(same message posted on discussion board & email)
I hope you had a productive Lesson 1: Orientation week for ETC645. Our class instructional designs and structures are very different from other courses. This is because the course designs are the part of content and journey we need to experience and to learn.
We will use "Instructor's Notes" to provide general feedback and comments to support your continuous learning enhancement. Typically, I will disseminate 1 or 2 each week. They will be posted on course twitter feeds, BBLearn, and sometimes via NAU emails. This "Instructor's Notes" contains THREE parts: Lesson discussions, Assignment 1 general feedback, and others. This one is longer since I would like to communicate a clear course expectation.
Higher quality of assignment products. Because 600 level.
Self-Introduction
Feel free to continue our conversations in the self-introduction thread. In fact, there are many responses that continue. Don't miss them. It has been my privilege and joy to learn more about your names, work, and life. Each story of yours has captivated me.
Lesson Discussions
Lesson discussion, one third of the course grade, is a key design to engage students in three types of interaction (learner-learner, learner-content, & learner-instructor to strengthen higher critical thinking skills. Remember we are graduate students in an upper division course (600 level). We need to be able to justify our ideas with logical arguments thoroughly with details in each of our postings.
Below are a few questions asked by the classmates.
Q: What are the two posting periods?
A: Two posting periods are to ensure we have more "interactive" discussion rather than Q&A. More notably, it would facilitate active and interactive learner-learner interaction.
1st Posting Period (Monday-Thursday): Respond to ALL KEY discussion questions thoroughly to engage in "learner-content" interaction. More formal but not quite like a term paper. Avoid any last-minute work. Based on the research, those who post early and engage interconnectivity would transform into well-resourced learners.
2nd Posting Period: (Friday-Sunday): Read and respond to others' postings. Often, our classmates, moderators, and I ask you questions based on your postings. In the 2nd period, we engage in more "learner-learner and/or learner-instructor" interactions. It is like semi-formal discussions. More like conversations.
Q: Why finish the lesson readings before it starts?
A: Finishing lesson reading before the lesson would allow us to focus on discussion interaction. We need to read others' postings and respond to them, therefore, it could be very demanding. Finish reading early. In addition, it depends on your personal knowledge and skills on discussion topics, you may need to conduct further inquiry readings other than the required ones.
Q: Can the postings in the 1st posting period be counted toward the 2nd period and vice versa?
A: No. Just meeting the total posting numbers does not completely fulfill the requirements. However, you could engage in learner-learner interaction in both posting periods. In fact, many previous students do so. Late submission does not recruit any credit.
Q: How many should I post?
A: Total six postings for each lesson. Responding to all key discussion questions and 2 or 3 responding to others' is the minimum. Previous students' average postings per person lesson was around 11-12 postings. You should insist on strict adherence to your quality work for the postings.
Q: What is the length requirement for the discussion posts? Bullet points acceptable?
A: There is no specific length requirement. Generally, to address each question and sub-questions thoroughly. Previous students found using the guiding (sub)questions to prompt the responses useful. It is not a research paper. One paragraph probably is difficult to address the depth and breadth of the question(s). Thorough arguments with clear justifications are the keys. You have many reflections, observations and examinations that you could share with the class. Don't hold them back. Bulletin points are fine but thorough and comprehensive are the keys.
Q: Can I follow up on my own responses to the key discussion questions?
A: Yes. If you feel your first attempt at the key questions is not thorough, you are encouraged to post follow-up postings to demonstrate your understanding on the discussion topics.
Q: It sounds very intimidating. What should I do?
A: Do your best. Finish the readings before the lesson starts. Moderators and I will be assisting you. Lesson 2 discussion is critical since it sets a good model for the upcoming lessons. Previous students indicated that they learned the most from our lesson discussions, particularly active and interactive learner-learner interaction in the 2nd posting period. If the postings are bereft of details, logical reasoning, and justification, you may notice that many classmates would point them out and ask you to justify your arguments.
Assignment 1 Common Feedback
· How can I improve the assignment?
o When we provide our arguments/opinions, be sure to justify your arguments, perhaps provide relevant instructional design key points from literature or examples to support your statements.
o The Justifications could be made from instructional designers, different stakeholders or other perspectives etc. More specifically, focus on instructional design from pedagogy (interaction, collaboration, community building), technology integration, and technical aspects. It is more than just personal opinions. Remember ETC600 level courses are to prepare us as technology leaders.
o Your analyses should be based on your own experiences and grounded with professional knowledge. Just discussing our own experiences is not comprehensive enough.
o Spell check!!
o It was great to see many of you went beyond in providing thoughtful and professional analyses and reflections from multiple perspectives with rich resources. Continue your great work.
· Access your PLE regularly
o Access your PLE(s) regularly; therefore, you truly understand the core values of PLE.
· Self-regulated learning skills
o Within PLE, the process of self-directed learning requires a degree of self-awareness and the skills of self-regulation. Many of us may have never taken the time to think about their meta-cognition or to reflect on how we learn best. We need to make sure we are ready for the responsibility that comes with building and managing a PLE. In ETC655, we will integrate PLE and ONLE (Open Network Learning Environment) in a broader sense.
· Multiple PLE Platforms
o Personally, I visit my Netvibes, Symbaloo, Google Chrome, RSS, and mobile apps when I start working on my teaching, learning, and other tasks. My PLE provides a good glance of my teaching and learning updates without visiting BBLearn. I keep my PLE accessible all the time when I am working on my computers. When I am not on my computer, my smartphone with apps provide me similar functions to achieve mobile learning.
· PLE Platform
o One of our classmates shared an outstanding reflection with us. PLE platforms can be categorized into 2-3 types: live-feed based, bookmark-based, and hybrid (mixed live-feed & bookmark). Do you agree? Which type of PLE platform is more effective for online learning? Some argued that PLE is just like bookmarks. Do you agree or disagree? Share your thoughts with us in Lesson 2 discussion.
· Be sure to follow the assignment naming system: ETC645-Tu-Chih-A1.
Assignment 1 Common Feedback
· Thoughtful analyses
- I appreciate many thorough analyses on the differences between PLE and LMS. The differences between both are manifold. I summarized a few of them shared by the classmates with you: Access, Organization, Scope, Control, Locus of Control, Open/Close, Self-regulated learning skills, and Adaptability.
- By using these lenses to analyze the differences between PLE and LMS would enrich your knowledge.
· How to improve?
- Although this assignment was not a full paper; we need to apply our logical and critical skills to analyze and to present our critics. As graduate students, we should apply "syllogism," a three-part logical argument, to present any of our arguments. More importantly, our perspectives should be framed from the lens of "instructional design," and your professional opinion with personal experiences. Solely sharing personal experiences is insufficient.
- To earn ideal grades, we need to present vigor with pellucid critics.
o Spell check!!
· Self-regulated learning skills
o Within PLE, the process of self-directed learning requires a degree of self-awareness and the skills of self-regulation. Many of us may have never taken the time to think about their meta-cognition or to reflect on how we learn best. We need to make sure we are ready for the responsibility that comes with building and managing a PLE.
· Multiple PLE Platforms
o Personally, I visit my Netvibes, Symbaloo, Google Chrome, RSS, and mobile apps when I start working on my teaching, learning, and other tasks. My PLE provides a good glance of my teaching and learning updates without visiting BBLearn. I keep my PLE accessible all the time when I am working on my computers. When I am not on my computer, my smartphone with apps provides me similar functions to achieve mobile learning.
· Q: Can I respond to your comments on Google Docs?
o A: Yes, it is highly encouraged to do so; therefore, the provided comments veer into another interactive learning opportunity (student-teacher interaction). Many students have done so already. It is our intention to integrate Google Docs as an interactive learning process.
· Integrate for all types of learning
o You can integrate your PLE for other courses, if applicable. For those of you who will be taking ETC655 with me in the 2nd 8-week session this semester, you can apply the same PLE for both courses.
o Apply your PLE for your formal, non-formal, informal, and lifelong learning.
· Q: Can I submit/share my assignments via Google Docs earlier than the deadline?
o A: Yes, you can submit/share your assignments with me earlier and continue working on your assignment. Just be sure to complete it by the deadline.
· Q: Can I respond to your comments on Google Docs?
o A: Yes, it is highly encouraged to do so; therefore, the provided comments veer into another interactive learning opportunity (student-teacher interaction). Many students have done so already. It is our intention to integrate Google Docs as an interactive learning process.
· Q: Can I use my PLE other than Symbaloo, Netvibes, Chrome, mobile apps etc.?
o A: YES! PLE is not limited to certain platforms. In fact, we have a few classmates using different PLE platforms, such as RSS aggregator etc. Remember, PLE is more than just a technical platform. It is a pedagogy (learning paradigm), a learning concept, and a learning environment. We can use different platforms, tools, and technologies but we can achieve the same or similar tasks. This is why we call it a "personal" learning environment.
· Integrate for all types of learning
o You can integrate your PLE for other courses, if applicable. For those of you who will be taking ETC655 with me in the 2nd 8-week session this semester, you can apply the same PLE for both courses.
o Apply your PLE for your formal, non-formal, informal, and lifelong learning.
Others
Q: In Lesson 1, I filled out a Digital Interaction Survey, how can I use it to enhance my learning experiences in our class?
A: You should receive a copy of your survey result in your email. Based on the previous students' experiences:
To have positive learning experiences in general, you should score 5 or higher for all questions.
· Part A: Computer-Mediated Communication;
· Part B: Web 2.0;
· Part C: Digital mobile technology
· Part D: Network Self-Regulated Learning
· Part F: Community of Inquiry (CoI)
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