E. Mitchell's Navigate 3.1.3 – Tools within the LMS Quest

Which tools would be most valuable in the online classroom? Which would be of least value?


Most valuable and why:

1. Commenting/feedback - The systems allows me to leave commentary in diverse forms, from text to outside links to videos to voice recordings.  In an environment where I can not sit down and discuss face to face my commentary about student work, the variety of options gives me the ability to capture the student's attention as well as ensure I can accurately get my points across.
2. Rubrics - These ensure the subjectivity is removed from grading so no student or parent can call "favorites".  Rubrics allow for an honest assessment of work and set expectations of student work before completion--they know what they have to do to get the A.  Additionally, the system allows for me to have the assignment open in one window and the rubric in another making for efficient grading.  
3. Notification System - Since communication is a key component of the online environment, a notification system is imperative not only for course updates and emergencies but also issues where the system may be offline due to maintenance procedures. 

Least valuable and why:

1. Blogs - Though the feature is nice to have, it is one rarely used.  Most students have a blog that they personally created or one created for another course.  I think having a blogging site outside of the system helps teach our students a new skill as well as netiquette on the open internet rather than in a protected area.   
2. Social Profiles - Though is may help students establish friendships outside of the classroom, I think it provides a distraction and should be kept minimal.
3. Self-assessments/surveys - I just honestly do not think most students when required to complete a self-assessment truly reflect and have this momentous introspective moment.

E. Mitchell's Navigate 3.1.2 – Creation and Investigation into Courses Quest

What were those steps? Is it important to follow these steps? 

Not too long ago I had to chance to work as a developer for a revised AP Psychology course.  Previously the course was more based on student reading and quizzes, with a few written assignments.  I worked as the content specialist to devise the material for the course.  I created new discussions, assignments, exams, as well as multimedia presentations for notes.  I worked closely alongside another individual who helped with the available features that Softchalk could provide---like flashcards, fill in the blanks, and matching--to serve as content checks.  I would zip a file with the desired content, assignments, as well as animations and videos, and they would place in the system.  I would then be able to check formatting, make sure all links were opening properly, as well as verify any copyright issues.  

It was definitely a tedious process that require the help of multiple people.  Checking along the way is necessary to ensure a correctly working final product; one misstep and the course will not be effective.  

E. Mitchell's Navigate 3.1.1 – LMS Tool Categories Quest

Discuss the most relevant features offered in an LMS, which relate directly to effective online instruction. How might these be used in the online environment?

There are numerous features offered in an LMS that enable an effective online environment.  

A personal favorite of mine is the discussion forum.  The forum allows me to create an area where students can express content knowledge as well as personal applications.  It mirrors traditional classroom conversations, which are a critical component of AP Psychology.  Students are free to comment (with a minimum expectation) as many times as they wish.  I have some students who make 6-10 posts per discussion.  The forum gives students a voice who, in a traditional setting, may not feel comfortable speaking in front of classmates.  

Another feature that I believe is highly beneficial is the content delivery.  I can use multiple forms of delivery---videos, demonstrations, animations, captured lectures.  I also like the ability to link the content to current happenings in the world with just a hyperlink for them to read more about.  With the incorporation of an online textbook that can be bookmarked and highlighted in, the course is accessible from virtually anywhere.  

E. Mitchell's Navigate 2.1.4 – Lecture Capture Quest

Address the following questions in your blog concerning Lecture Capture:

• How would the resource function in the online classroom?
• How would the integration of Lecture Capture modify teaching methods?

When teaching AP Psychology I overly stress to the students how the course is designed much like a college course.  I have referred to lectures done by psychology professors uploaded to platforms like TeacherTube to show my students.  With my traditional students I can balance lecture and activities.  With my online students I often find this difficult.  I feel pressured to use my weekly Adobe sessions to lecture rather than do class activities.  When I read survey comments about online classes and speak to most parents, their concern is the loss of lecture---some students just need to hear the material from the teacher.  

I would enjoy being able to capture some lectures of mine for the online classroom.  Teaching a course that is not as objective as others, it would be great for me to provide ample examples in relation to explaining class material.  I could then use my weekly Adobe time for review, activities, and class discussions.  In an AP class where I am assessed with student scores, I feel compelled to provide lectures when I can to clarify material.  I feel having this option as an extra resource for students would be beneficial though time consuming to create at first.  

E. Mitchell's Navigate 2.1.3 – Commercial versus Open Virtual Classrooms Quest

When would an open source application take precedence over a commercial product?

It seems that an open source application would take precedence over a commercial product for accessibility and cost reasons. With the online environment, depending on the size of the online school, open source may be a viable option but of the financial side at first.  But with growth, a learning environment needs consistency and support.  With open source, there is not as much of a guarantee as with a commercial product.  However accessibility is a large factor, and budget costs for traditional schools utilizing online learning environments have limited funds.  I believe one can combine both open source and commercial depending on the functions to provide for the students.    

E. Mitchell's Navigate 2.1.2 – Recorded Session Quest

Discuss the experiences with this quest and the process of recording a session. Was the task easy? Challenging? Did the process present problems? Document the responses and general reflections on synchronous learning and the recorded session in your blog.

When I first started at GaVS years ago we did use another synchronous delivery system (Elluminate Live!).  Because that was the first system I used as an instructor, it quickly became my norm.  So when we were introduced to Adobe Connect not too long ago, it seemed like it was going to be a major change for me.  To be honest I was a little intimated by the ease in Jeff's tutorials because it seemed too easy to use!  When we really started to use the system at GaVS I was taking a semester off to focus on family.  When I returned I felt inadequate in my knowledge to run a session as I did with Elluminate.  But the more I used the system and really just created meeting times so I could go in a play around with the functions, I felt very comfortable with the delivery.  I can switch applications and sharing abilities.  I have yet to try to incorporate a video or music as hosts of our faculty meetings do.  But I still feel I can run a decent session where my students are active in discussion and benefit.  Here is a link to a session I hosted on 11/4/14.

http://gavirtualschool.adobeconnect.com/p94n8yry5u5/  

E. Mitchell's Navigate 2.1.1 – Delivery Methods and the Synchronous Vendor Market Quest

Compose a blog post regarding the available options in the synchronous delivery market for learning.

The appeal in taking an online class is the ability to complete the coursework on one's own time schedule.  Students as well as teachers do not have to make a commitment to be on the computer at the same time in order to assign work and grade.  However, with online learning communication is key.  And just having the opportunity to be able to speak with the teacher and be able to have him/her provide notes/videos/practice problems directly to the student does alleviate some confusion online students experience.  

There are many options available for synchronous delivery.  An organization, school or business, must decide on one though that can functionally cater to the size of the group as well as provide the necessary tools to enhance the synchronous experience.  Through research I have learned about a couple different systems: Adobe Connect, Elluminate Live!, WebEx Training, Microsoft Live, GoToMeeting, Interwise Connect, D2L, LearnLinc, and Second Life.  (file:///C:/Users/e200511093/Downloads/sls_abstract_625%20(2).pdf)

With my experience at GaVS, I am familiar first-hand with D2L, Adobe Connect, and Elluminate Live!.  I decided to further investigate the appeal of other synchronous delivery options.

LearnLinc:  This one seems to be geared more to the corporate (i.e. specifically medical) learning experience.  It does have similar functions to Adobe such as audio conferencing, the ability to talk or be "on air" (though only one can speak at a time), hand raising ability, text message--both private and public.  Additionally it does provide the user with a network bandwith monitor.  By the appearance of the system, it is not as aesthetically pleasing as Adobe Connect. (http://learnlinc.com/)

Interwise Connect: This is provide by AT&T business so it is catering to a specific audience.  The appeal is that it enables "mobile collaboration" so connectivity should not be an issue.  On the go once can schedule business meetings and easily desktop share applications like Outlook.  In addition, there is always an available meeting room that a simple email with the link to the room is enough to set up a collaborative meeting.  (http://www.business.att.com/enterprise/Family/unified-communications/business-collaboration-services/) 

E. Mitchell's Navigate 1.3.1 – Discussing the LMS and CMS Quest

When would one need a full blown LMS? 

As discussed in the introduction of LMS', deciding on an LMS directly depends on an organizations needs.  LMS' can be used for educational purposed for the classroom or at the business level for professional development.    In the article Dr. Don McIntosh’s Vendors of Learning Management and E-learning Products it is addressed that selecting the right LMS should take time because it can change the entire culture of one's organization.  With so many functions provided by the right LMS, a school system, business, or organization may offer opportunities it once thought was not possible.  Needs of the organization/school/business need to be outlined first and then explore the various LMS' offered to find the one that can serve needs the most.

Discuss the perceived differences in the industry between LMS and CMS in your blog.

The perceived differences in the industry really go back to function and purpose.  Though it was stated an LMS and CMS can overlap, it appears that the CMS is more limited in scope.  I gather the CMS to be the hub for the LMS; it contains the crucial information to enable management of users and LOR (learning repository).  The LMS is vast; it offers an array of functions to enhance the online experience--content delivery (http://en.wikipedia.org/wiki/Learning_management_system#LMS_and_CMS_compared).  The LMS is more geared to the delivery of information while the CMS is more for the administrative functions.      

E. Mitchell's Navigate 1.2.1 – Describe Roles and Functions in Online Learning Environments Quest

The manner in which an online classroom is constructed is a little more complicated then the surface would appear.  As with a traditional setting there are divisions in the information passed from invested members of a student's performance.  What the teachers can access differs from the parents and students which of course differs from admin.  However there are some common pieces of information shared such as student performance in a course as well as attendance records crucial for all parties to be knowledgeable about.

The SIS platform helps provide information about the student--demographic, school system, contact information---pretty much anything that will help ensure the online student can be contacted in multiple ways.  Additionally the guardian information is available to also ensure open lines of communication for student success.

The LMS platform is more geared for the delivery and assessment of knowledge gained by the student.  It enables a teacher to provide content in the form of lectures, ppts, shared links as well as provide assessment opportunities (in multiple forms) to evaluate the level of student learning.

I have had the opportunity to work as a content developer for the AP Psychology course and also did some content review so I am familiar with D2L packaging.  

E. Mitchell's Navigate 1.1.1 – Delineating Between Synchronous and Asynchronous Content Quest

I have been with GaVS for over 8 years now.  I have hoped my traditional setting would offer some form of blended opportunities and recently has added the D2L component.  I get to utilize asynchronous content opportunities in many ways and see they are just as effective in the online setting as they are in the traditional setting.

Asynchronous gives me as well as the students a chance to work at our own pace; we are not tied to our computers.  There are multiple ways I get share content with students---online modules, online textbook, class newsletters I create bi-weekly on Smore, emails, Twitter, Remind, and so forth.  I guess I view it as the more the merrier because there is no possible way a student can say "I didn't know about ...".  The content delivery therefor ensures students can work at their own pace and utilize as many tools as possible (i.e. textbook highlighter).  The importance of asynchronous delivery is to make sure there is a limit frame you are sharing content with students.  I try to utilize one method each day as not to overload the students but to make sure they are aware they need to be working.

The synchronous delivery has proven to be a little bothersome in the past.  Having to decide on a time that appeals to most students schedules as well as mine can hinder some from attending.  In addition, when students do not show  do you make it mandatory or extra credit for them to listen to the session.  Adobe Connect is much better than the system we previously used.  I feel very comfortable with the system and it enables cool features to enhance the direct time you have with the students.  Though I review content material, synchronous sessions allow me to clarify assignments due and answer student questions.  This is another benefit of synchronous sessions....makes me a real teacher to them!  Though attendance is sparse, the students who come love to hear about my personal examples in reference to the material as well as pick my brain in reference to psychology.  I truly think sometimes that is why they come back the next week ; )

E. Mitchell's Participate 4.1.3 Digital Health Quest

• What is the most proactive means of ensuring the most balanced blend of technology and well-being?
• In my opinion it is perspective.  At one point I was questioning how much time I was spending behind my computer, iPhone, and iPad.  One day I just realized I was not happy.  When I started to think about the reasons why, it all went back to the time I felt I did not have.  Of course I realized then I would have time if I disconnected from electronic media.  In addition, with the activity level of my two young children, I do not have time for electronic media until they go to bed.  It is a priority of mine to NOT be on my phone or computer around them; I want to set a good example of what I expect of them in the future and that is family comes first.  When I started to disconnect, I found myself in much happier moods, satisfied with how much I was accomplishing, as well as closer to my husband and family.  The "proactive means" is never losing sight of what is important--making yourself happy!
• What can students and teachers do to make sure they get the most from technology while simultaneously safeguarding good health?
• Plan their time!!  Make a schedule!  I do not sit down to work until around 8pm.  I have a time that I call quits whether or not everything on my electronic media is done---I need sleep!  But I make a schedule to work every night; I do not procrastinate so my work doesn't pile up.  Planning accordingly takes away a lot of stress but can also balance time.  Sticking to a schedule is very beneficial! 

E. Mitchell's Participate 4.1.2 Digital Safety and Security Quest

The questions for this quest are as follows:

• What is the most important step we can take in terms of ensuring our digital safety?
• What strategies can we take to help our students consistently keep digital safety in the forefront of their minds?

Back at the Summer 2011 PLS I did a presentation on CyberBullying.  I am attaching my presentation as a response to the prompts.  

2011 PLS CyberBullying Presentation

In addition, here are some of the sites I bookmarked in my Diigo Digital Safety group:

E. Mitchell's Participate 4.1.1 Digital Rights and Responsibilities Quest

How can a DLC ensure that citizens within the community have access to an environment where an AUP protects members as well as the community itself, where individuals uphold laws, and a cooperative/collective venture provides robust, safe, and ethical resources and opportunities for learning? 

Once a DLC is formed, a consent page should be digitally signed.  This consent page should outline the expectations the DLC has for its members and may be even require a short participating in an awareness online course.  There are many people who sign documents and never view the true content, but this process could be a set in the right direction to enforce accountability.  In addition, it does require that the DLC is monitored.  Monitoring can come by the DLC creators or should be practiced by active DLC members.  There should be a formal way to voice complaints and/or concerns about posted content, members, and so forth.  


What is the best way to establish and maintain a flourishing DLC where citizens understand, observe, and are inclined to willingly support and ultimately benefit from Digital Rights and Responsibilities? 

Something is needed to keep members formally accountable.  The DLC should design a set Code of Ethics of a Bill of Digital Rights to address the rights/laws/expectations of the DLC.  By making this known to all members of a DLC, members are now held accountable for respecting the rules and can be removed from the group if found violating the rules.  In addition, I do feel it is important to reward users who are participating as they should.  In psychology, the road to extinction with behavior focuses on the positive rather than the negative.

My plan for supporting and protecting a Digital Learning Community through Digital Rights and Responsibilities:

1.  Make DLC members sign a consent page that outlines the expectations of the DLC. 
2.  This consent page can reference a developed Code of Ethics (similar to AUP expectations) unique to the DLC that enables members to remove any other members not following code.
3.  Posted reminders about expectations is important.  I do this with my students about academic honesty before every exam and given project----sometimes we just need to be reminded =)
4.  Share examples of members who have exemplified consideration and maturity in the participation. 

E. Mitchell's Participate 3.1.2 Digital Resources and Netiquette Quest

Here is the link to my Netiquette Glog!

E. Mitchell's Participate 3.1.1 Access to the Digital Community Quest

Interesting article about overcoming the digital divide in Turkey.  

Many points in the article relate to my reflection below.  

• What types of barriers might impede students’ opportunities to access digital learning?

It is erroneous to assume that all students have equal access to online opportunities as well as equal learning ability skills.  One main barrier relates to socioeconomic status and the amount of technology one has in their home.  Though many families have multiple forms of technology in the phones (TV, phones, computers, and so forth), there are still many who only have one computer.  With the one computer in the home, that does not mean they have reliable access to the internet given their particular location.  For example, I currently have a student who does not have reliable access to internet in their home and must make accommodations to complete course work.  This causes much stress in planning one's time and resources that for others it is simply at their disposal.  Secondly, it is the reliability of the service provider.  From first hand experience, Charter has been a source of problems in our area for the previous two Saturdays.  The internet has gone out about 4pm and was not working until the next day.  Upon calling and getting a busy signal, it is safe to assume it was for multiple homes in our area.  A third potential issue given socioeconomic status is being able to pay for the service monthly.  Above these concerns are concerns about the user.  If the student has any needs for accommodations, as discussed in the WebAIM site, these can not always be easily served.  Going with the statistic that 1/5 of the population is dealing with a disability (though not all would hinder use of the internet), one has to operate on the idea that not all students can navigate the internet equally because not all sites are created equally for their abilities (i.e. varying colors of fonts and backgrounds, images, videos, and so forth).  

• What might we do to eliminate such barriers?

Although I do think internet access is important, I am not sure who's role it is to provide for the family unit in the home.  I do believe though the resources have to be available in the school to begin with.  Based on grants, schools can acquire laptops and iPads that can be checked out to students to take home for use.  Many locations offer free WiFi for the general public including local libraries.  But I do understand the stress of having to somewhere outside of the home to get work done.  There needs to be a guarantee the access to the internet at the places like libraries and schools have the best connections possible.  Additionally, sites can be designed to the specifications of a particular organization or company.  Unless law mandates as it does in public certain forced accommodations, I am not sure all barriers can be eliminated.  That is where we can step in and guide students to areas on the internet that meet their specific needs.  

E. Mitchell's Participate 2.1.1 Collecting Reputable Digital Resources Quest

This list I compiled is in reference to the sites that I have used to make teaching more engaging for my students.  With Psychology there are numerous experiments that are sometimes difficult for my online students to understand.  I like searching out tutorials, virtual demonstrations, and interactive labs.   

https://www.diigo.com/list?token=4ea5ca11135cfe362172bb88b77546ef

1. What were the three most useful tools or resources resulting from the web walkabout? 

My favorite is Mouse Party at the utah.edu site.  It reviews the impact of illicit drugs on the body by allowing students to look at a mouse (behaving like a person) under the influence of a particular drug.  It is entertaining but provides credible information on how drugs work and effect the body.

Another site that is helpful for my students looks at split-brain studies.  It sets up a virtual lab of Mr. Split Brainy and you serve as a researcher.  It allows students to stimulate a portion of the left-or-right visual field to see what the left and right hemisphere of the brain can process.

I also like the Exploratorism.edu site about memory.  Students really enjoy playing memory games and I can provide these illustrations online and they can easily share with their friends in class labs.

   

2.How can students be taught to safely collect tools and resources that can help them maximize their learning? 

Students can be taught to safely collect tools and resources like we can.  They have to be made aware of the potential risk of using sites that are not reliable especially when it comes to producing work at the collegiate level.  There are web quests that can be done to teach them the difference between usable and non-usable sites.  Also demonstrating as a teacher the references to reliable sites may encourage them by leading through example.

3. What policies or procedures might need to be in place to make this possible?

Maybe a digital literacy course just like what we are engaging in now for all students, not just online students.  It could become a prerequisite for online courses for students to complete or required for a course unit.  The issue is that someone would have to monitor sites as new sites are being added and hopefully older ones updated.  It would require man-power from the educator side to be aware of credible and not-so-credible sites before students.  Then students can digitally sign-off a type of a digital literacy pledge.  

E. Mitchell's Participate 1.1.3 Ideal Digital Learning Community Quest

Participate 1.1.3 Ideal Digital Learning Community Quest
(I am inexperienced with PowToon so forgive the roughness but I am trying something new =)

E. Mitchell's Participate 1.1.2 Joining a Digital Learning Community

I actually joined Diigo a couple of years ago.  A colleague of mine was working on her Masters degree and shared this DLC with me.  She explained to me her use of it for her graduate studies but suggested our use of it as a US History course team.  We could form a small group network and be able to bookmark and share helpful sites in an efficient manner.  I thought this was great and jumped at the idea!  It did not last long for me though because I got heavily into teaching AP Psychology.  But I did use Diigo to create a group to collaborate with for my Specialist degree.

I particularly like Diigo because I feel it is user friendly.  I do not think it is overwhelming with how to use it.  I like things neat and organized, and I appreciate the structure of the site and the ability for me to easily locate things I have bookmarked.  The function of My Library clearly lists out my bookmarked pages.  I can create networks with my fellow colleagues by adding individuals as well as form groups as I did with my Specialist cohort .  The format in my opinion is easier to use than the looks of Google Bookmarks.  Delicious seems to appear user friendly and nicely formatted.

The DLC that I have recently used the most has been the one created by College Board for Advance Placement teachers.  Being a singleton teacher (for the most part), my collaboration world is lonely.  I stress over my students performance and I am often curious as to the activities that other teachers may be doing.  The College Board created a digital learning community that I joined specifically to interact with fellow AP Psychology teachers.  I love it!  I participate in online discussions and I am able to access published practice exams released yearly by College Board.  But I do have the ability to bookmark certain helpful sites and have the ability to create a personal network with fellow AP Psychology teachers.  This one has proved beneficial for me because now I do not feel like an island teaching AP Psychology and I am using a medium that should directly help me help my students achieve success on the National Exam.

E. Mitchell's Participate 1.1.1 Character Traits Quest

In my opinion, it is scary to think what kids do not know about the world around them.  From my experience, students operate on the micro-level when engaging in things like social media.  They fail to acknowledge the wide spread availability of information about themselves made public due to their limited perspective.  I also do not think students are completely to blame because they learn from observing their parents and role models.  In fact a girl that I use to teach who is now currently a teacher told me she was having a conversation with her students while they were in the computer lab about protecting their personal information on social media accounts.  Within minutes a student pulled up a picture from the teacher's Facebook account and questioned sarcastically, "Like you do?"  

Therefore, I think there are some crucial characteristics necessary to becoming an exemplary citizen within a digital learning community.   

1.  Be humble, be private!

There is nothing wrong with abstaining from Tweeting or updating your FB status as to where you are at any given moment or what you are doing.  By letting every one know every thing about you, what is left to discover about you as a person?  You are setting yourself up for people to be overly knowledgeable about your life, including people who we label "friends" on FB and we all know they are not.   The  article entitled "Be a Good Digital Citizen" from CommonSenseMedia.org reminds teenagers that not everything is as private as they perceive it to be.  Mainly the flaw is that kids do not know how to set privacy controls.  This is something that needs to be addressed and modeled be community members in order to protect our identities and sometimes the innocence of our youth.  The ISTE Standards for Teachers clearly suggests the necessity of our ability to be humble and private with our personal accounts in order to serve as models.

2.  Be skeptical 

I do not want to seem like  a cynic, but I do feel when in doubt it is better to error on the side of caution.  Many of the stories my students tell me in class come from something the read on Twitter.  When I asked them about the story, they fall short in their explanations and tell me they only read the Tweet and not the entire article linked to the Tweet.  Number 4,D of the ISTE Standards for Teachers encourages educators to "develop and model cultural understanding and global awareness..."(http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-T_PDF.pdf).  Though digital communities have enable an interconnected world, there is so much still to be learned and discussed.  By not acknowledging the limited news students as well as adults are receiving, ignorance of worldly issues is being perpetuated.  It is essential to take the time to explore through credible sources to ensure the whole story is told.

3.  Do not be afraid

This may seem contradictory to what I previously posted but I know there is much to gain by embracing the community that is available through developing online forums.  As I mention in my previous post, I completed my Masters and Specialist degrees through online university programs.  I was challenged to communicate and create products with fellow students from across the country.  I was encouraged to try new things (like Blogging) which enabled my comfort of pursuing online teaching.  It can be overwhelming at times, but the beauty of technology is that is it made for everyone! Whether an advanced programmer or a newbie to website development (Weebly is great), there is something to embrace!  

Create a Blog

Creating a blog for me was not a challenging task.  I completed my Masters and Specialist degree online, and both programs required the use of blog sites to document my growth as a student and professional development.  My issue is maintaining the blog and just making sure I make my daily contributions as expected.

I am looking forward to completing this TOOL experience with fellow colleagues.  My main draw to the program was to challenge my professional growth in a new way; beyond attending Adobe PD sessions.  Being that I obtained both of my advanced degrees in technology integration in to the classroom, I feel embarking on this learning course will be a good refresher of information but also open doors to new areas of technological knowledge.  One of my commitments to my degrees is to stay abreast of currents trends in the field; it seems becoming a member of the TOOL learning community will help me follow through.  

Here is to a new learning experience!