Since this is the first graded discussion activities, I reflect on what we have accomplished in Assignment 1: PLE and the 1st posting period for Lesson 2 discussions to help us to improve our learning experiences.
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, 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.
Lesson Discussions
What we did right:
· Responded to ALL KEY discussion questions by Thursday.
· I saw many thorough and comprehensive responses to the key discussions with relevant and strong reference supports other than the required readings. Additional references are always encouraged to strengthen your logical arguments. Continue your great work.
· Some of you started to respond to other students' postings. It is a great way to engage us in more learner-learner interaction. Predicated on nebulous research, early responses result in effective learning with greater learning outcomes.
What we can advance:
· Be thorough on any responses with logical elaboration and justification. Just pointing something out is not considered good reasoning. ETC645 is a course with one of the highest course numbers. We are expected to demonstrate strong logical reasoning and critical thinking skills in any of our learning products and communications. Your preeminent logical and critical thinking skills would distinguish you from others.
· Update the "Subject" field to reflect the key points of our posting; therefore, the subject is meaningful rather than reading like "KEY-1-Foundation of OL" or "RE: RE: RE: KEY-1-Foundation of OL." See my postings for the examples.
· As a courtesy, respond to the questions raised by the moderators, the classmates, and me to your postings.
· Post early so your great ideas won't be taken. Research showed the students how posted early obtained better learning outcomes, learning grades, and positive learning experiences.
At least 2 postings in the 2nd posting period (Friday-Sunday)
· You can:
o Respond to the questions raised by others to your postings.
o Respond to the Follow-Up questions posted by the instructor
o Respond to others' postings.
· Total 6 posting at least for Lesson 2 (Previous students' average was 12 postings)
Q: I have responded to others' postings in the 1st posting period. Can they be counted toward to the 2nd posting period?
A: No. Be sure you have two postings in the 2nd posting period.
Q: I saw you posted "Follow-up" messages to each key question. Am I required to respond to all "Follow-Up" questions?
A: Not necessary. If you have any good thoughts, reflections, or comments, why not to share it.
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