EdTech 521: Online Community Experience

Retrieving information, tips, and resources from online communities has been a valuable practice for me throughout my entire career.  Having working overseas with few professional development opportunities and even fewer colleagues with whom to collaborate, I have often turned to the Internet for help.  Most often I have found ideas from teaching community websites who aim to bounce ideas around, swap anecdotes, and exchange resources with one another. I guess you could say I was typically a passive participant in these forums.  More often than not, I would just dip and dive in as a Google search retrieved something of value from one of their blog posts or website sections.

I have been a member of personal online communities since we first got the Internet at age 11.  I loved taking part in chat groups, and eagerly embraced social media options when they came to light.  It was natural to exchange funny stories, recipes, book suggestions, favorite songs, memorable photos, etc. through these kinds of informal communities.

It wasn't until recently that I decided to be more active in my participation in online communities from an academic and professional perspective.  Instead of just relying on Google searches to thrown me into the midst of educator group discussion boards, I would be more selective (and regularly involved) in the communities I was a part of.  My entrance into the MET program was a great place to get started, as I sought involvement in my course's Google+ group.  I was active in my comments and tried to post relevant articles or videos as a stumbled upon them.  The group died down, however, after the course wrapped up.  I then became a regular follower of the blogs and websites I'd been sharing and viewing most regularly through their RSS feeds.  I would digest the new information as often as I could remember to log in.  It was productive and extremely beneficial to my professional development to consume and apply all these new tips and techniques, but I was losing sight of the "active" role I desired.  Adding to a community is equally as important as taking from it.

For this week's assignment I joined Classroom 2.0 and Curricki.com -- two global learning communities for professional educators.  I took the time to look around and get a feel for their mission and value.  Unfortunately, I did not see a lot of value and relevance to my new professional role (Technology Integration Coordinator) in these communities. I also did not instantly get a sense of "welcome" into these vast, faceless groups.  As Dr. Kerry Rice mentions in her book Making the Move to K-12 Online Teaching, "community does not happen on its own" (p. 103).  It's hard to just "enter" a group out of the blue. To feel motivated to wade through discussion chains, research posted resources, and tap into suggested websites I needed some validation that this was going to be worth my while.  I guess you could say I did not invest enough time into their surroundings to feel comfortable diving right in.  Either that, or I felt that searching for topics as they came to mind (e.g. passively consuming Google search results) would be more efficient and effective. There was no emotional connection to these groups, so I decided to put them on the back burner for now.

I then reflected on my involvement on a very LARGE online community that I have begun to value most recently, Twitter.  I was motivated by my new school's administration to get more involved in Twitter through our school's social media platform.  It is a district goal that all teachers have an account and aim to be active as contributors and collaborators through that platform.  I began to take my participation in Twitter more seriously.  I realize it's not a "cozy" and audience-specific community, but I still find it worthwhile -- perhaps because of that.

For example, I went to a very large university for my undergraduate degree (UW-Madison).  With 40,000 students roaming around campus, I thrived in the variety of purposes and motivations that kept everyone going.  Many of my most important connections were outside the School of Education, for instance.  Having diverse viewpoints and talents all around me kept me open-minded and resourceful, I believe.  This is similar to my feelings about Twitter.  Yes, I know it's not quite the ideal online community for educators, but its tremendous variety of information makes it a community I feel natural being a part of.  It's not intimidating, cliquey, or close-minded.  It can be designed to be as big or small as I'd like it to be too.  Colleagues and other followers are quick to "favorite" or share my suggested links and posts.  There is that instant gratification and ease of participation that not all "supplemental" professional online communities feature.  (I say "supplemental" for now because I believe my primary professional groups (my school/place of employment and my online Moodle groups through the MET program) are vibrant and ample enough to keep me busy!) At any rate, please click here to find me, @EdTechErica, on Twitter.

At the beginning of the school year I led an introductory session for the staff of my new school district on the basics of Twitter.  (Please see my Prezi below):

It is rewarding to see many colleagues join me in this learning community.  We know how to find each other and regularly value each others' contributions.  It's easy to "touch base" and share ideas without feeling like we are imposing on or overwhelming one other.  I believe that Twitter will be an increasingly helpful tool for me going forward.  I will aim to tweet more original posts and artifacts as I get more accustomed to this tool.  For now, my exchanges are appropriate for my desired time investment, complexity, and professional needs.

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This week we also were asked to generate a list of community-building strategies that could be utilized in the classes we teach.  Creating connections to other participants is an important part of an Internet-based learning experience if collaboration and shared understanding is the goal.  Please consider the following suggestions for improving social interaction and community-mindedness in an online or blended learning environment:

The below embedded document can also be found by clicking here.

EdTech 521: Adopting An Activity to the Online Classroom

Directions: Describe how you would adapt one traditional learning activity to the online environment. Include a complete description of the original activity. Describe the changes that you will incorporate to allow for successful implementation in the online environment. What tools will be needed for this activity? What scaffolding or guidance will you provide students?

Traditionally, book reports are passive writing activities whereby students read a book and report on various elements of fiction before offering a final "evaluation" - did they like it or not?  Students categorize information about characters, setting, plot, and theme. They may draw a picture of a favorite scene. The reports are then read aloud while the student presents the cover of the book to classmates.

To be appropriate and successful in an online environment, a book report can be adapted to become a complete multimedia experience. Using Glogster, students can create audiovisual collages of information that is relevant to the analysis of their chosen book.  Depending on the standards and desired objectives of the activity, the Glog could include bubbles, stickers, and "post-it" features of setting, climax, characters (protagonist, antagonists, supporting characters, etc.), conflict, climax, resolution, point of view, theme, and message.  Students could embed a brief author study, information (videos, links to websites) about the setting or historical time period, or a link to other reflection activities that the student has engaged in throughout the project (e.g. their "connections" blog, a character perspective-taking activity, a compare/contrast chart to other books on the subject or by the same author, etc.)  The information included in the book report does not have to be entirely written.  It could be comprised of photographs, sketches, videos (student-made would be ideal), and audio files. For example, the students could record themselves explaining various aspects of the book through a webcam and share those mini-presentations through their Glog.  The entire collection of class Book Report Glogs could be posted on a public forum that would allow for peers to make comments.  If possible, the books themselves (if available in digital format) could be added to a eBook class library.

The tools required for this activity would be Internet-enabled computers or tablet devices for all students. Having access to a microphone and webcam would provide better substance and student ownership of the multimedia aspect of the report.  Students would also need programs that enabled them to edit photos, images, or video.

The support and scaffolding required for this type of activity is dependent on the student's individual experience with image/sound/video editing and with the Glogster platform itself. Some initial instruction (via teacher screen capture, preferably) would help students get started in designing their blog.  Establishing a concrete list of objectives and measurable outcomes would help students know what is expected of them from this task.  Including a copy of a rubric (such as this one) keeps students on track for success.  Providing an example of an exemplary model supports students in their ability to visualize a finished product, and to some degree helps them learn via backwards design.  Leaving the lines of communication open, as always, helps students feel free to ask questions if they are stuck.

Example Book Report Template (to be extended with audio and video features):
http://mrtemplate.edu.glogster.com/book-report-glog/?=glogpedia-source

References:

Read Write Think. (2012).  Book Report Alternative: Glog That Book! Retrieved from http://www.readwritethink.org/classroom-resources/lesson-plans/book-report-alternative-glog-30821.html

Mitchell, D. (1998). Fifty Alternatives to the Book Report. English Journal, 92-95. Retrieved from http://www.ncte.org/library/NCTEFiles/Resources/Journals/EJ/0871-jan98/EJ0871Ideas.PDF

Scholastic. (n.d.) Classroom Activities: 25 Book Report Alternatives. Retrieved from http://www.scholastic.com/teachers/article/classroom-activities-25-book-report-alternatives

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This week in class we also had the opportunity to create a tool that would enable us to better understand our students at the beginning of an online or blended course.  Being an active listener on the Internet is more challenging than in a face-to-face environment, but is even more important to transcend perceived distance. As teachers, we must make a more concerted effort to gain insight into our students' past experiences, goals, feelings, interests, and home life (as this is where they will spend a lot of time accessing the material).  The following interview tool would be appropriate for a middle school blended environment to help me plan my coursework and better support my students in their content-area learning and in their technology use:

EdTech 521: Best Practices in Online or Blended Environments

1. Describe qualities of a successful online or blended environment

An online or blended environment will only be truly successful if good teaching is taking place. That means that many of the activities and pedagogical practices of an online learning environment are not too different from those in a brick-and-mortar establishment.  The best online courses are those that incorporate learner-centered, constructivist practices.  When students (vs. content) are at the forefront of lesson design, and when they are encouraged to shape the learning experience, their sense of autonomy and independence is greatly enhanced.  For many students, online/blended environments are new, confusing, or overwhelming.  A solid sense of community, featuring peer and teacher assistance, will help students find their way.  Just as in a physical classroom, scaffolding and modeling are great ways for online students to understand expectations as well as feel welcomed and supported.  A successful online environment should also be well-supported by coordinators and counselors (and accrediting agencies that evaluate teacher and program success). There should be a prevailing sense of transparency and accountability to high standards and continual improvement.

The teachers that design, deliver, support, promote, and perpetuate a successful online/blended environment should have a solid understanding of both content and pedagogy. She should be offering up-to-date course content with up-to-date technology tools. (For example, the teacher must be prepared to design Web-based curricula and use the technology required for leading the class (such as LMSs).) It is important for any online program to present clear objectives and expectations.  Based on these, the instructor should establish feedback protocols.  

The online activities should promote 21st century skills by design, and they may often involve the instructor teaching them explicitly. Thinking outside the box is more meaningful that thinking within the confines of a textbook (even if it is an ebook!). Instead of just posting course content to the web for students to access and digest, a successful teacher should engage the learners in problem-solving, synthesizing, and thinking critically about the material. Not only that, but the students should be expected to reflect and interact using multiple media (typically digital tools).  The teacher must model this while facilitating it. She must also offer feedback

In addition to being current and creative, a successful online program’s teacher is also highly communicative. Peer interaction is a big feature of any successful online/blended class. All participants use their learning community network, often expanding to a broader (perhaps global) audience, to share ideas, critique work, collectively gather information, and collaborate on meaningful projects.  (Managed) discussion boards, synchronous meetings, and collaborative document tools like Google Docs all aid in fostering a community atmosphere.

The design of the program should be trustworthy and well-established, while at the same time being adaptable and adaptive. The environment should accommodate diverse learners (in that it is accessible, has intervention options, and offers flexibility to encourage learner autonomy.) The design should include a solid evaluation process.  It should use authentic, formative assessments rather than just one final formal formative assessment.  It should also use data to inform decision-making about content, activities, and behaviors.  An online course’s design should be ongoing and interactive.  This makes the environment dynamic and continuously improved.

2. What issues must a teacher consider that are specific to teaching in an online or blended environment?

An online instructor needs to learn a lot about her students to ensure the course material is being accessed in the best way or to find alternative ways to customize the material to help them learn.  First of all, she must consider what technology resources and wi-fi capabilities are available, which may influence course activities. She must consider whether they are attending the course as a full-time online student or as a supplement to their traditional school environment. What kind of support is available through this program?  A teacher can create ways to get to know students through conversations, pretests, interest surveys, etc.  What has brought them to this format?  Are there opportunities for socializing person-to-person whether it be through clubs, activities, or field trips, or should the instructor make a concerted effort to include that?  Are the students accessing the course from the same part of the world, or different parts of the country? This could make a difference when it comes to synchronous discussion and collaboration (with respect to time zones).  All of these questions are relevant to course design and implementation.

A lot of management goes into online or blended teaching.  There are discussions and resources which need constant attention.  Parents need to be contacted regularly, as there needs to be more adult support “on the other side” when students are learning online.  Both synchronous and asynchronous components need to be planned for so as to increase the sense of human presence that helps enable collaboration and peer teaching.  Finding opportunities for discussion helps lessen the psychological distance. It is also important that the teacher projects a strong online voice, so that her students come to see her as a helpful, compassionate, and reliable guide.  She must also manage alternative ways to moderate group work, as it is hard to “see” groups in action to take note and assist when things go wrong.  One of the most challenges management pieces is maintaining motivation. A good online environment offers opportunities for each student to shine and be a leader.  

A teacher working in an online environment must engage in a lot of behind-the-scenes work to make sure things run in an organized and efficient way.  She must consider legal and ethical matters to put into place appropriate, healthy, and responsible uses of communications technology. To that end, it is critical that the online environment is kept up-to-day with current topics and resources and emerging technologies.  One way to do that is to join a professional learning community to seek out resources and to collaborate with other online educators. Since it is rare to have “inservice” time with colleagues or to chat about issues around the water cooler, an online instructor needs to find ways to stay connected to trends and best practice. A lot of time is spent at the beginning of a course setting up the structure, policies, logistics, activities, protocols, and assessments (and ensuring they are aligned to objectives).  An online instructor has a very labor-intensive and task-oriented role, so she must be able to manage personal time. Sometimes it is hard to establish a separation between work and free time when we are always “connected”, yet it is important that a teacher have some distinction in time and space between the two spheres.

3. What types of students might be most successful in an online or blended environment? How do we ensure that all students are successful?

The type of student that would be most successful is one who is highly driven and relatively independent. The student should be organized and resourceful. They should also be patient for when things do not go as expected. (They should have problem-solving skills to help them work through their frustration.) It is helpful if they are familiar with the use of digital content resources, but if they are not, the instructor will have to give time and offer support in their acquisition of many of these digital literacy skills.  For instance, the students will need to be socially and technologically comfortable using a variety of communications tools to collaborate for teacher, peer, and content interactions and virtual field trips.

Learners that are most successful are self-regulated and reflective.  They are not prone to too much distraction, and they are always monitoring their own performance.  Their metacognitive skills are engaged and ready for action! These students take time to be reflective both privately and publicly in their participation in discussion groups and personal blogs.  The student should be willing to take part an active part in the online community.  They must understand that there is no passive enrollment, that they are here to think critically and work collaboratively.

To ensure that all students are successful, we must provide clear expectations and offer continuous communication. Physical and emotional support is crucial to make sure a student does not get overwhelmed or feel abandoned by the virtual learning environment. We must also provide opportunities through which they engage in peer teaching and learning, so they experience leadership.  At the same time we must be flexible and mindful of their autonomy, so that their learning experience is personalized and more meaningful.

References

Rice, K. (2012). Making the move to K-12 online teaching: Research based strategies and practices. Boston: Pearson Education.

Rubenstein, G. (2010). Ten takeaway tips for online learning. Retrieved from http://www.edutopia.org/stw-online-learning-ten-key-lessons