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