Hi! Thanks for visiting my blog. This is my blog spot, which I use to share my thoughts about Instructional Technology (IT). I encourage all of you to post your thoughts and respond to some of mine throughout the semester. While this is not a requirement for this course, I do encourage all of you to share your thoughts, knowledge, and resources with me and gain insight from me as well.Thanks!
Post 10
Working with my FIT’s group was a wonderful experience. Each of us are very intelligent strong dynamic leaders. We started the activity by writing our observations and proposed changes to the online course. We all rather touched on many of the same recommendations. For example, we all thought that there was a need for some type of FIT’s evaluation criteria for students, and FIT’s. We all thought that there needs to be more meaningful dialogue between FIT’s and students.
We further felt that using blogs or skype may possibly help students build social presence. Finally, we though that the instructor (IT 6135) needs to communicate more with students. Students need prompt feedback in order to be successful. Moreover, FIT’s need the same feedback in order to be successful as well. It was very interesting to read some of my colleges comments on their FIT’s experiences.
It was great that we were able to share many times; I thought I was not asking the right questions or on the right track. Therefore, it was helpful to know that others were having the same issues. Sharing ideas and information allowed FIT’s to open-up more to the process of learning more about online environments.
The 5-stage model by (Salmon, 2006) really is a key to online teaching and learning. Many of my team members observed many technical issues by students and while I did not observe that, I was able to go back and look at previous post by students and saw where some of the students were lost, even during the Mid-point of the semester. Having a team helped me to put this experience together.
In the future, I think that FIT’s should be placed into groups during the first few weeks and then work as a team to accomplish goals, that way, FIT’s can get prompt feedback from each other and check in from time-to-time to see if their on the right track.
Post 10
Working with my FIT’s group was a wonderful experience. Each of us are very intelligent strong dynamic leaders. We started the activity by writing our observations and proposed changes to the online course. We all rather touched on many of the same recommendations. For example, we all thought that there was a need for some type of FIT’s evaluation criteria for students, and FIT’s.
We all thought that there needs to be more meaningful dialogue between FIT’s and students. We further felt that using blogs or skype may possibly help students build social presence. Finally, we though that the instructor (IT 6135) needs to communicate more with students. Students need prompt feedback in order to be successful. Moreover, FIT’s need the same feedback in order to be successful as well.
It was very interesting to read some of my colleges comments on their FIT’s experiences. It was great that we were able to share many times; I thought I was not asking the right questions or on the right track. Therefore, it was helpful to know that others were having the same issues. Sharing ideas and information allowed FIT’s to open-up more to the process of learning more about online environments.
The 5-stage model by (Salmon, 2006) really is a key to online teaching and learning. Many of my team members observed many technical issues by students and while I did not observe that, I was able to go back and look at previous post by students and saw where some of the students were lost, even during the Mid-point of the semester. Having a team helped me to put this experience together. In the future, I think that FIT’s should be placed into groups during the first few weeks and then work as a team to accomplish goals, that way, FIT’s can get prompt feedback from each other and check in from time-to-time to see if their on the right track.
Post 9
The FIT project is done and I am currently working on the final presentation of my reflections, observations and recommendations. Many of my peers have come-up with similar suggestions, yet we have all added some interesting recommendations that the others did not recognize. For example, I read a comment from a fellow classmate about deeper group reflections is needed. It was also mention that students need to be able to practice skills learned during the development of their PowerPoint.
I have really learned a lot about on-line teaching with the 5-stage model and see how it works. Utilizing this model will help future FIT’s develop richer interaction amongst groups.
Post 8
One of the biggest challenges of online learning is the interaction between students and instructor. In the face-to-face environment, there is less of a change for interference or miss communication. Yet face-to-face settings have challenges as well. While doing the FTI assignment, I saw lost of interaction between students, but there was less interaction between students and FIT facilitators in many in class discussions, I heard many of my peers comment on the lack of responses they received from the members in their group.
One of the best things that online designers and developers should look into is the fact that social presences is vital to online teaching and learning. As I stated in my last post 7, the students in my FIT’s group were very responsive, yet I feel that our interaction could have been fuller and richer if I had some autonomy in terms of unit grade or perhaps there could have been a facilitators evaluation or and evaluation of each students contributions. I think these changes could have made a major impact on the project.
This has been a very good learning experience for me. I have learned how to begin to find my way around the online environment. I am developing my overall focus, mission and plan for when I have to teach online classes. I also sense that many teachers of online classes will become more flexible as money is directly related to the quality of instruction and fairness the facilitators. If facilitators are mean, harsh and non-flexible, students will not register for their class. Once a teacher gets a reputation as a “bad” professor, his/her online career and money is in jeopardy. I wanted to add that last comment, as it is going to receive more coverage in years to come. This subject should have it’s own chapter in a future e-learning text.
Post 1
Per the first blog I have to admit I have been a little frustrated trying to get access to the Black board guest site for IT 6135. I understand how the character in Salmon (2002, pp., 13) feels; however, everything is fine. What I have learned from the readings that stands out in my mind is the five-stage framework model. See (Salmon, pp., 11). I like this learning model as it gives the reader a look at the way in which teaching and learning occurs online through online networking. Through scaffolding, learning occurs in five stages: Access/motivation, online socialization, etc. At each stage an E-moderating and technical support mile-stone has to be overcome before moving on to the next stage. I like this model as it gives you a very exact and easy way of knowing what to expect or what could happen at each stage. It is always good to know what might happen, that way, one can prepare for possible solutions. This models is great because it outlines what the instructor can do to help the learner experience e-tivities day-one. For example, motivating students with welcoming comments helps the learner get settled into the course. Making sure that everyone has the correct technology and or access to the appropriate technology resources is important in the first few day/stage, as this will determine how the learner will experiences the online environment. I really like this model and will use it in the future.
Post 7
Distance learning is a recently new phenomenon that has received much attention in the past ten years. I have just completed my FIT’s project and while I have learned some great things about teaching and learning in asynchronous and synchronous environments. Both types of learning situations have it strengths and weakness. Many of my colleagues talked about social presences (i.e., the idea that people have a need to feel excepted and communicate with others) and the frustration many of them had with getting responses from there FIT’s group. I do not agree as I was able to engage the students and they responded to all my email, yet I did however, feel like an outsider.
I listened to many FIT’s members sharing their experiences and I gained valuable insight from each of them. It was great that we were able to share information in class as it allowed everyone to further develop their online teaching skills and how to utilize those skills once we find ourselves in an online situation. What I would recommend for further FIT’s project is that the FIT’s facilitators have some say as to what grade the students receive on a unit/activity.
For example, if we want students to respond more through discussion board related activities, the professor might want to consider giving FIT’s facilitators more responsibility as it relates to grading a unit. The FIT’s facilitator does not have to give the students a final grade in the class, but have some input on the students grade on an unit discussion.
Allowing FIT’s facilitator, more responsibility would probably cause the group facilitated, by the FIT’s facilitators to respond faster and create resource sharing between both groups. While distance learning is new to the world of education, we will learn more about this technology as we gather more research and experience online learning and teaching.
Post 6
I started the FIT’s project on October 23, and I have really enjoyed this activity. The group of dynamic people I have the pleasure to facilitate are well organized and creative with the streaming video. The students responded to me quickly and were very helpful with sending me links to online resources. Overall, I find this activity wonderful. I have learned much about online teaching from the readings.
Using the 5-stage model, I entered the group as an equal; that is, I never mention that I was the facilitator; they students could see that I was just by going to the discussion board to see what my title was. I feel that it is very important that when teaching online courses that you do not come off as being this “larger that life person.” I feel that making people feel comfortable while online is more important than getting into the activities.
The text mention that social presence is vital when teaching online. Once people feel comfortable enough with you, they will begin responding. However, if you go into the discussion giving students directives and making them to extra work that is not required, may cause some problems. When I wanted the group to do something, I asked them to help me by developing a list of URL for me to utilize, they did it. The group answered my entire question, other individuals jumped into the conversation with wonderful questions and insight.
I would recommend that in the future, in the FIT’s group, student facilitators have a say about the students grand on a particular activity. This will encourage group members to perhaps respond and take the FIT facilitator seriously. In addition, FIT’s facilitators need to understand that they should not begin a discussing by asking students to do extra work, but help the students focus their work by suggesting resources, and encouraging them.
Ounce you develop social presence online a relationship with the students grows otherwise you will find yourself on the outside of the discussion.
Post 5
I just started the FIT’s project and I really like it. I introduced my self very briefly and talk about my being in the IT program as well. I jumped right in and starting asking questions about streaming video. I also viewed the vast PowerPoint detailing information and resources utilizing streaming video.
I think I asked too many questions in the beginning, but I was advised to ask fewer questions, which makes scenes, as you do not want to overwhelm the learner. I also saw other students jumping into the conversation from other groups-asking question and I did not know how to respond to that. Should I respond back to people not in the group? I really want to respond to those students not in the group, but as of yet, I have not. The group members have been very responsive. The professor gives feedback promptly and is quite organize.
One question raised by one of the students was whether streaming video is available for students with disabilities. I think that is a very important question as students with special needs require modifications in their learning activities. I feel that streaming video can be used to enhance the teaching and learning process because video offers that extra element to learning. For example, the students can experience information, settings or view demonstration that they otherwise would not be able.
So far I like the FIT’s activity, as a teacher I recognize good instruction. This is a good experience as online learning has its own strengths and weakness as well as face-to-face. I do recognize that people require time in responding to post and I will consider that when making future post. Again, I do find this activity very exciting and informative. The textbook really use the 5-stage model to accurately demonstrate learning in an online environment.
Post 4
After reading all the articles, I have learned that online and face-to-face facilitation has received proper examination reverently. According to research, a growing body of literature seeks to identify and describe professors’ roles online and how instructional strategies affect online learning. The concept of Intersubjectvity was a revelation for me, as I never thought about the shared understanding between student and professor in the online environment. Recognizing that teachers and students use a wide range of interpersonal skills to communicate in the online classroom is important for online course facilitator to utilize when one find oneself in an asynchronous setting.
It is also important to ensure that online instruction is managed by a proficient online instructor and the teaching and learning strategies should be based on instructional design. All the readings really help me to understand how important it is to employ teaching and learning strategies that are media rich and appropriate so that participations experience social presence while online. Feeling that you are part of a team is another important factor when teaching in synchronous and asynchronous environments.
The concept of structuredness is similar to what is called classroom management. In order to effectively teacher in a face-to-face setting or online, clear guideline, rule, consequences, and procedure should be made clear to all participants day one. Although I do not have a group to lead for the FIT project, I have read some of the student’s posts/responses and have a feel as to who is who and what each one brings to the table. I am in the process of developing my teaching approaches and management skills I will use once get the opportunity to lead a discussion and support the FIT group. What I would like to do when it is my turn to work on the FIT project is dialogue with my two group members and approaches the FIT project as a team that way; we can share our insight about online discussions and management skills.
