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 ; )