Developmental Process of Online Learning

Another thought from our chat facilitated by Judy -

Julia introduced us to a developmental model of online instruction which I have posted above and the link that talks about it is: http://tojde.anadolu.edu.tr/tojde8/reviews/etivities.htm

It seems these stages move linearly and I wonder if it is linear. At times, if I connect with what someone says or have a great interest in the topic, I might move 2 or 3 steps up the developmental stairs.

I will probably buy this book because I think it is interesting and learn more about this framework.

Of course - it still doesn't tell me how to get students moving along the steps!

Online Learning Community

I wanted to follow up from our chat session facilitated by Judy (Thanks Judy!). In that session we were discussing differences between online community and online learning community. The main difference being that in an online learning community there is specific content that is covered and Julie stated that the community will often end when the course ends. There are times, of course, when members of the community will stay connected and continue in the community. I am interested in facilitating that continuing community in my graduate courses. I think that is what Bethany and Julia are hoping to do in these courses. So, how to do that....

Julia mentioned using all of the "tools in her arsenal" to build community during courses. We are learning many of those tools in this course. I have taught online for several years and have learned some things along the way that have helped to keep students engaged - and now I know that these are strategies for building community (didn't realize it before!).

Things that we have added to our graduate program and that I do in my courses that facilitate community:

• F2F meeting at the beginning of the semester - students are strongly encouraged to come but some can't
• First week using discussions for students to introduce themselves
• Small group discussions about topics that students facilitate ( I do the first one and students facilitate 2-3 during the semester)
• Small group presentation that should be collaborative but often ends in dividing up the pieces and presenting individual parts
• Synchronous Centra events for group presentations
• Online chats for office hours (am considering Centra for office hours but may go with Skype)

I have gotten some other ideas from this course, of course, but am interested to know what others have done and how successful the strategies are.

In terms of my success, I think it's mixed. I always have students each semester that don't participate in the discussions and end up dropping out. Julia mentioned that has happened in our course as well. I'm wondering how many others have that kind of problem and what supports we can build in to prevent that?

Thoughts and comments are greatly appreciated!!!!

OLE Elements

Based on the discussion postings and readings, here is a list of OLE elements that I believe are essential. I'm sure this will change as I learn more, but it's start for building an OLE course. I liked the idea of categories or a taxonomy so I have categorized them - although I'm sure there is debate over the categories. I know we'll be exploring more about this but this is where I'm starting!

FRAMEWORK
This is the most important because it involves the organization of the elements, how they're laid out and why. Requires much planning prior to going live with the course. The maxim form follows function is important here:

• Course layout - where you place the elements to not overwhelm students and make it easy to navigate - familiar course format might be important
• Homepage
• syllabus
• schedule - in multiple places
• Assignments - text heavy,
• Learning outcomes for assignments - multiple ways to meet learning objectives
• assessment - process and outcome assessments

Design - These elements are closely connected to framework but include the aesthetics of the OLE elements.

• Attractive colors, displays, etc.
• Appropriate colors, displays, etc.
• course flow - organization of elements
• Energy of course displayed

Interaction - Those OLE elements that facilitate interaction

• Ground rules up front
• safe environment/community for interaction
• productive discussion elements
• measures of student interaction
• communication with faculty available and easy
• feedback timely
• opportunity for synchronous interaction built in

Technology - OLE elements specifically related to use of the technology

• Faculty/student know how to use the technology - opportunities to learn
• Minimal technology requirements communicated before course selection and reinforced
• Skype or other synchronous modality available and learned before use
• Blog, wiki, etc - introduction of more advanced elements is planned - not done in first class to overwhelm students
• Support opportunities/sites built in for technology support

Flexibility - Need for this should be acknowledged up front with some opportunities for adjusting built into course design

• Flexibility addressed in syllabus
• Adjustments made or built in for different learning styles and student diversity

Looking forward to more interactions about OLE elements!

Learning Log

This is my 17 year old son Bradley who is a senior this year. While he paints a persona of punk that makes many people stare, his personality is charming and outgoing and he tests the limits of being outrageous in dress and music. He is a wonderful, creative child who has struggled in traditional learning environments. In keeping up with him I have learned video gaming and some about on-line communities. My experience with on-line learning has convinced me that traditional classes are not the only way to teach and this course will help me to learn to develop on-line learning communities.

Week 1

Blogs, wikis and vokis - I missed the afternoon orientation and while I thought I could figure it out - I couldn't. Saturday remediation session really helped - thanks!

Previous on-line learning experience with discussion posting had been: read assignments, post early and respond thoughtfully so that the discussion builds on all postings. Norm for this course seems to be: read assignments, carefully consider answer and post when that is complete and discussion will build on more thoughtful initial postings. Good way to do it, more careful considered answers from me - different than a face to face class discussion but a good way to do it.

Thoughts about creating learning community and elements needed for that:

In teaching my courses, many of my students are returning graduate students who are not computer literate. Not only are we exposing them to graduate level content but also a new technology. We have tried to build face to face time in the beginning of each semester to provide some level of comfort with the technology and the course logistics but they still struggle - particularly in the early coursework. I think that introducing elements such as wiki's, blogs and voki's would be intimidating but they are great for building community.

I have always believed, as Fran stated, that if you really wanted to learn you would find a way to do it - which is what I have done in my life. But technology can create roadblocks that become frustrating...when to introduce the elements is an important consideration.

John was right about the students not really getting the community building built into the course - they are trying to meet the (sometimes only minimally) requirements of the course and get a grade. Our classmates are professionals, here to learn about building community and improving their techniques for communicating with this technology. Motivation to learn and continue learning will enhance the ability to create a learning community that will probably survive the courses - (what happens to the community after the course - is it only for a semester and then it goes away?).

Can you truly create an on-line learning community with students who just want the grade?