Ok. So now that class is over, I'm wondering - Will I continue to blog? What will I blog about? Who in their right minds would even want to read my blog?
My response would be - from time to time, nothing, and no one.
So here is my first blog after class about nothing that no one will read. I feel like I'm writing in a dairy, in which only I will read.
Thursday, December 17, 2009
Thursday, December 3, 2009
Final Project
This document summarizes the components of the final project for integrating technology in a first year, Introduction to Business course at Blue Ridge Community and Technical College. Links to the blog, blog rubric, wiki, and wiki rubric are located in this report. The components of the project include:
I. Project Description
II. Blog
III. Blog Rubric
IV. Wiki
V. Wiki Rubric
VI. Project Evaluation
Project Description
This project is created for the Introduction to Business course in the AAS Business program designed for freshmen students at Blue Ridge Community and Technical College. The course provides foundational principles in business, including advertising, marketing, law, management, and human resources. Upon completing this course, students will have the ability to describe how these areas efficiently interact with one another in the field of business. This course will allow students to gain a complete understanding of basic business principles, and ideally, afford students the opportunity to decide if the field of business is one they desire to study and be employed.
The current course design could be dramatically improved by incorporating resources and creating learning activities that integrate technology and challenge students to think critically. To do so, this course will be formatted to go beyond a blended environment in order to include various web 2.0 tools and create a “blurred learning environment” (Whitehouse, 2009) with eight face-to-face sessions, seven asynchronous sessions, and one synchronous section. Additionally, usage of a textbook will be reduced and resources available through the Internet will be incorporated to provide opportunities for students to become more aware of the availability of resources in the global environment. For this project, the emphasis integrating technology will include the use of blogs and a course-created wiki.
Students will utilize a bi-weekly “3-2-1” assignment in which they identify three key points, two questions, and one reflection question all pertaining to the weekly topic. This activity will serve as a method of formative assessment, allowing the instructor to track student progress and determine those needs that should be addressed in subsequent sessions. Additionally, this activity supports integration of technology and the acquisition of critical skills for living and working in the twenty-first century.
During class, students will work individually, as well as in groups, to create a class wiki. Since students will be communicating on various assignments through WebCT, this wiki is designed solely for the compilation and presentation of the final project. By scaffolding instruction, students will build this wiki, beginning in week one, and conclude the project during the final week of class. The wiki is created and managed by the instructor to serve as an organizing center for the final project. This will be a forum for discussion, resource sharing, and access to students’ personalized pages solely for the compilation of the final project.
All other course correspondence, including the syllabus, course schedule, PowerPoints®, links to the Internet, portals for submitting assignments, quizzes, and all other instructional materials related to the course, will be supported with WebCT. Since WebCT is already used in the course, this project will focus on integrating a blog and a wiki in the delivery of the course. While the WebCT portal will lock students out after completion of the course, the blog and wiki will be tools that students will be able to use as a resource long after completing the course.
Blog
Students will prepare a bi-weekly “3-2-1” assignment in which they identify three key points, two questions, and one reflection paragraph all pertaining to the weekly topic. As mentioned earlier, this activity serves several purposes. While other tools could be explored for the “3-2-1” assignment, such as a discussion board, an individual blog is a better choice in this situation. Student access to the discussion board in WebCT will be removed at the completion of the class, but students will be able to continue with the blog beyond the time constraints of this class. Additionally, students can choose to invite or maintain the blog as a private location for this assignment, encouraging a more open and honest self-reflective experience.
Instructions and an example of a potential student blog can be found at below in the "3-2-1" Student Post Example posting
Blog Rubric
To support student understanding of the expectation for this project, an ideal student post has been provided in the above link. Additionally, a blog rubric will be delivered to students.
Wiki
Students will contribute to a group wiki that focuses solely on the creation of a business plan; the wiki identifies the main components of the business plan. Each student will contribute to a shared page to add their key points for each section. Additionally, students will maintain their own page in each section to compile all components of the business plan. Finally, students will post any questions about the business plan in the discussion section of the specific section.
By scaffolding instruction, the student will have the opportunity to build the entire business plan in distinct sections throughout the semester, and should gather information from each section to compile the final business plan. While the instructor will facilitate and build the framework for the wiki, students will contribute to all sections. Ideally, students will support one another through the “tips” page, and receive feedback from peers during the semester that will help them strengthen the development of the business plan.
Instructions and an example of a potential student wiki post can be found at http://cbus150.wetpaint.com/.
Wiki Rubric
To support student understanding of the expectation for this project, an ideal student post has been provided in the marketing plan section of the wiki in the above link. Additionally, a wiki rubric will be delivered to students.
Project Evaluation
Evaluation of this activity will be conducted through both formative and summative activities. All of the formative assessments should be performed at multiple points throughout the semester to ensure all areas in the formative evaluation plan are constantly monitored for progress. Ideally I will take time during three of the class sessions to monitor the areas focused in the plan.
I will conduct the formative evaluation for this course during face-to-face instruction in weeks three and eight, and during an asynchronous session during week twelve. All summative evaluation activities will be completed during the final week of class.
I. Project Description
II. Blog
III. Blog Rubric
IV. Wiki
V. Wiki Rubric
VI. Project Evaluation
Project Description
This project is created for the Introduction to Business course in the AAS Business program designed for freshmen students at Blue Ridge Community and Technical College. The course provides foundational principles in business, including advertising, marketing, law, management, and human resources. Upon completing this course, students will have the ability to describe how these areas efficiently interact with one another in the field of business. This course will allow students to gain a complete understanding of basic business principles, and ideally, afford students the opportunity to decide if the field of business is one they desire to study and be employed.
The current course design could be dramatically improved by incorporating resources and creating learning activities that integrate technology and challenge students to think critically. To do so, this course will be formatted to go beyond a blended environment in order to include various web 2.0 tools and create a “blurred learning environment” (Whitehouse, 2009) with eight face-to-face sessions, seven asynchronous sessions, and one synchronous section. Additionally, usage of a textbook will be reduced and resources available through the Internet will be incorporated to provide opportunities for students to become more aware of the availability of resources in the global environment. For this project, the emphasis integrating technology will include the use of blogs and a course-created wiki.
Students will utilize a bi-weekly “3-2-1” assignment in which they identify three key points, two questions, and one reflection question all pertaining to the weekly topic. This activity will serve as a method of formative assessment, allowing the instructor to track student progress and determine those needs that should be addressed in subsequent sessions. Additionally, this activity supports integration of technology and the acquisition of critical skills for living and working in the twenty-first century.
During class, students will work individually, as well as in groups, to create a class wiki. Since students will be communicating on various assignments through WebCT, this wiki is designed solely for the compilation and presentation of the final project. By scaffolding instruction, students will build this wiki, beginning in week one, and conclude the project during the final week of class. The wiki is created and managed by the instructor to serve as an organizing center for the final project. This will be a forum for discussion, resource sharing, and access to students’ personalized pages solely for the compilation of the final project.
All other course correspondence, including the syllabus, course schedule, PowerPoints®, links to the Internet, portals for submitting assignments, quizzes, and all other instructional materials related to the course, will be supported with WebCT. Since WebCT is already used in the course, this project will focus on integrating a blog and a wiki in the delivery of the course. While the WebCT portal will lock students out after completion of the course, the blog and wiki will be tools that students will be able to use as a resource long after completing the course.
Blog
Students will prepare a bi-weekly “3-2-1” assignment in which they identify three key points, two questions, and one reflection paragraph all pertaining to the weekly topic. As mentioned earlier, this activity serves several purposes. While other tools could be explored for the “3-2-1” assignment, such as a discussion board, an individual blog is a better choice in this situation. Student access to the discussion board in WebCT will be removed at the completion of the class, but students will be able to continue with the blog beyond the time constraints of this class. Additionally, students can choose to invite or maintain the blog as a private location for this assignment, encouraging a more open and honest self-reflective experience.
Instructions and an example of a potential student blog can be found at below in the "3-2-1" Student Post Example posting
Blog Rubric
To support student understanding of the expectation for this project, an ideal student post has been provided in the above link. Additionally, a blog rubric will be delivered to students.
Wiki
Students will contribute to a group wiki that focuses solely on the creation of a business plan; the wiki identifies the main components of the business plan. Each student will contribute to a shared page to add their key points for each section. Additionally, students will maintain their own page in each section to compile all components of the business plan. Finally, students will post any questions about the business plan in the discussion section of the specific section.
By scaffolding instruction, the student will have the opportunity to build the entire business plan in distinct sections throughout the semester, and should gather information from each section to compile the final business plan. While the instructor will facilitate and build the framework for the wiki, students will contribute to all sections. Ideally, students will support one another through the “tips” page, and receive feedback from peers during the semester that will help them strengthen the development of the business plan.
Instructions and an example of a potential student wiki post can be found at http://cbus150.wetpaint.com/.
Wiki Rubric
To support student understanding of the expectation for this project, an ideal student post has been provided in the marketing plan section of the wiki in the above link. Additionally, a wiki rubric will be delivered to students.
Project Evaluation
Evaluation of this activity will be conducted through both formative and summative activities. All of the formative assessments should be performed at multiple points throughout the semester to ensure all areas in the formative evaluation plan are constantly monitored for progress. Ideally I will take time during three of the class sessions to monitor the areas focused in the plan.
I will conduct the formative evaluation for this course during face-to-face instruction in weeks three and eight, and during an asynchronous session during week twelve. All summative evaluation activities will be completed during the final week of class.
Monday, November 30, 2009
"3-2-1" Student Post Example
Activity Description
Students will complete a bi-weekly “3-2-1” assignment in which students identify three key points, two questions, and one reflection paragraph all pertaining to the weekly topic, and will post this assignment to their individually created blog. These activities will serve as a method of formative assessment, allowing the instructor to track student progress and determine what needs to be addressed in subsequent sessions. Additionally, these activities support integration of technology, acquisition of critical skills for living and working in the 21st century, and support student progress toward self-reflection, communication, and the ability to synthesize information into succinct and valid responses.
To support student understanding and provide clear expectations, a rubric will be developed and distributed to students during the first class session. Additionally, students will be able to view an example of the assignment.
Student Post Example
Three Key Points
This lesson was easier for me to grasp, and related to my current position more than other lessons this semester. For this reason, I interacted more with my group, and participated more in class. Additionally, the section on blogging and podcasting as promotional tools was the most interesting. While I often blog, and have viewed a few podcasts, I never thought about employing these tools in my current position. While I do not make the marketing decisions at my company, I do believe I will introduce this idea at the next department meeting.
Students will complete a bi-weekly “3-2-1” assignment in which students identify three key points, two questions, and one reflection paragraph all pertaining to the weekly topic, and will post this assignment to their individually created blog. These activities will serve as a method of formative assessment, allowing the instructor to track student progress and determine what needs to be addressed in subsequent sessions. Additionally, these activities support integration of technology, acquisition of critical skills for living and working in the 21st century, and support student progress toward self-reflection, communication, and the ability to synthesize information into succinct and valid responses.
To support student understanding and provide clear expectations, a rubric will be developed and distributed to students during the first class session. Additionally, students will be able to view an example of the assignment.
Student Post Example
Three Key Points
- When building brand awareness and attracting customers to purchase your product or service, you must be completely aware of the available advertising media, its cost, and effectiveness of reaching your target customer.
- Building relationships through public relations requires the ability to listen clearly to your customers, adapt your strategy to customer requests, and inform your customers about the ways you are responding to their needs.
- In today's rapidly changing technology, it is just as important to understand how viral marketing, blogging, podcasting, and other forms of mobile media can be used to effectively promote your product or service.
- Other than those identified in the text, what are some examples of companies that effectively used viral marketing, blogging, podcasting, and other forms of mobile media to reach its customer?
- What are the most effective sales promotion techniques to reaching customers for a new business?
This lesson was easier for me to grasp, and related to my current position more than other lessons this semester. For this reason, I interacted more with my group, and participated more in class. Additionally, the section on blogging and podcasting as promotional tools was the most interesting. While I often blog, and have viewed a few podcasts, I never thought about employing these tools in my current position. While I do not make the marketing decisions at my company, I do believe I will introduce this idea at the next department meeting.
Sunday, November 8, 2009
Project Progress
The group meeting on Tuesday definitely help me clarify my direction for the project. Based on the discussion, my project has only slightly changed (see Updated Project below). After thinking about Dorothy's comments further, I do feel the need to slightly scale back the integration of technology at this point. While I haven't totally decided, I believe I'm going to change my 3-2-1 project to only include a blog, thus removing Twitter from the project during the initial weeks. Since I am looking for students to improve their ability to synthensize their reflections, I will attempt to integrate Twitter toward the end of the semester. This integration will depend upon the ability of students to pick up the integration of WebCT, blog, and wiki's.
More information on the progress of this project will follow. Any comments are encouraged.
More information on the progress of this project will follow. Any comments are encouraged.
Sunday, November 1, 2009
Project Progress
Well another unsuccessful virtual meeting this week. I sure hope I'm on the right track with this project. But this class has surely taught me a few lessons.
One: A group of six professionals with busy schedules is just as difficult to get together in a virtual environment as a typical face-to-face meeting.
Two: When using social networking tools - smaller is better. You should minimize the quantity of social networking tools that you try to implement at one time.
Three: Slow Internet connectivity S*&#&!!!
One: A group of six professionals with busy schedules is just as difficult to get together in a virtual environment as a typical face-to-face meeting.
Two: When using social networking tools - smaller is better. You should minimize the quantity of social networking tools that you try to implement at one time.
Three: Slow Internet connectivity S*&#&!!!
Sunday, October 25, 2009
Reflection for the Week
Well, my reflection for this week is fairly brief. I spent the majority of the week working on the Instructional Design course to organize the material for the Integrating Technology project.
The group meeting was move to next week, so I should have a better organized project and something worth posting a reflection about.
The group meeting was move to next week, so I should have a better organized project and something worth posting a reflection about.
Monday, October 19, 2009
Project Thoughts
Well, I think I finally have direction for the Integrating Technology Project.
Introduction
This project will be created for the introductory course in the AAS Business program designed for freshmen students at Blue Ridge Community and Technical College. The course provides foundational principles in business, including advertising, marketing, law, management, and human resources. And upon completing this course, students will have the ability to describe how these areas efficiently interact with one another in the field of business. Ideally, this course will allow student to gain a complete understanding of basic business principles, and provide students the ability to decide if the field of business is one that they desire to study and be employed.
This course could be dramatically improved by utilizing additional resources to create learning activities that integrate technology and challenge students to think critically. To do so, this course will be set up to go beyond a blended environment to include various web 2.0 tools and create a “blurred learning environment” (Whitehouse, 2009) with eight face-to-face sessions, seven asynchronous sessions, and one synchronous section. Additionally, usage of a typical textbook will be limited and resources available through the Internet will be incorporated to provide opportunities for students to become more aware of available resources in the global environment.
Integrating Technology
Integration of technology will include the use of Twitter, blogs, a course-created wiki, and WebCT.
Students will utilize a weekly “3-2-1” assignment in which students identify three key points, two questions, and one reflection question all pertaining to the weekly topic or the final project. The three key points and two questions will be submitted in a blog, while the reflection will be submitted on Twitter, limiting the student to 140 characters. This limit on the content of the reflection requires students to critically self-assess what they have learned. These activities will serve as a method of formative assessment, allowing the instructor to track student progress and determine what needs to be addressed in subsequent sessions. Additionally, these activities support integration of technology and the acquisition of critical skills for living and working in the 21st century.
The wiki and WebCT components will serve as portals of delivery for both the asynchronous and synchronous portions for this course. The wiki will be developed and managed by the instructor to serve as an organizing center for the final project. This will be a forum for discussion, resource sharing, and access to students’ personalized web pages.
The WebCT component will be utilized throughout the semester to deliver all other elements required in the course, including the syllabus, course schedule, PowerPoints®, links to the Internet, portals for submitting assignments, quizzes, and all other instructional materials related to the course.
Introduction
This project will be created for the introductory course in the AAS Business program designed for freshmen students at Blue Ridge Community and Technical College. The course provides foundational principles in business, including advertising, marketing, law, management, and human resources. And upon completing this course, students will have the ability to describe how these areas efficiently interact with one another in the field of business. Ideally, this course will allow student to gain a complete understanding of basic business principles, and provide students the ability to decide if the field of business is one that they desire to study and be employed.
This course could be dramatically improved by utilizing additional resources to create learning activities that integrate technology and challenge students to think critically. To do so, this course will be set up to go beyond a blended environment to include various web 2.0 tools and create a “blurred learning environment” (Whitehouse, 2009) with eight face-to-face sessions, seven asynchronous sessions, and one synchronous section. Additionally, usage of a typical textbook will be limited and resources available through the Internet will be incorporated to provide opportunities for students to become more aware of available resources in the global environment.
Integrating Technology
Integration of technology will include the use of Twitter, blogs, a course-created wiki, and WebCT.
Students will utilize a weekly “3-2-1” assignment in which students identify three key points, two questions, and one reflection question all pertaining to the weekly topic or the final project. The three key points and two questions will be submitted in a blog, while the reflection will be submitted on Twitter, limiting the student to 140 characters. This limit on the content of the reflection requires students to critically self-assess what they have learned. These activities will serve as a method of formative assessment, allowing the instructor to track student progress and determine what needs to be addressed in subsequent sessions. Additionally, these activities support integration of technology and the acquisition of critical skills for living and working in the 21st century.
The wiki and WebCT components will serve as portals of delivery for both the asynchronous and synchronous portions for this course. The wiki will be developed and managed by the instructor to serve as an organizing center for the final project. This will be a forum for discussion, resource sharing, and access to students’ personalized web pages.
The WebCT component will be utilized throughout the semester to deliver all other elements required in the course, including the syllabus, course schedule, PowerPoints®, links to the Internet, portals for submitting assignments, quizzes, and all other instructional materials related to the course.
Sunday, October 11, 2009
Reflection of the Project
I’m having a difficult time coming up with a project that I feel will be adequate for this course, while balancing the amount of technology that is appropriate for the content and learner enrolled in the program that I teach.
I’m toying with an idea that will institute technology in multiple phases. Phase one will begin with a blended course that employs live and online (synchronous and asynchronous) formats. The major focus of this phase will be to improve student engagement and increase opportunities to conduct formative assessment activities to improve instructor understanding of student progress and learning of the topic. Two social networking tools will be employed at this stage. Ideally, phase two will employ a wiki will in place of WebCT as a way of delivering the asynchronous portion of the class. While I would love to begin introducing the wiki during phase one of this project, I believe that students will have enough difficulty learning the topic and including the social networking tools. So for phase one of the project, Twitter and blogging will be employed to further develop formative assessment.
Twitter will be utilized each week. Similar to the muddiest point or the one minute paper, students will quickly post thoughts throughout the week following the class. Each post will be required to focus on one of three areas: 1) What was the most interesting topic covered this week?, 2) What do you find to be most confusing?, or 3) What question do you have about this week's topic?
A blog will be utilized every other week during the semester. Beginning week two and continuing until the end of the semester, students will post reflections to the class. Each reflection will require students to focus on their learning.
I’m toying with an idea that will institute technology in multiple phases. Phase one will begin with a blended course that employs live and online (synchronous and asynchronous) formats. The major focus of this phase will be to improve student engagement and increase opportunities to conduct formative assessment activities to improve instructor understanding of student progress and learning of the topic. Two social networking tools will be employed at this stage. Ideally, phase two will employ a wiki will in place of WebCT as a way of delivering the asynchronous portion of the class. While I would love to begin introducing the wiki during phase one of this project, I believe that students will have enough difficulty learning the topic and including the social networking tools. So for phase one of the project, Twitter and blogging will be employed to further develop formative assessment.
Twitter will be utilized each week. Similar to the muddiest point or the one minute paper, students will quickly post thoughts throughout the week following the class. Each post will be required to focus on one of three areas: 1) What was the most interesting topic covered this week?, 2) What do you find to be most confusing?, or 3) What question do you have about this week's topic?
A blog will be utilized every other week during the semester. Beginning week two and continuing until the end of the semester, students will post reflections to the class. Each reflection will require students to focus on their learning.
Sunday, October 4, 2009
Social Networking
Well another fun-filled week of Higher Ed Law, Instructional Design, and Integrating Technology homework. I wonder what I would do if I actually had a life outside of WVU? Either way, I think I'm beginning to feel the onset of Senioritis!
So this blog is really about MoTiVaTiOn! I have heard people say that motiviation is really about "how bad you want something." In the past I've had a strong push from external motivators. Those that help you keep your mind on the goal. I guess I really never realized how important it is to have cheerleaders.
I feel like I'm a road team going into a hustle confine. Can I make it out of here with a win, or do I simply try to survive! A win sure would be nice but to be honest, I'm trying to survive this semester!
So for motivators . . . I think I will simply try to focus on the light at the end of the tunnel for today.
So this blog is really about MoTiVaTiOn! I have heard people say that motiviation is really about "how bad you want something." In the past I've had a strong push from external motivators. Those that help you keep your mind on the goal. I guess I really never realized how important it is to have cheerleaders.
I feel like I'm a road team going into a hustle confine. Can I make it out of here with a win, or do I simply try to survive! A win sure would be nice but to be honest, I'm trying to survive this semester!
So for motivators . . . I think I will simply try to focus on the light at the end of the tunnel for today.
Sunday, September 27, 2009
Class Reflection
After Saturday's class, at least I'm not the only one that finds aspects of social networking a bit uncomfortable. One of the challenges I'm facing is sitting down and putting my thoughts to words with a keyboard. While I have learn a great amount during this semester, the greatest growth achieved in Integrating Technology class how my view about students in the digital age has changed.
While I had taken an online course in 2000, it seems that I must have forgotten what it is like to be a student in an online environment. It seems that the sense of uncomfort must go hand-in-hand with my online experiences. Regardless, my views and instruction of online education have taken a different form. I'll begin putting my new perspectives in play immediately with the course that I'm currently teaching.
While I had taken an online course in 2000, it seems that I must have forgotten what it is like to be a student in an online environment. It seems that the sense of uncomfort must go hand-in-hand with my online experiences. Regardless, my views and instruction of online education have taken a different form. I'll begin putting my new perspectives in play immediately with the course that I'm currently teaching.
Monday, September 21, 2009
Another Week of Reflections
My reflection of this week tends to be one of application-based. It seems with each read in this class, I come up with one or two new ideas of ways to improve my instruction and enhance technology. Actually. . . this enhancing technology thing has more to do with enhancing my instruction, rather than simply improving what I'm already doing.
As I begin to think about what I'm learning (hmmm. . . . metacognition :) I'm actually molding and determining exactly what my view of technology in the classroom is. Additionally, I'm fortunate enough to begin placing much of the topics in this class in action with the Instruction Design project that I'm working on in our ID class. Further connecting the dots, the ID project is a course that I will be teaching in the upcoming semester . . . how much more of an application-based assignment could there be?
Finally, I do feel that my view of technology implementation is developing each and every week. I also knew that I could begin implementing tools in my class, but never really knew where I wanted to start. Though I'm not totally decided, I feel that I have a strong view about how I will initially introduce technology further in my classes. With that said, I still need to research further and review assessment data to determine what successful implementation may look like.
As I begin to think about what I'm learning (hmmm. . . . metacognition :) I'm actually molding and determining exactly what my view of technology in the classroom is. Additionally, I'm fortunate enough to begin placing much of the topics in this class in action with the Instruction Design project that I'm working on in our ID class. Further connecting the dots, the ID project is a course that I will be teaching in the upcoming semester . . . how much more of an application-based assignment could there be?
Finally, I do feel that my view of technology implementation is developing each and every week. I also knew that I could begin implementing tools in my class, but never really knew where I wanted to start. Though I'm not totally decided, I feel that I have a strong view about how I will initially introduce technology further in my classes. With that said, I still need to research further and review assessment data to determine what successful implementation may look like.
Sunday, September 13, 2009
Implementing Social Networking
One thing I'm concerned about when implementing much of the social networking tools in my class is what impact does all of these free services have on my computer. Recently, my computer has begun to act up. Actually, both my laptop and my desktop have begun to act weird and go through periods of slow connectivity.
I feel that all of the commercials and cookies that come with the free software tools could have an impact on my computer. With that said, I feel the need to be extra cautious when considering which tools to implement in my class.
Overall I'm beginning to get used to the services, but I feel that I need to plan further to keep up with the multiple sites with multiple user id and passwords.
I feel that all of the commercials and cookies that come with the free software tools could have an impact on my computer. With that said, I feel the need to be extra cautious when considering which tools to implement in my class.
Overall I'm beginning to get used to the services, but I feel that I need to plan further to keep up with the multiple sites with multiple user id and passwords.
Technology
I’m beginning to understand how I can begin implementing many of these tools to support instruction in my classes.
Monday, September 7, 2009
I feel fortunate that I am taking this course and the Instructional Design at the same time. I’m beginning to add many of the tools we are learning about in the class as I create activities in my class. As an instructor, one of the issues I have experienced with online courses is creating an active environment that encourages student to communicate with one another. The typical communication that occurs in my classes is through email and discussion postings. While this has been useful, I don’t feel that I’m gaining the quality of communication that I desire. By incorporating twitter and blogs, I feel that the quality and quantity of communication will greatly increase. The greatest challenge will be to provide adequate technical support so that students are able to utilize the technology available to their use.
Wednesday, September 2, 2009
Work ... Jobs
So I'm off to start my second job of the day - my homework for the Ed.D. I'm not sure which one I like the most. Work(work) pays me, while work(school) requires me to pay... hmmm. My current reflection is twitter vs. blog. Since I'm new to both, I wonder if a tweet is different than a blog - other than number of characters.
On a positive note, this class has really got me thinking about technology, how far it has come, and how immersed you must be to stay current. For instance, fifteen years ago I started as a Computer Programming student at Shepherd University...um College then. I was also employed in the Information Technology department at a hospital. I spent a large amount of time learning technology. In fact, I worked four years in the IT department and actually changed my major; however, I did complete a minor in CIS.
Fast-forward to 2009!!!
While much of what exist today is totally new, the foundation I gained in programming has absolutely framed how I learn and the methods I actually employ as a faculty/administrator in my current position. That being said, nearly EVERYTHING else has change. The Internet today is vastly different, social networking has greatly improved from my online fantasy baseball teams and IM which I frequented BL. BL would be "Before I had a Life." : )
Now with a life (albeit boring at times) I struggle to keep up with the massive amount of technology. In fact, I feel like I'm being invaded and need to fight back. So, fighting back is what I'm doing. So, I'm tweeting, blogging, and IM(ing) to keep up with this invasion, lest I become extinct like the dinosaurs.
On a positive note, this class has really got me thinking about technology, how far it has come, and how immersed you must be to stay current. For instance, fifteen years ago I started as a Computer Programming student at Shepherd University...um College then. I was also employed in the Information Technology department at a hospital. I spent a large amount of time learning technology. In fact, I worked four years in the IT department and actually changed my major; however, I did complete a minor in CIS.
Fast-forward to 2009!!!
While much of what exist today is totally new, the foundation I gained in programming has absolutely framed how I learn and the methods I actually employ as a faculty/administrator in my current position. That being said, nearly EVERYTHING else has change. The Internet today is vastly different, social networking has greatly improved from my online fantasy baseball teams and IM which I frequented BL. BL would be "Before I had a Life." : )
Now with a life (albeit boring at times) I struggle to keep up with the massive amount of technology. In fact, I feel like I'm being invaded and need to fight back. So, fighting back is what I'm doing. So, I'm tweeting, blogging, and IM(ing) to keep up with this invasion, lest I become extinct like the dinosaurs.
Monday, August 31, 2009
First Blog
So I'm trying to get used to all of this new technology and am finding myself overwhelmed. To illustrate:
7:10 AM - Alarm goes off
7:10 AM - I hit SNOOZE!
7:20 AM - Repeat
7:30 AM - Repeat
7:40 AM - Repeat. See the trend?
8:00 AM - Rise and Shine. Granted this is Sunday after all!!!
10:00 AM - Begin reading about blogs, wikis, twitter, facebook, Flickr, PageFlakes....
11:50 AM - Realize that if I intend on using all of the tools(um toys) available to me, I will need to quite my job, sell my car, sell my house, and move into a room house with 35 other who only blog, tweet, play XBOX online, and communicate with my friends by technology.
12:00 PM - Eat real food, but at this time every BYTE of my apple has me wondering what happened to sitting around the lunch table with friends and talking about the weekend.
12:30 PM - Decide to shut down the computer and clean house. Yes, clean house. Shocking?!!! Well, not if you could see how cross-eyed this technology has made me.
9:00 - 11:50 PM - Attempt to work on a wiki. The key word is ATTEMPT!
11:51:10 - Pass out with my forehead on the keyboard!
Let's hope the next day is better! :)
7:10 AM - Alarm goes off
7:10 AM - I hit SNOOZE!
7:20 AM - Repeat
7:30 AM - Repeat
7:40 AM - Repeat. See the trend?
8:00 AM - Rise and Shine. Granted this is Sunday after all!!!
10:00 AM - Begin reading about blogs, wikis, twitter, facebook, Flickr, PageFlakes....
11:50 AM - Realize that if I intend on using all of the tools(um toys) available to me, I will need to quite my job, sell my car, sell my house, and move into a room house with 35 other who only blog, tweet, play XBOX online, and communicate with my friends by technology.
12:00 PM - Eat real food, but at this time every BYTE of my apple has me wondering what happened to sitting around the lunch table with friends and talking about the weekend.
12:30 PM - Decide to shut down the computer and clean house. Yes, clean house. Shocking?!!! Well, not if you could see how cross-eyed this technology has made me.
9:00 - 11:50 PM - Attempt to work on a wiki. The key word is ATTEMPT!
11:51:10 - Pass out with my forehead on the keyboard!
Let's hope the next day is better! :)
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