Sunday, May 6, 2007
Addendum 2 for Week 4
I just read the chat transcript for the blog the Dr. Ge sent me and since I was in the wrong room that night and have read the transcript of the chat I WAS supposed to be in. I thought their discussion was very informative and the use of storytelling in learning communities was interesting.. I still cannot read the transcript of the chat I was in so thought I would comment on this chat. I read that they summarized some of the reading that I did not choose to read but think I will read this summer to gain a better understanding of developing learning communities and the steps on content that goes into the learning communities. Julie
Addendum to Blog 4
Blog 4
Summarize and reflect on last week’s group discussion and journal your reflection and learning experience. Recapture what you have learned thus far.
As I review Blog 4, I recall feeling very embarrassed that I had entered the wrong chat room and then did not feel comfortable sharing in the conversation. I recall struggling with understanding the content of the course at that time and now looking back understand that scaffolding is the support one receives from peers, the Instructor and the course content. Scaffolding can be given at any time during the course and is very important to the learner in that when the learner feels scaffolded, learning is facilitated. I had gained an understanding of positivist and constructivist viewpoints. I had learned to use the Blog as a form of communication and had learned about communities.
Looking back, I see that I was very unsure of myself and I have really come along way in learning the course content. At that time I was totally unsure that I could develop an online learning community but I have done so. Julie
Summarize and reflect on last week’s group discussion and journal your reflection and learning experience. Recapture what you have learned thus far.
As I review Blog 4, I recall feeling very embarrassed that I had entered the wrong chat room and then did not feel comfortable sharing in the conversation. I recall struggling with understanding the content of the course at that time and now looking back understand that scaffolding is the support one receives from peers, the Instructor and the course content. Scaffolding can be given at any time during the course and is very important to the learner in that when the learner feels scaffolded, learning is facilitated. I had gained an understanding of positivist and constructivist viewpoints. I had learned to use the Blog as a form of communication and had learned about communities.
Looking back, I see that I was very unsure of myself and I have really come along way in learning the course content. At that time I was totally unsure that I could develop an online learning community but I have done so. Julie
Friday, April 20, 2007
Week 12 Blog 6
What does learning mean? Learning is aquiring knowledge. According to Billings & Halstead (2005), In general, Learning is considered a change in a person that has abeen caused by esperience as quoted by Slavin, 1998 in chapter 12 in the Billings & Halstead text. Learning is a process of understanding, clarifiying and applying the meanigs of the knowledge acquired (Billings & Halstead, 2005). This text continues to describe learning as including exploration, discovery, refinement, and the extension of the meanings of knowledge.
Learing can be defined by either the behavorist or cognitivist viewpoint. The behavorist would say that learning is the result of change in behaviors that are observed or performed by some outside force that results in change. In addition, the behavorist believes that learnng happens by interaction in the environment (Billings & Halstead, 2005).
The cognitivist would say that learnng occurs when a new experience changes some unobservable mental process that may or may not be manfested by a change in behavior or performance (Billings & Halstead, 2005). This text discusses that there are different types of learing: directive, item, and rational and are associated with technical aspects and may be observed. The last three are associated with mental prcesses that may or may not produce an observable change and are: contextual, inquiry and syntactical learning (Billings & Halstead, 2005, pg 232).
What does it mean if you say that "students have learned"?
To say that a student has learned, it would seem that the student would be enabled to produce some sort of proof of material incorporated as a result of studying. There are several ways to measure outcome. Students may answer questions via a test over material studied. Demonstraton of material learned may show that the student has indeed incoporated the material and can demonstrate what is learned. I am thinking of students who are taught how to do some technical skill and then is required to do a return demonstration of the same skill. Learning can be evaluated by the use of writing and summarizing what one has studied.
2. Based on your review and synthesis of the readings, what does "quality" of online learning mean to you? Please backup your statement with references.
I think that quality learning takes place when one designs a course or program with specific goals, objectives and content that supports the goal of the material to be learned. I think that the methods of measuring learning must reflect the goals and objectives of the course. According t0 Davis in chapter 4 of Anderson & Elloumi, an ideal learning system is based on a plan that flows from a full understanding of the needs of the intended students and the learning outcomes of the course. I think that the objectives of the course must be tested by the course evaluation since the objectives state the plan for what the course will teach.
3. Based on your review and synthesis of the readings and discussions this semester, brainstorm a conceptual framework to evaluate the quality of an online learning community. What dimensions and factors would you consider?
I think first of all, I would be clear as to what the goal of the learning community is. I would then devise learning objectives that supports the goal of the community. I would decide on the goal and objectives after doing a needs evaluation or assessment to determine what the members are receptived to learning. I would present the content to members in a method that supports the goal by answering the objectives. Evaluatiion methods should be devised to measure the members accumulation of the learnng content. Methods used can vary from using question and answer format, writing summaries of content, return demonstration of items learned. The use of Bloom's or Gagne's taxonomy to devise questions which support areas of learning can be used as well. The interview of Scott Howell by J. L. Morrison states that the alignment of content with test items is content validity. The use of test blueprints ensures ths alignment (Morrison & Howell, 2007).
References:
Anderson & Elloumi chapter 4 written by Davis, A in 2004.
Billings, D. M. & Halstead, J. A. (2005), Teaching in Nursing: A Guide for Faculty, (2ed) Elsevier Saunders, St. Louis. pg231-233.
Morrison, J. L. & Howell, S. (2007). Teaching one way and testing another: An interview with Scott Howell. Innovate: Journal of Online Education. 3(3). Retrived from http://learn.ou.edu.
Learing can be defined by either the behavorist or cognitivist viewpoint. The behavorist would say that learning is the result of change in behaviors that are observed or performed by some outside force that results in change. In addition, the behavorist believes that learnng happens by interaction in the environment (Billings & Halstead, 2005).
The cognitivist would say that learnng occurs when a new experience changes some unobservable mental process that may or may not be manfested by a change in behavior or performance (Billings & Halstead, 2005). This text discusses that there are different types of learing: directive, item, and rational and are associated with technical aspects and may be observed. The last three are associated with mental prcesses that may or may not produce an observable change and are: contextual, inquiry and syntactical learning (Billings & Halstead, 2005, pg 232).
What does it mean if you say that "students have learned"?
To say that a student has learned, it would seem that the student would be enabled to produce some sort of proof of material incorporated as a result of studying. There are several ways to measure outcome. Students may answer questions via a test over material studied. Demonstraton of material learned may show that the student has indeed incoporated the material and can demonstrate what is learned. I am thinking of students who are taught how to do some technical skill and then is required to do a return demonstration of the same skill. Learning can be evaluated by the use of writing and summarizing what one has studied.
2. Based on your review and synthesis of the readings, what does "quality" of online learning mean to you? Please backup your statement with references.
I think that quality learning takes place when one designs a course or program with specific goals, objectives and content that supports the goal of the material to be learned. I think that the methods of measuring learning must reflect the goals and objectives of the course. According t0 Davis in chapter 4 of Anderson & Elloumi, an ideal learning system is based on a plan that flows from a full understanding of the needs of the intended students and the learning outcomes of the course. I think that the objectives of the course must be tested by the course evaluation since the objectives state the plan for what the course will teach.
3. Based on your review and synthesis of the readings and discussions this semester, brainstorm a conceptual framework to evaluate the quality of an online learning community. What dimensions and factors would you consider?
I think first of all, I would be clear as to what the goal of the learning community is. I would then devise learning objectives that supports the goal of the community. I would decide on the goal and objectives after doing a needs evaluation or assessment to determine what the members are receptived to learning. I would present the content to members in a method that supports the goal by answering the objectives. Evaluatiion methods should be devised to measure the members accumulation of the learnng content. Methods used can vary from using question and answer format, writing summaries of content, return demonstration of items learned. The use of Bloom's or Gagne's taxonomy to devise questions which support areas of learning can be used as well. The interview of Scott Howell by J. L. Morrison states that the alignment of content with test items is content validity. The use of test blueprints ensures ths alignment (Morrison & Howell, 2007).
References:
Anderson & Elloumi chapter 4 written by Davis, A in 2004.
Billings, D. M. & Halstead, J. A. (2005), Teaching in Nursing: A Guide for Faculty, (2ed) Elsevier Saunders, St. Louis. pg231-233.
Morrison, J. L. & Howell, S. (2007). Teaching one way and testing another: An interview with Scott Howell. Innovate: Journal of Online Education. 3(3). Retrived from http://learn.ou.edu.
Tuesday, March 20, 2007
Blog 5
BLOG 5, WEEK 9
Julie
What is the role of learning theories and instructional designing principles?
Learning theories provide a method of presenting material that is to be learned by the learner. A variety of learning theories are available to address the variety of learning styles individuals possess. Each learning theory possesses a different viewpoint or method of presenting information. According to Ally in our reading assignment, “one can use a combination of theories to develop online learning materials”. Instructional design principles are the vehicle by which the instructor utilizes learning theories to develop the online learning environment and promote learning. Individuals possess varying learning abilities. Designers should utilize a variety of methods to address the various learning styles. Each style of learning has a different focus. According to Ally “Behaviorists strategies can be used to teach facts (what)”, cognitive strategies to teach the principles and processes (how) and constructivist strategies to teach the real-life and personal applications and contextual learning” (Ally, Chapter 1).
What is the role of technology in online learning? Technology is the tool or vehicle that delivers the learning process between instructor and learner. Access to content or learning environment is done via the web access between teacher-learner, learner-teacher, and learner-learner.
What are the interrelationships of learning theories, instructional design and technology? The content or material being taught provides the relationship between theories, design and technology. There is the style of learning, the method of teaching and the medium of teaching. Learners access the content via the technology that the teacher has designed and then processes the information and applies the information learned in the environment.
Discuss the role of interaction in online learning from the perspective of learning communities and constructivist paradigm. Use Bransford et al.’s (1999) framework How People Learn (Chapter 2) to support your argument. Also refer to and cite the texts Virtual Learning Community and Managing Learning in Virtual Settings as well as any other relevant literature when discussing this question.
Bransford et al (1999) discuss that learning environments are framed within the overlapping of 4 lenses of learning. The first is: effective learning is learner centered, 2. knowledge centered, 3 assessment centered and 4. community centered. Bransford et al define learner-centered learning as the cognitive structures and the understanding that learners bring to the learning context. It is the role of the teacher to understand what learners bring to the course. Members of an online learning community generally are supportive of each other. There is interaction between the teacher and learner, learner and teacher, learner and learner which provides for the social interaction in the learning community. Interaction serves a variety of functions in the education environment and is fundamental to the creation of learning communities. John Dewey referred to interaction as the defining component of the educational process. Interaction is possible on the web and provides for an essential aspect of learning. Interaction also occurs between student and content and teacher and content.
Julie
What is the role of learning theories and instructional designing principles?
Learning theories provide a method of presenting material that is to be learned by the learner. A variety of learning theories are available to address the variety of learning styles individuals possess. Each learning theory possesses a different viewpoint or method of presenting information. According to Ally in our reading assignment, “one can use a combination of theories to develop online learning materials”. Instructional design principles are the vehicle by which the instructor utilizes learning theories to develop the online learning environment and promote learning. Individuals possess varying learning abilities. Designers should utilize a variety of methods to address the various learning styles. Each style of learning has a different focus. According to Ally “Behaviorists strategies can be used to teach facts (what)”, cognitive strategies to teach the principles and processes (how) and constructivist strategies to teach the real-life and personal applications and contextual learning” (Ally, Chapter 1).
What is the role of technology in online learning? Technology is the tool or vehicle that delivers the learning process between instructor and learner. Access to content or learning environment is done via the web access between teacher-learner, learner-teacher, and learner-learner.
What are the interrelationships of learning theories, instructional design and technology? The content or material being taught provides the relationship between theories, design and technology. There is the style of learning, the method of teaching and the medium of teaching. Learners access the content via the technology that the teacher has designed and then processes the information and applies the information learned in the environment.
Discuss the role of interaction in online learning from the perspective of learning communities and constructivist paradigm. Use Bransford et al.’s (1999) framework How People Learn (Chapter 2) to support your argument. Also refer to and cite the texts Virtual Learning Community and Managing Learning in Virtual Settings as well as any other relevant literature when discussing this question.
Bransford et al (1999) discuss that learning environments are framed within the overlapping of 4 lenses of learning. The first is: effective learning is learner centered, 2. knowledge centered, 3 assessment centered and 4. community centered. Bransford et al define learner-centered learning as the cognitive structures and the understanding that learners bring to the learning context. It is the role of the teacher to understand what learners bring to the course. Members of an online learning community generally are supportive of each other. There is interaction between the teacher and learner, learner and teacher, learner and learner which provides for the social interaction in the learning community. Interaction serves a variety of functions in the education environment and is fundamental to the creation of learning communities. John Dewey referred to interaction as the defining component of the educational process. Interaction is possible on the web and provides for an essential aspect of learning. Interaction also occurs between student and content and teacher and content.
Tuesday, February 27, 2007
Feb.27 Blog 4
Blog 4
Summarize and reflect on last week’s group discussion and journal your reflection and learning experience. Recapture what you have learned thus far.
I entered last week’s discussion not really knowing what to say. I had read all the material several times, but did not feel comfortable with trying to discuss the topics. I did not post much. I really felt inadequate to add to the discussion. Later on in the evening, I realized that I had entered the wrong chat room and was mortified about my mistake. I did find that discussing ideas for the project very helpful. It was helpful to hear what others were thinking of doing and I actually had a couple ideas to share as well. The discussion of positivist and constructionist was helpful in assisting me to gain a better understanding of the two points of view. I found that doing the work for the quiz and the critique was very helpful in that I began to see how the content fits together. I am still not sure I understand scaffolding, and am reading more about context.
I am a GTA at Tulsa Community College and work with beginning nursing students. I have been observing the faculty for the various methods of teaching and the techniques they use. I have observed some of the constructivist and behaviorist styles of teaching. I have observed the use of games, drill and practice, small group, storytelling, lecture, roll play, demonstration and return demonstration and the use of humor. I am responsible for a clinical group and I am being aware of how I teach my students. The nursing program does an evaluation regarding learning styles among other evaluations and I am attempting to present material that will be helpful to the learning styles of my students.
When I entered this course, I really knew very little about web development. I had taken an Informatics course. I had chat skills, online coursework experience, email, and general online search for research article experience. I had never Blogged myself, but had read several Blogs of other people. I have written in a journal over the years but never where the content was available for the world to read. I have taken a Psych of Learning course about 30 years ago and I had forgotten most of what I had studied then. I also started this course with doubts as to whether or not I would be successful with course assignments and I must admit that I have had to spend a lot of time reading and rereading the material to grasp some of the more abstract content. What I have learned is the difference in positivist and constructivist view points, alternate methods of teaching, I am much more confident with Blogging. I have an understanding of “space” and “dwelling” I am lacking in understanding scaffolding. I think it means that “to be supportive in teaching” or “coming along side” the student as the teacher. I have learned much more about instructional design as I did not know much about this field at all. I am not quite sure how to pull all of this together to develop my own course but look forward to learning this information as well. I have looked at communities differently and have studied the lifecycle of communities which include virtual communities. I am so blessed to be in a class where there is support from the faculty and my colleagues. Thanks so much. Julie
Summarize and reflect on last week’s group discussion and journal your reflection and learning experience. Recapture what you have learned thus far.
I entered last week’s discussion not really knowing what to say. I had read all the material several times, but did not feel comfortable with trying to discuss the topics. I did not post much. I really felt inadequate to add to the discussion. Later on in the evening, I realized that I had entered the wrong chat room and was mortified about my mistake. I did find that discussing ideas for the project very helpful. It was helpful to hear what others were thinking of doing and I actually had a couple ideas to share as well. The discussion of positivist and constructionist was helpful in assisting me to gain a better understanding of the two points of view. I found that doing the work for the quiz and the critique was very helpful in that I began to see how the content fits together. I am still not sure I understand scaffolding, and am reading more about context.
I am a GTA at Tulsa Community College and work with beginning nursing students. I have been observing the faculty for the various methods of teaching and the techniques they use. I have observed some of the constructivist and behaviorist styles of teaching. I have observed the use of games, drill and practice, small group, storytelling, lecture, roll play, demonstration and return demonstration and the use of humor. I am responsible for a clinical group and I am being aware of how I teach my students. The nursing program does an evaluation regarding learning styles among other evaluations and I am attempting to present material that will be helpful to the learning styles of my students.
When I entered this course, I really knew very little about web development. I had taken an Informatics course. I had chat skills, online coursework experience, email, and general online search for research article experience. I had never Blogged myself, but had read several Blogs of other people. I have written in a journal over the years but never where the content was available for the world to read. I have taken a Psych of Learning course about 30 years ago and I had forgotten most of what I had studied then. I also started this course with doubts as to whether or not I would be successful with course assignments and I must admit that I have had to spend a lot of time reading and rereading the material to grasp some of the more abstract content. What I have learned is the difference in positivist and constructivist view points, alternate methods of teaching, I am much more confident with Blogging. I have an understanding of “space” and “dwelling” I am lacking in understanding scaffolding. I think it means that “to be supportive in teaching” or “coming along side” the student as the teacher. I have learned much more about instructional design as I did not know much about this field at all. I am not quite sure how to pull all of this together to develop my own course but look forward to learning this information as well. I have looked at communities differently and have studied the lifecycle of communities which include virtual communities. I am so blessed to be in a class where there is support from the faculty and my colleagues. Thanks so much. Julie
Friday, February 16, 2007
Blog 3
Week 5, Blog 3
Chapter 6.
Question: What are the four perspectives that contribute to the success of online collaborative learning? Give a summary of each perspective.
Answer: The four perspectives are: team task, team development, peer relationship and communication media
Discussion:
Team task: The chapter by Zhang & Ge states that “team task is the core in the dynamics of the collaborative learning process” page 100. Team task are behaviors that facilitate learning. Examples of tasks are: discussion, problem solving and decision making (page 101). Group work takes place when members come together to problem solve or complete a task. The members of the group are required to interact with one another, develop trust, develop a working relationship and generate ideas that can lead to problem solving. The nature of the group work is that communication is necessary by all members. The members must be willing to “give” and “take” for the sake of the problem or goal to be solved.
The complexity of the task at hand can determine the success of the group work. The goal is to facilitate growth and learning by adding a balance of guidance and task resolution. Page 103 describes a variety of tasks that can be utilized. Some of the tasks are: asking questions negotiate meanings, clarification and would also include problem solving tasks. The members of the team must come to some understanding as to what the goal of the group is and then work with each other to come to a workable conclusion.
Team development. The text discussed Tuckman’s theory of group development. The first stage of development is that of forming. Forming is when members come together but are not sure what their roles are. They may not know each other so interactive dynamics are necessary for trust to develop. Communication allows each member to become oriented with other members. Storming is the stage in which move to a deeper level of communication. They share feelings and thoughts. The members may vie for leadership and conflict can occur. Roles, rules and relationships are established here.
Norming is the third stage in Tuckman’s theory. Shared understanding and the establishment of norms is the goal of this stage. Cooperation and cohesiveness are characteristic of this stage. The fourth stage is that of performing. Performing occurs when the team collaborates, communicates and produces the task at hand. The members are more trustful and function as a whole to be successful.
Peer relationship. Relationships are necessary with group members to complete the task of the group work. During the growth of relationships, members may compete with one another for the role of leader. Members may either disagree with the direction of the group task or agree. Some verbalize their convictions to the group while others may withhold their thoughts. The text discussed emotional (affective) conflicts as personal and defensive (page 107) and cognitive conflicts as being productive for team development. Peer relationship is the vehicle in which group or team work is completed.
Communication media. The lack of face to face communication can be a challenge in establishing group work. Team members must become comfortable with the utilization of media to communicate with each other. The educator must be aware of the need for a variety of media experiences to facilitate the group dynamics.
Chapter 10.
1. Discuss openness, robustness and decentralization as related to the success of communities via the internet. (page 190).
Openness: E-learning communities are generally open and encourage all to contribute. The flow of material is the goal of openness. To remain open there are rules that govern behaviors in the community. Members are free to share material as long as the rules that are established are followed.
Decentralization: The delivery of information in virtual educational settings is decentralized as compared to centralized delivery.
Robustness: E-learning communities may be robust in several ways. The text, page 191 says that: they can lead to a robust understanding of a topic that does not fade the day after the exam has been sat, and are robust to changes in content since the most up-to-date content is shared by individuals rather than by one individual.
State and describe the key ingredients in the development of a learning community.
The authors describe the key ingredients in a triangle format. The first point of the triangle is people. The community is comprised of users. Users determine if the community succeeds or fails. The second element is process. The process refers to the support structures of the learning environment/community. Dialogue is required for communities to develop. Activities that enhance the development of dialogue and discussion of content are necessary. I view the process section as the “how” community develops. What tools would be used to initiate the working stage of the team. The third part of the triangle is that of technology. Technology should be easy to use, encourage dialogue (asynchronous). Tools that enhance communication are extremely helpful.
Chapter 6.
Question: What are the four perspectives that contribute to the success of online collaborative learning? Give a summary of each perspective.
Answer: The four perspectives are: team task, team development, peer relationship and communication media
Discussion:
Team task: The chapter by Zhang & Ge states that “team task is the core in the dynamics of the collaborative learning process” page 100. Team task are behaviors that facilitate learning. Examples of tasks are: discussion, problem solving and decision making (page 101). Group work takes place when members come together to problem solve or complete a task. The members of the group are required to interact with one another, develop trust, develop a working relationship and generate ideas that can lead to problem solving. The nature of the group work is that communication is necessary by all members. The members must be willing to “give” and “take” for the sake of the problem or goal to be solved.
The complexity of the task at hand can determine the success of the group work. The goal is to facilitate growth and learning by adding a balance of guidance and task resolution. Page 103 describes a variety of tasks that can be utilized. Some of the tasks are: asking questions negotiate meanings, clarification and would also include problem solving tasks. The members of the team must come to some understanding as to what the goal of the group is and then work with each other to come to a workable conclusion.
Team development. The text discussed Tuckman’s theory of group development. The first stage of development is that of forming. Forming is when members come together but are not sure what their roles are. They may not know each other so interactive dynamics are necessary for trust to develop. Communication allows each member to become oriented with other members. Storming is the stage in which move to a deeper level of communication. They share feelings and thoughts. The members may vie for leadership and conflict can occur. Roles, rules and relationships are established here.
Norming is the third stage in Tuckman’s theory. Shared understanding and the establishment of norms is the goal of this stage. Cooperation and cohesiveness are characteristic of this stage. The fourth stage is that of performing. Performing occurs when the team collaborates, communicates and produces the task at hand. The members are more trustful and function as a whole to be successful.
Peer relationship. Relationships are necessary with group members to complete the task of the group work. During the growth of relationships, members may compete with one another for the role of leader. Members may either disagree with the direction of the group task or agree. Some verbalize their convictions to the group while others may withhold their thoughts. The text discussed emotional (affective) conflicts as personal and defensive (page 107) and cognitive conflicts as being productive for team development. Peer relationship is the vehicle in which group or team work is completed.
Communication media. The lack of face to face communication can be a challenge in establishing group work. Team members must become comfortable with the utilization of media to communicate with each other. The educator must be aware of the need for a variety of media experiences to facilitate the group dynamics.
Chapter 10.
1. Discuss openness, robustness and decentralization as related to the success of communities via the internet. (page 190).
Openness: E-learning communities are generally open and encourage all to contribute. The flow of material is the goal of openness. To remain open there are rules that govern behaviors in the community. Members are free to share material as long as the rules that are established are followed.
Decentralization: The delivery of information in virtual educational settings is decentralized as compared to centralized delivery.
Robustness: E-learning communities may be robust in several ways. The text, page 191 says that: they can lead to a robust understanding of a topic that does not fade the day after the exam has been sat, and are robust to changes in content since the most up-to-date content is shared by individuals rather than by one individual.
State and describe the key ingredients in the development of a learning community.
The authors describe the key ingredients in a triangle format. The first point of the triangle is people. The community is comprised of users. Users determine if the community succeeds or fails. The second element is process. The process refers to the support structures of the learning environment/community. Dialogue is required for communities to develop. Activities that enhance the development of dialogue and discussion of content are necessary. I view the process section as the “how” community develops. What tools would be used to initiate the working stage of the team. The third part of the triangle is that of technology. Technology should be easy to use, encourage dialogue (asynchronous). Tools that enhance communication are extremely helpful.
Wednesday, January 31, 2007
Blog 2 part 2
Blog 2, Part 2
Describe how the online communities were structured and how the technology was designed to facilitate community activities, knowledge building and learning and change. What are the implications for your design and delivery of the course, if you are the instructional designer, trainers or an instructor?
Chapter 10 describes the life cycles of network-based learning communities. The text describe six cycles that a learning community experiences. Growth happens over a continuum and some stages may overlap one another (pg 270).
Stage 1. The Proposal stage occurs when the idea for an activity is proposed. In the Zero-g Project the first stage or proposal stage occurred when the proposal message was posted on an electronic bulletin board. The message included the purpose of the study, the goals, participants and applications of the study to instructional design.
Stage 2 or the Refinement stage is when interested participants contact the study designer for clarification of the study and participants involvement. The Zero-g Project utilized a phase of inquiry of interested participants and attempted to recruit a variety of participants. This stage depends on active communication between the designers and the potential participants. The Zero-g project used email, phone and person to person activities during this stage. During this stage the topics of equipment and technical needs were also discussed. A key component of the refinement stage is that of commitment to the researcher goal by the potential participants and is required for the relationship to continue.
Stage 3: The Organizational stage is when the roles, rules and boundaries of the study are presented. During the Zero-g study participants came and left during this stage. This stage defines how the project is going to be carried out and the timeframes required to do so. The needs of the participants are addressed here for items to carry out the study. The Zero-g study mentioned that the teachers need of computers and ancillary support equipment was addressed during this stage (ch 10 page 278). The decision to how the teacher would fit this course content into her regular classroom responsibilities was determined here.
Stage 4: This stage is the Pursuit stage and is characterized by observing how the study or project is actually carried out. The design challenges were described during this stage. Program requirements were followed in the Zero-g study. The pursuit stage required problem solving and brain-storming to be successful. At times the Zero-g project bogged down related to time pressures and the competition of other classroom requirements in addition to the course requirements of the study.
Stage 5: Wrap-up stage. During this stage the project developer or researcher thanks the participants for their contribution to the study and the participants end their work. Again the boundaries of the study were kept and the study did not continue on past the defined time in the design proposal.
Stage 6: The publication stage. The publication stage is when the designer or researcher puts his or her study out for others to read and replicate. The design methods and outcomes are included so that others wishing to pursue the same study to a different population may do so.
The information in chapter 10 gives students such as I insight in to the successful development and implementation of the delivery of an instructional course. It would be best to learn from the text and other studies which were carried out as to how to proceed and carry out a study successfully. Much time can be saved by heeding the advice of those who have previously designed successful learning environments. It is prudent to learn from their successes and failures in the pursuit of successful course development.
Describe how the online communities were structured and how the technology was designed to facilitate community activities, knowledge building and learning and change. What are the implications for your design and delivery of the course, if you are the instructional designer, trainers or an instructor?
Chapter 10 describes the life cycles of network-based learning communities. The text describe six cycles that a learning community experiences. Growth happens over a continuum and some stages may overlap one another (pg 270).
Stage 1. The Proposal stage occurs when the idea for an activity is proposed. In the Zero-g Project the first stage or proposal stage occurred when the proposal message was posted on an electronic bulletin board. The message included the purpose of the study, the goals, participants and applications of the study to instructional design.
Stage 2 or the Refinement stage is when interested participants contact the study designer for clarification of the study and participants involvement. The Zero-g Project utilized a phase of inquiry of interested participants and attempted to recruit a variety of participants. This stage depends on active communication between the designers and the potential participants. The Zero-g project used email, phone and person to person activities during this stage. During this stage the topics of equipment and technical needs were also discussed. A key component of the refinement stage is that of commitment to the researcher goal by the potential participants and is required for the relationship to continue.
Stage 3: The Organizational stage is when the roles, rules and boundaries of the study are presented. During the Zero-g study participants came and left during this stage. This stage defines how the project is going to be carried out and the timeframes required to do so. The needs of the participants are addressed here for items to carry out the study. The Zero-g study mentioned that the teachers need of computers and ancillary support equipment was addressed during this stage (ch 10 page 278). The decision to how the teacher would fit this course content into her regular classroom responsibilities was determined here.
Stage 4: This stage is the Pursuit stage and is characterized by observing how the study or project is actually carried out. The design challenges were described during this stage. Program requirements were followed in the Zero-g study. The pursuit stage required problem solving and brain-storming to be successful. At times the Zero-g project bogged down related to time pressures and the competition of other classroom requirements in addition to the course requirements of the study.
Stage 5: Wrap-up stage. During this stage the project developer or researcher thanks the participants for their contribution to the study and the participants end their work. Again the boundaries of the study were kept and the study did not continue on past the defined time in the design proposal.
Stage 6: The publication stage. The publication stage is when the designer or researcher puts his or her study out for others to read and replicate. The design methods and outcomes are included so that others wishing to pursue the same study to a different population may do so.
The information in chapter 10 gives students such as I insight in to the successful development and implementation of the delivery of an instructional course. It would be best to learn from the text and other studies which were carried out as to how to proceed and carry out a study successfully. Much time can be saved by heeding the advice of those who have previously designed successful learning environments. It is prudent to learn from their successes and failures in the pursuit of successful course development.
Blog 2, January 31
I am posting late due to problems with the server and my lack of experience with posting blogs. Maybe I will get it figured out soon. : )
Blog 2, January 31, 2007
I have read chapters 9 and 10 of the Renninger & Shumar text. I did enjoy reading both chapters. I thought it was interesting to read how members of communities would rather listen to advice from non-professionals than professionals. I was reminded that in times past information give and take occurred between family members and neighbors more so than via professionals. I am speaking of the times when families lived close to one another and neighbors were more involved in each others lives. Younger women consulted the old women on advice from mothering to managing a household and other pertinent issue of the times. Women would gather to work together with a common goal of food preparation such as canning the crop yield, sewing etc. The community would gather to build barns, homes and other structures and help their neighbor. Many conversations regarding advice were exchanged at these types of gatherings. Today, our society is scattered more than in days past. We no longer have the congregating of families and friends to store food or sew quilts etc as was once a practice of survival. Families have moved apart and are fragmented making it more difficult to get advice from one another. The internet is a medium that brings individuals together in a community of sorts.
The professional contacts in the past were from physicians who practiced their medical work via home visits and not in offices. Today it is different. The availability of professional advice is limited to the practice of making appointments and paying with insurance and/or cash methods. I think that people seek out advice from peers online in much the same fashion as our parents and their parents did except the internet is available for the connection rather than just a walk down the street. Where I live, there is very little sharing of information from neighbors; I do not knock on doors to ask advice of any issue. The sense of community is distant rather than close enough to seek experience or advice. This is not to say that I am a not a good neighbor but neighborly behaviors exist in both being willing to be available for each other. I think that using the internet or advice from peers allows one to gather a variety of suggestions and then choose which advice seems to fit the need. I think that with the availability of “experts” online one uses these individuals as credible consultants for issues and advice.
Question 2 will be posted in a separate blog, I fear getting my work truncated again.
Julie
Blog 2, January 31, 2007
I have read chapters 9 and 10 of the Renninger & Shumar text. I did enjoy reading both chapters. I thought it was interesting to read how members of communities would rather listen to advice from non-professionals than professionals. I was reminded that in times past information give and take occurred between family members and neighbors more so than via professionals. I am speaking of the times when families lived close to one another and neighbors were more involved in each others lives. Younger women consulted the old women on advice from mothering to managing a household and other pertinent issue of the times. Women would gather to work together with a common goal of food preparation such as canning the crop yield, sewing etc. The community would gather to build barns, homes and other structures and help their neighbor. Many conversations regarding advice were exchanged at these types of gatherings. Today, our society is scattered more than in days past. We no longer have the congregating of families and friends to store food or sew quilts etc as was once a practice of survival. Families have moved apart and are fragmented making it more difficult to get advice from one another. The internet is a medium that brings individuals together in a community of sorts.
The professional contacts in the past were from physicians who practiced their medical work via home visits and not in offices. Today it is different. The availability of professional advice is limited to the practice of making appointments and paying with insurance and/or cash methods. I think that people seek out advice from peers online in much the same fashion as our parents and their parents did except the internet is available for the connection rather than just a walk down the street. Where I live, there is very little sharing of information from neighbors; I do not knock on doors to ask advice of any issue. The sense of community is distant rather than close enough to seek experience or advice. This is not to say that I am a not a good neighbor but neighborly behaviors exist in both being willing to be available for each other. I think that using the internet or advice from peers allows one to gather a variety of suggestions and then choose which advice seems to fit the need. I think that with the availability of “experts” online one uses these individuals as credible consultants for issues and advice.
Question 2 will be posted in a separate blog, I fear getting my work truncated again.
Julie
Saturday, January 20, 2007
Addendum to first blog
I apolize for the problem with the font color choice and the background color, I realize this may be difficult to read. I will get better at this!! I felt great panic when I thought I had lost my entire blog, but after searching around I found my blog. Of course, had I went to the "Help" section, I might not have needed to panic or at least my panic could have been less intense. I can do this, I can do this, I can do this.....say this 3 times....well....perhaps it will work.
This is the first time I have used a blog to journal or share some of my thoughts via this method for others to read. This first blog is in reference to an assignment for course EIPT 6423, Web-based design.
1. What is a community(how is it defined)? What is a virtual/online community? What brings people togther and what motivates them to stay together as members of a community? Cite examples from the recent issues of the Time magazine and/or from your personal experience with a real or cirtual community you belong to and discuss the concept of a community.
2. How are the real community and the virtual community similar and different at the same time? How do the emerging technologies, specifically the internet, "alter our sense of boudaries, participation, and identity" of a community(p 14, Shummar & Renniger)?
After reading the first question, I decided that doing a compare/contrast column would basically answer questions one and two. I have used the Renninger & Shumar text for the class as the basis of my answers.
PHYSICAL COMMUNITY:
Physical communities are less flexible and less durable. The are organized according to power such as in a church or kinship. Physical communities are bases on personal relationships and bonds of caring. They tend to be organic. Contents of interest are shared in a shared space. Communities are understood to exist in contiguous space to be temporally shynchronous, they share concerns and resources, quality of life, help etc. Physical communities have symbolic boundaries. Some examples of physical communities I have been involved in would be as a member of a church choir, we have a place to meet, we have a focused goal,%
1. What is a community(how is it defined)? What is a virtual/online community? What brings people togther and what motivates them to stay together as members of a community? Cite examples from the recent issues of the Time magazine and/or from your personal experience with a real or cirtual community you belong to and discuss the concept of a community.
2. How are the real community and the virtual community similar and different at the same time? How do the emerging technologies, specifically the internet, "alter our sense of boudaries, participation, and identity" of a community(p 14, Shummar & Renniger)?
After reading the first question, I decided that doing a compare/contrast column would basically answer questions one and two. I have used the Renninger & Shumar text for the class as the basis of my answers.
PHYSICAL COMMUNITY:
Physical communities are less flexible and less durable. The are organized according to power such as in a church or kinship. Physical communities are bases on personal relationships and bonds of caring. They tend to be organic. Contents of interest are shared in a shared space. Communities are understood to exist in contiguous space to be temporally shynchronous, they share concerns and resources, quality of life, help etc. Physical communities have symbolic boundaries. Some examples of physical communities I have been involved in would be as a member of a church choir, we have a place to meet, we have a focused goal,%
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