Session 8: Final Project

Option 2: Develop a Course Outline In this option you will develop an outline for an entire online (or hybrid) course. 
You must include:


For my final project I will develop the course outline of a Biblical Discipleship Course for Youth Ministries. The course will be 9-10 session in length.

 I will develop:
-a Syllabus -Topics and Objectives for each session in the class.
-Choose the appropriate technology and online platform for the course
-Include the three types of interactions and will describe how to each is supported with technology.
-I will suggest a list of reading materials.
-Assessments will be throughout the sessions most like in the form of assignments completions.

Session 7: ADA Assignments

1. What are three types of disabilities that students in a course you create might have? Explain the accommodations that you would need to provide for each.

Three types of disabilities students might have in a online course are :
- Color Blindness: To accommodate students with this disability in an online class, the information provided must be displayed with high contrast, for example, the background of the screen should be a light and the font dark, and images should should not be monotone pictures. The selection of font and background color should also avoid red-green-blue combinations. Instructor should not use color to convey meaning, instead, instructor or designer should use variation in font color and size.
-Seizure: Students with propensity of having seizures also need a variety of support and accommodations. The ones suggested are related to vision. To avoid any incidents information should not be displayed as flickering images, fast moving animations or in colors or shapes that may suggest an optical illusion.
-Motor Skills: Some students deal with physical disabilities on their hands, and fingers. To give them better access to the online tools, enabling keyboard control instead of just the use of the mouse. Also, within the website, students should be able to have access to internal navigation in order to skip long sections of text, therefore avoid repetitive scrolling.

2. According to the text, what is the percentage of the population that has a visual, auditory or physical limitation? How does that compare to other sources for this information. (Please list at least one other source you found.)

 Figures on this chart(based on http://trace.wisc.edu/docs/function-aging/,
Trace R&D Center, used with permission) show the increase in disability with aging.

According to the text 29% of families in the United States have at least one family member with a disability.
Disabilities  are not limited to those born with them, or those that suffer an accident, according to "Understanding Web Accessibility" is Chapter 1 of the book Web Accessibility: Web Standards and Regulatory Compliance, published in 2006. There is an increase of disabilities in population as the population ages. As an example, in a population of 18-24 year olds, the percertage of disabilities is 9.5 while a group of seniors of 75 and older, the disability percentage booms to a 64%.
3. Identify three factors other than the actual disabilities that exist in your student population that influence how an institution or a course creator is required to address ADA in an online course.
Three factors other than the actual disabilities that influence how an institution is required to address ADA in an online course are:
Student population age factor- As mentioned in the previous answer, another factor to consider is, student age. As people age, disabilities increase.
Commitment to Accessibility- Making an online course accessible to all students is a great responsibility. In some cases, providing the option of face-to-face support, may be necessary.

4. According to the text, what is "assistive technology"? Give some examples.
Assistive technology are tools, such as equipment, software, and, or other products that may improve or enhance the capabilities of an individual with disabilities. Some examples are: Computer screen readers, electronic devices such as wheelchairs, and pencil holder among other many other tools.
http://www.atia.org/i4a/pages/index.cfm?pageid=3859

5. Identify and explain two different ways to check a webpage to ensure that it meets the needs of disabled students.
http://www.ada.gov/pcatoolkit/chap5toolkit.htm
The ADA.gov website provides a list of specific requirements a website must include. Here are two:
a) Images if used must have a text equivalent. This will ensure that students with limited or no vision are able to use the readability feature, which does not interpret images alone.
b) Documents in accessible format. Most websites make documents accessible using PDF format. The problem is that PDF files cannot be read by the screen reader, and in some cases PDF documents cannot be enlarged for better visibility.

6. Identify two types of presentations used in online courses (for example, podcasts, PowerPoints, Videos, Slide Shows, etc.) and that you might use and explain how you can ensure that each is ADA compliant.
Two types of presentations I may use in online course are podcasts and powerpoint presentations. 
A podcast, can be make accessible on text form and audio form. Students will have the option of reading it or listening to it. Also some students may chose to follow along the podcast for better comprehension.
Another type of presentation that works well is a Power Point presentation or Keynote presentation. These type of files allow instructors to deliver lecture outlines, specific information on topics. Slide presentations also allow instructors to insert videos or voice files.

7. Develop a course usability checklist that is appropriate for your anticipated needs. Use the example provided in the text as a starting point and explain your modifications.

Session 6 Assessment Vs. Evaluation

1. What is the difference between assessment and evaluation?
The terms assessment and evaluation have different definitions and roles in eLearning. Both, instructors and students must have a clear understanding of each one in order to effectively assess student learning and evaluate assessments, course work and other components of the class.
A simple definition of assessment is the process of collection student performance data in order to determine his or her level of learning. For example, a quiz on specific readings, the completion of a task written based on student knowledge.
On the other hand, I see, evaluation as the process of judging the level in which knowledge, or skills have been gained, or acquired by examining the assessment used, and the cumulative student response.

2. What are the challenges to assessment and evaluation in eLearning?
Some of the challenges instructors may encounter in eLearning are related to assessment efficiency and precision. Is the assessment tool chosen really measuring student engagement, learning and mastery of the subject? Are students following the assessment instructions, when no one is supervising? Instructors of eLearning must analyze a combination of factors to determine the best way to assess student learning and to evaluate the level of mastery.

3. Explain the possible use of an online portfolio in eLearning.
Online portfolios are type of self-assessment. In distance learning, I, find ePortfolios one of the bests tools to not only assess student learning, but to also "observe" student ownership of their learning. ePortfolios are online files that demonstrate student academic exposure, along with proof of their ability to use that knowledge to produce a marketable product. When students are introduced to ePortfolios early in a course of study, the student has been given a great chance to collect (in a central online space) work that otherwise might go unnoticed course after course. An ePortfolio allow prospective employers to examine what knowledge and skills students are acquiring prior to  employment.

4. Identify at least two ways to measure student participation in an online class and explain how you think these methods can factor into the students' grade in the course.

The textbook identifies two ways to measure student participation in online learning, one is electronic discussions, and the second one is rewarding students for using coursesite components.
For online discussions the author offers the suggestion of explaining its grading criteria early in the course. Data shows that students who are not rewarded for online discussions will choose not to participate. A clear communication on discussion expectations and grading sets the tone on the importance of student participation on this task. While rewarding students is a great incentive, rewarding them for logging onto cousesite is not the best approach. Due to system tracking limitations, students are able to manipulate the statistics of the system, resulting in altered data.
There are also other ways to measure student participation in online classes, another way would be to create opportunities for students and instructor to participate in real time chats, voice conversations in media such Talkshoe. To measure student participation on these activities, instructor may request a link to the voice recording or to the chat room or site, students met.
Providing a rubric for each activity will always be necessary.
*http://www.edudemic.com/participate-in-online-courses/

5. Define peer evaluation and describe its advantages and disadvantages.
Peer evaluation refers to the concept of students evaluating peer's academic contribution in the completion of an online task. Peer evaluation is not only used in online settings, it is also widely common in face-to-face settings and in the corporate world.
Some of the advantages of peer evaluation is the fact that participants, may have more time to post detailed feedback to peers, whereas instructor may not. Another advantage is that students may feel more at ease to comment and make suggestions on each others' work. Resulting in an 2-way communication between the two.
A few disadvantages would include, lack of substantial feedback, mainly because students are not experts in the topic, and also student resistance to engage in evaluating the work of other students. The latter could be a result of vague communication from instructor on the student participation expectations. As in any task, peer evaluation also requires detailed and precise guidelines.

*http://onlinelearninginsights.wordpress.com/2012/03/30/making-peer-evaluations-work-in-online-learning/

6. Describe a possible group assignment for an online class and explain how to evaluate student performance in the group assignment.

INSTRUCTOR: JLopez

SUBJECT: 4th grade Earth Science

MATERIALS: Ipads, science notebooks

SCIENCE STANDARD: - Earth Science 4a. Students know how to differentiate among igneous, sedimentary, and metamorphic rocks by referring to their properties and methods of formation (the rock cycle).

LESSON OBJECTIVE: 4th grade students will demonstrate mastery of Rock Cycle process by creating a presentation that clearly explains it.

ENGAGEMENT I. In science groups, students will conduct a short research about rock formation. They will watch 4 assigned video clips: 1) The Rock Cycle https://www.youtube.com/watch?v=uAAeFB7Tv5A 2) The Rock Cycle https://www.youtube.com/watch?v=kOsRFMPE7cM 3) The Rock Cycle in Legos https://www.youtube.com/watch?v=rmgj9i7WSSo 4) The Rock Cycle https://www.youtube.com/watch?v=sdhDW6Dus4w II. Read website information: Types of RocksRocks are not all the same! http://www.learner.org/interactives/rockcycle/types.html III. Students will work together in their groups to complete a short  Quiz as evidence that they understand the rock cycle. They will print the result page and turn it in to instructor. QUIZ: http://www.learner.org/interactives/rockcycle/diagram2.html

EXPLORATION IV. Students will collaborate in creating a multimedia presentation (using iMovie, slide presentation, EduCreations or a PictureBook) to demonstrate their knowledge and understanding of the Rock Cycle. Students are to upload their presentation to the class Edmodo page. Each group will receive a copy of the activity rubric. V. Each student must complete group collaboration form.

EVALUATION  -Assignment Evaluation This rubric pertains to the expected quality of work presented by the group:

	1	2	3
Entertainment  Value	Poor The presenter did not utilize any creative devices in the presentation. The  presentation resembled  reference material and was  monotone in overall quality.	Adequate Moderately Entertaining. Showed some effort and  creative attempt.	Good Fun, interesting, strong  individuality of  performer/presentation. Great  attempt to convey the  creative side of activity.
Rock Cycle Concepts	Poor Rock Cycle concepts are incorrect and/or not used at all. Several (more than one) key points are missing from the Rock Cycle.	Adequate Good relevance to Rock Cycle. A few key points are missing . There were certain steps in the cycle that were missed.Time period does not realistically reflect the Rock Cycle.	Good Excellent relevance to what we are studying. Good job of detailing content, and display of Content knowledge. All points covered.
Oral/ visual presentation	Poor Audio /visual  representation showed  little effort and presenter  was not engaging.	Adequate Did a fair job with minor  mistakes. Adequate  representation of information. Some items, scenes were  hard to see , hear or follow.	Good Good volume, clear voice,  appropriate gestures, speed  not to fast or too slow, eye  contact with audience, good  inflection(not monotone), good intro and closing.
Organization	Poor There was little to no  structure. It had the  appearance of being a rushed job with little to no  effort or though.  Vocabulary not correctly  used.	Adequate Good overall quality. The  presentation had a general correct flow, pace and  connection. Most vocabulary  and terms were used.	Good Excellent introduction and  conclusion. Order makes  sense. Good transition from  one thing to another.

*Rubric from iCampus.com

Student Participation Evaluation

This form is to evaluate student participation in the completion of the project:

7. Create an online test.
8. Create a rubric or other grading aide for an online assignment.

Session 5: New Media

A review of two new media tools, one that would support a described eLearning activity and one that would not support that same activity with a discussion about the differences between the two tools that make on suitable and one unsuitable to support your described activity.

SUPPORTIVE MEDIA

Media	Blog
URL	www.WordPress.com (www.faithtime.me)
Review -Features -Characteristics -Media Theory -Compare LMS	DEVELOPING THE BLOG Just prior to returning to the IT program, in December 2014, I found myself seaching for an online platform where I could make course material available to students. I knew, I needed a place where students could interact by posting and commenting on each others work. For sure, I did not want to build a website, I then remember about a blog I kept on Wordpress as part of a church website. During the course of my investigation, I was also starting my ETEC 541 course where Dr. Newberry, the instructor, required we post our assignments on a blog. For ETEC 541, I decided to use www.blogger.com. I felt blogger was easier to use and less complicated, for it seemed to have less features than Wordpress did. Experiencing the simplicity of Blogger, I understood that using it to build the virtual classroom were slim. That alone encouraged me to opt for Wordpress. As I began to use Wordpress to build the interactive platform I envisioned, I realized, this blog had enough features, that I could make it into almost a website. I did. I use the pages, to post different information about the class and also the students.  Wordpress gave me option of choosing which page would be the active blog, I decided to place the student blog as the third tab on the menu, making the first HOME, a static page with a welcome message, the second tab ABOUT, which gives an explanation of why the blog exists, and third, the BLOG, which is the only "active page". OTHER FEATURES Other features, I felt I needed to integrate on this eLearning-blog, were a link to an online gradebook, a link to information about the instructor, and the course documents. Knowing, ahead of time, half of my students, a) were non English speaker, and most of them, if not all, had never blogged, I knew I did not want them to have to upkeep their own blog. Therefore I decided to make a tab for "mini profiles". As part of the initial assignment, students were to email me or text me a picture of themselves and a one paragraph information they wanted to share about themselves. With this information I created a series of subpages that introduced the "authors of the blog". The last tab on the blog is a resource page. Unknowingly , I was attempting to replicate a LMS/CMS system. I used my knowlegde and experience as an educator, and set out to build an online space where I would be able to interact, grade, and provide a student to student interaction for my pupils. Another reason I knew, I had to have an online "meeting space" and not only rely on physical, real time meetings, is that my students live in different places from Whittier, CA to San Diego,CA, to Indio,CA to El Salvador in Central America. In developing this personal assignment, I came to understand that blogs differed from webpages in that, blogs did not allow me to upload documents, except images. Wordpress does offer other features including storage space, for a fee. Knowing that I had free storage on Google docs, I decided to not spend money on purchasing storage space, instead, I purchased a domain name: www.faithtime.me to replace the free domain www.jennylopezbc.wordpress.com. SUPPORT TO eLEARNING Using a blog, as a means to deliver instruction, allowed me to accomplished the following objectives: i. Student-Instructor Interaction I gave feedback to students on their posts, and provided course documents, and other resources in the form of audio file, google docs, or online links to more information regarding the course topics. ii. Student-Content Interaction Students had access to all course material, including syllabus, course schedule, online forms, google documents, lectures in the form of mp3 files, powerpoint presentation of each class session. I also included a list of online resources and readings. iii. Student-Student Interaction Inevitably, students learned to blog...some, only using their cell phones, and as the course required, they also posted two comments every two weeks. Some students posted more than others, but most of them did what was required. The online student-Student interaction also had a real-life impact on the relationships these specific learners formed. Most of the students, did not know each other, other than being informally greeting or seeing each other at church during Sunday service. Another factor that I would like to mention is the age range of the students; 18 year old- early 60's. A few of the younger students took it upon themselves to learn Wordpress in order to help the rest of the group during their required study sessions. The dynamics of the group changed. Everyone turned into a valuable resource, the youth became a technical support to the older students, and the older students, in a way stood as spiritual mentors to the younger students who approached them to hear on their input for Biblical interpretation and life experiences. On the blog, you will see, interaction between Spanish blogger and English posts and viceversa. HIGHLIGHT Building a strong student-student interaction was key to the success of this course. I, in the Student-Instructor, became a resource of clarification of content and assignments. Content was always available to them online. I would say, I could not have been able to teach and accomplished the objective of the course without the experience the student-student support and communication created.
Critique -supports eLearning?	I mentioned above, my reason why choosing Wordpress over Blogger. As a designer, I had many more options and extra tools that suited my design. My students on the other hand felt so overwhelm trying to figure out how to login, and to accept my invitation to become an author. When registering onto Wordpress means a list of things to do, 1. by registering the new user also gets a blog, that they have to set up, even if they will not use it. 2. In order to start posting, my students had to receive an invitation from my blog. 3. Also if they wanted their own picture to appear of their comments, they had to also register with gavatar.com, other wise they get a generic avatar. 4. Another frustration was for students to post on the right blog. It is was confusing and many of my students ended up posting their assignments on their personal blog.  Due to may experience, I would say a generic Wordpress blog is conducive of learning and delivering information online, and a great place to create or host student-student interaction as long as there is enough technical support for the blogger. Here are some of the student evaluation of the course.

* After investigating more about Wordpress, and blogs design for educators, I came across the following blogs:
-edublogs.org
-Wordpress teacher plugings
-kidblog.org
I also found this Blog Platform Comparison Chart, useful for future educational blogs.

Media	GroupMe is a mobile group messaging app owned by Microsoft. It was launched in May 2010 by the private company GroupMe. In August 2011, GroupMe delivered over 100 million messages each month. By June 2012, that number had jumped to 550 million. Wikipedia
URL	www.https://app.groupme.com/chats
Review -Features -Characteristics -Media Theory -Compare LMS	About three weeks into our Bible counseling course, one of the students, introduced me to a phone application, where she was created a group chat for the class! For me, Groupme, meant easier access to everyone. For example, the few times, I needed to communicate with the students, I had to text, because most of them do not use email. I would text iphone user with my macbook using text it to Android users with my iphone...it was time consuming. Groupme is an app available to both iphones and Android devices, even computers. After joining the Groupme chat, I was able to see informal interaction among the students, and read (in real time) about issues they were facing, and how they helped and encouraged each others. I was also able to push Power Points presentations, Youtube videos, and or other course documents they would not have accessed if I would have emailed them. Groupme gave my students and myself an opportunity to interact without the formality and rigor of the blog.
Critique -supports eLearning?	A downside to using this app, was the fact that not all my students were willing to learn to use it. Out of my 21 students, about 14 did use it, and the rest did not. For some, it was because of the type of internet service they had, the app would not load or get the messages, others just did not want to deal with another "login process".

NON-SUPPORTIVE MEDIA

Media	Social Media
URL	http://www.facebook.com (https://www.facebook.com/Ministeriosfuerzayhonor)
Review -Features -Characteristics -Media Theory -Compare LMS	When I read the task for this session, I knew of the tool that would not support eLearning: Facebook. My strong reasoning included: it is only seen as a social network, too much of a distraction for any formal learning to actually occur, limited features. More than anything I could not equate fun to academics, or at least, did not want to see the two together. I printed a few articles, to see what others have done with Facebook and eLearning. This is what I found: According "Findings on Facebook in higher education: A comparison of college faculty and student uses and perceptions of social networking sites" As of 2010, higher education had been tapping into Facebook in one way or another. There at least three categories where higher education had turned to Facebook: Library uses, Faculty uses and Administrative uses. The librarian at Georgia Tech reported an estimate of about 1,300 students were on Facebook. Facebook is the way the librarian and the students communicate. A study by Mazer, Murphy, and Simonds in 2007 showed that about 297,000 Facebook users identified themselves as faculty or staff. Faculty of higher education perceive Facebook as a communication tool. I also read a blog by David M. Perry, an associate professor of history at Dominican University, in Illinois. In his post Go Where the Students Are: Facebook, he shares his experience using Facebook as a mean to promote student-student interaction and students-content interaction. His findings are positive. As he concludes, he states that whether Facebook remains where his students are or not, he will continue striving to identify and adapt to the social media the students migrate to. Facebook page with class blog posts After reading Perry's experience, I realized that my Faithtime blog also had a link to Facebook. Though I had not officially created a Facebook group for the class, every post to the blog was also published on my Facebook pages. As a result most of the students in class also became Facebook friends. The shared the blog posts of fellow classmates on their own Facebook pages.
Critique -supports eLearning?	I still see Facebook as a light tool in eLearning, in my case, it did promote our student-student interaction, in conjunction with the blog and the Groupme App.