Sunday, July 12, 2015
Excerpt of How to Create a Basic Web Site (Chapter 2 - Starting a Web Page)
HTML Editors
An HTML editor is a specialized piece of software that enables the creation of HTML code.
Users are able to enter raw text in order to create and maintain their websites. A good
HTML editor helps boost productivity enormously. Here is a list of some of the most
popular and effective editors:
• Microsoft Expression Web
• Google Web Designer
• Adobe Dreamweaver
• Microsoft Visual Web Developer
• Microsoft FrontPage
• Notepad
In this book, we will use Notepad to create the website.
Here is the link to the e-book, which is available for purchase at Amazon.com:
http://www.amazon.com/gp/product/B00YE05M82?*Version*=1&*entries*=0
Wednesday, April 29, 2015
Excerpt of "How to Create a Basic Web Site" by David Miller (Chapter 1 - Introducing the Internet and HTML)
What is the Internet?
History
The Internet was first established in 1969 by the Advanced
Research Projects Agency Network (ARPANET). This was spearheaded by the US
Department of Defense. Beginning in the 1970s, e-mail and other messaging
systems were created and distributed among large companies as well as
government organizations. These systems allowed individuals in each
organization to send messages to each other. However, problems arose with general
refusal to allow interconnection of computers between organizations. Over time,
issues like these made it necessary to establish rules that would enable
various users to communicate (whether in organizations or not) on the Internet
and send messages. By 1987, ARPANET was heavily congested on its telephone lines;
thus, a network run by the National Science Foundation (NSFNet) merged with two
other networks (CSNet and BITNET) to form a major network that can handle the increasing
online traffic. The result was a contract with corporations such as IBM and
Sprint to operate the network’s main backbone (connections and technology that
support large amounts of data). IBM and Sprint were also among the first
companies to help provide commercial Internet access.
The Internet or World Wide Web (WWW) possesses global broadcasting
capability that serves as a medium for information dissemination,
collaboration, and interaction among individuals and their computers regardless
of geographic location. Simply called the Web, this innovative channel of
communication, utilizes technology as a way to access, send and share
information. It is a vast network of interconnected computers and networks that
link millions of businesses, agencies, institutions, and individuals. Structurally,
the Internet consists mainly of web pages which are really documents, images
and audio files containing immense amounts of information. Web pages are
connected to one another via connections called hyperlinks. Viewing and
interacting with web pages are possible because of the technical capabilities
of web browsers. These technological programs allow users to view text, images,
videos, and other multimedia. Normally, a website contains one or more web
pages that are grouped together under a common theme, for personal, commercial
or social purposes. When a computer connects to the Internet, it becomes a web
client.
Major Elements of the Internet
Listed below are
brief descriptions of some of the network systems, services, programs and
devices that support and impact operation of a website on the Internet.
Intranets/Extranets
An intranet is an information portal designed for
the internal communications of various businesses. They include
enterprises, governments, industries and financial institutions. Compared to
the Internet, intranets can be tailored specifically to meet the exact needs of
businesses and organizations. Users of intranets consist mainly of managers and
directors, support staff, customer service, and other stakeholders. Extranets
are portals designed for businesses to provide external users such as important
clients, industry partners, and suppliers with limited access to certain files
on computer systems.
Ethernet
Ethernet is the physical connection method of cabling
networking technologies for local area (LAN) and larger
networks to a computer. Simply put it is the cable that connects a computer or
other device to a router or network. Ethernet
is known as arguably the most popular and most effective network technology in
the world. Furthermore, it is the most widely-installed local area network
(LAN) technology. There are industry standards that govern Ethernet communication
to technology devices. These standards include how communication is provided for
connected devices as well how they are attached to a common medium such as a
router that provides a path where electronic signals travel. An Ethernet LAN
typically uses coaxial cable or special grades of twisted
pair wires. In recent times, it is more commonly a twisted pair or fiber
optic cabling. Most home computers are connected to the Internet using either
coaxial cable or wireless adapters.
Routers
Routers are electronic devices that provide the mechanism
for computers to communicate with other computers in a network, or to connect
to an intranet or the Internet. The primary function of a router is to access
the best path to receive data from one device and to transmit it to another.
The internet service provider (ISP) assigns an Internet Protocol (IP) address
(example of an IP address: 175 . 16 . 235 . 2) for each of the devices that are
connected to the router.
Servers
Basically, servers are computers which serve information to
other computers and receive from them also. On the Internet, web servers are
structured in networks that contain software and files that are capable of
connecting with other computers online. The software continuously runs on a
computer and allows other computers to upload and download documents. Each
file is private; only the users of that network can access those files. There
are many online companies such as Dot5Hosting, Hostmonster, iPage, Web.com,
HostGator, and GoDaddy.com to host websites. These companies usually charge
monthly fees for their hosting services.
Browsers
A Web browser is a computer program used for accessing sites
or information on a network (as the World Wide Web) and view web pages on the
Internet. Web browsers are created by software run on the computer to connect
to various operating system software programs across the Internet. The most
commonly used web browsers include America Online, Internet Explorer, Google
Chrome, Mozilla Firefox, and YouTube Browser. Users can navigate between
each page through hyperlinks (detailed in Navigation section).
Short for electronic mail, e-mails are
electronic messages containing files, images, and/or other
attachments sent through a network (online) to a specific individual or
group. Most Internet providers allow users to send and receive e-mail messages.
There are e-mail programs such
as Microsoft Outlook or Mozilla Thunderbird. The most common way that users send and
receive e-mail is through free online e-mail services or web mail such as AOL
mail, Hotmail, Google Mail (Gmail), and Yahoo Mail.
Navigation
Web navigation refers to the process of going
through (or navigating) on a webpage, or on a network of multiple
information resources online. The primary user interface used
for navigation is the web browser. The constant goal is to have a web
navigation interface that helps to maximize usability. Most web browsers
have a navigation toolbar with buttons of frequently used web commands such as
“back”, “reload”, “stop”, “print”, “Home”, etc. In the middle of the toolbar is
the location (also called address or URL) bar, which describes the text box for
entering a web address in the browser. A Uniform Resource Locator (URL) is a
uniquely formatted text that web browsers and other software uses to help
identify network resources (web pages, documents, graphics, etc.) on the
Internet. There are four parts for the addressing scheme in a URL:
·
Transfer protocol (http://) - set of rules necessary
for transporting the files, the most common type of Internet protocol is HTTP.
·
Domain name – unique name for the address on the host computer.
·
Pathname - Directory or folder where file is stored.
·
Name of the file.
Internet Security
Internet security helps to establish rules and measures
against attacks over the Internet. It involves not only browser security, but
also network security in general as it relates to other applications and
operating systems. Internet security programs monitor the exchange of
information, and prevent intrusion or fraud. Different methods have been used
to protect the transfer of data, including encryption, which refers to
scrambling and encoding data transmission online, and preventing intruders from
decoding and reading the page’s content.
The page is encrypted when there is a padlock icon at the bottom of the
browser window. Web page security elements can be checked on the Internet
Explorer.
Computer Security
Computer security is comprised of programs that are
designed specifically for computing devices such
as computers and smartphones used in both private and public settings
such as the Internet. Functions of security applications involve protecting all
the processes and mechanisms for digital equipment, information and services
from viruses, malware and hacking. Computer security software detects and
prevents unauthorized access or changes or destruction of information. It is
becoming increasingly important to purchase this type of software to protect
personal information and documents on PCs, smart phones, tablets and social
media.
Cybersecurity
Cybersecurity is the overall process of utilizing
security measures for data confidentiality, integrity, and availability. Cybersecurity
protects assets such as the vast amounts of data on computers, servers, and cloud
technology from hackers and unauthorized access. The goal of cybersecurity is
to protect and ensure security of data. Some of the measures include access
control, awareness training, risk assessment, security assessment,
vulnerability management, etc. Cybersecurity functions are critical because web servers open windows between individual
networks and the entire world virtually. Server maintenance, web application
updates and website coding help to determine the degree of web security.
Websites are prone to security risks, in addition to networks where web servers
are connected. Furthermore, all programs either have bugs or weaknesses
to varying degrees, since they are inherently complex . However, poorly written
software exacerbates security issues, and the bugs will create web security
issues that directly affect web applications and the server. In recent times,
there have been cyber attacks against major corporations such as Target, Home
Depot, Neiman Marcus and Sony. The
combination of technical factors, increased human activity, and notable events
have provided a critical moment in efforts for cybersecurity.
Examples of Security Programs
There are some effective and inexpensive Internet software
programs (many with free trials) that can increase cybersecurity for websites
and computers in general. Here is a list of some of the programs:
·
AVG Secure Search
·
AVG Internet Security
·
Avast Free Antivirus 2015
·
Norton Internet Security
·
Comodo Antivirus 7
·
Bitdefender Total Security 2015
·
360 Internet Security
The entire downloadable e-book will be made available soon on Amazon.com.
Wednesday, August 14, 2013
Constructing Quality Questions for Discussions
How to Promote Collaborative Learning Online
The integration of online engagement with collaborative online learning assessment adds value to the teaching and learning experience. Technology has improved the assessment experience with discussion board assignments and group projects, and also by providing helpful resources such as video, audio, articles, and databases. Additionally, icebreaker activities in the early weeks, such as games and simulations further help to engage and attract students to work and communicate together. Collaborative learning has helped learners achieve a more complete level of knowledge, due to frequent interaction with their peers as they exchange ideas and information. It also gives instructors an idea of the level of students’ knowledge, understanding, and ability to participate in teamwork.
However, many adult learners typically deal with time constraints and various issues in their personal and working lives, and have established patterns and opinions. They may not be particularly receptive to participating much in group discussions or assignments, and it may also be difficult for learners to be available to meet with each other to work on these projects.
Instructions
Please explain the ways in which instructors should implement collaborative learning, and when they are appropriate to use. Additionally, please share your experiences regarding the positive and negative aspects of collaborative projects for any type of learning environment (face-to-face, online, blended, etc.).Scoring Rubric Link:
http://www.scribd.com/doc/160384526/Scoring-RubricAdditional Learning Resources
Eberly Center (n.d.). Design and Teach a Course. Retrieved August 13, 2013 from http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/groupprojects/benefits.html
Horton, W. (2006). Designing for the Virtual Classroom, E-Learning by Design. Retrieved August 14, 2013 from https://class.waldenu.edu/bbcswebdav/institution/USW1/201360_04/MS_INDT/EIDT_6511/Week%207/Resources/Resources/embedded/Horton_Ch9_DesignVirtual_.pdf
Palloff, R., & Pratt, K. (2007). Building online communities: Effective strategies for the virtual classroom. Retrieved August 13, 2013 from https://class.waldenu.edu/bbcswebdav/institution/USW1/201360_04/MS_INDT/EIDT_6511/Week%207/Resources/Resources/embedded/Paloff_Ch8.pdf
Sherry, L. (1996). Issues in Distance Learning. Retrieved August 14, 2013 from http://home.comcast.net/~lorraine.sherry/publications/issues.html
Weimer, M. (2011). 10 Benefits of Getting Students to Participate in Classroom Discussions. Retrieved August 14, 2013 from http://www.facultyfocus.com/articles/teaching-and-learning/10-benefits-of-getting-students-to-participate-in-classroom-discussions/
Thursday, June 13, 2013
Plagiarism Detection and Prevention
What plagiarism detection software is available to online instructors?
EVE (Essay Verification Engine) software, and Turnitin.com, an online detection service, are two of the most commonly used plagiarism detection software (Jocoy & DiBiase, 2006). They both compare individual student papers to Web documents and/ or to essay databases. This is done to find and report instances of matching text. Turnitin catches Web plagiarism and checks sources from students’ bibliographies for plagiarism, including articles that are unavailable on the Web. Free online search engines such as Google also allow instructors to track down copied phrases.
Course management systems such as WebCT and Blackboard help to limit access to a test for a specific date, in addition to a precise block of hours on that date (McNett, 2002). They also limit the time available for test completion to increase the difficulty of students searching for the answers. User-tracking functions make it possible for an instructor to determine the time that each question was answered by the student.
How can the design of assessments help prevent academic dishonesty?
Online assessments (or e-assessments) offers flexibility since they can be accessed from any geographic location, prevents schedule conflicts, and avoids wastage of resources. However, academic dishonesty is a major issue with assessments. Academic dishonesty is defined by cheating, plagiarism, and other covert methods to achieve high grades in exams, course assignments and projects. Instructors have to make the assessment a learning experience with “hard” questions, and avoid overly difficult or overly easy tests. It is also important for instructors to create assessments that mirror real-life situations, and can relate to personal experiences (University of Wisconsin-Eau Claire, n.d.). Employing a proctor for the assessment is also helpful. Proctors help to ensure that students take the assessment at a designated time, without collaborators and unauthorized materials (Rowe, 2004). Assignments can be designed to incorporate collaboration, including discussion posts and online group projects (Boettcher & Conrad, 2011). The instructor also has to be clear about the purpose and content of the assessment. Time limits should be set, along with low stakes (the questions worth few points). The assessments should contain clear definitions of what is considered cheating and plagiarism, including questions that can erase any misconceptions (University of Wisconsin-Eau Claire, n.d.).
What facilitation strategies do you propose to use as a current or future online instructor?
In watching the video, I discovered that one of the important functions of a facilitator is to educate learners about copyright, fair use, plagiarism, and cheating (Laureate Education, n.d.). Students should be informed about course requirements, and available support and communication (via syllabus, course announcements). Students also have to be taught to properly paraphrase and cite material, and should discuss their role as self-directed learners. I would also encourage students to make use of libraries and writing centers to learn about correctly paraphrasing and citing resources. I also believe that having TAs and tutors can also discourage cheating, by conducting sessions with students to discuss any questions or difficulties that they have with the course. I have worked with TAs at USF, and it was quite helpful to my overall understanding of the course and subject.
What additional considerations for online teaching should be made to help detect or prevent cheating and plagiarism?
In reading the resources and conducting research online, I discovered that there are several ways in which cheating and plagiarism can be prevented. Drawing questions randomly for each student from a pool is one example, helping to reorder multiple-choice answers randomly if possible (Rowe, 2004). Place one question per page when administering an exam. Placing one question per page when administering an exam or assignment is also helpful, as well as disabling printing and copying options, and requiring some short essay questions (University of Wisconsin-Eau Claire, n.d.). For the latter, students would apply concepts or material from the course.
CMSs as WebCT and BlackBoard have plagiarism prevention capabilities, which make it possible to administer a proctored examination online (McNett, 2002). Tests can be structured to require the input of a proctor’s ID and student’s ID, so that the exam can’t start until the proctor is present. It is also possible to limit access to a test to a specific computer at a specific Internet address, where a proctor can be present. Another technique that reduces cheating is the use of question banks. This entails use of several course-delivery software packages that supports databases of questions from which the software selects items, according to specific rules. These capacities randomize the sequence of questions, making it more difficult for memorizing and sharing the sequence of answers.
References:
Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and
practical pedagogical tips. San Francisco, CA: Jossey-Bass.
Jocoy, C. & DiBiase (2006). Plagiarism by Adult Learners Online: A case study in detection and remediation. Retrieved June 13, 2013 from http://www.irrodl.org/index.php/irrodl/article/view/242/466
Laureate Education, Inc. (Producer). (n.d.). Plagiarism and Cheating [Video webcast]. Retrieved June 13, 2013 from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2818946_1%26url%3D
McNett, M. (2002). Curbing Academic Dishonesty in Online Courses. Retrieved June 13, 2013 from http://www.ion.uillinois.edu/resources/pointersclickers/2002_05/
Rowe, N.C. (2004). Cheating in Online Student Assessment: Beyond Plagiarism. Retrieved June 13, 2013 from http://www.westga.edu/~distance/ojdla/summer72/rowe72.html
University of Wisconsin-Eau Claire (n.d.). Desire2Learn 9.0: Tips to Ensure Academic Honesty. Retrieved June 13, 2013 from http://www.uwec.edu/help/D2Lv9/deter.htm
EVE (Essay Verification Engine) software, and Turnitin.com, an online detection service, are two of the most commonly used plagiarism detection software (Jocoy & DiBiase, 2006). They both compare individual student papers to Web documents and/ or to essay databases. This is done to find and report instances of matching text. Turnitin catches Web plagiarism and checks sources from students’ bibliographies for plagiarism, including articles that are unavailable on the Web. Free online search engines such as Google also allow instructors to track down copied phrases.
Course management systems such as WebCT and Blackboard help to limit access to a test for a specific date, in addition to a precise block of hours on that date (McNett, 2002). They also limit the time available for test completion to increase the difficulty of students searching for the answers. User-tracking functions make it possible for an instructor to determine the time that each question was answered by the student.
How can the design of assessments help prevent academic dishonesty?
Online assessments (or e-assessments) offers flexibility since they can be accessed from any geographic location, prevents schedule conflicts, and avoids wastage of resources. However, academic dishonesty is a major issue with assessments. Academic dishonesty is defined by cheating, plagiarism, and other covert methods to achieve high grades in exams, course assignments and projects. Instructors have to make the assessment a learning experience with “hard” questions, and avoid overly difficult or overly easy tests. It is also important for instructors to create assessments that mirror real-life situations, and can relate to personal experiences (University of Wisconsin-Eau Claire, n.d.). Employing a proctor for the assessment is also helpful. Proctors help to ensure that students take the assessment at a designated time, without collaborators and unauthorized materials (Rowe, 2004). Assignments can be designed to incorporate collaboration, including discussion posts and online group projects (Boettcher & Conrad, 2011). The instructor also has to be clear about the purpose and content of the assessment. Time limits should be set, along with low stakes (the questions worth few points). The assessments should contain clear definitions of what is considered cheating and plagiarism, including questions that can erase any misconceptions (University of Wisconsin-Eau Claire, n.d.).
What facilitation strategies do you propose to use as a current or future online instructor?
In watching the video, I discovered that one of the important functions of a facilitator is to educate learners about copyright, fair use, plagiarism, and cheating (Laureate Education, n.d.). Students should be informed about course requirements, and available support and communication (via syllabus, course announcements). Students also have to be taught to properly paraphrase and cite material, and should discuss their role as self-directed learners. I would also encourage students to make use of libraries and writing centers to learn about correctly paraphrasing and citing resources. I also believe that having TAs and tutors can also discourage cheating, by conducting sessions with students to discuss any questions or difficulties that they have with the course. I have worked with TAs at USF, and it was quite helpful to my overall understanding of the course and subject.
What additional considerations for online teaching should be made to help detect or prevent cheating and plagiarism?
In reading the resources and conducting research online, I discovered that there are several ways in which cheating and plagiarism can be prevented. Drawing questions randomly for each student from a pool is one example, helping to reorder multiple-choice answers randomly if possible (Rowe, 2004). Place one question per page when administering an exam. Placing one question per page when administering an exam or assignment is also helpful, as well as disabling printing and copying options, and requiring some short essay questions (University of Wisconsin-Eau Claire, n.d.). For the latter, students would apply concepts or material from the course.
CMSs as WebCT and BlackBoard have plagiarism prevention capabilities, which make it possible to administer a proctored examination online (McNett, 2002). Tests can be structured to require the input of a proctor’s ID and student’s ID, so that the exam can’t start until the proctor is present. It is also possible to limit access to a test to a specific computer at a specific Internet address, where a proctor can be present. Another technique that reduces cheating is the use of question banks. This entails use of several course-delivery software packages that supports databases of questions from which the software selects items, according to specific rules. These capacities randomize the sequence of questions, making it more difficult for memorizing and sharing the sequence of answers.
References:
Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and
practical pedagogical tips. San Francisco, CA: Jossey-Bass.
Jocoy, C. & DiBiase (2006). Plagiarism by Adult Learners Online: A case study in detection and remediation. Retrieved June 13, 2013 from http://www.irrodl.org/index.php/irrodl/article/view/242/466
Laureate Education, Inc. (Producer). (n.d.). Plagiarism and Cheating [Video webcast]. Retrieved June 13, 2013 from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2818946_1%26url%3D
McNett, M. (2002). Curbing Academic Dishonesty in Online Courses. Retrieved June 13, 2013 from http://www.ion.uillinois.edu/resources/pointersclickers/2002_05/
Rowe, N.C. (2004). Cheating in Online Student Assessment: Beyond Plagiarism. Retrieved June 13, 2013 from http://www.westga.edu/~distance/ojdla/summer72/rowe72.html
University of Wisconsin-Eau Claire (n.d.). Desire2Learn 9.0: Tips to Ensure Academic Honesty. Retrieved June 13, 2013 from http://www.uwec.edu/help/D2Lv9/deter.htm
Thursday, June 6, 2013
Impact of Technology and Multimedia
What impact does technology and multimedia have on online learning environments?
E-mail, announcements, and discussion forums are the basic technological tools to guide learning and build an effective online learning environment (Boettcher & Conrad, 2010). Audio and video lectures help with creating a media-rich learning environment by providing accessibility and usability, since they are available at any time during the semester. Blogs are online journals that capture student's thinking and understanding of the subject, and serves as an avenue for others (including the instructor) to make comments and suggestions. Similarly, Wikis are a collaborative project tool, that supporting student collaboration and teamwork on projects. Text messaging, instant messaging, and Twittering are important tools that faculty can use for quick information checks for students, such as the time before an assignment is due. Other positive impacts include decreased material costs, by creating the environment online, improved training costs, and further savings through decreased travel and reduced material (Tom, 2010). There is also increased productivity and efficiency, since e-learning is not bound by geography or time.
What are the most important considerations an online instructor should make before implementing technology?
Before implementing technology, at the start of an online course, part of the instructor's responsibility is to ensure that all learners are engaged, present, and participating (Boettcher & Conrad, 2010). It is also important to ensuring that students have basic technology skills and knowledge for online learning. In the first week of the course, students should create posts about getting acquainted with each other. In my opinion, this is where they post brief biographies, along with some of their interests, hobbies. After the getting-acquainted posting, students should identify their learning goals for the course, which helps to provide insights into the learners' knowledge, confidence, and experience with the course content. As a "social and cognitive negotiator", faculty members have to provide positive, supportive, and encouraging comments about the overall course process and clarify course expectations and learning experiences in the course requirements. Instructors then have to focus on designing and organizing engaging and challenging discussion questions with clear rubrics for assessing the online discussions.
What implications do usability and accessibility of technology tools have for online teaching?
Usability is defined as the extent to which specified users use a system to effectively and efficiently meet specified goals. (Irbe, 2012). Accessibility is the ability of a learning environment to adjust to the needs and preferences of all learners. Accessibility is contingent on the environment, tools, abilities, or disabilities. Usability and accessibility for online teaching accentuates the importance of not only providing physical access to learning, but providing access to online learning for all learners, including special needs learners. This can be accomplished through application of Universal Design for Learning principles. The system’s design with particular attention to features of the user interface are important usability factors for learners with disabilities. Accessibility and usability also impacts pedagogical effectiveness, and compliance with anti-discrimination legislation (Cooper, Colwell, & Jeffs, 2007). Other aspects of accessibility and usability include consistent navigation, the ability to change font and picture size, properly labeled and visible links, and visually appealing and safe graphics (Irbe, 2012). Proper implementation of accessibility and usability positively impacts online learning experience for all learners.
What technology tools are most appealing to you for online teaching as you move forward in your career in instructional design?
Blogs, wikis, social media, PowerPoint slides, streaming audio and video, and videoconference tools are the most natural and appealing online teaching tools for instructional design. Furthermore, I did some research and found some other examples of useful technology tools that are appealing. EduBlogs is a site that I used in a previous course, and offers a safe and secure place to set up blogs for personal or educational use (Writer, 2012). Additionally, the functionality of creating and managing blogs for students gives teachers the ability to decide if students can post on blogs, and approve posts and comments. Skype can be a great videoconfereincing tool for keeping in touch with students, educators, administrators, and other professionals, and for attending meetings online. Teachers are able to connect with other classrooms internationally. Twitter is a social media tool for teachers to connect with other educators, participate in chats, and share and exchange ideas with various users. Google Education is also particularly appealing, with email and collaborative apps, videos, lesson plan search, professional development, and educational grants.
References:
Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.
Cooper, M., Colwell, C., & Jelfs, A. (2007). Embedding accessibility and usability: Considerations for e-learning research and development projects. ALT-J: Research in Learning Technology, 15(3), 231-245. Retrieved June 5, 2013 from http://www.slideshare.net/martyncooper/embedding-accessibility-and-usability-considerations-into-elearning-research
Irbe, A. (2012). e-Learning Accessibility & Usability. Retrieved June 6, 2013 from https://www.ssbbartgroup.com/blog/2012/04/09/e-learning-accessibility-usability/
Tom (2010). Why E-Learning is So Effective. Retrieved June 6, 2013 from http://www.articulate.com/rapid-elearning/why-e-learning-is-so-effective/
Writer, G. (2012). 50 Education Technology Tools Every Teacher Should Know About. Retrieved June 6, 2013 from http://www.edudemic.com/2012/08/50-education-technology-tools-every-teacher-should-know-about/
E-mail, announcements, and discussion forums are the basic technological tools to guide learning and build an effective online learning environment (Boettcher & Conrad, 2010). Audio and video lectures help with creating a media-rich learning environment by providing accessibility and usability, since they are available at any time during the semester. Blogs are online journals that capture student's thinking and understanding of the subject, and serves as an avenue for others (including the instructor) to make comments and suggestions. Similarly, Wikis are a collaborative project tool, that supporting student collaboration and teamwork on projects. Text messaging, instant messaging, and Twittering are important tools that faculty can use for quick information checks for students, such as the time before an assignment is due. Other positive impacts include decreased material costs, by creating the environment online, improved training costs, and further savings through decreased travel and reduced material (Tom, 2010). There is also increased productivity and efficiency, since e-learning is not bound by geography or time.
What are the most important considerations an online instructor should make before implementing technology?
Before implementing technology, at the start of an online course, part of the instructor's responsibility is to ensure that all learners are engaged, present, and participating (Boettcher & Conrad, 2010). It is also important to ensuring that students have basic technology skills and knowledge for online learning. In the first week of the course, students should create posts about getting acquainted with each other. In my opinion, this is where they post brief biographies, along with some of their interests, hobbies. After the getting-acquainted posting, students should identify their learning goals for the course, which helps to provide insights into the learners' knowledge, confidence, and experience with the course content. As a "social and cognitive negotiator", faculty members have to provide positive, supportive, and encouraging comments about the overall course process and clarify course expectations and learning experiences in the course requirements. Instructors then have to focus on designing and organizing engaging and challenging discussion questions with clear rubrics for assessing the online discussions.
What implications do usability and accessibility of technology tools have for online teaching?
Usability is defined as the extent to which specified users use a system to effectively and efficiently meet specified goals. (Irbe, 2012). Accessibility is the ability of a learning environment to adjust to the needs and preferences of all learners. Accessibility is contingent on the environment, tools, abilities, or disabilities. Usability and accessibility for online teaching accentuates the importance of not only providing physical access to learning, but providing access to online learning for all learners, including special needs learners. This can be accomplished through application of Universal Design for Learning principles. The system’s design with particular attention to features of the user interface are important usability factors for learners with disabilities. Accessibility and usability also impacts pedagogical effectiveness, and compliance with anti-discrimination legislation (Cooper, Colwell, & Jeffs, 2007). Other aspects of accessibility and usability include consistent navigation, the ability to change font and picture size, properly labeled and visible links, and visually appealing and safe graphics (Irbe, 2012). Proper implementation of accessibility and usability positively impacts online learning experience for all learners.
What technology tools are most appealing to you for online teaching as you move forward in your career in instructional design?
Blogs, wikis, social media, PowerPoint slides, streaming audio and video, and videoconference tools are the most natural and appealing online teaching tools for instructional design. Furthermore, I did some research and found some other examples of useful technology tools that are appealing. EduBlogs is a site that I used in a previous course, and offers a safe and secure place to set up blogs for personal or educational use (Writer, 2012). Additionally, the functionality of creating and managing blogs for students gives teachers the ability to decide if students can post on blogs, and approve posts and comments. Skype can be a great videoconfereincing tool for keeping in touch with students, educators, administrators, and other professionals, and for attending meetings online. Teachers are able to connect with other classrooms internationally. Twitter is a social media tool for teachers to connect with other educators, participate in chats, and share and exchange ideas with various users. Google Education is also particularly appealing, with email and collaborative apps, videos, lesson plan search, professional development, and educational grants.
References:
Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.
Cooper, M., Colwell, C., & Jelfs, A. (2007). Embedding accessibility and usability: Considerations for e-learning research and development projects. ALT-J: Research in Learning Technology, 15(3), 231-245. Retrieved June 5, 2013 from http://www.slideshare.net/martyncooper/embedding-accessibility-and-usability-considerations-into-elearning-research
Irbe, A. (2012). e-Learning Accessibility & Usability. Retrieved June 6, 2013 from https://www.ssbbartgroup.com/blog/2012/04/09/e-learning-accessibility-usability/
Tom (2010). Why E-Learning is So Effective. Retrieved June 6, 2013 from http://www.articulate.com/rapid-elearning/why-e-learning-is-so-effective/
Writer, G. (2012). 50 Education Technology Tools Every Teacher Should Know About. Retrieved June 6, 2013 from http://www.edudemic.com/2012/08/50-education-technology-tools-every-teacher-should-know-about/
Thursday, May 23, 2013
Setting Up An Online Learning Experience
What is the significance of knowing the technology available to you?
There are basic technological tools that are important for instructors to know, such as email, uploading text documents, setting up and creating discussion forums, and setting up and using the grade book (Conrad & Donaldson, 2011). Other available technology tools such as audio and video lecture resources, blogs, wikis, social networking enhance various learning experiences for a face-to-face environment. The primary tool that instructors will need to become familiar with is the course management system (CMS) or learning management system (LMS) used by the institution. This provides a virtual place for learners to gather meet, converse, and interact, and serves as a virtual classroom or campus.
The aforementioned tools are all essential communication tools for guiding learning and building a learning community. Learning how to use them can keep instructors busy but can be painstaking. However, it's important not to get overwhelmed. It is advisable to choose a few that are best suited for learning goals and discipline.
Why is it essential to communicate clear expectations to learners?
It is essential because teaching and learning from remote locations (oftentimes worldwide), and using a set of tools and systems that may be faulty or unavailable can cause misunderstanding and potential failure. Clear and unambiguous guidelines not only reveal expectations to learners, they also significantly help with ensuring overall understanding and satisfaction in an online course. Doing this also helps to establish a smooth and trusting learning environment.
What additional considerations should the instructor take into account when setting up an online learning experience?
There are several important lessons that I learned from this exercise that should be taken into account for an online learning experience. The first is that instructors have to devise course content that allows students to identify their learning goals and technological skills. This can be facilitated through the syllabus, course announcements, and communication via blogs, wikis, and discussion forums. Instructors are also required to serve as social and cognitive negotiators by providing positive and encouraging comments about the overall course process. I learned that instructors should be sensitive to students’ desire for privacy by encouraging that their bio picture do not have to be their actual photo, but an aspect of personality or physical appearance. I was comfortable posting my picture for the Week 2 assignment, but this is not the case for all students. Some may not want to use photos for various social or personal reasons. Students should post a brief personal biography in the first week of class. Instructors have to reference those student biographies throughout the course in order to make informed responses and comments to their assignments. Instructors have to discuss the course content, expected learning goals and technology skills.
Another interesting thing that I learned was about icebreakers. The purpose of an icebreaker activity is to establish the presence of individuals and create open and non-threatening lines of communication for a learning community. Icebreakers prevent course attrition, and helps to ensure that students are engaged from first week (Laureate Education, n.d.). Because instructor introductions tend to be academic and mundane, personal revelations unveil human aspects of the instructor, and builds trust. When creating a course, not only would I implement icebreakers in the first week, I would also include them in the middle of the course, to re-engage and “wake up” students.
References:
Conrad, R., & Donaldson, J. A. (2011). Engaging the online learner: Activities and resources for creative instruction (Updated ed.). San Francisco, CA: Jossey-Bass.
Laureate Education, Inc. (Producer). (n.d.). Launching the Online Learning Experience [Video webcast]. Retrieved May 23, 2013 from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2818946_1%26url%3D
There are basic technological tools that are important for instructors to know, such as email, uploading text documents, setting up and creating discussion forums, and setting up and using the grade book (Conrad & Donaldson, 2011). Other available technology tools such as audio and video lecture resources, blogs, wikis, social networking enhance various learning experiences for a face-to-face environment. The primary tool that instructors will need to become familiar with is the course management system (CMS) or learning management system (LMS) used by the institution. This provides a virtual place for learners to gather meet, converse, and interact, and serves as a virtual classroom or campus.
The aforementioned tools are all essential communication tools for guiding learning and building a learning community. Learning how to use them can keep instructors busy but can be painstaking. However, it's important not to get overwhelmed. It is advisable to choose a few that are best suited for learning goals and discipline.
Why is it essential to communicate clear expectations to learners?
It is essential because teaching and learning from remote locations (oftentimes worldwide), and using a set of tools and systems that may be faulty or unavailable can cause misunderstanding and potential failure. Clear and unambiguous guidelines not only reveal expectations to learners, they also significantly help with ensuring overall understanding and satisfaction in an online course. Doing this also helps to establish a smooth and trusting learning environment.
What additional considerations should the instructor take into account when setting up an online learning experience?
There are several important lessons that I learned from this exercise that should be taken into account for an online learning experience. The first is that instructors have to devise course content that allows students to identify their learning goals and technological skills. This can be facilitated through the syllabus, course announcements, and communication via blogs, wikis, and discussion forums. Instructors are also required to serve as social and cognitive negotiators by providing positive and encouraging comments about the overall course process. I learned that instructors should be sensitive to students’ desire for privacy by encouraging that their bio picture do not have to be their actual photo, but an aspect of personality or physical appearance. I was comfortable posting my picture for the Week 2 assignment, but this is not the case for all students. Some may not want to use photos for various social or personal reasons. Students should post a brief personal biography in the first week of class. Instructors have to reference those student biographies throughout the course in order to make informed responses and comments to their assignments. Instructors have to discuss the course content, expected learning goals and technology skills.
Another interesting thing that I learned was about icebreakers. The purpose of an icebreaker activity is to establish the presence of individuals and create open and non-threatening lines of communication for a learning community. Icebreakers prevent course attrition, and helps to ensure that students are engaged from first week (Laureate Education, n.d.). Because instructor introductions tend to be academic and mundane, personal revelations unveil human aspects of the instructor, and builds trust. When creating a course, not only would I implement icebreakers in the first week, I would also include them in the middle of the course, to re-engage and “wake up” students.
References:
Conrad, R., & Donaldson, J. A. (2011). Engaging the online learner: Activities and resources for creative instruction (Updated ed.). San Francisco, CA: Jossey-Bass.
Laureate Education, Inc. (Producer). (n.d.). Launching the Online Learning Experience [Video webcast]. Retrieved May 23, 2013 from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2818946_1%26url%3D
Thursday, May 9, 2013
Online Learning Communities
How do online learning communities significantly impact both student learning and satisfaction within online courses?
Online learning communities have significant impacts on student learning and satisfaction (Laureate Education, n.d.). These communities create a dynamic in which facilitators and learners are actually equal participants. The instructor is not the focal point, but is still responsible for creating an environment that is dynamic, safe, beneficial and interactive for students. Facilitation is a critical component of the online learning community. Instructors have to maintain their presence in order to facilitate student satisfaction, enhance their perception of learning, and to break down isolation that can occur for students working at home, or even instructors that aren’t working in a classroom. For example, instructors and other faculty members (i.e. academic advisors) should call students and send personal e-mail in early weeks to keep them engaged in the course, and to help gauge their overall interest.
What are the essential elements of online community building?
The elements of community building include people, purpose (students coming together in class), process (way in which course is delivered), and methods. These are all impacted by instructional methods, social presence, communication, and having a sense of who the student is in the communication process. The purpose does not just involve the class, but guidelines for how to communicate, how learners engage, who is expected to participate, institutional guidelines, and how often institutions expect learners to participate.
Student orientation is also important in online community building. New students and adult learners are typically used to traditional face-to-face teaching model. Naturally, the transition from onsite to online learning can be something of a culture shock. Therefore, brief course orientations (perhaps a week or two) can help students in getting to know each other, as well as introducing them to course management.
How can online learning communities be sustained?
There first has to be a realization that everyone is responsible for creating a successful learning community. This includes students, faculty, and administrators. Learner-to-learner engagement is the power of learning communities. This involves a process for connecting and empowering students, and enhancing their responsibility for learning (defined as a social constructivist approach). Students have to be fully engaged to make meaning of the content, figure out the content together, and to obtain a sense of co-created knowledge and meaning. Instructors should design and conduct learning activities that result in proper engagement and facilitation of learning (Conrad & Donaldson, 2011).
What is the relationship between community building and effective online instruction?
The relationship between community building and effective online instruction goes hand-in-hand. In effective online instruction, students are often transformed as learners, their perception of learning is deeper, and they have an increase in self-direction (Laureate Education, n.d.). Students can also positively change how they present themselves in an online environment, as a real person. Engagement and learning is facilitated by tools such as learner-facilitated discussions, articles, and links to related websites and databases (Conrad & Donaldson, 2011).
It is also possible to create an online learning community without a structured course. Similar to a classroom, in a corporate environment, there are typically a diverse set of learners with different learning styles, opinions, and agendas (Laureate Education, n.d.). An online forum should be created within a learning management system, where users communicate with each other, and post their questions or concerns, typically with an expert available to answer.
Conclusion
In this article and throughout my experience as an online learner, I learned that instructors, as facilitators, have to properly explain to students the type of support they will receive in a learning community approach. Additionally, as an aspiring instructional designer, I learned that instructors have to devise engaging content for diverse audiences, along with training that properly explains to students the type of support they will receive in a learning community approach. It was also interesting to read about the desired length for course orientation. In my opinion, long-winded orientation can overwhelm the student, and potentially diminish their interest in continuing their enrollment in the course. This is why orientation should occur for no more than 1 to 2 weeks.
References:
Conrad, R., & Donaldson, J. A. (2011). Engaging the online learner: Activities and resources for creative instruction (Updated ed.). San Francisco, CA: Jossey-Bass.
Laureate Education, Inc. (Producer). (n.d.). Online Learning Communities [video]. Retreived May 9, 2013 from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2651291_1%26url%3D
Online learning communities have significant impacts on student learning and satisfaction (Laureate Education, n.d.). These communities create a dynamic in which facilitators and learners are actually equal participants. The instructor is not the focal point, but is still responsible for creating an environment that is dynamic, safe, beneficial and interactive for students. Facilitation is a critical component of the online learning community. Instructors have to maintain their presence in order to facilitate student satisfaction, enhance their perception of learning, and to break down isolation that can occur for students working at home, or even instructors that aren’t working in a classroom. For example, instructors and other faculty members (i.e. academic advisors) should call students and send personal e-mail in early weeks to keep them engaged in the course, and to help gauge their overall interest.
What are the essential elements of online community building?
The elements of community building include people, purpose (students coming together in class), process (way in which course is delivered), and methods. These are all impacted by instructional methods, social presence, communication, and having a sense of who the student is in the communication process. The purpose does not just involve the class, but guidelines for how to communicate, how learners engage, who is expected to participate, institutional guidelines, and how often institutions expect learners to participate.
Student orientation is also important in online community building. New students and adult learners are typically used to traditional face-to-face teaching model. Naturally, the transition from onsite to online learning can be something of a culture shock. Therefore, brief course orientations (perhaps a week or two) can help students in getting to know each other, as well as introducing them to course management.
How can online learning communities be sustained?
There first has to be a realization that everyone is responsible for creating a successful learning community. This includes students, faculty, and administrators. Learner-to-learner engagement is the power of learning communities. This involves a process for connecting and empowering students, and enhancing their responsibility for learning (defined as a social constructivist approach). Students have to be fully engaged to make meaning of the content, figure out the content together, and to obtain a sense of co-created knowledge and meaning. Instructors should design and conduct learning activities that result in proper engagement and facilitation of learning (Conrad & Donaldson, 2011).
What is the relationship between community building and effective online instruction?
The relationship between community building and effective online instruction goes hand-in-hand. In effective online instruction, students are often transformed as learners, their perception of learning is deeper, and they have an increase in self-direction (Laureate Education, n.d.). Students can also positively change how they present themselves in an online environment, as a real person. Engagement and learning is facilitated by tools such as learner-facilitated discussions, articles, and links to related websites and databases (Conrad & Donaldson, 2011).
It is also possible to create an online learning community without a structured course. Similar to a classroom, in a corporate environment, there are typically a diverse set of learners with different learning styles, opinions, and agendas (Laureate Education, n.d.). An online forum should be created within a learning management system, where users communicate with each other, and post their questions or concerns, typically with an expert available to answer.
Conclusion
In this article and throughout my experience as an online learner, I learned that instructors, as facilitators, have to properly explain to students the type of support they will receive in a learning community approach. Additionally, as an aspiring instructional designer, I learned that instructors have to devise engaging content for diverse audiences, along with training that properly explains to students the type of support they will receive in a learning community approach. It was also interesting to read about the desired length for course orientation. In my opinion, long-winded orientation can overwhelm the student, and potentially diminish their interest in continuing their enrollment in the course. This is why orientation should occur for no more than 1 to 2 weeks.
References:
Conrad, R., & Donaldson, J. A. (2011). Engaging the online learner: Activities and resources for creative instruction (Updated ed.). San Francisco, CA: Jossey-Bass.
Laureate Education, Inc. (Producer). (n.d.). Online Learning Communities [video]. Retreived May 9, 2013 from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2651291_1%26url%3D
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