You have received Lesson 3 discussion and Assignment 2 grades and feedback. Here are my reflections to your further learning. Continue your good work in the upcoming lessons.
Lesson 3 Discussions
· Be sure to respond to the questions raised by the classmates, and the instructor. Frequently, I respond to your initial postings to the key questions. Be sure to check whether you receive any questions. It will improve your interactivity.
· Use your own words: to respond to key questions. It is relevant to quote and summarize the readings but it shouldn't be the only thing included in the postings. Digest the readings and share your insights with the class.
· Asking other questions: It is appropriate to ask others questions. Ask good questions. Asking questions that deepen our understanding. In fact, asking good questions is harder than providing good answers because it shows how much we know.
· Q: I notice that if I don't post the thorough responses to the key questions in the 1st posting period, I receive more questions from others.
o A: It is likely. When our classmates read your postings, if the postings are not thorough, likely, we will receive more responses. Be sure to post your initial posting early and be thorough and comprehensive.
- Data-Informed Instructions & Learning Analytics: We continue providing both individual qualitative and quantitative feedback to help you to understand your "interactivity." The quantitative feedbacks with Social Network Analysis (SNA) data are based on your individualized personal learning analytic data. With this information, you know what role you play and your interactivity level. Based on presented data, you can adjust your interactivity and role for the upcoming discussions. We will deepen our understanding in data-informed instructions and learning analytics in ETC655.
- SNA, Data-Informed Instruction, and Learning analytic are emerging fields to build effective PLEs. I hope you will find them useful to your learning. Extracting these individualized data isn't easy in the BBLearn system. I will do my best to provide you with individualized data to help you to organize your PLE. Quantity doesn't represent our learning performance. So, I provide qualitative feedback to help us to improve our lesson discussion performance.
Here are my reflections on Lesson 3 discussion topics to help you to conclude each discussion topic.
KEY-1-Online Technology: Instructor's Reflection: The Media Debate
I really enjoy reading your posting in analyzing how online technology may impact learning, particularly I like many of you analyzing web 2.0 or social network technologies.
While reading your posting, it reminds me of the The Media Debate, or called, Kozma-Clark Debate. I would like to use this classic debate to conclude our discussion in this thread.
It is a classic debate on whether media/technology influences learning.
Clark's argument: Teaching methods have the most influence on learning. Media is merely a delivery device and has no significant difference in the learning outcome.
Kozma believes and what Clark believes is that media could and should be used more than a vehicle for delivery.
If you are not familiar with this debate, I encourage you to conduct more readings on Kozma-Clark Debate
Are you on Kozma's or Clark's side?
With Web 2.0 or social network technology, is Kozma-Clark debate still relevant to online learning? Challenge yourself with these questions.
We must remember online technologies or social media are not inherently social (Siemen & Cormier, 2009) or interactive. Online technologies are social and interactive only when an individual perceives its use to interact with others. For teachers, they are social and interactive only when we apply interactive online instructional strategies to design effective online learning activities to engage our online learners.
Here are a few questions to challenge your understanding in online learning.
Within all six types of interactions, what interactions are more critical to online learning?
Technology is critical to online learning. Why is technology not included in the six types of online interaction? Shouldn't learner-interface/technology interaction be critical?
If online technology shouldn't be seen as replicating FTF instructions, what role should online learning play in human learning?
References
Siemens, G., & Cormier, D. (2009, July 8). Social media: Trends and implications for learning.
KEY-2-Online Multimedia: Instructor's Reflections
Online multimedia tends to be in a more linear learning format which is generally not considered as effective and personalized learning design. Have you read and heard about Khan Academy's debates? If not, see: http://www.washingtonpost.com/blogs/answer-sheet/post/khan-academy-readers-weigh-in/2012/08/02/gJQA83rW9W_blog.html
I would like you to challenge yourself with these questions to wrap up our discussion: how can we make online multimedia more effective for learners? Any way to improve linear-format and make it more personalized? If multimedia is all we need for online learning, doesn't it mean we don't need online instructors? All we need to do is just purchase some online multimedia content. Correct?!
KEY-3-Discussion Board: Instructor's Reflection
I hope you have a better understanding of the importance of online discussion in online learning. Online discussion board is considered one of the most effective instructional strategies to engage learners in knowledge construction and to teach critical thinking skills. Educators continue to integrate asynchronous online discussions boards to enhance learning in completely online, hybrid, or Web-enhanced instructions because research has evidently concluded that online discussions support learners and instructors to challenge, reform, and synthesize their current views of knowledge through in-depth interaction with other learners. Researchers agree that asynchronous online discussions frame a constructivist learning approach to enhance interaction, analysis, and collaboration of discussion participants and critical thinking skills. More specifically, research has concluded that asynchronous threaded discussions effectively facilitate learners' meta-cognitive awareness and development of self-regulatory processes and strategies.
Do you know different methods of learning may result in different amounts of information that is retained? Learning retention (Sousa, 1998)
Lecture = 5%
Reading = 10%
Audiovisual = 20%
Demonstration = 30%
Discussion Group = 50%
Practice by doing = 75%
Teach others / immediate use of learning = 90%
Sousa, D.A. (1998). Learning Manual for How the Brain Learns. Thousand Oaks: Corwin Press.
ETC645 highly values online discussion and learner-facilitate online discussion. Our intention is to reach higher learning effectiveness (50%-90%). So please do actively and interactive participate, contribute, and facilitate our online lesson discussions.
From the perspective of discussion strategies
Dallimore, Hertenstein, & Platt's (2016) study found online discussion instructions:
- increases engagement;
- helps students retain and remember information;
- confirms what they have already learned;
- provides clarification of prior learning; and
- deepens their understanding especially through hands-on and application-based learning opportunities.
Online Discussion Board is a technology while online discussion is a type of activity. Do you think just asking learners to participate in online discussions will result in effective learning?
Here is my own story to share with you.
When I taught online for the first time in an online format, I asked the students to participate in the online discussions. My goal was to engage the students in active and interactive learner-learner interaction in addition to learner-content, and learner-instructor interaction. After the deadline, there was no posting. What happened?
We will revisit online discussion instructional/strategies/moderation in Lesson 8 discussion. Don't forget to share your thoughts with us.
Reference:
Dallimore, E. J., Hertenstein, J. H., & Platt, M. B. (2016), Creating a Community of Learning Through Classroom Discussion: Student Perceptions of the Relationships Among Participation, Learning, Comfort and Preparation, Journal on Excellence in College Teaching, 27(3), 137-171.
From the perspective of multimedia discussion board: Multimodality Representations (MMR)
When we think of online learning activities, what probably comes to mind first is using computers to participate in text-based online learning. In fact, online learning activities are not limited to text-based communication, to computers, nor to online discussions. Instead, they can be implemented as multimodality representations (MMR). The media can be text, audio, video, or all three. The devices can be computers, telephones, tablets, or smartphones. The tools can be VoiceThread, Vialogues, or Twitter.
Activities can involve online discussions, storytelling, language learning, drama, and more. With the features of multimodalities representation, open network learning can become more creative and diversified and move beyond desktop computers to meet learners' personal needs, as well as reflect social and cultural contexts. It is among your responsibilities to ensure that the integrated online instructions are interactive and to foster and facilitate learners' creativity and learning needs.
MMR is a powerful way to engage learners in active learning. Don't limit your MMR design to online discussion activities or the VoiceThread tool. Digital storytelling, language learning, or drama learning can also be used effectively. Vialogues, blogs, Twitter, or Facebook can help you achieve effective MMR instruction as well. Remember, many MMR tools allow students to comment by using multimedia formats and different devices, such as mobile devices.
Assignment 3: Online Learning Instructional Strategies for OCoP
· Your design and ideas for Assignment 3 can be applied to your group final professional development if you and your group members coordinate them but are not required to do so. It is an individual assignment.
Group work
· Have your groups started planning our group final project? Start early!
· Continue coordinating your group work.
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