Session 4: Annotated Bibliography - Issues and Trends

1.Provide an example or multiple examples of effective use of each type of electronic information for eLearning. Be sure to provide specific information about what makes your indicated use “effective”. Explaining effectiveness in light of one of the media theories as presented in this session (or another media theory you prefer) is expected.

	Electronic Information	Effective Use	Media Theory
1	Textual Information   Media Richness Theory Diagram PNG	Textual information can be presented in the form of -Announcements -Documents:      -course outlines      -course notes      - policies      -assignment          instruction     -textbooks	According to the Media Richness Theory, developed by Daft and Dangle, the ability  information has to change understanding within a period of time, determines its richness. In the spectrum of social media richness, any communication that includes 1. provides instant feedback 2.transmits cues of face expressions 3.communicates through the use of natural language 4.and establishes a personal focus is considered richer or higher therefore providing a better form of Social presence in the realm of eLearning or distance learning. The Effective uses of Textual Information are through Announcements and a variety of Documents, such as course outlines, course notes, policies, assignments and instruction. .
2	Presentation Graphics Slide Show	-Powerpoint pres. -Keynote pres. -slide show	Powerpoint presentations and Keynote presentations  can be used as instruction delivering methods when uploaded to LMS systems, such as Moodle and Blackboard. These tools have proven to be effective, especially if slides integrate images and, or short clips. Though, also, considered less effective in the rich medium spectrum, because it does not implement live communication.
3	Spreadsheet and Databases	- online calendars -Excel gradebook	Spreadsheets and Databases can be used in the format of calendars and gradebooks programs. These tools have proven to be effective though considered less effective in the rich medium spectrum.
4	Multimedia Objects	-images -video files -music files	Multimedia presentations fall with in the higher spectrum of media richness. Social media may  include video files that may serve are visual tutorials, audio files, images in slide shows and audio as lectures.

Further Reading:
Social Presence Theory
 http://distance-educator.com/social-presence-in-online-learning-a-sepcial-contribtion-to-d-e-c/
Media Richness Theory
http://en.wikipedia.org/wiki/Media_richness_theory

2. Our text goes into some very specific detail on the proper formatting of textual information. Explain what you believe to be the most important guidelines for your use of textual information that are provided in the text and then create a sample text document (other than an announcement) that demonstrates the best practices of formatting textual information. Be sure to explain the purpose of the document and who the intended users are if that isn’t obvious from the document itself.

The proper formatting of textual information is essential in accomplishing the goal for which it was created. In my opinion, the ideal guideline for formatting textual information must include:

-Screen-readability, this will ensure the reader's access to the document on a desktop monitor or tablet without having to print it if the reader chooses not to print it.
Within the screen-readability, there are six design methods that help promote the readability of the textual document, these are-
a) Chunking Text: sectioning information, helps the reader make sense of the information provided on the form. It is also an a visual aid to readers' who may not feel as comfortable reading from a screen.
b) Using white spare, bulleted lists and other text attributes
c) Use URL links appropriately
d)Address user viewing preference
e) Require standard file formats

I have edited my Bible Counseling syllabus, using the text information on this outline. Some of the modifications I made are Chucking text, to make information more relevant to the reader. I also reduced the document from 3 pages to one visible page. I accomplished this by copying sections on the document on separate online documents and then pasting the new document URL as a link to the heading of the section.

3. What is the difference between synchronous and asynchronous communication as it is used in eLearning and how do you choose between the two for a given task?
The main difference between synchronous and asynchronous communication in eLearning is the ability students and instructors have to communicate content or ideas at the same time or in different times within a timeframe. Synchronous communication in the eLearning environment can take place in the form of a chat, a Skype call, etc, all members are able to communicate during the same timeframe.
In asynchronous communication, members of the class keep informed through means of forums and blogs, they communicate and share ideas when they have a chance to do so.

4. What technologies does your CMS/LMS have to support synchronous communication?
LMS systems support synchronous communication through some form of discussion. Chats are a great way to communicate in "real time". Usually chats display a whiteboard where participants's posts or inputs are displayed. Chats also work in the form a forums, in which  topic is presented and and participants respond or ask more questions about.

5. What technologies does your CMS/LMS have to support asynchronous communication?
LMS systems support asynchronous communication through the form of discussions. The electronic discussions can be supported through forums. In forums, instructors usually post a topic and members of the class respond in their own time. Other forms of forums are also blogs, where students post reflections or topics.

6. Describe a task or assignment you could use in an online class that would use either asynchronous or synchronous communication. Explain the task or assignment, identify the technology you would use to support the activity and explain why you chose that technology. Explain what you would do to ensure that the activity was successful.

One task I have assigned on the online Biblical counseling class (mentioned above), is for all students to contribute a post every other week. They are also to comment on two other posts by fellow students. It might seem as if the task is not demanding at all, but considering my students, most of them, non-computer users, this task has been a great personal challenge for them. One assignment I included as a requirement is the formation and attendance to study groups. Students are given the freedom to choose a their study group members, and they are to meet once every other week to support each other in completing assignments. Students attending the study session keep an attendance log, and those attending receive 50 points for doing so. When students attend lectures, they receive 55 points. Posting on the blog is worth 10 points and each comment is 5 points. In order to complete their Biblical Counseling Course, students are to accumulate 800-1000 points. We are currently on our last week, and as of now, I have had 93% participation on this blogging, asynchronous communication activity. www.faithtime.me

Session 3: Institutional Support for eLearning

Reflections about the event, specifically your thoughts on the content, method and technology used to support the guest speaker event.

• THOUGHTS ON CONTENT 

Issues in Designing e-Courses 

Most common challenges listed on the Designing online courses included Instructor's idea that their present course could just be "converted to online course. " One the chapter in the book that about the steps to take when starting to work with LMS. The first steps were about being concious about the time and commitment the process demands.
Another mistake instructors make is not being able to accurately predict the time and effort students will need to complete course tasks. For the most part, Instructors give unrealistic amounts of reading. Students then find themselves unable to do as much as is demanded.
ADA Compliance is a huge responsibility for the University; Instructors must be aware of what the requirements are and learn what methods to use to meet the standards. Making the Institution should provide instructors with techare to be accessible to all learners.
Two very important components in online learning, are the course objective and the assessments. According to Dr. Monighan, not being able to use multiple measures to assess online students is an common issue.

CHALLENGES for instructors
-Convert my course
-Components of modules should be long
-ADA Compliance
-How to structure multiple measure assessments
-How to manage time (group dynamics)

Is there an expectation difference from younger students than older students?
-Not so much in the academics. Younger students may have the ability to create multimedia, but are not  critical about technology use in academic research. Even if they are coming into the program with the ability to record or manipulate media, they are still in need to be informed of the media available and how to choose the appropriate media for the task.
-Degradation of communication skills thru email.
Also students today seemed unable to communicate effectively through email. Instead they choose to express through methods like short incomplete thoughts (text message like) in informal way
-Rubric for evaluation online course: It is different than a face to face, what really seem to matter is the objective and assessment components of the course are on the same page, and the learning is happening.
-Rise of Hybrid class and the rise of the flipped classroom an exciting idea, one clear benefit of blackboard discussions is the ability the instructor has to expect almost 100% participation.  Students seem to participate more in online blackboard discussions than they would do, in a face to face class, since all students are required to contribute to the post they will do. In the traditional face to face setting, it is almost certain that a few dominant speakers will lead the class discussion.

• WHAT IS A STANDARD OF TYPICAL ONLINE COURSE AT CSUSB?

The standard of typical online course at CSUSB is a ten-week long course with ten modules. Instructors have access to Blackboard as a means of delivering and providing course documents and other materials. Some of these may be in the form of audio files, video files, pdf files, powerpoint presentations or Youtube links to tutorials. Students are also allowed to submit responses by uploading files onto Blackboard. Instructors also the freedom to create their own websites and or use other LMS options such as Moodle.

• THOUGTHs ON THE USE OF TECHNOLOGY: TALKSHOE

This is the second opportunity to use Talkshoe as a means of meeting in a synchronous online session. I am not sure, but I kind of gathered that students that joined the conversation with cell phones had  different login problems than the students that called form a land line. Personally, I prefer to use Talkshoe over Skype because of the free calling option that the user has. On Thursday, I was in a place where I did not have internet access, and I did not want to use my phone as a hotspot, I decided to call as a means to join the conversation. At first, though I connected, I thought I only had limited access, since my password was not accepted. I went ahead and connected using my phone's hotspot. Once I was logged using the internet, I was able to type (ask) questions about connecting using my phone. I tried again and it worked.
My next investigation is to find if Talkshoe users abroad are also given access to a local phone number they can use to join conversation.

Session 2: Course Management Systems

Focus Questions for Chapter 1 and 4 

1. Central to our investigation of eLearning Technologies and Methods is gaining an understanding of Learning Management Systems (LMS) sometimes also called Course Management System (CMS) software. Chapter 1 of our text discusses the functionality of typical LMS/CMS, identifying four major categories. What are those categories?


The four major categories is which LMS are mainly useful to online instructors are:
1. Distribution of course information
2. Student Instructor and Student-Student Communication
3. Student Interaction with course resources
4.Online testing and grading


2. Use the Internet to find three different course management systems. Provide the name, a URL and a brief discussion of what you can find out about the similarities and differences between the three that you find.

	Name	URL	Description
CMS1	Udemy	www.udemy.com	Udemy is an online platform that allows instructors to build and promote online courses. Like most CM systems, course documents are made accesible to students as power points presentations, videos, audio files, PDF files, and even live presentations. It provides Student-Instructor interaction through a discussion board. Udemy is currently offering 8,000 online courses and it has 2 million enrollments. Instructors have the choice to charge for the course of offer it for free.
CMS2	Moodle	www.moodle.net www.moodle.com www.moodle.org	Moodle is a widely used open-source CMS, though this system was mentioned in the text, I still choose to explore it because its free and available to any instructor. Like Udemy and Blackboard, Moodle also allows the instructor to provide course material through PDF files, power point presentations, videos links, and audio files. Student are allowed to communicate with instructor via, private messages, and discussion boards. As an instructor, I found it very confusing an time absorbing trying to figure out how to register. I was not able to register as  private institution. Moodle has several websites, a .net, a .com and a .org. It also makes reference to several "Moodle Partners". One plus about Moodle is the wide support (tutorials) available on youtube and other paid platforms such as Udemy.
CMS3	Coursesite by Blackboard	https://www.coursesites.com /webapps/Bb-sites-course-creation-BBLEARN/pages/index.html	Coursesite is a free version  of Blackboard. Like the other systems, Coursesite provides a platform to upload documents and other files up to 500MB. Coursesite can be used by organizations, but it does not include the specific features Blackboard has that would benefit a large number of instructors. With Coursesite, instructors can have up to five courses running simultaneously, and an unlimited number of students. Blackboard user would find Coursesite familiar.

3. If you were going to create an online class right now, what LMS/CMS software would you use? Explain what you know about your system's functionality in each of the four areas identified by the book. (If you don't have access to LMS/CMS software just use Blackboard for your discussion in this area.)
After reading about these three systems, I would like to use Coursesite. I originally read about Udemy a few months ago, and was interested in delivering my counseling class through them, but did not. My interaction with Moodle was through an early childhood class my mother is taking through Union Institute and University. I thought it was quite confusing and not so user friendly considering the students taking the course. I helped my mother upload her documents and post on the discussion board. I found it difficult to locate and open private messages. I have used Blackboard and found it user-friendly, and knowing Coursesite is similar, then I would think it is easier for myself and my students to try it out.

4. Chapter 1 of our text identifies six steps for getting started with eLearning. Discuss each step and use each step as a springboard for discussing what you want to do with eLearning either now or in the future.

 SIX STEPS FOR GETTING STARTED WITH LMS

	Steps	Description
1	Ask yourself why	Instructor has to be clear what is his or her reason to get started. Being clear with the objective, will help the instructor to keep going as he or she faces the challenges of developing online courses.
2	Make a Commitment	Instructors must know that starting the process means change; time, lots of time, and a heavier workload, at least at first.
3	Develop a New Vision for Your Course and How you Teach	For this step, instructors must reflect on their own style of teaching and understand what works for them and their students. Also, to identify what does not work. By doing this, the instructor will have a better idea of which technology is best suited for the purpose of the course and the students.
4	Determine the Resources Available to you	Instructors must know which resources are available to them through their institution. They should also know their limitations. One libation may be student access to the resource. If students cannot access it, then the time and effort spent developing such feature, would have been unnecessary.
5	Acquire New Technology Skills and Develop New Instructional Methods	Instructors must have a commitment to learning and implementing new technological methods and skills. This process will promote change and a new way of seeing education. It might even modify the way Instructor teaches face to face, since most of not all learning applications are created with the Psychology of how people learn. Instructors will also become aware of the recommended technological instructional skill and standards for educator and students in the different grade levels. This information is hardly known among most k-6 educators.
6	Plan	Once steps 1-5 are in place, then the instructor is ready to begin the planning of the course. As I learned in ETEC 541, this process may include 11 steps, and lost of planning. It is essential that most of the time is used planning so that implementation would not be full of negative surprises.

5. Chapter 4 of our text discusses the functionality of specific LMS/CMS tools in terms of being for one-way communication, two-way communication or for organization. Explain the key differences between one-way and two-way communication and identify the tools  your LMS/CMS provides for each type of communication.

ONE-WAY COMM	TWO-WAY COMM	KEY DIFFERENCES	TOOL  MY LMS/CMS PROVIDES
-Announcements and Documents -Uploaded documents -Gradebooks -email -Homepages -External links	-Discussions boards -Whiteboards -Online Tests -Private Storage Space	Key differences in one-way and two-way communication tools is that in one-way tools only provide information and or resources, while two-way tools allow for student-student, student-instructor interaction.	The tools I am currently using are both one-way and two-way. Blackboard provides access to the tools listed on the first two colums.

6. Consider how a CMS/LMS supports the three types of interaction (Student-Content, Student-Instructor, Student-Student) that were discussed in the first session 1 presentation. Specifically, list all of the tools or features that your CMS  (as discussed in question 3 above) offers. Then identify each type of interaction that each tool would support. Finally, explain what you know about the strengths and weaknesses of each tool to support the type of interaction you identify for it.

Tools	Interaction supported	Strengths / Weaknesses
-Announcements and Documents	Student-Teacher	S: Teacher is able to send mass messages to students. S: every posted material is dated.
-Uploaded documents	Student-Teacher	S: Uploaded material is mostly for student-Teacher interaction.
-Grade books	Student-Teacher	W: students is not able to modify  S: student has access and is aware of his or her grades all the time.
-email	Student-Teacher Student-Student	S: Instant feedback, most of the time. S: student may work on projects together through google docs
-Homepages	Student-Content	W:Instructor might find it difficult to update all course website. S: Provide student with better support for course info.
-External links	Student-Content	S: more resources for students
-Discussions boards	Student-Teacher Student-Student	S: room for more interaction  and student input
-Whiteboards	Student-Teacher Student-Student	S: room for more for synchronous and asynchronous interaction
-Online Tests	Student-Teacher Student-Student	S: Instact feedback W: Students might not be familiar with online testing, may result in a lower grade.
-Private Storage Space	Student-Content	S: Instructor does not have to purchase another web services to upload information.
-Student Profiles	Student-Teacher Student-Student	S: allows students to build a profile to build a sense of an online learning community.

Session1: Introduction

INTRODUCTION:

My name is Jenny Lopez, I am a returning student to the Instructional Technology Program. My experience with instructional technology has been wide as it pertains to its daily use in the elementary classroom. I have been an elementary school teacher since 2001, and staff developer in for Science Instruction at this level for eight years. The process of brainstorming, implementing, revising and evaluating has been widely promoted during teacher planning meetings, and is becoming the norm in planning for instruction even at the elementary level. As a public school teacher, I may not have too many options on the level of technology I have access to deliver my instruction, but I do have the daily opportunity to meet with my students and collect their work, make rubrics that helps me focus on the teaching objectives, and design conceptual instruction that gives my students a better chance to succeed in the all academic areas of instruction.

My personal goal is to enhance my knowledge on where e-learning is heading and create an active link to my teaching profession.

Outside my school hours, I am a lecturer and instructor of Bible Counseling Courses. In this area, I am always open to find and implement ways of instructions that can reach people worldwide. In my favor, I have, the wide access to the internet, even in the most remote places. The challenge is that, for the most part those that access it, do it for informal ways of simple communication, and not for formal instruction. To me this is both a challenge and an opportunity to learn and implement!

e-interaction preference
Regarding my preference for online interaction- I truly appreciate the asynchronous activities. My time to read and complete assignments is usually late into the night when my three children are asleep. I also squeeze some of my course reading during my lunch hour. Blogging and emailing has worked for me. Knowing my assignments ahead of time also allows me to think ahead and and plan how locate resources. Blackboard is also extremely helpful for updates. I would love to have the opportunity to meet face to face, but distance is also an obstacle for me. If I had to attend class sessions at the main campus I would probably get home pass midnight and that would create a conflict with my babysitting arrangements. A face to face session would be beneficial in many aspects. Therefore a knowing the date ahead of time would be helpful.