Option 2: Develop a Course Outline
Click on link to view final project: Session 10 FINAL
Session 9 Engagement and Motivation/Talk shoe
I agree with Dr. Newberry, motivation is a key factor in keeping students engaged. There were several different topics covered during our synchronous class implementing Talk shoe on Thursday evening. Some of the topics mentioned are the following: grading, communication, instructional presence/development, and assignments.
Grading– I love the fact that Dr. Newberry sends emails out to his students with ones weekly grade. Since, I am the type of individual that needs to know what’s going on with my grades; a weekly update is like water for a man on a deserted island.
Communication– Although, I have enjoyed using the numerous types of synchronous communication that Dr. Newberry has introduced (talk shoe, Skype, etc.), I must say I prefer trio or combination of synchronous, asynchronous (podcast, via email, Blackboard, etc) and face-to-face. Synchronous because I would have the convenience of having my questions and concerns answered with the flexibility of not having to drive to campus or wait on other students. Also, allowing more time for family and friends. What is it called again? Oh, Yeah! Having a life J
Face-to-face because I am old school and I like to interact with the professor and my classmates.
Instructional presence– Dr. Newberry always send out a weekly reminder to keep one informed of what coming up next on the agenda. He shares his e-learning experiences (talk shoe, Skype) with the students and responds quickly and effectively to emails or phone calls.
Assignments– Can either be individual assignments (small assignments) that tie in at the end of the course as one large project or one large project allowing students the entire quarter to get it done. The first method works best with students who are not self motivated or procrastinators. The second method would work best for students who are self motivated and disciplined. I believe a combination of both would work best in an e-learning setting.
Session 8 ADA
Name of evaluator: Noemi Singleterry Castro
URL of page being evaluated:
Explain the procedure:
I read chapter 8 in the text and focused on color, font, backgrounds, and images.
List Any Problems Found:
I found that there were too many colors being used; red, blue, yellow, green, black and grey font with a purple background. According to the text one should avoid using color combinations. Because using this strategy makes it complicated for color-blind students to decode the information.
Explain How To Correct These Problems:
I would fix the problem by simple relating all information in black and white text. I would also offer the option of being able to enlarge the text. I would defiantly have the option of a word document text.
Assignment 2: Planning for ADA Compliance
Podcast: I really enjoyed Dr.Newberry’s podcast for
Session 8. It was clear, simple, and easy to follow. He had the audio and text were one could follow along as he spoke.
He used only one consistent color for his background (slides) and black text; thus, making it very uniform and easy to comprehend. He also, provided the students with the option of ADA or High contrast PowerPoint, and if that wasn’t enough one also has the option of a word document. I must admit, I LOVE the idea of providing the option of a word document.
PowerPoint: I would keep it real simple and plan; white background and black text. I would use the same size font and text with the option of larger font. I would also provide a word document and audio accessibility for those students who would need these tools.
I would ensure that my two presentations are ADA compliant by visiting Bobby which is a website for disabilities (ADA) compliance. I found this information in the text book on page 175 under Checking Websites for Disabilities Access Compliance.
When I went on the website (Bobby, which you can find below as #1) I was surprised to see that it was no longer
available for free because it had been sold. However, I did find an additional website which may help (#2).
#1 http://www.cast.org/learningtools/Bobby/index.html
These are additional websites that one can access:
One can see through the eyes of color-blind individuals.
This website provides simulations on how individuals with little or no vision, and those with color blindness, see the website (p.175)
I wanted to know if my school website was ADA compliant.
So, I used a link from Angelica’s webpage (she and I were slaving away doing our assignments).
This is the web link:
http://achecker.ca/checker/index.php
This is my school web link:
I was in shock! Our school website is ADA compliant. We could not tell the difference between the original website and the Web site that we viewed through the achecker web link.
Session 7 Annotated Bibliography
Annotated bibliography
1. Citation:
Smith Nash, S. (2007). I’m new to e-learning: what do I do? Leadership and the e-Learning Organization
Website:
http://beyondutopia.tripod.com/xplanazine/
Summary:
This journal explains all that you need to know about e-learning. She first talks about taking online courses that it can be intimidating to both new and as well as experienced learners. However, the convenience and flexibility of being able to take the course any place and at any time helped you overcome your initial trepidation. In the journal it talks about the following things: The importance of introductions, as your professor to post video or audio, making sure you understand how to urn in your work and to do the assessments using e learning, not panicking if it takes the instructor time to respond to you, and time management as well as goal settings.
The author uses methods of trying to establish contact in more than just one or two ways.
Most instructors will provide phone, alternative e-mail addresses, and ways to post messages within the course management system or course space. Searching for additional textbook resources is an awesome way to get other viewpoint of the material.
1. Find out if your course textbook has a supplemental website, PowerPoint presentations, practice quizzes, audio files, or video reviews.
2. Then, use them to review the topics that you have questions about.
3. Take notes on the readings, and organize the concepts into topics.
4. If there are sample papers, be sure to ask for them.
The author talks about not being shy and to ask for feedback along the way. This shows you what are your highlighted points as well as things you need to approve on, to then make thoughts your strong points. If you are required to write a research paper or an extensive paper requiring references and cited sources, ask if you can turn in the work as it progresses. This will help you avoid unpleasant surprises. For example, ask if you can turn in an outline, bibliography, drafts, and revisions. If your professor does not have time to grade them or give you feedback, ask if he/she can set up a discussion area where you can upload papers and share with your fellow students. This will give you a chance to collaborate and to obtain peer feedback and review.
If you’re new to eLearning, you’ll probably be pleasantly surprised at how enjoyable your experience will be, and, perhaps more importantly, how much you will learn. Keep in mind that the key to your success always involves a combination of time management and connection. Log in often, keep in touch, and don’t get behind. You’ll succeed and enjoy yourself in the process. She then wrote, “Good Luck!”
Review:
I thought that this journal entry was perfect for all who are advanced in technology as well as beginners. She totally puts herself in the perspective of the beginner as well as of someone who is intermediate and has one or two questions. First of all she put it into step by step information that way it is not a bunch of “mubo-jumbo” it makes sense; on top of that she also had the begging four(4) important word in bold so you know what step your about to read. She let the reader know what you are support to do first all the way to the last and it seemed as if she was there guiding you. What I thought was perfect was that she also had all that she wrote in a podcast, so if one does not have enough time to read it they can just go to listen to it or if they have no time at all they can sync it on their Smartphone or even their iPods.
2. Citation:
Smith Nash, S. (2006).What is e-learning today? Leadership and the e-Learning Organization
Website:
http://beyondutopia.tripod.com/xplanazine/
Summary:
According to the journal, written by Susan, The concept of eLearning has expanded in dramatic ways since colleges and universities started to use it about three to five years ago. It’s universal in many ways, first, because it works on multiple device computers even a mobile phone etc. Secondly because e-Learning is graphical, one person can be way from the Philippians or China or even India etc. E-learning is now able to be universal it is available for people all around the world from all walks of life, goals and even backgrounds. E-Learning is made to help a students’: needs’, experiences’, education…
With mobile learning, there are numerous ways to interact with students and to have significant interactions. There are numerous amounts of technology from discussion board, which is used for posting texts, images as well as audio. There are video conferencing using the following technology: Skype, iChat or even AIM. Podcast using audio blogger from a Smartphone, and instant texting and messaging with Smartphone. Another thing Susan mentioned is that it’s not only easy to use but you are able to use it at any location at any time. It’s also possible to download content of curtailed access and to read the material at any given time, to write papers, and even to do and as well as review activities later on at any given time. Another thing is that you and/or your students are able to use the technology at the park and to take photos of leaves up in the trees and then use that to do something educational. For example, they can challenge a fellow peer to identify the tree by the leaves and all that they had to do was to brig their smart phones with them. So e-learning is a really productive form of technology to communicate around the world who are all engaged in the same curriculum; thus allowing a viewpoint from different perspectives.
Review:
Well, in my perspective this article would be excellent for teachers who are getting ready to be instructors in eLearning. Because it not only explains the use of e-learning but also ideas for using this technology, which is great because someone may understand the technology but not have any use of it. Susan goes beyond e-learning letting the reader also understand the different types of technology that is similar to e-learning, and a brief sentence or two about that material.
3. Citation:
Smith Nash, S. (2006). Mobile learning,” great books,” and e-books. Leadership and the e-Learning Organization website:
http://beyondutopia.tripod.com/xplanazine/
Summary:
The growing popularity of mobile devices, coupled with the ever-increasing number of high-quality e-books available for free download is causing a re-examination of core curriculum and instructional philosophies. Perhaps the most – making “great books” programs available and accessible – newly interesting, despite misgivings and political correctness of the last few decades.
Free online copies of world literature texts began to change the landscape of world literature studies because hard-to-obtain texts newly became available. Reliable secondary sources lagged behind, although primary texts in the public domain have been available for several years now, there is now a robust supply of secondary texts, which include biographical, historical, and critical responses to works of literature. In the history of the study of world literatures, the approaches and underlying philosophies have come under fire many times, depending on prevailing attitudes about knowledge, access to education, and even socio-economic class distinctions.
Inspired by the popularity of the Harvard Classics, but feeling the need to update the list so that it reflected a different time and place, University of Chicago president Robert Hutchins and researcher Mortimer Adler collaborated to develop a list of “Great Books of the Western World” that would provide the background in the history of intellectual thought necessary for businessmen in the post-WWII twentieth century to possess a well-rounded education. Consisting of 54 volumes, the collection was published by Encyclopedia Britannica and became an instant addition to households. Purchased often together with the Encyclopedia Britannica, the Great Books series promised instant access to the ideas and thoughts that had shaped history. It was much more than an encyclopedia, however.
Ironically, the Harvard Classics and the Great Books of the Western World projects were attacked for actually resulting in the opposite of their stated intentions. Instead of forming the cornerstone and foundation of a liberal education that resulted in an ability to think freely and to contemplate issues from several vantage points, the collections were thought to be reinforcing ethnocentric mindsets. Following the civil rights movement, feminism, and the rise of post-colonial thought, philosophers such as Michel Foucault pointed out how the people in power subtly brainwash the populace to value ideas and precepts that reinforce the status quo. Instead of empowering the disenfranchised, the works simply serve to reinforce one’s feelings of being disenfranchised and excluded, according to the detractors.
The idea of adherence to, if not a canon, at least a body of solidly recognized works, presents an exciting opportunity if one embraces an interdisciplinary approach. While the specific objectives, visions, and outcomes may sound a bit utopian in tenor, the idea of bringing together rigorous analytical approaches means that not only will the documents act as catalysts in intellectual thought. The protocols and procedures of study will catalyze students, guides, and institutions alike to address the needs of human beings in their worlds.
Review:
I found that the resource was sort of limited she talked about different things but they all were kind of the same I felt that she had to much, it was to hard to understand and that it all seemed as if it wasn’t up to date.
4. Citation:
Smith Nash, S. (2006).Inspiring e-learners to listen to each other. Leadership and the e-Learning Organization website:
http://beyondutopia.tripod.com/xplanazine/
Summary:
If designed and managed well, online discussion boards can be a very lively place where ideas, concepts, and work are exchanged, and where students thrive as they engage in creative problem-solving, synthesis, and other intellectual activities together. You learn from each other, and as well as learning by doing. When you get something wrong, your peers tell you, then show you the right way. In very transparent terms, this is what the theories of Vygotsky, Skinner, and others affirm. In the discussion forum, you learn by expressing your thoughts, showing what you’re thinking, and then adjust and grow in response to others.
For example, if you’re teaching a composition class, you can ask your students to write a review of a movie or a book as though they would be posting it on Amazon.com’s website. However, instead of posting it to amazon.com, they can post it on the discussion board. If you require the students to respond to their fellow students’ posts, and if you provide them with clear guidelines on how to be positive, and to make meaningful, connection-filled comments, you may be surprised at how engaged the students become. Further, they tend to be very supportive of each other, particularly when students have seen the same movie — whether they liked it or not. As well as if they thought it was a challenge or too easy.
Review:
I really enjoyed reading this one because it not only talked about what you as a teacher should do for your students but as well as what you as a school to work together and get different feedback. It also talked about feeling like your students; your listeners are not listening. Ideas for projects but also to include them in the activities one does.
5. Citation:
Smith Nash, S. (2006).When online is better then face-to-faceinstructionLeadership and the e-Learning Organization website:
http://beyondutopia.tripod.com/xplanazine/
Summary:
The author began to talk about thanks to advances in technology and a better understanding of how people learn in a distributed or virtual environment, online courses can be better than face-to-face instruction in some situations. How when online courses were a new thing, the notion of “no significant difference” emerged. In essence, this concept held that online courses should be not be significantly different than face-to-face courses; presumably traditional lecture courses. In practical terms, this was considered to mean that the course content would be the same (or not significantly different), the readings and course materials the same and the ways assessing student work would be equivalent. The only variation would be in the delivery method.
Many educators are now finding that there are many environments when online delivery of content and an eLearning space for students are actually much better than face-to-face instruction. The following are examples of attributes of online courses that can make the e-learning environment more dynamic, personal, flexible…The author ended by saying,” You may be surprised at how much you enjoy the experience.”
Review:
I personally liked it because I enjoy face to face but others don’t so I was able to learn great ideas as well as why one likes face to face and why others don’t. I recommend this for any educator because it informs them in many ways about face to face e learning.
Session 6 Online Rubric and Quiz
I chose to do a quiz and a rubric for art in an elementary classroom. Since, our public schools are reducing and in some cases completely eliminating Art in the classroom curriculum, I decided to dream with my eyes open and focus on creating Art in the classroom. To access the rubric visit URL below: ID# 186696 http://rubistar.4teachers.org/index.php?screen=NewRubric&module=Rubistar
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| CATEGORY | 4 | 3 | 2 | 1 | Score |
| Planning and Explanation | Student can describe in detail at any point during the painting process how s/he envisions the final product and how they intend to reach their goal. Very focused and goal-oriented. | Student can somewhat describe how s/he envisions the final product and can describe some of the steps s/he will use to reach the goal. Focused with some planning. | Student can describe how s/he envisions the final product but finds it difficult to describe how s/he will reach that goal. Has set a goal, but let’s things evolve in somewhat random manner. | Student has thought very little about the project. Is present but is not invested in the product. | |
| Capturing A Style/Artist | Paint is applied in a manner very consistent with the technique or artist being studied. | Paint is applied in a manner that is reasonably consistent with the technique or artist being studied. | An attempt has been made to apply paint in a manner that is consistent with the technique or artist being studied, but it is not effective. | No attempt has been made to apply paint in a manner that is consistent with the technique or artist being studied. | |
| Knowledge Gained – Technique | Student can accurately name 5 characteristics of the technique being studied and describe how these 5 characteristics are used in his/her own paintings. | Student can accurately name 4 characteristics of the technique being studied and describe how these 4 characteristics are used in his/her own paintings. | Student can accurately name 3 characteristics of the technique being studied and describe how 2-3 of these characteristics are used in his/her own paintings. | Student cannot accurately name 3 characteristics of the technique being studied OR cannot describe how characteristics relate to his/her own work. | |
| Knowledge Gained – Artists | When shown 3 different arrays of 4 pictures, the student accurately chooses 3 pictures done by the artist(s) being studied. The student can give reasons for his choice that relate to techniques used by the artist or source materials used during the project. | When shown 3 different arrays of 4 pictures, the student accurately chooses 2 pictures done by the artist(s) being studied. The student can give reasons for his choice that relate to techniques used by the artist or source materials used during the project. | When shown 3 different arrays of 4 pictures, the student accurately chooses 2-3 pictures done by the artist(s) being studied. The student, however, cannot explain his/her choices. | Student does not recognize 2 works by the artist being studied. | |
| Creativity | Student has taken the technique being studied and applied it in a way that is totally his/her own. The student’s personality/voice comes through. | Student has taken the technique being studied and has used source material as a starting place. The student’s personality comes through in parts of the painting. | Student has copied some painting from the source material. There is little evidence of creativity, but the student has done the assignment. | Student has not made much attempt to meet the requirements of the assignment. | |
| Use of materials | Student typically keeps painting materials and area clean and protected without reminders. The student shows great respect for the materials and his fellow students. | Student typically adequately cleans materials and work area at the end of the session without reminder, but the area may be messy during the work session. Student shows respect for materials and fellow students. | Student adequately cleans and takes care of materials if reminded. Occasional spills and messy work area may be seen. Shows some respect for materials and fellow students. | Student deliberately misuses materials AND/OR does not adequately clean materials or area when reminded. Shows little respect for materials or fellow students. |
To access my quiz visit the following URL , log in and you will find this quiz under ETEC 674 Singleterry Castro
Note: I placed my quiz here for your convenience (and mineJ).
There are a total of ten questions(True or False)
Students have ONLY one attempt at taking the quiz
If you have any questions, you know how to reach me!
760-899-0000
Note: Don’t forget to visit the interesting links about Diego Rivera located at the end of the quiz.
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Here are some interesting links about Diego Rivera:
Image results for Diego Rivera artwork
1. http://www.artcyclopedia.com/artists/rivera_diego.html
2. http://www.diego-rivera.org/influence.html
(Teachers)
Session 5 New Media
The new Medias I will be exploring are Ning, and Teacher Tube:
Ning is a place where individuals can blog via the internet. Ning is a social site and is sometimes compared to Face Book and My Space. One can have students connect with their inner creativity to create their personalized blog page. At first I thought Ning was just another place where one can post blogs. One thing I found extremely interesting (there were several things video, uploading pictures,…) is that Ning actually has a chat room. Thus, this would allow my students to ask any questions regarding their blogs. http://www.ning.com/
Teacher Tube: Since, I teach ESL adult students I thought that incorporating educational videos would be a great way to teach my students. I have never been a fan of You Tube, but when I heard of “Teacher” Tube, I decided to venture into this new media. I discovered several educational and not so educational videos on this site. There were several videos where teachers were rapping the concepts or rules to the given subject (e.g. fraction, multiplying by 9, etc.) This type of media is asynchronous communication. One will not receive instant feedback like one would when using Talk shoe or Skype.
Although, I found both of these new Medias tangible for e-learning; with all the filters in the district, I would be unable to use them in the classroom. Thus, I am pondering upon having the students’ text me. It may be something geared towards the following:
Students will translate the following question to English and text them to a classmate or friend.
1. ¿Como estas?
2. ¿Que estas asendo?
3. ¿Le puedes mandar un texto a mi maestra?
1. Text a friend in English (greeting) 5points
2. If friend responds in English 5points
3. Proper grammar and sentence structure 10 points
Note: MUST be written as a complete sentences
ETEC 674 Session 4
Electronic Communication
Textual Information- Textual information includes word documents. The first thing that comes to mind is e-mails. E-mail is a fast and convenient form of communicating. I implement e-mailing in my classroom to forward documents to my students and to forward URL links relative to what I will be teaching for the given week.
Presentation Graphics Slide Show- PowerPoint is one way of relating information visually. Although Power Point is sometimes viewed as “old school” technology, I implement Power Point in my classroom to teach my students the English phonics adding digital images to each slide. I also, use PowerPoint to teach my students how to create their own email accounts (I currently teach ESL classes to adult students).
Spreadsheets and Databases- Spreadsheets and Databases could be used to post students grades, schools IPA scores and progress. In the past, I have implementing spreadsheet so that, students and parents can easily access their (childs) grades and progress. I currently, use spreadsheet and database to check my daughter’s assignments, grades, tardies, and overall performance in school. Another example would be using Blackboard to check ones grade and performance.
Multimedia objects- The first time I was exposed to multimedia was when I was enrolled in ETEC 500 with Dr. Newberry. He presented the class with media on how to start fire with flint. Although at first I struggled with how to use multimedia objects to create my presentation, when it was all said and done I loved it! I enjoyed being able to go back and listen to the podcast as I needed (which was numerous timesJ
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.
The text states the most important parts of formatting textual information include the use of chunking information, white space, and bulleting main ideas. Also, place all the information on one page, making the information easier to view.
Creating Ones Email Account
Intended users ESL Adult Students
- Teacher will model how to create ones own email account implementing the Power Point presentation
http://www.helpforesleducatorsandstudents.com/Making%20Your%20Our%20Email.ppt
- Students will have a paper copy of slide # 7 in front of them. Students will be writing their information in each slot meanwhile the teacher is explaining and guiding students
- Teacher will create an email account implementing the Power Point and
Smart board - Students will go to the computer lab (#14) and create their email accounts
- Students may visit the following web link to download PowerPoint http://www.helpforesleducatorsandstudents.com/
- Once the students are on the main web link (above) click on Create an e-mail account
Enjoy communicating via email!!!!!!!!!!!!!!!!!!
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- synchronous communication takes place online at the same time/live. Some examples of synchronous communication that I have used are Talk shoe and Skype where one must meet at the same time and date.
Asynchronous- asynchronous communication takes place individually and at the convenience of each student. Usually the professor will post the assignment or information using Blackboard, podcast, or via email and allow the student (s) a week to read the information and respond.
Synchronous Vs. Asynchronous- I would implement synchronous instruction when introducing new material to my students. For example, if I was introducing blogging for the first time, I would have a guest speaker who would explain how, where, why, who, and when to use blogging. Thus, allowing students to instantly have their questions and concerns answered. Asynchronous would be used to latter post their comments on their established blogs or teacher and students may send their additional questions via email.
4. What technologies does your CMS/LMS have to support synchronous communication? As for as I’m concerned, the district where I am currently employed (CVUSD) has several filters. Therefore, one does not have access to synchronous communication. I had to email the district for permission to allow my adult students access to my website http://www.helpforesleducatorsandstudents.com/ . Which they unblocked and now the students may access the webpage.
5. What technologies does your CMS/LMS have to support asynchronous communication? I’m not sure what is offered for grade K-12 in my district (CVUSD). However, at Adult Education I communicate with my students via email, post grades and attendance manually. I have placed a request to be able to blog with my adult students and I am still waiting for a response from the district office.
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.
The online course that I would offer would be on how to create a blog. Students (and teachers who would be interested) would meet asynchronous class. Eventually the students would create their own blogs and comment on what the learned (weekly) in class and what they would like more practice or review on. I chose this technology because it would allow the students to practice their English grammar (I teach ESL students) as well as expose them to different forms of communicate implementing technology.
ETEC 674 Session 3
Talk Shoe/ Guest Speaker
Dr. Monaghan
I truly enjoyed all the informative information Dr. Monaghan (and Dr. Newberry) shared with us on e-learning. It’s really soothing to know that CSUSB is highly dedicated to developing and training their staff when it comes to technology. Wouldn’t it be nice if our local school districts were as dedicated to implementing technology resources for their staff and students? Oh, I’m sorry, “back to life… back to reality.”
I agree with Dr. Monaghan, that one must be highly disciplined to enroll and succeed in online courses. Since, I am parent, employee, volunteer, yada-yada…. Taking on-line courses is the perfect match for me.
The following things are what caught my attention during our on-line course with Dr. Monaghan and Dr. Newberry using Talk shoe:
1. Accreditation: Florida is one of the best in the state for online learning.
2. CSUSB: backbone of e-learning is Blackboard.
3. CSUSB acknowledges and encourages students’ suggestions and impute when designing e-learning courses.
4. More and More students are gearing towards online courses.
5. One must be disciplined and self motivated to succeed when taking on-line courses.
ETEC 674 Session 2
Focus Questions for Chapter 1 and 4 (Waterhouse, S. A. The power of eLearning) and CMS/LMS Investigation
1. Central to our investigation of eLearning Technologies and Methods is gaining an understanding of Learning Management Systems (LMS) sometimes also called Course Management System (CMS) software. Chapter 1 of our text discusses the functionality of typical LMS/CMS, identifying four major categories.
What are those categories? The four major categories are (1). Distribution of course material (example Blackboard; notes, syllabus, power point,…), (2). Student – instructor and student – student communications (Talk shoe, and Blackboard…), (3) student interactions with course resources (Blackboard), and (4) online testing and grading (Blackboard).
2. What LMS/CMS software do you currently use or plan to use? Explain what you know about your system’s functionality in each of the four areas identified by the book. (If you don’t have access to LMS/CMS software just use Blackboard for your discussion in this area.)
I am going to use Blackboard. However, after reading several students’ blogs and listening in to Dr. Newberry on talk shoe (Thursday, January 21st) I am leaning towards investigating Moodle. I am quite comfortable with using Blackboard it meets the four Course Management System (CMS) software requirements. The school district that I’m employed with CVUSD has several filters on their internet service and I currently teach ESL adult learners, thus it is going to be difficult to implement Blackboard or Moodle. Any suggestions? MMM.. Maybe I can use my daughter, nieces and nephews as guinea pigs…J
3. Chapter 1 of our text identifies six steps for getting started with eLearning. Discuss each step and use each step as a springboard for discussing what you want to do with eLearning either now or in the future.
1. Why is it that you want to engage in eLearning? The majority of educators use E-learning to improve their courses and to allow flexibility to their students learning needs and abilities. The mainstream of students returning to school are baby boomers, and the X generations; students with more responsibilities such as, full-time jobs, and families. I am from the X generation so, I can relate to those students who are juggling many faces/ characters. As we are all aware, students have different learning styles. One can say that the five learning styles are incorporated the five senses (Visual, audio, kinesthetic …). I want to be able to accommodate all learners.
2. Making a commitment- If one wants to be successful in any aspect of one’s life whether it is educational, parenting, faith, etc., one must be fully committed. I am a very structured and a determined individual so, I believe, I will not have any difficulties with commitment when it comes to E-learning. However, my difficulties will come with the challenges of acquiring additional new technology methods of teaching. BRING IT ON!!!!!!! J
3. Develop a New Vision for Your Course and How You Teach- My goal is to develop a site where teachers and students can retrieve information to assist them in teaching (teacher) and acquiring(student)the English language and also, the basic technology survival skills( emailing, blogging, retrieving information,etc).
4. Determine Resources Available to You- It is essential for one to have the knowledge and information of what technology resources are available in one’s school district. One should contact the school district and find out who is in charge of the technology resources at the district level and also, at ones school site. As we all know, California school districts are struggling with funding and resources are limited. As an educator I have to discover creative means of incorporating technology into my current lesson plans.
5. Acquire New Technology Skills and Develop New Instructional Methods- In order to successfully incorporate E-learning on must be open to continuing the journey of learning new software, hardware, and E-learning styles. As I find myself on both sides of the spectrum (student and teacher) it is important for both parties to flourish and continue to be open to new ideas and programs. There are several opportunities such as technology conventions that educators and students alike can take advantage of (for free) to develop new skills. PLUG- CSUSB offers a free technology conference for students and professorsJ NOTE: Just ask Dr. Newberry or visit the CSUSB technology website for more information.
6. Plan- I would ask myself the following questions: Who’s your audience? How familiar/comfortable are your students with implementing technology (survey)? What do you want the students to learn? What are your goals and objectives? What resources are available? Based on the response of the questions I would develop my plan.
4. Chapter 4 of our text discusses the functionality of specific LMS/CMS tools in terms of being for one-way communication, two-way communication or for organization. Explain the key differences between one-way and two-way communication and identify the tools your LMS/CMS provides for each type of communication.
(A) One-way communication, and (B) Two-way communication- A great example of both of these styles of communication, is Blackboard. One-way communication is a form of sending your message to the students (or audience) without expecting feedback from them, viewing ones grade(s), syllabus, time and dates for upcoming assignments etc. Two-way communication could be viewed as the opposite of One- way communication. One expects the audience (students) to interact with the speaker (teacher). Some examples of two-way communication that I have used are talk shoe, Skype, emailing, blogging, and incorporating the white board to teach my students (okay, and myself).
LMS experience has only been with Blackboard. However, I am determined to acquire the skills to become “Moodle” literate.
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