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.