and their presentation they must post by Thursday.
    • Thursday:
      • Post your final lesson plan on your blog along with your presentation (each person post not just one member of the team)
      • Comment to at least 2 of your peers’ posts. 
      • These blogs will be monitored by me, it is important to remember to provide positive feedback and if you have constructive criticism to improve upon their work.

 

  • Topics:
    • Posting final lesson plan
    • Posting presentation
    • Posting and commenting on blogs
    • Objectives:
      • Students will learn about art as a vital part of the K-12 classroom and the importance of its integration into the curriculum.
      • Students will learn the stages of making art: 1) idea/inspiration, 2) making process, and 3) reflection/interpretation.
      • Students will gain skills in art making using traditional and found/recycled materials.
      • Students will learn how to develop and teach FUN art lessons.
      • Description and explanation of technologies used:
        • Since this will be a hybrid course we are focusing on two-way communication (definition: students and instructors both send and receive messages The Power of e-Learning page 120) as well as the social aspect of using our art blogs.  Something that I also found on The Power of e-Learning page 241 about blogs that I would elaborate with students would be: “Blogs are web pages created by an individual in the form of a log or journal where the author writes his or her thoughts on a specified subject and post them on a website.  Blogs could be a useful tool for students to use to reflect on a topic or to publish their thoughts and understandings.” 
        • This is essential what I want the students to do for this class.  I am planning a hybrid class and hence I want them to reflect their thoughts on the material on their blog as well as provide feedback/comments to their peers.
        • Interactions:
          • Since this will be a hybrid course we will be doing student-content (when the student is working on the art project and then posting it on their blog), student-instructor (when we meet face-to-face), and student-student (in terms of using their blogs as communication).
          • Description of assessment/evaluation:

 Image

 

Final Project


Final Project from Amy Tapia

Hello everyone! I hope everyone had a lovely thanksgiving and I hope no one was injured during that crazy black Friday deals.  For those of you that celebrate Hanukah, I hope it too is going well and you are enjoying the holidays.  I choose to opt out of black Friday because I wanted to sleep 🙂

I will remind you below of what I have selected for my final project and again thank you all for reading, it has been a great quarter with all of you, and I am sure this is only the start of our success. I will be adding on giving a taste of what great things are to come. This is only the beginning.

I selected option 2, and here are the details:

Option 2: Develop a Course Outline

  • In this option you will develop an outline for an entire online (or hybrid) course. You must include:
    • Topics and objectives for each session in the class.
    • Description of the technologies used in each session of the class.
    • Explain each technology in terms of one vs. two-way communication, media richness/social presence, and why the chosen technology would be appropriate for supporting the indicated interaction.
    • Identify which of the three types of interactions (student-content, student-instructor, and student-student) in an online class are supported by each technology.
    • Develop a description of the assessment/evaluation methods for each session of the class.

 

 

            ***************************************************************************************************************************

Art 395: Art in the Classroom (hybrid)

(This will be a revamp version of a ten week class that only met one day out of the week)
(Thank you to Professor Rosa Loughnane, she was my inspiration for this)

Week One:

  • Tuesday:
    • Course introduction
    • Introduction to creating a blog for the course for posting pictures of assignments, comments, homework, etc.
    • Start the Drawing on the Right Side of the Brain, the purpose of this is to draw upside down.  You cover it up with another paper and slowly inch your way down the drawing.  Since we are working with the right side of our brain (the creative side) we want to avoid saying things like “oh this is an eye, this is an ear, etc.” these sayings prevent us from truly getting in touch with the artistic side we all have.
    •  http://bluedragonfly10.wordpress.com/2010/10/18/drawing-on-the-right-side-of-the-brain-2/
      Image
    • Thursday:
      • Post your Drawing on the Right Side of the Brain on your blog
      • Along with your post, (1) write what was least pleasant, (2) most fun, (3) how you would integrated into a classroom you are teaching or plan to teach, and comment to at least 3 of your peers’ posts.  I will be providing all their blog addresses so that you have them and you are able to make comments.
      • These blogs will be monitored by me, it is important to remember to provide positive feedback and if you have constructive criticism to improve upon their work.
      • Topics:
        • Introduction to the course
        • Introduction to the upside down image we will be drawing
        • Posting and commenting
      • Objectives:
        • Students will learn about art as a vital part of the K-12 classroom and the importance of its integration into the curriculum.
        • Students will learn the stages of making art: 1) idea/inspiration, 2) making process, and 3) reflection/interpretation.
        • Students will gain skills in art making using traditional and found/recycled materials.
        • Students will learn how to develop and teach FUN art lessons.
      • Description and explanation of technologies used:
        • Since this will be a hybrid course we are focusing on two-way communication as well as the social aspect of using our art blogs.
      • Interactions:
        • Since this will be a hybrid course we will be doing student-content (when the student is working on the art project and then posting it on their blog), student-instructor (when we meet face-to-face), and student-student (in terms of using their blogs as communication).
      • Description of assessment/evaluation:

        Image

 

Week Two:

Tuesday:o Speak about the collage we will be working in.

o Give the outlines, use only three colors like red, green, and purple or blue, red, and yellow, etc.
o Instruct that they will be using different forms of shading when using the three different colors.
o Example: photo2
o Not only shading but students will be working on incorporating different shapes/forms.
o A specific, if you shade one corner red and then red cannot touch the bottom, sides, top of it, it has to be a different color.
o Since it is a hybrid class, you want to show students different examples from previous classes so they have an idea of what to do.
o They will then tear the paper in different ways and re-connect it in an order that does not resemble what you started with.

o Example: photo3
o Students will be doing 3 of these pieces and posting them on their blog by Thursday.

Thursday:
o Post your Collages on your blog
o Along with your post, write what was shapes/forms you used, what was difficult about creating a collage, how you would integrated it into a classroom you are teaching or plan to teach, and comment to at least 2 of your peers’ posts. You should have received a list of all of your peers blog addresses but I will resend them one last time.
o These blogs will be monitored by me, it is important to remember to provide positive feedback and if you have constructive criticism to improve upon their work.
• Topics:
o Introduction to collages, and shading
o Posting and commenting on blogs
• Objectives:
o Students will learn about art as a vital part of the K-12 classroom and the importance of its integration into the curriculum.
o Students will learn the stages of making art: 1) idea/inspiration, 2) making process, and 3) reflection/interpretation.
o Students will gain skills in art making using traditional and found/recycled materials.
o Students will learn how to develop and teach FUN art lessons.
• Description and explanation of technologies used:
o Since this will be a hybrid course we are focusing on two-way communication as well as the social aspect of using our art blogs.
• Interactions:
o Since this will be a hybrid course we will be doing student-content (when the student is working on the art project and then posting it on their blog), student-instructor (when we meet face-to-face), and student-student (in terms of using their blogs as communication).

• Description of assessment/evaluation:

Session 9: Discussions with an integration of my Final Project


Hello Everyone! I saw this assignment and thought i would and could use a lot of this information I am gathering now for my fianl project. Ahhh we learn so much here!  Below is this weeks questions and I added some more details about my art class conversion. I am still trying to work out all the kinks. But by the end, it will be PERFECT!!!!!!

Online discussions are an important part of many online classes and an important part of general Internet communication. Use what you have learned from the text and your own investigation to respond to the following items.

1. Identify three different technologies that support discussions in online classes. Describe each technology in terms of its ability to support worthwhile and rewarding discussions.

Some of the different technologies that would support discussions in online classes would be forums, chats, and blogs.

  • Forums: is an asynchronous electronic discussion on a specified topic (page 121 in The Power of eLearning.) Forums are worthwhile and rewarding because students are able to respond to the topic at hand when they have time. With students busy schedules, sometimes it is hard to sit at a specific time and hence these forums work well.
  • Chats: is a synchronous electronic discussion.  All students must participate in a chat session at the same time (page 121 in The Power of eLearning.) This method of technology is worthwhile and rewarding because you might have to be contact at the same time but it allows you to do so from wherever you have access to a computer.  So location is something that is not hindered when using this technology.
  • Blogs: are web pages created by an individual in the form of a log or journal where the author writes his or her thoughts on a specified subject and posts them on a website (page 241 in The Power of eLearning.)  This form of technology is worthwhile and rewarding because the author has the ability to create something on their own.  This also serves as a tool for their peers to provide feedback or comments about what they have written.  If it has a focus, like this class, blogs can be very affective for a class.

2. Describe an eLearning context (type of class, students, and specific content) where you would advocate the use of an online discussion. Identify the technology you would use to facilitate the discussion.

I think that I would make this connection to my final project that I was speaking to many of you about it. I wanted to convert a current art class that I am taking into a hybrid course.  The technology that I would use would be a discussion board where they would be able to post their assignments online.  Since I want the class to be a hybrid, the times we do meet would be used to provide different examples of the projects as well as lending them the tools.

3. Describe how you would plan for the discussion described in question 2. For example, how would you prepare students for the discussion, structure associated presentations, plan other activities that students be doing along with the discussion, and how you would ensure that the student workload was balanced and appropriate.

The way that I would prepare students for the discussion would be for them to comment on an example from a previous year.  I would post that up for them, give students directions on how to comment on the art piece.  Depending if it is collage students, they may be able to behave themselves and not say anything inappropriate.  Younger students, need more structure and guidelines.  A blog can be a great place to have a discussion board because the teacher can monitor what the students are saying.  Having the professor add a comment here and there will ensure and assure students that someone IS always watching.

4. Develop a set of guidelines or policies that you would give to students to help them engage successfully in the discussion.

In order to help students engage successfully in the discussion I think that I would:

  • Want the students to have a deadline for submitting their art work
  • Want the students to at least comment on three of their peers art pieces

5. Describe and/or develop a system for assessing student participation and learning in the discussion.

The way that I would ensure that students were participating and learning in the discussion would be to see that they are adding the terms we have learned.  For example, if we learned about shapes, I want students talking about the squares they saw, the triangles, the circles, etc.

6. How would you prepare the instructor for participating in the discussion?.

The instructor is key in students being able to understand this unique hybrid class.  If the instructor starts the first day with examples of what she is looking for on a discussion board.  Then she can ask students to comment on the piece at hand.  After that we have a class discussion about what comments would be appropriate to post.  Finally, after they get some ideas they can now do it on their own, with the teacher ALWAYS having a watchful eye.

Beginning of Final Project


Hello Everyone!

Boy, how the time flies!! Thank you for reading again.

As a person that was very against blogs and such things, I can say that not all online things are evil J.  I have learned so much in this class and I want to see what I can come up with after such a great learning experience.

 

For my final project, I have decided to go with option two.  What option two consists of is below:

Option 2: Develop a Course Outline

  • In this option you will develop an outline for an entire online (or hybrid) course. You must include:
  • Topics and objectives for each session in the class.
  • Description of the technologies used in each session of the class.
  • Explain each technology in terms of one vs. two-way communication, media richness/social presence, and why the chosen technology would be appropriate for supporting the indicated interaction.
  • Identify which of the three types of interactions (student-content, student-instructor, student-student) in an online class are supported by each technology.
  • Develop a description of the assessment/evaluation methods for each session of the class.

I wanted to see what I could come up with if I ever had an online class to do or a hybrid class.  I am not a teacher yet but this is great practice to have in order to prepare myself for the future.

I wish all of you good luck in the planning stage and I cannot wait to get started!

I look forward to reading your blogs soon!

ADA Assignment 7


Hello again everyone! I have been enjoying reading your blogs and I hope you have enjoyed mine. I have to be honest, some things had me stumpped but I made it clear which questions so I do hope my lovely readers may help me out if I made a mistake or did not understand something.

!!HAPPY READINGS!!

1. What are three types of disabilities that students in a course you create might have? Explain the accommodations that you would need to provide for each.

According to The Power of eLearning page 172, types of disabilities that students in a course that I might create can have:

• Visual disabilities such as blindness, low vision, and color blindness,

o Accommodations for Color Blindness would be

 High Contrast
 Avoid Red-Green-Blue Combinations
 Don’t Use Color to Convey Meaning
 Make Use of a User Changeable Font
 Text Version
 Information obtained through the powerpoint from ETEC 674
o Accommodations for Low Vision – No Vision would be
 High Contrast
 Make Use of a User Changeable Font
 Navigation Requirements
 Configurability – Screen Reader Compatibility
 Text Version
 Information obtained through the powerpoint from ETEC 674

• Hearing disabilities such as deafness and hard of hearing,

o Accommodations or Alternatives to Audio would be

 Text Version
 Captioning Videos and Slide Shows with Audio (Multimedia)
 Information obtained through the powerpoint from ETEC 674

• Mobility disabilities such as the inability to use hands, hand tremors and slow muscular movement,

o Navigability Issues, Provide:

 Keyboard Control Instead of Mouse
 Internal Navigation to Skip Through Long Sections
 User Configurability
 Information obtained through the powerpoint from ETEC 674

2. According to the text, what is the percentage of the population that has a visual, auditory or physical limitation? How does that compare to other sources for this information. (Please list at least one other source you found.)

According to The Power of eLearning page 172 “one in five individuals has a vision, hearing, or physical limitation. Twenty-nine percent of families in the United States have at least one family member with a disability. It is estimated that up to 7.2 percent of students entering higher education have visual, hearing, cognitive, or motor impairments.”

According to http://trace.wisc.edu/docs/population/populat.htm

• There are an estimated 8.6 million people with visual impairments (3.4% of the U.S. population)
• There are approximately 580,000 people in the U.S. who are legally blind
• There are approximately 1.8 million people in the U.S. with severe visual impairments who are not legally blind
• Hearing impairment is one of the most prevalent chronic disabilities in the U.S. Approximately 22 million people in the U.S. (8.2%) have hearing impairments. Of those, 2.4 million have severe to profound impairments
• 31.6 million people in the U.S. suffer from rheumatic disease
• There are more than 750,000 in the U.S. with Cerebral Palsy (children and adults), and 15,000 infants are born each year with Cerebral Palsy
• An estimated 3% of Americans are mentally retarded
• 1-8% of school-aged children and youth have specific learning disabilities
• It is reported that approximately 1 person in 15 has a seizure of some sort during his life, and between .5%
and 1.5% of the general population have chronic, recurring seizures

I think that become aware that we do not live in a perfect world and we are not all perfect human beings is a part of becoming a great teacher whether giving instruction online or face-to-face. Asking these types of questions, whether the students we are getting in our new class will need any accommodations, what we, as teachers, can do and what services the students can get.

3. Identify three factors other than the actual disabilities that exist in your student population that influence how an institution or a course creator is required to address ADA in an online course.

This question really has me stumped. I was not really sure if the question was asking me to give examples of other things that can affect a person taking an online class or if I was just interpreting the question way off. I am giving it a shot, and please help me out if I am way, way off. 🙂

Some factors other than actual disabilities that exist in the student population that can influence how an institution or course creator address ADA compliances in an online class could be:

• Whether the student/s has/have ADD or ADHD. Being a bit ADD myself, I know that it can be very hard to stay focused on an online class without getting easily distracted. As I sit here, typing away my dogs are barking and I lose my train of thought and I end up telling my readers about my dogs. This class has helped because it is not a whole laundry list of meaningless things to accomplish. I am actually learning and wanting to focus all my energy into this because it is an engaging class.

• Another factor can be depression, whether chronic, or mild it is still a struggle to have an online class and battle your demons inside. I take being compliant as giving the student the opportunity to be their best and give their best to the class. If I have to read material that is so boring and long and I am battling depression, that task/assignment is just going to be something that I prolong in doing. Again, not a lot of online classes are like this one, it is so engaging, requires work, but I am not sitting around pulling my hair out hoping something bad would happen just so that I can stop doing online homework.

• Lastly, another factor of making someone with a broken leg, arm, etc. feel comfortable and able to think for an online course. I speak from personal experience. I had a broken toe (it was amazing to realize how much you need that toe to feel whole or useful in anything) and I was taking some online classes. The classes really did not take into consideration that having to have your leg, arm, etc. elevated and in rest is a must to completely heal properly. Not to mention having to be on pain medication to help with the pain and still having a laundry list of things to do that were just task and nothing really meaningful was coming out of it.

I think that it is difficult to really know what situation a professor may be in each quarter/semester that they plan their online classes. However, I think that if there is communication between the student and the teacher that many arrangements, accessibilities, or modifications can be done to be ADA compliant.

4. According to the text, what is “assistive technology”? Give some examples.

According to The Power of eLearning page 175, assistive technology “is a term used to describe hardware devices and/or related software intended to help individuals with disabilities overcome problems they may encounter when attempting to view web pages.

Some examples can be:
• People with hand immobility unable to use the mouse or key board
• People with auditory issues and not being able to hear audio in a presentation or video provided by the instructor
• People that cannot distinguish certain colors on websites or assignments posted online

5. Identify and explain two different ways to check a webpage to ensure that it meets the needs of disabled students.

One way to ensure that a webpage meets the needs of disabled students is Bobby, an online tool developed by the Center for Applied Special Technology (page 175 The Power of eLearning).

There are different things that this website can to as mention on page 175 in The Power of eLearning:
• You can invoke software that will accept a website’s URL and produce a report that rates the site’s compliance with disability access standards
• The report provides specific information about problems with a website
• Pages that follow and comply will have a Bobby Approved logo

Another way to ensure that a webpage meets the needs of disabled students is Louis, which is an online database whereby instructors or students can find eLearning resources appropriate for use by the blind. (Page 175 The Power of eLearning).

6. Identify two types of presentations used in online courses (for example, podcasts, PowerPoints, Videos, Slide Shows, etc.) and that you might use and explain how you can ensure that each is ADA compliant.

This is something that is very important and that many of us take for granted. As I think of my blog, I wonder if it is even ADA accessible.
If in the future, I would create an online course with materials online, I would want to make sure that what I post is ADA compliant.

If I picked powerpoint, I would have to make sure that if I have students with visual disabilities that I provide audio of what is on the powerpoint. If there are students with color blindness, I want to make sure that I do not use colors that will not allow students to see. Keeping the powerpoint in high contrast is also something to consider when planning my presentation. Too much flickering or random motions is also something to be avoided because it can cause some students to have seizures.

If I picked videos, I would want to make sure that again I provide text or audio for those students that cannot see. Audio is also something to remember even if it is used tdescribe pictures because those students that are blind may be able to hear the video but really cannot see the images being portrayed.

Our powerpoint ada made by the professor highlighted some great points:
• Visual disabilities such as blindness, low vision, and color blindness,
o Accommodations for Color Blindness would be
 High Contrast
 Avoid Red-Green-Blue Combinations
 Don’t Use Color to Convey Meaning
 Make Use of a User Changeable Font
 Text Version
 Information obtained through the powerpoint from ETEC 674
o Accommodations for Low Vision – No Vision would be
 High Contrast
 Make Use of a User Changeable Font
 Navigation Requirements
 Configurability – Screen Reader Compatibility
 Text Version
 Information obtained through the powerpoint from ETEC 674
• Hearing disabilities such as deafness and hard of hearing,
o Accommodations or Alternatives to Audio would be
 Text Version
 Captioning Videos and Slide Shows with Audio (Multimedia)
 Information obtained through the powerpoint from ETEC 674

7. Develop a course usability checklist that is appropriate for your anticipated needs. Use the example provided in the text as a starting point and explain your modifications.

I used the same one in our book on page 177 in The Power of eLearning, but I made minor changes, changes that I thought would be more applicable to a course I may take or may teach one day.

12

** Just when I think I have this bullet points dominated, they come and get me. It is just so odd how I try something and it looks so good on word but as soon as i put it on here it just goes wild. sometimes it likes me and sometimes this blog has a mind of her own. Well I thought that would be a good share after all that reading and exploring 🙂 **

Session 6 Tasks and Assignment


Hello again everyone! Am I getting better at this? Somewhat 🙂 Thank you for all the positive comments!
** Note ** The images that I included can be viewed bigger if you click on the image itself. I just found that out a few minutes ago :). I was thinking how the heck is someone going to view such a small image and know what I am talking about? I clicked it by accident and I discovered YOU CAN VIEW IT BIGGER! 🙂

Happy Readings everyone!!!

1. What is the difference between assessment and evaluation?

The difference between assessment and evaluation is that assessment typically requires students completing a number of individual and team projects (page 239 in The Power of eLearning), while evaluation deals with assessing student performance (page 240 in The Power of eLearning). 

I felt a bit confused with how it was expressed in the book so I had to look up the definition elsewhere just to get a clearer picture. Under http://assessment.uconn.edu/what/index.html the definition for assessment was

  • Assessment involves the use of empirical data on student learning to refine programs and improve student learning.  
  • Assessment is the process of gathering and discussing information from multiple and diverse sources in order to develop a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experiences; the process culminates when assessment results are used to improve subsequent learning.
  • Assessment is the systematic basis for making inferences about the learning and development of students.  It is the process of defining, selecting, designing, collecting, analyzing, interpreting, and using information to increase students’ learning and development.  

Under this same website http://assessment.uconn.edu/what/index.html I found these great graphics that helped me understand the term better

2013-11-02_2022

2013-11-02_2022_001

I also looked up the definition for evaluation under the following website http://infed.org/mobi/evaluation-theory-and-practice/

  • Evaluation is the systematic exploration and judgment of working processes, experiences and outcomes. It pays special attention to aims, values, perceptions, needs and resources.
  • First, evaluation entails gathering, ordering and making judgments about information in a methodical way. It is a research process.
  • Second, evaluation is something more than monitoring. Monitoring is largely about ‘watching’ or keeping track and may well involve things like performance indicators. Evaluation involves making careful judgments about the worth, significance and meaning of phenomenon.
  • Third, evaluation is very sophisticated. There is no simple way of making good judgments. It involves, for example, developing criteria or standards that are both meaningful and honor the work and those involved.
  • Fourth, evaluation operates at a number of levels. It is used to explore and judge practice and programs and projects.

2. What are the challenges to assessment and evaluation in eLearning?

There are many challenges to assessment and evaluations in eLearning.  As mentioned under http://infed.org/mobi/evaluation-theory-and-practice/ , you are making judgments on someone else’s work.  That student may have spent days and days trying to perfect their work only to be told it was not good enough. 

The same can be said about assessment as stated under http://assessment.uconn.edu/what/index.html , you are assessing to improve on a test based on a certain group of students.  However, not all students are the same every year so the improvements you make on an assessment for the following year may not be appropriate for future students.  You also lose sight that not all students will have great success with an eLearning class.  I thought I was good at electronics and getting around the internet but this class opened my eyes to so many different things.

3. Explain the possible use of an online portfolio in eLearning.

The possible use of an online portfolio in an eLearning class would be:

  • To keep track of students individual and team projects,
  • To keep examples of student work,
  • To keep examples of student work,
  • To keep examples of self-evaluations,
  • To keep examples of peer-evaluations,
  • And to include excerpts from students’ comments in electronic discussions.
  • (page 238 in The Power of eLearning)

4. Identify at least two ways to measure student participation in an online class and explain how you think these methods can factor into the students’ grade in the course.

Way one to measure student participation in an online class as mentioned on page 239 of The Power of eLearning would be:

  • You can grade students’ contributions to electronic discussions.
  • This method can factor into the students’ grade in the course because the teacher can have a rubric on what a typical response should have such as exceeding the requirement, some effort, or no effort at all.

Way two to measure student participation in an online class as mentioned on page 240 of The Power of eLearning would be:

  • You can reward students for accessing and using materials in the course site.
  • This method can factor into the students’ grade in the course because there are many ways you can track whether or not students have accessed the documents the teacher puts up.  But some students just open it and save it, the teacher must make sure that the material is being used in discussions, homework, blogs, tests, etc.

5. Define peer evaluation and describe its advantages and disadvantages.

An advantage for peer evaluation, as mentioned on page 241 of The Power of eLearning, is that peer evaluators often have more time than the teacher to give detailed feedback, especially if it is a large class.

Some disadvantages for peer evaluations can be that students may not be equipped to properly evaluate someone else’s work, especially if they are younger students.  Another disadvantage is that students may give bad evaluations to peers they do not like or give great evaluations to their friends when their friend has not really done great work to begin with.

6. Describe a possible group assignment for an online class and explain how to evaluate student performance in the group assignment.

A possible group assignment for an online class would be:
Photography class Group Project
• In your group you will create a collage of different photographs around your community.
• You must be present in at least one of the photos of each group member.
o Your group member may ask you to come for a special parade they are having and you may decide to go to that event or decide on another event.
o But you must come out in the photo with each of your group members.
• You will make a power point, video, etc. displaying your group collage and post it online for the rest of the class to see.
• You must also add audio to your presentation through video or recording under the power point.
o Since this is an online class, we must have some sort of contact with you other than just reading and viewing your results.
I am taking an art class and I just got my inspiration to create something to do with art. 

7. Create an online test.

Well I went to http://quizstar.4teachers.org/indexi.jsp created an online test but I could not figure out how to let everyone get access to take it. So I ended up posting the lovely quiz here.
Enjoy!

1

2

3

4

5

6

7

8

8. Create a rubric or other grading aide for an online assignment.

The rubric that I created was for the online assignment that I made for question number 7, the Photography Class Group Project.

9

New Media


Name of New Media
o Word Press

I was completely against blogs because usually all you read about in the news is how someone killed themselves because they were being bullied. Or people just posting intimate images on their blogs and them thinking that it would be something private that NO ONE in the world would see. When I found out we had to make a blog for this course I was torn. Do I leave the class or do I have an open mind and see what this is all about. Obviously since I chose a blog, I think I am coming around to this whole new thing.

• URL or other identifying and locating information.
o http://wordpress.com/

Review of the features and/or characteristics of the tool.

o When I first registered for Word Press I was like a kindergarten student not knowing what to do the first day of school. It was literally a foreign specimen that I had not encountered before.

o When you first login and it loads up it takes you to the first page where you are able to see the blogs you follow, on the right side you have your reader which contains:

 Blogs I follow
 Comments I made
 Post I like
 Freshly pressed
 Recommended blogs
 And find friends

pic 5

o Then you come up to tags you explore and finally a section for “you may like” which is based on either what you have written or what you have searched.

o Once you enter your blog you are given the choice to see your posts you have made and the comments as well.
o Under post you are now able to see the blog post that you have made in the pass and edit if you decide too.
o On the left side bar there are many options such as:

pic 2

 The home button which contains:
 The dash board
 Home
 Comments I have made
 Site stats
 My blogs
 Blogs I follow
 Omnisearch
 Then we have the store button which contains options such as:  Store
 Premium themes
 Domains
 My upgrades
 Billing history
 Then we come to the post which contains:
 All posts
 Add new
 Categories
 Tags
 Copy a post
 We also have the media button which contains:
 Media
 Library
 Add new
 Then we come up to the links button which has:
 All links
 Add new
 Link categories
 We have the pages button which has the features of:
 Pages
 All pages
 Add new
 Copy a page
 Then we have the feedback button which has:
 Feedback
 Polls
 Ratings
 The beginning of it all (this is the first I started with) the appearance which has the features of:
 Themes
 Customize
 Widgets
 Menus
 Header
 Background
 Custom design
 Mobile
 Now we have the users button which contains things like:
 All users
 Invite new
 My profile
 Personal settings
 We now come to the tools button which has the options of:
 Available tools
 Import
 Delete site
 Export
 And lastly, we have the settings which contain:
 General
 Writing
 Reading
 Discussion
 Media
 Sharing
 Polls
 Ratings
 AdControl
 Email post changes
 Open ID
 And Webhooks
o Then you click a new post and you are given the option to start a text, photo, video, quote, or link. I usually have gone with text.

pic 3

pic 4

• Discussion of the tool’s capacity to facilitate communication

o This tool facilitates communication because it is a blog. The creator writes, says, or makes a video and then they can post it so others can view it. What we have been doing is doing the assignments given to us each week and then our peers comment on what we wrote as well as their opinion on the topic. Of course our professor also comments on our blogs which helps with feedback on how it is going.

Explore this capacity in terms of one or two way communication and relevant media theory.

o First, a little definition time to refresh our memories from Waterhouse pages 97-118 and pages 120-140:
 One way communication would include:
 Textual information read on paper in written or printed form
 Presentation graphics slide shows which convey information visually
 Spreadsheets and databases as in gradebooks
 Multimedia objects such as still pictures images, drawings, videos and animations
 Announcements either to clarify issues on an assignment or to congratulate the class on something specific.
 Two way communication would include:
 There are types of discussions
 Forums
 Chats
 Discussions also have subcategories
 Used for promotion of critical thinking
 Brainstorming discussions
 Discussion to summarize and clarify
 New topics discussion
 Water fountain
 Get help/online tutoring
 Private consultation
 Frequently asked questions
 Homework discussions
 Guest Speaker discussions
 Small group meetings
 Field experience
 Discussion to quiz students
o My lovely blog falls under the two-way communication capacity and if a blog had a specific purpose, I think that the one-way could also apply.

• Compare the capabilities of the new media tool with tools that are available in your current CMS/LMS.
o There are obvious differences between a blog and blackboard but there are also similarities and that shocked me because I was NOT a supporter of blogs at all.
 One way communication would include:
 Textual information read on paper in written or printed form (YES TO BOTH)
 Presentation graphics slide shows which convey information visually (YES TO BOTH)
 Spreadsheets and databases as in gradebooks (DON’T THINK SO ON A BLOG)
 Multimedia objects such as still pictures images, drawings, videos and animations (YES TO BOTH)
 Announcements either to clarify issues on an assignment or to congratulate the class on something specific. (CAN BE BOTH)
 Two way communication would include:
 There are types of discussions
 Forums (BOTH)
 Chats (BLOG)
 Discussions also have subcategories (BLOG)
 Used for promotion of critical thinking
 Brainstorming discussions
 Discussion to summarize and clarify
 New topics discussion
 Water fountain
 Get help/online tutoring
 Private consultation
 Frequently asked questions
 Homework discussions
 Guest Speaker discussions
 Small group meetings
 Field experience
 Discussion to quiz students

• Critique the ability of your selected new media tool to support an eLearning activity of your choosing.
o An eLearning activity that I would do using a blog would be a writing topic such as “Who do you admire the most in your life?” My students would first write their paper, make edits to it, show me, and then we would post it under a class blog that we have created. Depending on the grade, students may have access to computers in the classroom and they can upload it themselves.
o Then I would have students read 3 to 4 blogs from their peers and make comments on them. Having an outline like:
 What did you like best?
 Was there something you did not understand?
 Is there anything you would edit or move around so there could be more of cohesiveness to the paper?
o Again, something where you can critique but not insult or bully because then the assignment has lost all of its purpose.
o Students are into technology now so I think the class would be excited to publish something online. Having standards and incorporating new technology gives students the reassurance that their skills learned outside of the classroom can be useful inside of the classroom.

• Explain why the tool would or wouldn’t work to support the eLearning activity you describe.
o The assignment seems like it would work but it can go very wrong.
o The decision would have to be made by me as to whether each student creates their own blog or we just have one blog. The problem with having multiple blogs is that I would have to make sure I have access to them. I do not want rude or bullying type messages/comments to be posted and then have parent complaints or even worse.
o On the flip side, blackboard seems like a safer place where students can make such post and me as the teacher, not have to constantly worry if inappropriate things are being published on the blogs.
o Although I have enjoyed blackboard it just seems so dull compared to this new blog system I have been introduced to. However, for the activity that I want to do, I can see why it would work better. Under blackboard, you have different sections for different classes. And I am pretty sure blackboard is monitored by either those who run it or the professor. The professor is also able to comment on their right away when compared to a blog you have to wait for your message to be approved. Believe me, I have had to wait for my comments to be posted on blogs and then on the professors side it looks like I have not commented on anyone’s blog when in reality “it is awaiting moderation.”
o Both systems have their ups and downs. It is up to the teacher/professor to make their call on what tool to use or what tool would be appropriate for each assignment.

Post 4 Assignments PART TWO


First of, This was hard for me. I was trying to get too fancy and add links etc., that I would forget how to do it and it took me FOREVER to remember and add them for my classmates. Hopefully you were able to open everything up okay and bare with me, I WILL GET BETTER AT THIS 🙂

Citation 1:
Moonen, J. (1997). The Efficiency of Telelearning. JALN Volume 1, Issue 2 August 1997

Click the website to go directly to the article page: http://sloanconsortium.org/jaln/v1n2/efficiency-telelearning

Click the link to view the full article: 1

Summary:

The article was speaking in terms of what were the efficiencies of using telelearning. It was broken down by:
• Efficiency and effectiveness
• The efficiency of an educational/training system
• How to operationalise efficiency
• Different kinds of efficiency analyses
• Telelearning and efficiency
• The effects of telelearning
• The cost of telelearning
• Telelearning and (higher) education
• And Telelearning and training

What really caught my eye when I read “A variable often neglected in media research is the time involvement of the student” in this article. It was the mention of how the student is never considered when designing online courses. There always seems to be this assumption that students are enthusiastic about an online course, they don’t have to go anywhere. And of course the online class is made boring not taking into consideration that the student has to put in more hours into an online course than a face-to-face class.

Efficiency is always something to remember when planning an on line course. Thinking of cost, thinking of how much a student has to spend on work, and thinking of how easily it can be accessed because it is an elearning class and sometimes you don’t get that rapid response if you where face-to-face with the instructor.

Review:

This article reminded me of the chapters we read this week. Why? Well because it was just so long and was somewhat repetitive. I would have gotten more out of the article if it was short and sweet. Short and sweet often gets the points across. It is interesting, I also got the vibe that they were trying to defend elearning so much when it needs no defending. It is up to the instructor to design a meaningful class that can be done from anywhere in the world and comprehension can still occur.

Citation 2:
Russell, M., Carey, R., Kleiman, G., Venable, J.D. (2009) Face-to-Face and online professional development for mathematics teachers: a comparative study. Boston College 2009.

Click the website to go directly to the article page: http://sloanconsortium.org/jaln/v13n2/face-face-and-online-professional-development-mathematics-teachers-comparative-study

Click the link to view the full article: 2

Summary:

The article gives background information as well as previous research that has been done on online courses and face-to-face classes. It was centered on past research and studies which was an interesting perspective. It was basing information done in the past rather than presently so it would be interesting to raise this issue again to see if there is a major difference in past studies and more recent studies.

An outcome list was mentioned in the article and they mention the following:
These outcomes included the following:
• Increased understanding of number sense.
• Increased ability to identify misconceptions and errors that students apply when working on problems specific to number sense.
• Increased ability to identify and apply instructional strategies that hold potential to help improve student understanding of these concepts.
• Increased use of instructional methods that allow students to develop their thinking, share their understandings, and discuss their classmates’ problem-solving strategies.

Review:

I enjoyed this article because there was no really clear winner when it came to online classes versus face-to-face classes. I found that enjoyable because before, nobody wanted an online course now it’s so close that it cannot really be a clear winner on who wins for best class format.

The outcomes mentioned in the article and above, where exciting to me because these outcomes where for both face-to-face classes and online classes. I felt like I was taking the easy way out by taking an online class because I was still very cautionary about wanting to be around a lot of people. I felt I would be cheating myself out of a learning experience but the learning experience is very similar to a face-to-face course. I am glad my doubts were somewhat put to rest with this article.

Citation 3:
McCrea, B. (2012). 5 K-12 E-Learning Trends

Click the link to be taken to the article:

http://thejournal.com/articles/2012/02/02/5-k12-e-learning-trends.aspx

Summary:

There are mentions of tablets in the classroom. If I were reading this when I was in the elementary level I would have thought you were crazy for thinking that a low-income school district would be able to afford such a luxury.

There was this quote that got me more and more interested in the topic of e-learning:
“This strong interest in leveraging the power of online learning through self-study online courses, teacher-led online classes, as well as blended/hybrid learning environments,” Evans said, “has translated into more online learning experiences than ever before for middle and high school students.” It is interesting to see how the educational system is ever changing because had we had this conversation a few decades ago, everyone mentioning e-learning would have been perceived as crazy or delusional for thinking that low-income schools could afford such a system.

Review:

I never really made the connection of E-Learning with the K-12 educational system so the title alone got me interested in the subject. Usually I think of e-learning classes/tools intended more towards the university level not in the level that I intend in teaching in. Another thing that caught my attention was the mention of tablets in the classroom. More and more districts are bringing in these new technologies into the classroom. There was a recent event in the school district (low-income mind you) that all students at the high school level were receiving a FREE Ipad to use in the classroom. I was so astonished, and a little jealous, that the students of now will be able to have access to something that I am barely getting access to.

There was a section on social awareness (Facebook, Twitter, etc.) this is something that I would actually not advocate to a K-12 school system. I, at 26 years of age, refuse to have such things because I do not want personal life on the web. This is my first blog EVER and I am still very cautious about what I put on here. Kids nowadays have no idea that a picture taken when they are in high school can haunt them in their future careers. But that just may be my paranoid side speaking. 

Citation 4:
Malamed, C. (2012) Learning Technology Trends to watch in 2012. The elearning coach: tips and reviews for success with online and mobile learning.

Click the link to be taken directly to the article:

http://theelearningcoach.com/elearning2-0/learning-technology-trends-for-2012/

Summary:

This was something unique that still has me scratching my head. The article mentioned the follow items for developing a cloud (I have no idea what a cloud is  but the description got me liking this “cloud”)
• Composica: An online platform for building courses in a collaborative environment so team members can communicate during the process.
• eXe: A well-regarded open source authoring tool for creating and publishing web content.
• Interaction Builder: In a category by itself, this tool from the eLearning Brothers provides an online service for creating interactions, which are then downloaded and incorporated into an online course. To build interactions, you choose a template and add text, images and audio. Interactions publish to a single flash file.
• My Brainshark: A web-based subscription service for creating and hosting on-demand multimedia presentations. My Brainshark is free; My Brainshark Pro has advanced features. Also see Brainshark for a paid enterprise version.
• Lectora Online: A collaborative online version of the Lectora authoring tool, it lets team members share and modify course content. Lectora Online has lots of templates for publishing to tablets.
• Ruzuku: An online platform that allows you to easily create scheduled or on-demand online courses as well as learning communities.
• Udutu: One of the earlier online course building and deployment platforms, Udutu provides a free online course authoring tool with paid hosting services.

Flipped learning was also a new term for me. In the article it mentions: “Jane Hart writes about the Flipped or Social Webinar she facilitated in which participants were asked to read and reflect on an assigned article prior to the event. Then rather than saving their questions for the end of the webinar, participants were able to spend the webinar time in discussion, asking questions and applying knowledge. Imagine the possibilities when learners are thinking and interacting rather than watching a “sage on the stage.”” Again, I should have tapped my reaction after reading such a statement.

Review:

Again, I am starting to think I was drop here in 2013 from the year 1940 because all these elearning tools/programs have me so baffled and wondering, am I computer literate? Of course I am. I am on here (somehow ) I never really knew how many programs where out there in order to create such a friendly online environment. I usually hear of all the negatives aka. Twitter/Facebook/etc. I say negative because of all the bullying cases out there and the over exposure of all these so called celebrities. But who knew (not me) what good the internet, collaborative sites, blogs, and elearning could be.

Flipped learning was something rather new and unique that I have never come across before. Or I have but it is so small that I am unable to see it. Basically it is the idea that students have access to the information before something takes place so they can be a part of the learning process rather than just sitting there looking at the teacher. It is an interesting concept but it got me thinking, in reality, how many students will actually do this?

Citation 5:
Nagel, D. (2010). The Future of E-Learning is More Growth. Campus Technology

Click the link to be taken to the article:

http://campustechnology.com/articles/2010/03/03/the-future-of-e-learning-is-more-growth.aspx

Summary:

“Electronic learning, by dollar volume, reached $27.1 billion in 2009 and predicting this figure will nearly double that by 2014, with academic institutions leading the way.” What a statement to be reading and be caught off guard if you were someone that really did not think e-learning was such a huge commodity. “The largest expenditures for packaged content in 2009 were made by the PreK-12 and higher education buyers, which accounted for 43 percent of all North American purchases.” Again, where have I been that the PreK-12 schools are such a huge part of this expenditure?

Review:

I think I was just living under a rock because I had no clue, and I mean NO CLUE that elearning was such a huge thing. I just thought of it as just any other thing, most likely just something that will go away. I have been running away from most new technologies because I did not want my privacy invaded. Believe me, after what I have been through; I am a bit more paranoid than ever. The more and more I have read different articles about elearning, the more I am starting to believe that I was delusional for thinking I could get away from these types of systems. Again, the paranoia kicks in because there is no more traditional ways of doing, we are being overrun by technology.

EVERYONE, I DID IT!!! I hope everything was A-OKAY and you were able to see everything.

Post 4 Assignments PART ONE


Hello everyone! Sorry I am just trying so hard not to make mistakes that I just take FOREVER trying to make things as perfect as I can! I just figured out how to add links and documents to the blog post so I hope everything opens up okay :). Enjoy reading and I look forward to reading all of your blogs :).

1. Our text categorizes electronic information into four types: Textual Information, Presentation Graphics Slide Show, Spreadsheets and Databases, and Multimedia objects. Provide an example or multiple examples of effective use of each type of electronic information for eLearning. Be sure to provide specific information about what makes your indicated use “effective”. Explaining effectiveness in light of one of the media theories as presented in this session (or another media theory you prefer) is expected.

Textual Information: this is basically information that is written or printed on paper or on a computer screen. “We subdivide textual information into announcements and documents.” Waterhouse page 98.

This method of textual information is effective to me because it would allow the viewer to read a document or announcement about a particular class. Sometimes I can be too tired to read the information on the computer screen so I have the option of printing it and reading a hard copy then or at a later time.

Presentation Graphics Slide Show: this is basically information provided through visuals.

This method of Presentation Graphics Slide Show is effective to me because it does not always consist of text as stated by Waterhouse on page 98. What I like about slide shows is that you can almost make it like a movie, just having images but talking through your presentation. I have also made powerpoint presentations where I have images but recordings for each slide so even if I have to email the presentation to peers, they can still understand the slide show because of the addition of my voice.

A found a great you tube clip that basically states keep things simple with the over use of bullet points, etc. http://www.youtube.com/watch?v=3QwC1cl0Wa4 . I found this useful in really illustrating the presentation graphic slide show without being to overwhelmed with information.

Spreadsheets and Databases: is useful for posting students grades.

The basic format that I knew of this was just entering information and just adding it myself then input the result in another column. I use Excel all the time but I never use it in the proper way. Waterhouse states “If you design your Excel grade book properly and post it to your course site as a read only file, students who access it can play “what if” with the recorded grades to date” page 99. I seriously had a ‘what the heck moment’ because I had no idea you could do that with excel. I was amazed when I read that and I felt a big inadequate when it came to Excel because I have not used such a feature.

Since I had no idea what I was doing on Excel (after reading this chapter I discovered I am not good in this program) I decided to just Google the uses of spreadsheets and databases and found this website that was explaining their use of their data base program http://web.appstorm.net/reviews/office/ragic-makes-databases-as-simple-to-use-as-spreadsheets/ . What got me to say wow was “Users can be created that allow you to set permissions for each person individually. You can also send a link to your forms to allow the rest of your team to enter data into them as well, but only in the predefined way that you have set up, this is a really important point.” This is just something great to use in a company setting or if a class wanted to create a class project through gathering information of some sort and students had to input the information. I saw a great connection to the school system because you can allow students to get permission to insert information.

Multimedia objects: as described by Waterhouse page 99 “We use the term multimedia objects to describe elearning resources that consist primarily of still pictures, moving pictures, or sound, or some combination of these three.

These are effective to me because it just gives another way of learning a specific thing. Some people are more visual learners or auditory learners so it is important to provide other sources of students gaining knowledge. Personally speaking, I volunteer in a kindergarten classroom and I have seen students respond to moving pictures, still pictures, and sounds rather than just text being read or shown on the projector. I have seen teachers just try and be dictators but that does not work with all students because every student is different and needs different types of communications.

2. Our text goes into some very specific detail on the proper formatting of textual information. Explain what you believe to be the most important guidelines for your use of textual information that are provided in the text and then create a sample text document (other than an announcement) that demonstrates the best practices of formatting textual information. Be sure to explain the purpose of the document and who the intended users are if that isn’t obvious from the document itself.

I like to keep things simple but that I can see what the points are and have something to accomplish. I think that the most important guideline for my use of textual information is the bulletin list. “The use of ample white space and bulleted lists greatly improve students’ ability to process text quickly on their computer screens” Waterhouse page 102.

This class has just made me enjoy bulletin points even more because the professor provides what we have to do in simple points yet I learn so much!

I think that if I had to make a document I would make one for parents of a future school I may teach at. I want to go into the elementary level so my focus is how can I use what I am learning in all my classes and apply them to my future classroom. I am intending on becoming a teacher in dual immersion so my focus would be on catering to those types of parents/students when creating my document. I have seen some of the websites that I mentioned in my documents used in the classroom and students pick up on the language very easily and it makes students want to learn another language rather than just be there for the sake of being there.

Welcome Parents

3. What is the difference between synchronous and asynchronous communication as it is used in eLearning and how do you choose between the two for a given task?

Synchronous communication: is a “learning environment is one in which students and instructors engage each other at the same time but not necessarily at the same location” Waterhouse page 45

Asynchronous communication: is a “learning environment in which students and instructors are engaged in “anytime-anyplace” learning. Students do not have to be engaged in a learning activity at the same time” Waterhouse page 45

The way in which you would choose between the two for a given task would really have to depend on what the task itself is. Sometimes synchronous communication works better than asynchronous because it seems to be like a face-to-face but does not take place in the same location. The teacher has to decide which method is best to use and when and if to use both methods is beneficial to the class.

4. What technologies does your CMS/LMS have to support synchronous communication?

Since I have not had any other experiences in CMS/LMS technologies I used blackboard as my CMS/LMS device. What clackboard has to support synchronous communications is: collaboration section, group pages (if applicable), and chat/blog sections.

5. What technologies does your CMS/LMS have to support asynchronous communication?

Again, my CMS/LMS technology that I have most familiarity with is blackboard. So with blackboard, the asynchronous communication that is available are: discussion board, email, calendar, and the announcements.

6. Describe a task or assignment you could use in an online class that would use either asynchronous or synchronous communication. Explain the task or assignment, identify the technology you would use to support the activity and explain why you chose that technology. Explain what you would do to ensure that the activity was successful.
I would use asynchronous communication for my task.
As stated by Waterhouse page 45 Asynchronous communication is a “learning environment in which students and instructors are engaged in “anytime-anyplace” learning. Students do not have to be engaged in a learning activity at the same time.” I like this method because it does not matter where or when an activity is done but rather that you, the student, has the option to be anywhere in the world and still be able to have and participate in a class. Sometimes life does not permit us to be at face-to-face classrooms or to even be a part of s synchronous class so it is important to remember that when create an online class with online tasks.

I think that for my activity I would separate my class into groups and assign each group a particular country to research. Within that group I would have subcategories such as types of food, customs, traditions, homes, etc. and the group would have to split up the work on what they will be working on. Of course, it is important to remind students to communicate with each other so they are update with the information they are gathering. Setting up deadlines is also something to keep in mind when creating this type of activity because you do not want students to wait until the last minute to have their information.
The way in which I would ensure that learning has taken place would be to stay in contact with the groups and ask for feedback on their peers. In order for students to feel comfortable about giving feedback I would do one-on-one communications so that they would feel free to express how the assignment is really going. Also having peer evaluations at the end of the assignment would be something else to consider because it gives both the instructor and the students feedback on their performance.