Common feedback for Assignment 3

Below is the common feedback for Assignment 3 to help us to improve ideas, designs, and development. 

Several of you found this assignment challenging. This is likely originated from that we are not used to such detailed design for an online learning community. In addition, Harasim's OCoP model strengthens both quantitative and qualitative designs and assessments. There were several classmates' designs that were creative and effective.

• Design Ideas: I like many of your design ideas.  Some of you challenge yourself with very innovative and creative ideas, such as mobile learning and augmented reality.
• OCoP: Be sure to read: Harasim's Chapter 9: OCL Scenarios Online Communities of Practice. Our final PD should integrate, support, and sustain OCoP.  Harasim's model covered several indicators, areas/elements. Apply them closely to guide your design by addressing your ideas or activities etc. Some of your designs were too general. OCoP Framework for Analysis on P.165 is a good place to give you an overall design model on what you should cover. One of our classmates made an excellent observation: While working on Assignment 3, I noticed ETC645's OCoP was based on Harasim's OCoP design model. ETC645 instructions were grounded and aligned with the model.
• Targeted Audiences: Some of you include "students" as your stakeholder.  Since this is PD, we may not want to mix both teachers/parents and students since they have very different learning goals.  In some ways, not limited to, the content of the digital citizenship for teachers/parents and students may be similar to each other.  But what else do we need to cover for teachers/parents?  If you plan to include "students" in your PD, your unit will be much larger.  It is fine but be sure to be comprehensive.  The same content for both teachers/parents and students may not be appropriate.
• Online Instructions: Our activities must be completely "online" since our final project is a complete "online PD."
• Targeted Audiences: Some of you include "students" as your stakeholder.  Since this is PD, we may not want to mix both teachers/parents and students since they have very different learning goals.  In some ways, not limited to, the content of the digital citizenship for teachers/parents and students may be similar to each other.  But what else we need to cover for teachers/parents?  If you plan to include "students" in your PD, your unit will be much larger.  It is fine but be sure to be comprehensive.  The same content for both teachers/parents and students may not be appropriate.
• Assessment:
• OCoP suggests tracking data.  Tracking data is more than just counting # of postings.  There are many tracking data available for us to use, such as how frequently they access, how long they stay, what pages they visit at what days and hours etc.  The availability of these tracking data would depend on what technology you integrate.  In addition, SNA, like what we do for our lesson discussion feedback, could be another effective way to assess community building and social engagement.
• Many intend to use rubrics or surveys to assess the PD delivery technology and instructional strategies. In our final PD, be sure to include your assessment instruments (rubrics, survey, questionnaire, or reflection etc.). 
• Q: Should I incorporate the feedback and comments into our group final PD?

A: Yes. Do your best. Review Harasim's OCoP model to guide your design of group final PD.