My mother always taught me if you don't have anything nice to say, don't say anything at all! But will that help our peer assessments?

EDUC300 Module 5 Synthesis

by Ilicia Kelly

             This has been a tough week, with emotions running high. The class (myself included) is visibly struggling through the assignments and I can almost see the blood, sweat, and tears on their posts. My work has been keeping me up so late each night that I'm actually sick with a severe head cold right now. I've actually run my body and mind into the ground! But the show must go on! This week, we have discussed our current rubric, ideas to improve it, opinions on TOOC, and how to improve our discussions to create a more lively debate.

            We explored the concepts of assessments so we can better understand the point of giving each other assessments at the end of our responses."The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning... The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark" (CMU). Formative assessment can be used as a guide by the instructor as a form of communication to lead the student in the right direction. It has little to no point value in the assessment. Summative assessment has a high value in grade to the student and evaluates the student and the quality of the assignment.

            The consensus was that giving a poor grade to another student was difficult because we didn't want to hurt feelings. We explored why peer assessment was important for learning and also why it's difficult to peer assess. "In such cases, peer reviewing (a common task for small group collaboration) is often superficial, unhelpful, and/or judgmental. It takes time to establish community, and 12 weeks (the common length of a semester in a paced program) is sometimes insufficient for those new to online learning to develop both the requisite skills and confidence to fully participate in collaborative learning" (IRRODL). It is difficult in an online course to really get acquainted with your classmates, so when you see a harsh criticism, it makes us instantly defensive. Although conflict may create a more interesting discussion, many of us may shy away from conflict. "Argumentation can bee seen as a crucial part of coordination in collaboration in the sense that participants try to change each other's point of view" (O'Donnell, Hmelo-Silver & Erkens, 2006). It's hard to review your peer that you don't know very well and never met face to face, because such criticism won't be taken as well by a virtual stranger.

Cassandra made a good point that it's difficult to hurt people's feelings, and Josh stated that he would just search for the bests posts that he could give a 100 to and only respond to those. I am actually guilty of doing the same thing sometimes. I wouldn't even respond to the posts that were obviously lazy and lacked any proof of comprehension on the weeks work.

            Can arguments really expand the dialog? Are we really exploring information in this course that can cause an argument and a heated debate? Probably not, but adding a bit of spice to the discussion can result in more comprehensive learning and keep our interests. "Argumentation can bee seen as a crucial part of coordination in collaboration in the sense that participants try to change each other's point of view" (O'Donnell, Hmelo-Silver & Erkens, 2006). It's hard to review your peer that you don't know very well and never met face to face, because such criticism won't be taken as well by a virtual stranger.

            How can we improve the rubric? I had an idea that I found from an interesting article. It states that peer assessment is an important tool, but using it in the right was is imperative to the success of a peer assessment. One idea was to incorporate three comments on the end of the response:

§                              One thing I really like about this is …

§                              One way to make this stronger could be …

§                              Did you ever think about …" (ASCD)

I think this could really help make the responses more authentic and create more of a conversation, rather than an exchange of the information we found for our original post.

            In TOOC this week, we explored concepts like Wiki tools for learning. It's a web app that lets others collaborate with information that you've acquired. I like using Wikipedia for information because it's always informative and I feel undervalued in it's merit, but having apps that help collect information would be super helpful in group activities for school or work. TOOC also had us do some readings that gave more background on Wikipedia and how it always uses reliable resources. "This means that we publish the opinions only of reliable authors, and not the opinions of Wikipedians who have read and interpreted primary source material for themselves" (Wikipedia).

            Dr Gusa asked us to identify our motives for being in this class. I fall into the category of "non-traditional students who have jobs, families, and carry a full load of classes. They are stretched to their limit" (Dr Gusa) and in that were many sub-categories. The categories that define myself are as follows; Dental hygiene major that needs this course to graduate with no interest in teaching online (no offense because I would prefer to teach in a clinical setting) and "students, because of integrity and pride will work hard to produce their best work, even if it kills them". I enjoy learning new things and different ways of looking at a subject. I enjoy learning tools that I can apply to many different aspects of my life. This is why I find that I am a constructivist learner. "Piaget posited that every learner has a mental representation of the world which he or she constructs through their experiences... If the new experience aligns with their mental representation, the learner assimilates it in the form of new knowledge into their existing schema" (Taxonomy of Learning Theories).

            During my associates degree, I was also able to forgo work and concentrate on my education. Now that I have 2 kids (3 if you count my husband), a full time job, and a home to maintain, it makes continuing my education so much more difficult than anything I have tried to achieve in my ENTIRE LIFE!! It's so important that I finish this degree that I am going without sleep or any free time just to do quality assignments and complete all papers/ activities. At this point, I am so close to finishing that it's become the hardest semester so far and I am tempted each day to quit. I know this is the time when you must push the hardest and the victory will be so much sweeter, but it doesn't change the fact that it's wearing me down into a puddle of stress. I also may skip the final revision in exchange for some sleep, but we can only do our best and hope for a good grade. I received a letter today stating that I have been awarded the College Academic Award because I have the highest senior cumulative grade point average in the Dental Hygiene curriculum!!! This may have been the hardest semester, but my hard work is paying off!

           

References:

 

O'Donell, A., Hmelo-Silver, C., & Erkins, G. (2006). Collaborative Learning, Reasoning, and Technology. New Jersey: Lawrence Erlbaum Associates.

 

Self Assessment- 100- I fulfilled all requirements of the rubric

Future of Online Teaching with new Web 2.0 Tools

EDUC300 Module 4 Synthesis

by Ilicia Kelly

 

            This module has been an enormous undertaking. This module was split by a spring break that gave such sweet respite from the burden of this course load, but made returning to the mundane tasks of life harder than before! Among the class readings regarding the future of online teaching, we had TOOC assignments exploring Diigo, Evernote, and other web 2.0 tools to assist us in our future careers of teaching.

            What comes to mind when we think of online students? In the past, I had a different idea of online students than I do today. I used to picture some old weirdo who had social anxiety, sitting at his computer late at night, typing up some papers to email to a professor. As far as I knew, the education wasn't as good a quality as 'real' college and I never pictured myself being an online student. Well, here I am; an online student. Online learning is becoming so common these days that even traditional classroom settings are incorporating an online segment in the curriculum to acclimate today's students to the world of online learning. According to US News, more than 6.7 million students—32 percent of total higher ed enrollment—took at least one online course through a university during fall 2011." An article from Franklin University did a study and found the following are characteristics of an average student in online classes:

 

1. Female (70%)
2. 33 years old Working and earning a salary of $65,000 a year
3. Studying business (34%)
4. Attends part-time Seeking a bachelor’s or master’s degree (75%)
5. Lives within 100 miles of the physical campus (80%)
6. More likely to attend a nonprofit institution (65%)
7. Value the school’s reputation (75%)
8. Motivated by career advancement (46%)
9. Prefers online studies because they’re busy & need flexibility (68%)
10. Appreciate the ability to study anywhere, anytime (31%)

 

            What do online students need to persist and have deep learning? Now we know that the average online student is an adult, we need to explore the concept of andragogy, "the art and science of helping adults learn" (Pedagogy vs Androgogy). From that reading in this module, we know that adult learners differ from a child learner because their motives are different, their experience in life can be applied to learning, they are very motivated learners, and they are more problem centered in their learning. Using the model of andragogy, the teacher can "prepare a set of procedures for involving the learners in a process that includes a) establishing a climate conducive to learning (b) creating a mechanism for mutual planning, (c) diagnosing the needs of learning, (d) formulating program objectives that will satisfy these needs, (e) designing a pattern of learning experiences, (f) conducting these learning experiences with suitable techniques and materials, and (g) evaluating the learning outcomes and re-diagnosing learning needs" (Pedagogy vs Androgogy). As future educators, once we understand the difference between children and adults and their methods of learning and the motivation of adults, we can formulate a lesson plan. The learning process of adults is more of a ''self-actualization" rather than the simple memorization of information. Adults are in these classes to gain knowledge that they intend to use in their daily lives, not a child in a geometry class who is frustrated with the concept that they may never EVER use the formula for finding the area of a triangle in real life. With the knowledge that adult learners have a rich base of experience to draw from during their education, the learning theory that would apply most effectively would be the theory of constructivism. "Constructivism essentially maintains that people learn by constructing their own knowledge on the basis of their experiences. Constructivist learning theories recognize that everyone's framework of prior knowledge is unique, thus they have their own needs, goals, and contexts (Taxonomy of Learning Theories). "Current perspectives on educational reform are based on the premise that the knowledge students need is growing and evolving so rapidly that it is no longer practical for them to memorize a fixed set of facts and skills. Instead, students must acquire flexible knowledge that they can adapt and use as tools for solving a wide range of problems" (O'Donnell, Hmelo-Silver & Erkens, 2006).  Heutogogy is the concept of "truly self-determined learning" which applies to present day online students (From Andragogy to Heutogogy). When I am an instructor, I will use Rogers student-centered approach on five key hypothesis:

1. We cannot teach another person directly: we can only facilitate learning.
2. People learn significantly only those things they perceive as being involved in the maintenance or enhancement of the structure of self.
3. Experience which is assimilated would involve a change in the organization of self tends to be resisted through denial or distortion of symbolization, and the structure and organization of self appear to become more rigid under threat.
4. Experience which is perceived as inconsistent with the self can only be assimilated if the current organization of self is relaxed and expanded to include it.
5. The educational system which is mostly effective promotes significant learning is one which threat to self, as learner, is reduced to a minimum.

           

            Christina Boxler had a view of using technology as a tool, not a substitution for a teacher. I found an interesting article that gave some helpful ideas how to create an environment that will counteract the high attrition rate of online learners, isolation, and dissatisfaction at teaching methods, and incorporate technology in a way that supports learning. Online learning has become so prevalent that we need to understand the different needs of online students and how traditional teaching methodology does not apply. Creating a classroom with goal orientation, adaptability, accessibility, alignment, experiential value, collaboration, constructivism, learning orientation, multiplicity, and granularity, we can create dimensions of an online class that address the gaps created by online classrooms. "The function of supporting social networking as a viable option for distance learning is something that they do provide.  Each of these dimensions can be incorporated into various social networking mediums to support learning activities.  As a result, not only is the environment for learning structured and managed, but learners may find a reduction in the feeling of isolation or a stronger sense of community.  McLoughlin (2002) noted that learners need more control over their learning environment. Designing scaffolds for learning involves conceptualizing new roles for learners and teachers in fostering task engagement, social interaction and peer feedback” (Enhancing Social Presence in Online Learning).  

            Ashley had a great visual aid in her post. It's effective in showing an illustration of the components that envelop all aspects of learning, such as resources, interactions between the teacher and student, learning objectives, etc. The most crucial part of the illustration, where all the circles intertwine, is through the learning objectives. To begin a lesson, learning objectives must be established. From there, as educators, we can apply our teaching methods to bring the classroom to the same finish line and encourage higher order thinking along the way. With online learning, we need to be more creative in our methods of bringing students from point A to Z. There are many obstacles to online learning. I found an interesting article that gave some helpful ideas how to create an environment that will counteract the high attrition rate of online learners, isolation, and dissatisfaction at teaching methods, and incorporate technology in a way that supports learning. Online learning has become so prevalent that we need to understand the different needs of online students and how traditional teaching methodology does not apply. Creating a classroom with goal orientation, adaptability, accessibility, alignment, experiential value, collaboration, constructivism, learning orientation, multiplicity, and granularity, we can create dimensions of an online class that address the gaps created by online classrooms. Learners may find a reduction in the feeling of isolation or a stronger sense of community.  McLoughlin (2002) noted that learners need more control over their learning environment. Designing scaffolds for learning involves conceptualizing new roles for learners and teachers in fostering task engagement, social interaction and peer feedback” (Enhancing Social Presence in Online Learning).  

            A concept we explored this module is called anchored collaborative inquiry. Anchored collaborative inquiry (ACI) is a model of professional development that "combines an in-service workshop followed by the simultaneous implementation of a specific standards-based reform in the classrooms of all the participating teachers. The implementation is supported by an ongoing online discussion facilitated by the workshop faculty" (O'Donnell, Hmelo-Silver & Erkens, 2006). How do I plan to incorporate anchored collaborative learning in my online course? I plan to use the resource of my fellow teachers that I work with, the past syllabus from the previous instructor, and the online resources and teachers that were my own teachers in my college courses. Using the collaboration of all my peers and former teachers, I can create an interaction that will help me as an instructor and improve my teaching methods.

We also learned about Diigo. "While many social bookmarking sites offer some collaboration opportunities, I have found that Diigo (Digest of Internet Information, Groups and Other stuff) combines a user-friendly social platform with bookmarking features, making it an effective research, integration, and collaboration tool for use in the classroom. In this article, I compare the benefits of traditional and social bookmarking websites. Then, using Diigo as a focus, I explore the possible uses and benefits of social bookmarking for research and collaboration in the classroom". We joined a group with my EDUC300 course and are exploring the applications and attempting to collaborate with each other. "Diigo gives you a place to store and organize bookmarks for anything you’re interested in online — think Pinterest with more words and fewer pictures. But this just scratches the surface of what Diigo can do. For one thing, when you bookmark an item, you can also highlight it and add sticky notes to keep track of specific sections that interest you. And you can collaborate with others in groups, where you share the resources you’ve found on a particular topic, discuss them in attached comments, even start forum discussions" (Once You Go Diigo, You Never Go Back).

            I urge you all to check out these new web tools and try and apply them to your life. It can only make your life easier. These tools can apply to your career in education by allowing the technology to create more interaction between your students. Diigo can help with researching and cataloging information on the web and Evernote can help you organize those little notes and form thorough papers that are comprehensive and extensive.

 

Self Assessment 100 pts- proved thorough comprehension of topics discussed this module and accomplished all criteria.

TOOC Blog- Diigo and EVERNOTE

EDUC300- TOOC Blog

by Ilicia Kelly

 

            I learned about some new web 2.0 tools this week. One that I thought was catchy was Evernote.com. It is a great app that will 'free yourself from the clutter that can invade your workspace' and organize your desk. It also has some great applications, like with blogging, capturing audio messages, storing receipts for expense reports, and basically manage anything your heart desires. In the age of technology, we still want a personal record of paper receipts and to have a copy that we can hold in our hand is a great new app! According to the reading in the Intro to Learning Technology course, "the Evernote website provides a simple overview of the software, suggesting that one uses Evernote first to “capture everything,” then “organize it,” and also to “find anything fast". It's a site to save notes, audio, anything you want to store and organize. You can even sync Evernote to your devices.

            We also learned about Diigo. "While many social bookmarking sites offer some collaboration opportunities, I have found that Diigo (Digest of Internet Information, Groups and Other stuff) combines a user-friendly social platform with bookmarking features, making it an effective research, integration, and collaboration tool for use in the classroom. In this article, I compare the benefits of traditional and social bookmarking websites. Then, using Diigo as a focus, I explore the possible uses and benefits of social bookmarking for research and collaboration in the classroom". We joined a group with my EDUC300 course and are exploring the applications and attempting to collaborate with each other. "Diigo gives you a place to store and organize bookmarks for anything you’re interested in online — think Pinterest with more words and fewer pictures. But this just scratches the surface of what Diigo can do. For one thing, when you bookmark an item, you can also highlight it and add sticky notes to keep track of specific sections that interest you. And you can collaborate with others in groups, where you share the resources you’ve found on a particular topic, discuss them in attached comments, even start forum discussions" (Once You Go Diigo, You Never Go Back).

            I urge you all to check out these new web tools and try and apply them to your life. It can only make your life easier. These tools can apply to your career in education by allowing the technology to create more interaction between your students. Diigo can help with researching and cataloging information on the web and Evernote can help you organize those little notes and form thorough papers that are comprehensive and extensive.

Where will your digital footprint lead your future employers?

EDUC300 Module 1 Synthesis

By Ilicia Kelly

           

            This week we discussed digital footprints. Christina Boxler had a great search and found many positive things about herself. Adrienne Poucher remarked that she had a small footprint. I had a pretty pathetic digital footprint as well! I thought there may be more, but just some websites that had borrowed my name and pictures from facebook to pretend that I used those said websites for social or professional networking. I looked into purchasing a domain name on godaddy.com but it's quite expensive just to keep a domain name running. If I owned my own business, it would be totally worth it, but I couldn't justify spending money to look good to those who google my name! Maybe when I get my bachelor's and apply for a job at a college, I'll spring for the domain name.

            According to an article on netlingo.com, "it is now widely accepted that in this era of e-mail, texting, blogging, and social networking, trying to hide one's digital footprint is practically futile. In fact, it's been reported that the FBI can hear your conversation via your cell phone even when it is turned off (the only thing to thwart this is take out the battery). Unlike paper trails, which can ultimately be destroyed or eliminated, "digital paper trails" are recorded and stored at remote locations that you may not even be aware of, and to that degree, there is nothing you can do to erase these records. An example is when Google's search results were subpoenad as evidence in court to help convict a man of murder because they revealed his past Internet searches, which included information on the murder weapon and learning how to murder someone in exactly the same manner as his wife was killed." This is great news for detectives in finding murderers and killers, but scary for a teen who texted a lewd picture of herself to a boy and then found it plastered all over numerous websites, unable to remove it.

            I googled my name and disturbingly found a website named www.intelius.com which listed my name and maiden name, age, relatives, zodiac sign (gasp!), and town that I live in!! I found my name and a picture in a website named www.mylife.com which I've never heard of with my information on it, my name on a webpage named stik.com with my cell phone number on it and previous addresses, and my reunion website info. I am aware of my facebook account and the information I put on there is acceptable for all to see, especially since I am "friends" with my employers so I know they will view my information.

            What I didn't find was any positive information on me. I've been in the paper for my deployment to Iraq in the Poughkeepsie Journal back in 2004, but that's not listed. I'm not a published author, so I didn't expect to see my novel, but I thought something positive would be there. Guess I need to put myself out into the world more. I can delete my facebook account to eliminate my pictures and information being stolen, but the damage is already done so what's the point? I don't have any bad or illicit pictures on my page, so at least they aren't embarrassing. I could start some more positive pages that were discussed on nameplate or linkedin. In the reading, 5 Reasons Your Online Presence Will Replace Your Resume, only 23% of people got jobs through ads. This is sad!! I need to up my online professional networking.

            In the reading, How To Clean Up Your Online Presence, I need to delete all unwanted information and promote myself positively through new avenues. I plan to do that tonight! I will start a LinkedIn account to present a more professional avenue of expression and network.

                        According to a website Cybersmart.gov, "everything you post online combines to make your digital footprint. Remember that what you share with your friends may also be viewed by people you don't know. And once it's online, it could be there forever. So think before you post." My facebook account has pictures that these other websites are fishing and stealing and reposting my info on there for their own advertisments! In the reading, How To Clean Up Your Online Presence, I need to delete all unwanted information and promote myself positively through new avenues.

            What this means for professionals is to treat the internet like a pen with no eraser. There is actually a website called iKeepSafe.org which focuses on helping adults manage their digital footprint and apps and tools to help with their children's digital footprint for college, jobs, and life in general. On the website iKeepSafe, "Through this network of support, iKeepSafe tracks global trends and issues surrounding digitally connected products and their affect on children. This research drives the continuous creation of positive resources for parents, educators and policymakers who teach youths how to use new media devices and platforms in safe and healthy ways." It's a wonderful tool and great news for educators, parents, and children.

Self Assessment- 90 pts- I took off 10 pts because I forgot to publish it within the time frame outlined in the syllabus.