Reflections for Module 8
Short week. Reflecting on my overall learning experience within the course I can honestly say that of the four courses that I have completed for the e-learning certification grouping of courses, that this is the one that has required the most brain horsepower, time and energy expended and has netted the most applicable collection of information and experiences. Perhaps you should call it Collaborative Communities Boot Camp. I have spent many hours in front of the computer staring at a blank screen trying to think what to write and how to complete the activity. I guess I equate that with a successful learning experience. Kidding a little bit there. I have recognized previously the importance of collaborative communities in e-learning, but it seemed very vaporous… fuzzy as to how to create that community. I don’t think I can scratch it off my list now but I do have a sense of where to start and I think with practice I can improve my ability to help create comfortable communities for students and instructors.
From here, my progression into online facilitation involves incorporating the things I’ve learned and focusing on applying those principles to not only my facilitating experience but also to the course that I now have to completely redesign.
Topics and techniques that stuck out for me include:
- developing a personal mission statement for facilitators
- planning for a variety of scenarios
- the crucial first week
- workflow and time management
- deepening the dialogue
- fostering critical thinking
I also feel the textbook will be a useful reference. Revisions in the portfolio are highlighted in a kind of dirty orange. I think I covered all the formative feedback comments.
Reflections for Module 7
The most important/interesting/challenging thing I learned in Module 7 is that I must simplify, make clear and present directions and instructions as clearly as possible. Chat was a trip. The first chat was chaotic but not unexpected. The second chat should have been more orderly and was completely the opposite. If one was to read the transcript they would have the feeling they were reading an Abbot and Costello script. In retrospect I should have created a tip sheet, written out more detailed but simplified instructions and reviewed and reminded everyone of all those before proceeding with the chat.
One positive result of the second more chaotic chat was the byproduct of creating community. the sheer silliness of the chat really broke down a lot of barriers just like an effective ice breaker would. It was also interesting to observe the uncertainty regarding prompts, extenders and redirection. Another observation regarding feedback. It seemed to me that in this seventh week that participants are finally starting to feel comfortable critiquing each other. Maybe a trust thing? My conclusion is that when dealing with these short timeframes you have to build the comfort level early and keep instructions simple and precise.
Reflections for Module 6
The two most important tips, for my purposes, from time Management Tips for Online Teaching were:
Get organized
The section on online calendars and due dates. I need to revisit that. The last time I tried to come up with a solution I couldn’t find one that would be easy and transparent enough that it wouldn’t create its own set of problems. I think at this point there most be a solution and will just take some fairly minimal research to find it.
Organize the discussion forums
Setting a schedule and establishing a subject line protocol are two great additions to help optimize discussion forums.
Work smarter not harder and the concept of “billable hours” in e-learning are also really nice concepts and ones I’ll bring to our next department meeting.
When completing the survey on our collaborative project I came to the question regarding copyright. That made me squirm a bit. Twiddla (the tool we were reviewing as a content provider of EtherPad) is covered by copyright laws. EtherPad on the other hand is open source and held under a Creative Commons license. No problem with EtherPad. Twiddla in the strictest interpretation of copyright right law should be approached for this sort of usage. I don’t think they would have a problem with our usage and practically speaking it would probably not be an actionable issue. I would make the case that this is a “fair use” instance with all four guiding principles in compliance.
- Purpose – Obviously for educational purposes.
- Nature – Benign nature. Not an actual functioning product but just a graphical or video representation. Otherwise, no one could take the tip sheep or the information in it and transgress in an egregious fashion any of the six bundle of rights.
- Amount – Negligible
- Marketability – The usage in the tip sheet would not negatively impact the market for Twiddla or deprive them of sales.
All that being said the best solution would be to send a note to Twiddla with the attached tip sheet materials asking for a copyright waiver for this usage.
The reply only method in the discussion forum was challenging. Kinda’ takes you out of your box.
Reflections for Module 5
The 70/30 rule makes complete sense. We’ve been looking really hard at retention at our school lately (what school hasn’t) and have come to the same sort of conclusion; “to keep ‘em, you got to get at ‘em early”. The time before the class begins is important because it provides an opportunity to familiarize the student with the structure, expectations and navigation of the course. If students know what to expect and what is expected of them, the anxiety and stress are reduced. The beginnings of a community atmosphere can be established.
The first week or two are critical so that the reality of the workload and commitment don’t overwhelm whatever enthusiasm is there. If there is no enthusiasm or little passion for the commitment that must be made to succeed then those first couple of weeks provide the opportunity to establish the sense of community that can help create that commitment. As related in the Background of module 5, “This phenomenon [when students are most likely to give up or withdraw from the course] can occur in face-to-face classes as well, but the unfamiliar nature of online learning compounds the anxiety level of online learners”. I’ve certainly found this to be the case in hybrid courses that I teach. Once they successfully complete the first couple of weeks the majority of students seems to settle into the realization that they can do this.
A comment on ice breakers and introductions… I’ve found that those work really well even with students who are really unsure of themselves. It seems like every is on their best behavior and really reach out to each other. If I could keep that same sense of community going throughout the course things would be a lot simpler.
Reflections for Module 4
Here’s one general observation regarding this week’s readings and topic. I’ve found it helpful to look at online interaction and the tools used from the different perspectives presented this week. Breaking things down into types of messages and types of dialogue helps me improve my critical thinking about critical thinking if that makes any sense. The concept of summarizing is so obvious but something I haven’t necessarily done often enough. I think I can incorporate that into my classes pretty easily and in doing so emphasize the connections that I feel are important. With my students I would expect a healthy response if they disagree. They’re experts at that and I appreciate it. The parsing of criteria for interactive tools is another example of obvious but useful perspective. I’ve always felt breaking things down into their component parts and then stepping back to observe the whole is a valuable approach to creative endeavors.
I like all the tool recommendations. I’m a serious tech junkie. Not an expert by any means just a fan. I think an “aha” moment for me is that I really don’t need tools as much as I need to engage and connect.
I’m really trying to pay attention here. I deal with students and faculty that are not very open to online education. I’ve been an online convert for sometime now, but I’m dealing with some pretty skeptical people.
Reflections for Module 3
Tough week. I learned I have to be more sensitive and careful when critiquing in a new or unfamiliar environment. Certainly, the last thing I want to do is make someone uncomfortable or make them think I am not participating in a safe and trustworthy manner. Right before I sent out my response I pondered whether I had cushioned my comments with enough care. I should have listened to my instincts.
Regarding my week as a facilitator I was feeling a little timid and unsure of myself. I was expecting the group to remain engaged for a longer period of time. For a short week I thought the conversation lost steam rater quickly. I think I did learn something and would probably work differently if given an opportunity to do it again. Really different dynamic working with this group than the students I’m used to working with. My current classmates ask a lot of end of message questions that move things along and cover more ground.
The concept of PLN or PLE is an interesting one. It seems analogous in some ways to the concept of SWOT which is something we incorporate in our business courses. We extend the SWOT business construct into a personal evaluation. I think it might be interesting to incorporate the PLN into our discussions in our classes.
I think I finally figured out why “the question at the end of the post” was bugging me so much. I’m in a forum filled with teachers! As I review the posts, everyone of them ends in a question! Everyone is practicing good forum habits. When I went back and reviewed typical student posts that I deal with I realized they don’t necessarily pose the question at the end. It almost felt like people were answering questions with questions. I’m ok now.
I have been trying to incorporate the various instructor skills to-date in my posts:
- change subject lines each time you post
- delete the extras and use a small quote to focus
- intentional non-use of personalized salutations
Reflections for Module 2
Reading chapter 3 provided an excellent review of learning theory. I had run into the term constructivism before but instructivism as a term was new to me. I had always just referred to it as “traditional”. In the presentation of instructivism and constructivism it was interesting to note the reference to essays as “generally simple comprehension level activities.” I had always considered essays an potential opportunity to express higher level comprehension. I agree wholeheartedly with the “first principle” regarding adult learners, “why do I need to know this?” If that is not established in a class adult learners, online or face to face, engagement is cursory at best. the concept of multiple intelligences as opposed to multiple learning styles was new to me. It is an intriguing concept. I would be curious to explore the basis of the various intelligences. A few of the defined intelligences pose questions in my mind. As a musician I have pondered musical intelligence often and feel it is a combination of other intelligences not one onto itself. There are many subsets of “musical intelligence” all composed of different qualities. I’m not convinced on that one. I would be interested to hear more about the existential intelligence. I’m not sure what that would be. I had some familiarity with Jung’s theories so that portion of the chapter was not new to me. Theory and historical background of any subject helps to provide context for me. This chapter really established and tied together several concepts for me. It also provided some new perspectives.
Chapter ten’s “netiquette” lists were the point of the chapter for me. There were several practical guidelines that I can put to use. Changing the subject line, deleting the extra and summarizing all seem to be worthwhile principles that I can strive to incorporate in my forum discussions. I generally try to post a questions but I am oversensitive to its persistent use. I notice that some people incorporate it in every post and it begins to feel like an artificial construct to me. Almost a felicitator cliché. I think it is because when I read a question I think I need to answer it. If I did that for every post on a forum I would be guilty of massive over posting. I haven’t really run into the negative nellies and hijackers yet. I expect I eventually will.
The discussion forums were very good this week, I thought. There were a wide variety of perspectives and concerns that were expressed in the SoCo discussion. A really diverse group of experiences producing a wide variety of ideas. I really learned something in the small red group discussion. I’m assuming that is the grouping of type A personalities manifested by early participation. That certainly how I would identify myself. This week, though, I was hesitant to post because of the subject matter. I was unsure of myself, doing some research and wasn’t prepared to start posting as early as I usually do. I started posting as everyone was winding down and my last two posts were accompanied by cricket sounds. Day late and a dollar short. A real validation of the concept of dividing the class into individuals who are early posters and later posters. I usually try to pace myself so I participate throughout the week, but with this sort of segregation of posting styles, I’ll have to condense my posting activity. Very interesting.
Reflections for Module 1
The new knowledge and skills I gained during Module 1 were:
- Chickering and Gamson’s the “Seven Principles for Good Practice in Undergraduate Education” were new to me although I am of course familiar with the concept of good practices. The analysis of the seven principles in the text was thought provoking. I have been returning to it throughout the week as I read the various responses in the forum. I think there is still new perspective to be wrung out of them and I will continue to review them within different contexts.
- A new appreciation for formative feedback. The concept is not entirely new to me but the application of purposeful weekly formative feedback as a focal point rather than points awarded for assignment is a perspective I would like to explore. The idea that formative feedback is not ancillary to the graded activity, but part of a building process to achievement of the learning outcome.
- Critical thinking is EASy is a new concept for me. I’ll be interested to explore that further. I am somewhat familiar with my buddy Bloom and his revised taxomony and am interested in learning more. I’m sure I’ve only scratched the surface in the past.
The knowledge and skills will benefit me as an online facilitator by helping to provide context to pass on some of these concepts to my fellow faculty. As program chair of our tiny program (two other instructors who also come from the world of business) I’d like to institute these principles throughout our program. My biggest problem right now is the sheer amount of information and techniques that I would like to incorporate. If I can successfully communicate these ideas perhaps that is a good sign that I understand them myself.
I continue to try to include the ideas gleaned from the previous e-learning classes. I have been busily modifying courses in the areas of learning outcomes and objectives as well as connected assessments. It looks as though I have a lot more to do.