Design Experiment 3

1. Online content that comes with the textbook you use for your course. Although, I have typically been one to purchase hard copy textbooks during my tenure in higher education, I have had two experiences with supplemental instruction materials being provided by a publisher.  Each time, I was quite successful with the “extras” provided. In one particular case, the supplemental course material proved to be valuable as a complete glossary of terms used in the book was readily available, as well as a sample quizzes. Due to the course expectations, and the limited amount of information being provided via a PowerPoint live-lecture presentation, the supplemental material was a great tool to use…in essence I created a flipped classroom experience for myself.  For example, I took it upon myself to ask the professor to send his PowerPoint presentation prior to the class session so that I could read what was required and take notes directly onto the PowerPoint.  This allowed me to be prepared for the class and have specific questions ready to be asked.  One of the things that I reflected upon when I used this type of supplemental instruction, was the issue of access.  I had the funds to purchase the ‘extras’, while some of my classmates did not.  I knew that these supplements could assist others, and therefore I shared. 

Another feature that I enjoyed when using a digital textbook, was that of a Search feature.  I could easily word, or phrase search anything referenced in a live lecture.  This Search feature proved to be a great asset when taking quizzes or other assessments.

I have learned that with digital textbooks one can also save time and energy.  For example, I learned one does not have to wait for the textbook to arrive in the mail.  Another advantage is that one does not have to be weighed down with the bulk of the book.  I could simply access it via my Kindle App. 

Many universities and colleges are issuing laptops to first-time students when they arrive to campus; my alma mater, St. Mary’s University, has practiced doing so with new students, thus affording the students to have access to digital textbooks; saving costs for the students and their families. 

The only disadvantage I view in using digital textbooks is when there is a loss of internet service.  Without access to the World Wide Web, there is a loss in opportunity to obtain an education.

2. YouTube and Tell us what you found.

Prior to taking courses at Texas A&M University - Commerce, I had limited experience with YouTube; I typically used YouTube for DIY videos and to research music artists. 

I have had to use YouTube this term and last term for supplemental instruction.  Various professors have linked YouTube videos as required ‘viewings’ for course learning outcomes.  And, due to the fact that most of my doctoral courses have been online at TAMUC, the use of YouTube videos seems to increase each semester. 

The advantage of using YouTube is that the resource is easy to navigate, and readily available (if there is consistent access to the World Wide Web).  In taking this course, I have had to research via YouTube various software or Apps proposed for research and use.  It has also been interesting to read in other people's posts and blogs what they have researched via YouTube.  It seems as you say, there is so much posted on YouTube, that I have found myself caught in an endless loop of education, one video leads to another.  

What I researched were various types of instruction for my advanced statistics course.  I found some videos valuable, however those that were difficult to follow had to the do with the quality of ‘video’ instruction because of the style of the professor.  I learned that I know my level of knowledge and my favored learning style, thus became a challenge for me to seek a fit when using online instruction/YouTube video instruction for my knowledge level and distinct learning style. I found that during this particular exercise, I had to discern if the video would prove valuable for supplemental instruction.  To do so, I had to continually view video for 2-3 minutes.  This was time consuming and at times confusing.  I also learned that the length of the video and more importantly the presentation format were other factors in my satisfaction level of supplemental instruction.  

In relation to this assignment, the blog, I would say that it is very important that students are encouraged to have a good internet connection; speed matters. 

Without a good connection, videos cannot be viewed properly.

Additionally, the instructor should take into account what others and I have been speaking to in weekly our discussion posts; learning styles do matter.  And, that an individualized (and class) assessment should be completed to learn where the student stands in his/her level of knowledge; equally important when formatting a course for online instruction is that the professor should take into consideration how much the student is being asked to comprehend, and later show as a satisfactory outcome.

Design Experiment 2

After reading the supplemental instruction handout on Affordances, I have learned I am the primary voice in this Blog.  And, I hope to convey the learning that is taking place in using this new learning tool. 

As I experienced the features of Edmodo, I noted several advantages when comparing it to eCollege (due to access issues, I was not able to use Google Classroom). 

The following were immediate observations that involved learning in Edmodo:

The company website was fairly easy to navigate.  Thus, I am taking everything I do as a teachable moment.  And, each time we are required to complete a digital experiment assignment, I view every key stroke as a ‘teachable moment’.  This week as I noted thoughts, I found Edmodo’s website easy to navigate and this allowed me to be engaged and interested enough to proceed to the next step: registration.

The registration process to set up an Instructor webpage was simple.  Three easy steps and I had a classroom to manage.  Another observation noted was when I compared Edmodo to eCollege; Edmodo is clutter free.  The icons used in the website are easy to read and understand.  This is greatly appreciated.   

I also liked the fact that it resembled Facebook in some ways.  It was comforting to learn how to navigate within the system; my classroom webpage.  On the right side of the screen, I as a learner I viewed five large icons; with one looking familiar, Office Online…I clicked on the icon to learn what features would sync up to my Microsoft account.  I also liked exploring the various other featured icons, Planner and Snapshot, which stated that one could “discover how you can instantly assign Common Core-aligned quizzes to all of your Edmodo Groups.”

And, who doesn’t like to shop?  I do.  With the Store icon, one has the ability to shop for free apps.  I took interest in the professional development apps for instructors; when I have more time I’m going to explore more that are cost free.

How would I use this free course management system (CMS) to assist with teaching?  I am going to use the example I mentioned in my first blog post; I want to teach my young nephew how to type; I hope to follow through with the goal this summer (so I have a timeline set).  I thought that as he is asked to do more with technology in his academy/school, I want him to be prepared to research and type what he and his classmates have learned. 

If I am reading about pedagogy and learning theories correctly, I am processing that as a teacher (and in this case Sjeldon’s aunt), I have influence to control some things; such as the curriculum (lesson plans), how the he will be measured for success (grades), when things are to come due (use of the student planner), and how the lessons will be presented (various types of methods of engaging instruction).  And, after reading the post on affordances, even how the typing lessons will be presented in the virtual classroom.

Affordances:

As with most online instruction, I liked that the professor ask us, the students, to use discussion threads; and this week you, the instructor, made it really clear to me why discussion boards so useful.  You are correct that with this type of instructional tool, each student is given a fair chance at being ‘heard’, read.  This asynchronous form of instruction can be utilized in Edmodo very well, and I liked that it has good features needed for a CMS.

The use of other online tools can be used as well in Edmodo.  For example, when the instructor couples the Student Planner feature with a clear timeline of submitting assignments, engaged learning is taking place; thus positive reinforcement, a sense of completion, is embedded within the actual learning process.   

Pedagogy

As I was reading to refresh myself on ‘what pedagogy is’, I came across a great website that was so very helpful. It explains well what I have come to learn in this class, especially in reading the discussion boards, and the instructor’s comments.  If an instructor in Edmodo, I could foresee that preparation for teaching takes a lot of time, and the time would be well invested as the instructor needs to take their time learning about various learning styles and how their message of learning is going to communicated to the learner.

I know my learning is foundation and meaningful; I like to learn and then ‘stack thoughts’ or problems solving together.  My pedagogy in learning would promote learning that is deep rooted in human nature; maybe even compliment a student’s personal habits.  To use time wisely, I would keep in mind that I am student-centered, therefore, I would use Edmodo to explain what is needed and by what date; there would be no guessing game.  To make a particular lesson one of engagement, I would use YouTube apps that simulate a video game to teach levels of mastery.  This practice of an actual typing test would become a continuous learning process for the student.    

Another example of purposeful learning, is that each time a student reaches a level of measured success, the student could demonstrate his/her level of success by challenging another student to a typing duel. 

With any lesson to be learned, the instructor has to be cognizant that prior experience and knowledge are connected; and the student who comes into an Edmodo classroom must be ready to share what he/she knows; demonstrate how they too can ‘teach’ in the classroom.  Maybe, they are asked to create a typing lesson plan to share with the class.  In teaching ‘how to type’, the student could record a level of mastery (the speed and accuracy of typing) to other classmates, and then share the tips of how he/she has been able to master that particular level of typing.  This could be done by creating a video of how fast they accurately type, and then the students can state in the video some basic tips to avoid error.  This type of student-to-student instruction can foster an Edmodo learning community; providing a sense of [learning] community within a classroom.  All this to say that the Edmodo instructor has validation that the students are engaged and learning and that the instructor learns more about the student individual style of learning, pace of learning, and how the learning is best taking place. 

Design Experiment 1

I'm beginning to think about so much when I'm preparing the first entry to this Blogger site...this is all new to me, as I often journal my thoughts in a journal book and keep them private.

Briefly, I want to make mention that this Blogging experience has been interesting.  In fact, last evening, I took the time to draft my thoughts, to create an outline of sorts.  And, when I logged in to the Blogger site this afternoon, to formulate some order to my thoughts, a chart, a tracking tool, stated my blog has been reviewed by at least 12 viewers?  And, as I am not accustomed to the methods of tracking, or even how to make my draft of thoughts private, I am intrigued how others can just write for an mystery audience.  I'm accustomed to my writing being private. 

If is used the Blogger app in a classroom, I would have to make clear how the tool was to be used and more importantly, how the work in the Blog was to be 'graded.'  I could see the benefit of creating prompts for the students, and speaking to the length of the piece, to keep some order in the grading that had to be completed.  


Google Classroom
My reaction to this new tool is that of fascination.  My, how this company has added to the learning experience.  After viewing a brief tutorial, I wanted to know who can achieve the most with this tool.  Is it those who only have access to this tool?  
Muammer stated that his school district provided the Chromebooks to the students, and even those that did not have access to the internet were able to use the Google Apps.
I posted to him if there was a particular age group, grade and/course that had the advantage of the tool(s).  He responded that students from 6th-12th grade received the Chromebooks, while the younger students received Ipads.  I inquired if the students were provided typing classes, or was it assumed they knew how to type?  He did not respond to that question, perhaps the formal typing instruction was an elective to take.

Learning about this tool, has me thinking of the possibility of creating a Google Classroom for my younger cousins...a generation that is curious to learn, however still needs a little routine; structure.  So I have made it a goal to meet with them this summer and have them learn how to type.  All of them have access fortunately to a computer, whether it be one shared within the family, or visiting the local library.  They can also be instructed to view YouTube videos to aid them in learning, and I could find beginner's typing books at the local HalfPrice bookstores.   

There are several quick take-a-ways that I noted about Google Classroom: 
Access is avaiable to anyone that is instructed well enought log in for the experience. 
The tutorial I viewed, displayed an easy to read and understandable website. 
The mobility of the tool is convenient and efficient for instruction.
Everyone that is involved with the learning process is organized in thoughts, duties, and expectations.
The type of communication allows for a fair playing field. 
Anything and everything involved in the process is time sensitive, and one only has to embrace the Calendar feature to complete and review items submitted.  
I liked that it is compatible with Gmail, Google Docs, Calendar, and Drive. 

What it means for the teacher and student: 

Teacher: 

Saves the instructor time.

Student rosters are quickly formed.  Grades may be posted in real time and feedback provided effectively.

Sections of the classes can be organized well and efficiently

The instructor can prepare the course instruction in an organized manner; resource pages are noted and organized well.

The course instruction can be enhanced and engaging with integration of learning tools, any forms needed would be posted for review and discussion.  

Student:

The expectations are explicit and transparent; there is a fair workflow for everyone.

Again, the tool saves time for the student.

The tool allows for an engaging experiences and can create more for others in the learning community.  (Ie: a collaborative research paper - the instructor could assign each section a learning community, with expectations to use several of the Apps to create and complete the paper).

It allows for little to no confusion; organized from day one, calendar of due dates is updated on time, and everyone knows where they stand in the course. 

Most importantly, the learning takes place in real time; feedback is instantaneous 

When did the App come about...history/timeline 
I read on a website that the App was pioneered in August 2014; it was described as this 'paperless classroom launched with goals to be time saving.'  

I read on another website:
One of the first schools to use Classroom was Fontbonne Hall Academy in Brooklyn, New York. Sister Rosemarie DeLoro, who has been teaching for more than 60 years, had never used computers with her students before Classroom was introduced at her school. Classroom made it easy for her to assign digital worksheets to students in her Italian class and provide direct feedback to help them learn. In fact, after just a few weeks, Sister Rosemarie was showing the other teachers how to use it. “You can’t stay in teaching and keep going to the old ways,” she said.

And, I have to agree since day one of the Google Classroom launch there has been total progress. 

I did question, who did they employ to know what teachers and students needed? Where there surveys conducted? What about F2F conversations, did task-forces take the time to speak to students and teachers?  Did the Google employees participate in live lecture classrooms, observing how and what could be done to enhance the learning experience?

Google Translate
When I was perusing the Foundation for Critical Thinking website, I actually noted that Google Translate was featured in their lead page; it 'stood out' to me this time because I am more familiar with the tool.  How forward thinking of the web designers to supply a translating tool to get their message of critical thinking to others; others than those that speak English.  

I've used Google Translate to ensure I'm spelling words correctly in Spanish.  It is amazing that as I further researched  the tool, there is a Translate Community, and that one could earn digital badges.  With the Texas focusing on marketable skills, these digital badges become more in merit and award.  I noted also there was a Translator Kit, an interesting feature: Translation Memories and Glossaries. It would recall what I had needed to be translated.  

If using this App in a classroom, I would perhaps ask the students to read a classic piece in another language, translate it from Latin, for example.  Or, Greek.  Allowing for them to use the tool, and challenge themselves to learn another language.  To take it to another level, the students could learn how to speak the language, using YouTube as a teacher in foreign language instruction.     

Google Scholar
I learned of Google Scholar in a TAMUC "Research Boot Camp" hosted by Sara and Scott, Gee Library staff.  I explored it that day and literally reintroduced myself to the tool this week. What a wonderful tool.
I like the way it will track what I have researched, or referenced.
I'll do more with this tool - and it would be a great one to introduce to students early in their semester/school term as this scholar tool can also provides resources to be kept in one place.

Google Books
Interestingly enough, the App immediately 'knew' I had not linked my Gmail account to Books.  What did this mean? And, when I read and explored, I learned that once I did approve, it could not be reversed.  I decided I did not to make this a permanent decision and declined to link it to my Gmail account. 
The features of the APP looked inviting.  I wanted to immediately share with others, my parents, my Dad, who loves to read and always has a book in his hand.  What I have to furhter research is the Public versus Private features within the App.  It also invited me to get textbooks on Google Play.  I have always been a hard copy textbook student, however, I have only begun to understand what an eBook can do for a student; attractive features such as word searches, main points provided, easy access, and less weight (paperless) are a motivation to purchase books online.

You asked us to think about how and what you might use to teach with the Apps. 
How = Pedagogy (learning theory)
Knowing that students are afforded equal access to the App, I would make sure that students knew how to clearly access the Classroom they are assigned to, and what type of responsibility they assume when they 'enter' a virtual classroom. .
If this were online class, my first step would be to utilize the use of email to communicate the instructions, the mechanics of learning in a Google Classroom. My first lesson in using this tool (Google Classroom or other Google Apps) would be a brief tutorial - I would use a website and provide the two minute video I viewed to learn of the tool.    
From there, I would take each feature and clearly explain how it would be used in the classroom.  The Calendar feature is most important, it literally tracks success, holding one accountable (teacher and student) to the progress made to completion.
The App feature would be necessary to allow for questions to be asked, feedback to be gained.  Giving a parameter of time would allow the student and teacher to learn how the instructions are received, more importantly how the App is received.  The learning could be measured quick satisfaction surveys (voting feature), thus productivity of logging in, to completing the first assignment could be studied. This form of learning could be tracked. 
I would also create experiences; problems to solved, created simulations so that critical thinking can be utilized.  The student would explore the tools to come to a solution to the task/problem.

In researching a learning theory, I found website that spoke to the renowned American educator, Malcolm Knowles...there are 5 assumptions concerning the characteristics of adult learners, and 4 principles concerning adult learning (andragogy). Despite the fact that Knowles' adult learning theory assumptions and principles were introduced in the 1980's, each can be utilized today to help eLearning professionals create more meaningful learning experiences for adult learners.

The website clearly laid out the various assumptions and fully explained how it all ties to online learning. 

What = Content (learning outcomes)
To be able to use Google Classroom effectively, I would explore how an online Orientation program could be developed for incoming students.  I would ask the students what they really wanted to learn in an orientation session, make it look attractive and engaging.  They know what they want to learn, we as administrators know what we have to teach them (federal standards/law: FERPA, TITLE IX, CLERY, etc.). 
It is how they want to it that would be most important to note: Are videos still popular to view, would the use of an avatar make it easier to tour a camps, would brief bulleted statements of wanted and needed information still capture their attention. 

As I have a Communications degree with marketing, advertising  and journalism experience, I thought about how the layout (the Ad) of an online class influences the sell, the product we sell in this case is knowledge.  

There has to be a great Ad placed, in a great location; course description in a particular program of study (a course catalog) at said University / College.
The student has to have been attracted by a medium (the course shell) to bring them into a new learning experience. Questions that came to mind: Are they solving an issue (need a certificate or degree to gain more income)?  How are they going to access/log in to the course conveniently from their place of access?  Is their engagement tied to the access, and is 'buy in' important to both the teacher and student (commitment)?  Are the students gaining easy access through a convenient portal?  Are the students left wanting more after they log out?  How fast can we measure satisfaction of the product, and how will it get them to completing their goal; purchasing an educational experience.