ETC545: Module 2 Instructor’s Notes

Congratulations on finishing our Module 1 instructions and requirements.  You may notice that our class covers wide range of Internet technology integration for teaching and learning.  Below are a few of my observations and reflections on our first week instructions to help you to advance your online learning experiences.

Module 2 Highlight (9/9-22)

DUE: 09/15, Sunday

• 1st posting period for Module 2 discussions: You must respond to ALL KEY discussion questions.

09/17, Tuesday:

• Assignment 2: Part II: Evaluating ETC567 Projects: Receive evaluation instructions from ETC567 instructor via NAU e-mail, if you didn't receive it, contact Suzan Rhoades Suzan.Rhoades@nau.edu.

DUE: 09/22, Sunday:

• 2nd posting period for Module 2 discussions: TWO or more postings: Respond to all KEY questions; Respond to others' postings. Total TEN postings at least for this module.
• Assignment 2: Part I: Web Tool Evaluation

DUE: 09/22, Sunday:

• DUE: Assignment 2: Part II: Evaluating ETC567 Projects
  • E-Mail ETC567 instructor AND Submit it to BBLearn

Module Discussion Notes

• Instructor's Reflections: I posted my reflections for each key question, see belpow.  Don't miss them. Use them to wrap up each question.
• More postings: More than minimum postings are highly encouraged.  Do not hesitate to ask our classmates questions and comment on their postings.  In fact, in the past, ETC545 students' average postings range from 9 to 15 postings for each module. Of course, we focus on both quality and quantity. See Discussion Statistical Analyses: https://sites.google.com/site/etc545/etc545-module-discussion-statistics
• 2^nd Posting Period (2^nd week of Module): Be sure to participate in the 2^nd posting period.  It is more like a free dialogue with our classmates. Conduct more active and interactive learner-learner interaction which is the most valuable interaction in online learning.
• Don't forget to respond the questions or comments made on our postings.  I noticed several of you missed responding them.  I am looking forward your improvement in Module 2.  Frequently, I ask you further questions to help you to engage in deeper learning. Be sure to respond to them.
• Avoid Initiating New Thread: Use "Reply" rather than "Create Thread" to respond to the discussion questions; therefore, our discussion board threads would be easier to follow and to navigate.
• Key Technology Discussion Questions: In each module, we have a few key technology discussion questions.  Don't forget to obtain a free account and try them out.  We would have better learning experiences in examining and evaluating them.
• Greeting: It would be more effective that we greet with the classmate's name(s) when we reply their postings.  It is easier for others to know "who is talking to whom about what." For example, if we reply to Mary's posting, we should greet with her name then our responses.
• Update Subject Filed: Don't forget to update the subject field when you reply.  You can see my postings for the examples.
  • Example:
    • M1-KEY-1-Active Learning:
    • M1-KEY-1-Active Learning: Aspect of cognitive tools for learning
• Challenge Discussion Question: In Module 2 we have one challenge discussion questions.  It is not required.  Don't be afraid to respond to the challenge questions even they are not required key discussion questions.  The challenge questions could enhance your knowledge in technology integration to higher level.
• Have questions: If you have any questions for the instructor, be sure to e-mail me rather than posting in the discussion area. Therefore, I can assist you in a timely fashion.

Assignment 1: PLE Setup

• Kaizena's multimedia feedback:  I use Kaizena, a Google Doc's Add-on tool, to provide some multimedia feedback.  Take a close look on this tool.  I think it is very useful for educators to provide more interactive feedback. 
• Common Feedback: Here are a few tips for you to learn more about each tool. 
  • Be more thorough: Be sure to be thorough on our assignment.  Justify our arguments, particularly from instructional, technical, professional perspectives.
  • I encourage you to apply Symbaloo or Netvibes to manage various Web 2.0 tool so you do not need to visit all Web 2.0 tools to know what are happening in each tool.  In PLE, the process of self-directed learning requires a degree of self-awareness.  Many of us may have never taken the time to think about their meta-cognition or to reflect on how we learn best. We need to make sure we are ready for the responsibility that comes with building and managing a PLE.
  • PLE: Personally, I visit my Symbaloo or Netvibes when I start working on my computers. My Symbaloo, Netvibes and PLE tab provide a good glance of my teaching and learning updates.  I keep my Symbaloo or Netvibes open all the time when I am working on my computers.  When I am not on my computers, my smart-phone with apps provide me similar functions as well.
  • Mobile: If you have smartphones or tablets, you can download Apps (like Twitter, Facebook, Delicious, VoiceThread, RSS Readers etc.) onto your phone, so you can access your PLE on our phone to integrate "Mobile Learning" to enhance your own learning.
  • Kaizena: Our feedback is provided via Google Docs' commenting feature and Kaizena's multimedia feedback.  You can reply to my comments to continue our conversations on certain comments. So, it is more like a collaborative conversations/feedback/comments.  It makes our online interaction more dynamic.

Upcoming Assignments

• Assignment 2: Web Tool Evaluation
  • Be comprehensive and justify your arguments. Prepare early. It is not a last-minute type of assignment.  It involves us in technical production activities. Be sure to tryout different wiki tools.
  • Share your assignment early with me via Google Docs at ct68@nau.edu and continue working on your assignment before the deadline.

• Assignment 3 & 4: Proposal & Development of Web-Based Unit
  • Have you thought about your final unit topic and ideas?  It is always encouraged to start early. Need assistance?  Do not hesitate to contact me.

Others

• Technology Integrations: Always use four components of technology-based learning to guide your learning.  Four components: Content; Delivery technology; Instructional strategies; and assessments.  Content is easy to develop because you are the content experts.  Delivery technology is referred as hard technology, such as computers, smartphone, Internet, web pages, Web 2.0 tools, blog, wiki etc. Instructional strategies are referred to online collaboration, online discussions/discourses, online learner-learner, learner-instructor, learner-content, learner-interface interactions, online reflections, online learning community etc. Assessments are referred to assess the effectiveness and efficiency of Content, Delivery technology, and Instructional strategies. In ETC545, we need to focus on learning how to design effective delivery technology, online instructional strategies, and relevant assessments.
• Online Instructional Strategies: Focus your learning on "instructional strategies" such as, online collaboration, online learner-learner interaction, online discussions, PLE etc.
• Q: It looks like we don't need to access BBLearn all the time.  Correct?
  • A: Yes, it is correct.  If you need to access course materials, you can simply visit ETC545 wiki site at: https://sites.google.com/site/etc545  When you need to participate module discussions and check BBLearn E-Mail, you can visit BBLearn.  In fact, you can access course wiki site and BBLearn on your mobile devices, if you have one.
• Q: I find the Instructor's Notes very helpful in Module 1. Will you continue posting them?
  • A: Yes.  I will post Instructor's Notes to help us preparing and enhancing our learning regularly and whenever it is necessary. I will post them to multiple places (Twitter, BBLearn E-Mail, & Discussion Board) to help you to access. Even you don't log on BBLearn, you still can receive it on the course Twitter via your PLE on Symbaloo, Netvibes, Chrome, or other platforms.

ETC545: Module 1 Discussion: Instructor's Reflection

I hope you had positive learning experiences in Module 1. With good understanding on module discussion topics, it will help you to prepare the upcoming modules.  I encourage you to go back to re-read the readings or search more readings to help you to understand these theory, pedagogy, and concepts. Here are a few my reflections to share with you to improve your upcoming performances. I you have high learning expectation for your high-quality performances, active and interactive participations in our course community.

M1-KEY-1-Active Learning: Instructor's Reflection

Technologies do not directly mediate learning. That is, people do not learn from computers, books, videos, or the other devices that were developed to transmit information. Rather, learning is mediated by thinking (mental processes). Thinking is activated by learning activities, and learning activities are mediated by instructional interventions, including technologies. Learning requires thinking by the learner. In order to more directly affect the learning process, therefore, we should concern ourselves less with the design of technologies of transmission and more with how learners are required to think in completing different tasks. Rather than developing ever more powerful teaching hardware, we should be teaching learners how to think more effectively. We should focus less on developing sophisticated multi­media delivery technologies and more on thinking technologies, those that engage thinking processes in the mind. The role of delivery technologies should be to display thinking tools, tools that facilitate thinking processes.

 

Jonassen, D. H. (N/A). What are Cognitive Tools? Retrieved March 2, 2006 from https://link.springer.com/article/10.1007/BF02941038

 

M1-KEY-2-Digital Citizenship: Instructor's Reflections

Does social network promote cyberbullying?  Based on what I read from our postings, we seem to agree and disagree.  

This question is similar to other questions: Does TV have a deleterious effect on learning and academic performance?  Does TV show the negative effects of exposure to violence, inappropriate sexuality and offensive language are convincing?

How about if we change the questions to: Does social network promote collaboration and community building?  

Is online technology neutral to learning?

Regardless positive or negative, we need to have effective "integration" designs or "instructional designs."  We don't just provide the learners with any online learning tool, even they are considered as positive learning tools.  We need provide guidance to engage learners active and negative learning.  They may know "how" to use social network tools but they may not how "how to use it to promote learning."  It is the designers' and teachers' responsibilities to engage them in ideal learning activities with effective instructional strategies.

M1-KEY-3-Web 2.0 Collaboration/Tools: Instructor's Reflections

I hope you have better understanding how Web 2.0 tools may facilitate online collaboration.  Merely corralling students into groups does not insure ideal collaborative learning.  There are four important issues that must be considered when integrating online collaboration into instruction: empowering learners, building communities, continuing support, and being patient.  Regardless how collaborative learning is implemented; these four important issues must not be neglected.

Instructors must empower learners in any online learning environment.   Learners should be accountable for their learning and determine what, how, when, and where to learn.  Therefore, teachers become facilitators to guide learners through different learning processes, permitting a variety of elements to accommodate different learning styles rather than attempting to force everyone into the same learning pattern.  Some structure is necessary, but care must be exercised to prevent it from becoming too rigid, for example step-by-step instruction.  Empowering students is a difficult task for teachers because they must risk passing authority to their students.

Humans learn through rich social interaction in a community.  Learners must associate and connect internally in the classroom and externally with other learners and teachers.  This allows the review of multiple perspectives and enriches the learning experiences.

 

M1-KEY-4-PLE-Instructor's Reflection

Current Web 2.0 tools integrated with the concept of PLE addresses authentic learner-centered applications for more self and individualized environmental structuring, goal setting, time management, and task strategies.  Indisputably, self-regulated learning is critical to face-to-face learning and online learning.  When placing self-regulated learning into Connectivist learning, it is more than just significant, rather it is obligatory to PLEs.   Effective PLE construction and exploitation demands that learners hold an ample understanding of the values and prominence of PLE, mastering multiple learning gadgets and tools and organizing their online learning portal on diverse learning platforms and environments (e.g., mobile devices, & tablets) as PLE.  

Regardless, formal, informal, personal, or life-long learning, learning is always personal, constructive, ubiquitous, and collaborative.  After the discussion, we see the need for pedagogies and research in designing effective network learning that learners should be allowed to personalize learning tasks, and environments and in preparing and scaffolding network learners' new self-regulated learning skills and strategies in all aspects of self-regulated learning. Simply providing Web 2.0 tools in the absence of effective PLE building and task scaffolding is inappropriate, although online learning environments lend themselves to self-regulated learning approaches (e.g., inquiry-based learning, & problem based learning).  Although network learners are free to organize their own set of network tools, people, and resources, many network learners felt overwhelmed by the complications of networks, particularly the network tools.

This is explained as lack of skills as new PLE literacy related to organize effective multi-tool personal environment to gain control and ownerships. Personal Learning Environment is personalized but yet it is networked and collaborative while Personal Learning Environment may be powered by technology, but yet it is rooted in the notion of pedagogy. So both concept and technology are matter.  Agree?!

M1-KEY-5-Twitter-Instructor's Reflection

When it comes to technology integration, it is very common that we think in a conventional way to use the technology to replace existing instructions.  It is a good step to take.  Perhaps, we should think creatively, innovatively, and non-conventionally.

One of previous students shared how she integrated Twitter for her younger learners. Entire class share one account.  The teacher control the log in.  They discussed what people/institutions/organizations (such as museums) they would like to follow. As a class, they view their twitter feed together and discuss whether they would like to tweet about something as a class.

 

I think it is an excellent and a creative integration because when it comes to the technology, we frequently think 1-1 ratio.  In fact, sometime working collaboratively is more effective.  Agree?

M1-KEY-6-Cloud-Instructor's Reflection

Cloud computing is a unique technology to support creativity and collaboration.  Clouding computing technology is not limited to Google Drives or Dropbox. I encourage you to research more if you see the potentials to support your teaching and learning. Remember, learning technology integration is more than just for teaching. You can apply the integration for your own learning, classroom management, and professional development etc. I encourage you to integrate cloud computing with mobile learning (ubiquitous learning); therefore, learning can be anywhere and anytime.  Shouldn't learning be always mobile and ubiquitous?

M1-Key-7-Diigo: Instructor's Reflection

It is great to see that many of you shared your creative thoughts and logical analyses with us on Diigo.

Diigo is categorized as a social annotation and social bookmarking tool.  Therefore, it works well in these two features.  How about using Diigo as a tool other than bookmarking and annotation tool?

Here is an example that we did in another ETC course.

We used an online article as the reading.  The students commented on the online article as a web page and/or on specific texts/phrases/paragraph.  We turned each comment into a new thread.  In other words, anyone could turn the comment into a discussion thread on any specific part of article.  

Overall, the students' reaction to this integration was that their online discussion became more context specific and more meaningful.  

I encourage you to challenge yourself with any "creative" ideas when we examine any online technology.

M1-Key-8-Connectivism: Instructor's Reflection

Connectivism may be considered as a post-modern learning paradigm.  It reflects modern learning in an effective way, particularly with network technology.  Does it make other learning paradigms (Constructivism, Behaviorism etc.) obsolete? Perhaps not.  Why do we need to learn about Connectivism?  Because it is new and cool?  I hope that is not your answer.  As an expert in educational technology and instructional designers, we need to know the full range of learning paradigms.  When you need to design technology-based instruction, you know what would be the most appropriate and relevant learning paradigm to apply to research your learning/teaching goals.

From Anderson, behavioral/Cognitive models are useful for memory and conceptual knowledge acquisition. Constructivist models develop group skills and negotiated knowledge. Connectivist models and tools introduce networked learning and are foundational for lifelong learning. 21st Century Literacy and skills demand effective use of all three pedagogies

 

I hope these reflections and summaries help you to participate in Module 2 instructions.  If you need any assistance, please do not hesitate to contact me. You can reach me at Chih.Tu@Nau.Edu as well.

 

Regards,

Chih