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I would expect that most students would be located in New York

What I am realizing is that there really is a significant difference between creating an online course from scratch and converting a face to face course.

I want my students to understand that these activities have a true purpose.  I want to remind them of that purpose each time they engage in these activities. 

I kept finding myself asking “How can this contribute to higher levels of cognitive presence?  Isn’t that ultimately the point of developing teaching and social presence?” 

design.

module 1

  In this class, i had to wrap my head that I have to design a course that the student is responsible for their learning with me as a facilitator. 

 I have so many ideas that I have learned from this course that I want to implement them all into my class.  But, I really need to stand back and reflect.  The most I got from this class is all the information that everybody shared on diigo.com and in their discussions.  I am very proud of everybody’s  contribution to my education and their own.  I loved how everybody had a share in the teaching presence and how Alex facilitated the learning.  This was an an excellent example of an effective student-centered learning environment.

. Apply strategies for identifying and solving routine hardware and software problems that occur during everyday use. 2. Demonstrate knowledge of current changes in information technologies and the effect those changes have on the workplace and society. 3. Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuses. 4. Use content-specific tools, software, and simulations to support learning and research. 5. Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. 6. Design, develop, publish, and present products using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside of the classroom. 7. Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside of the classroom. 8. Select and use appropriate tools and technology resources to accomplish a variety of task and solve problems. 9. Demonstrate an understanding of concepts underlying hardware, software, and connectivity, and of practical applications to learning and problem solving. 10. Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems. I do believe that these standards should assist the students in either online or face-to-face class to succeed with learning.  I am actually going to observe and take notes of my 8th graders to see how many standards that they can achieve. I had a great summer learning and being challenged to do my best at learning.

Generally, oral learners have a more difficult time with online learning. It is not that they cannot do the work; rather, they will have to work harder to stay engaged through this print-based teaching form. Many of the above recommendations still apply but they may be more difficult to provide in an online platform. Suggestions for teaching oral students online include:

personal contact

Incorporate media assignments in the classroom,

Provide opportunities for assignments that are engaged in real life struggles, events, and people instead of abstract principles

Oral learners learn best and have their lives most transformed when professors utilize oral teaching and assessment methods.

Whereas previous generations in U.S. seminaries assumed that print-based means of teaching and assessing were effective to produce student learning and transformation, many contemporary students prefer to learn through oral means

The results of this research indicate that slightly more seminary students had an oral versus print learning preference. In order to create positive learning experiences and effectively reach students, it is important to understand the difference between oral and print preferences

, this paper seeks to understand how learning is shaped by oral versus print preferences. In short, how do oral learners learn differently than print learners?

discovered that slightly over half of the students evaluated via an Orality Assessment Tool (Abney 2001) had a preference for oral learning

Her grades were based entirely on print-based rubrics. Part of the difference in her grading was due to learning/assessment preferences rather than intelligence. This was a breath of fresh air for her as she was finally starting to understand herself and her learning preferences better.

Table 2. Survey responses – rating-scale item (N = 22) Question Very Easy (1) Easy (2) No Problems (3) Some Issues (4) Very Difficult (5) 6. How difficult was it to create your VoiceThread account? 19 3 0 0

Table 3.Survey responses – open-ended item (N = 18) Question Comments 7. Anything you would like to share about VoiceThread? Positive comments (n = 12) "Very easy and convenient." "I think that once I was able to get into the system it was easy to use. Now I need to understand why the mic[rophone] does not work, maybe my laptop." "It was actually very interesting to learning [sic] how to use VoiceThread. It was something different." "I like the way I can participate by using text. As English is my second language, speaking is really difficult for me. Also, VoiceThread is really easy and simple to use." "It was really easy to navigate and use." "VoiceThread was very easy to use and it could be beneficial in the future." "VoiceThread is easy and pretty interesting!" "I like that it is very easy to use." "It seems like a good tool to utilize for some classes." "Easy to navigate and good review before the exam." "Never done it before but I think it's pretty good tool." "Seems like a great tool we can use." Comments expressing reservations (n = 4) "I think it was very easy to figure out. My hesitation about using in the future for a course to do a presentation or recommending my peers to use it is that I don't really know much about it so that is why I responded no to those questions. I don't know how to add graphics and things of that nature like on PowerPoint." "VoiceThread is easy to register [on]. However, I'm not too sure about making a presentation." "I think it's a good form of technology. It's not my first choice of communication though. Plus if you're typing your answer the font is super small, not sure if I can change this setting." "[There needs to be a] bigger text box" Unfavorable comments (n = 2) "I do not like the interface of the VoiceThread ... [The interface] makes it hard to use on anything besides a computer." One student found it slightly difficult to "figure out how to answer the questions or how to comment on others' answers."

Also available on youtube at http://au.youtube.com/watch?v=Oa66AxTbjxA&feature=PlayList&p=F499991C809E32DE&index=0

One of the most important things that I learned was about building a classroom community and the similarities it has between the online classroom and a f2f classroom. 

combination of motivation, concentration, interest, and enjoyment

feeling the need to achieve—in the absence of true student engagement—led to cheating, sleepless nights, depression, and drug abuse

felt that their activities were under their own control and relevant to their lives

lessons that offer choice, are connected to students’ goals, and provide both challenges and opportunities for success that are appropriate to students’ level of skill.

balance between the challenge of the activity and the skills of the person engaged in that activity

Many afterschool programs also foster high levels of flow

emphasized the need for instructors to validate all student perspectives, as well as acknowledge differing beliefs and biases, to create a safe and welcoming community that helps students become “more engaged and feel more interconnected”

who provide a structured and comfortable classroom environment that involves the participation of everyone in the learning activities

thoughtful care for instructors to help students become engaged in their learning and to design virtual classrooms that enhance a sense of community

carefully plan ways for students to interact, students can focus on achieving course learning goals

focus primarily on academic content and not as much on meaningful, interpersonal connections.

such as Facebook, twittering and blogging, might increase the social presence of all of the students as well as the teaching presence of the instructor.

collaborative decision-making related to communication protocols, and required and ongoing student postings in online discussions

instructors need to find ways to help students feel more strongly connected with each other and with the instructor and to facilitate activities that more actively involve students in their own learning.