Assignment and ADA

The URL that I was evaluating was the link:

http://studyonthebeach.com/csusb/classes/etec_674_spring_2011/media/eLearningADATestPage.html

Procedure:

1)      The first part of procedure was that I read the instructions posted on the link.

2)      I then tried to comprehend what the instructions were trying to address and the major components of the issues.

3)      After I read the instructions I then went page to page and read through the pages to find how students with special disabilities could not read or understand the text.

4)      I found that there were no various tools that could be set up specifically for special disabilities on the “Study on the Beach” site.

Problems found:

1)      No tools are available for those who have special disabilities such as different sight disabilities

2)      The information box contained type that was NOT user-friendly.

3)      There was not a recorded podcast for those students who possess hearing disability.

Corrections of these problems:

1)      Provide students the option to listen to the slides for those students who have sight disabilities.

2)      Make sure that the font is large and that the type style selected is easy to read and user-friendly.

3)      Contact information would be easily assessable for students who may need assistant that have learning disabilities.

4)      Tutors could be available for those who may need information read out loud for students with special needs.

Assignment 2: Planning for ADA compliance. Choose two ways of creating instructor created presentations that you might use and explain how you will ensure that they are ADA compliant. Create an ADA checklist that could use for the presentation types:

In order to make a presentation that would be ADA compliance an instructor would want to use simplistic tools. The power point presentation should try to keep with a basic layout in order to decrease confusion. I like how Dr. Newberry had two different types of presentations available for students. One of the presentations used more colorful graphics and the other one used a more basic layout. This gives all students the options to use what is best for them. For those who do not have special needs, the visually entertaining PowerPoint presentation maybe more appropriate and entertaining. However, those that do have special needs need the more basic layout which may be user-friendly. By providing both options for students it helps to ensure that all students will use what is best for their own individual learning ability.

In order to ensure that material is ADA appropriate I would take Dr. Newberry’s advice and made an ADA checklist that would include the following:

·       No animation

·       Simple and high contrast

·       Text version

·       Material available with audio option

·       Easy to read font

·       Videos must be captioned

·       Keyboard option instead of mouse

·       No color options available

Annotated Bibliography

Gunter, G. A. (2007). The Effects of the Impact of Instructional Immediacy on Cognition and Learning in Online Classes. International Journal of Social Sciences, 2(3).

Summary :

 The impact of instructional immediacy in online classes article talked about identifying specific instruction immediacy behaviors (Gunter, 2007). This study talked about the immediacy behaviors and how we are to build close relationships and immediacy among teachers-students, students, and student-content (Gunter, 2007). In this article immediacy can be correlated with the lack of physical interaction in online classes. The article also talked about the social cognitive theory and how it is used to examine the behaviors of the online classroom. The ideology of the social cognitive theory is based on the notion that we learn about behaviors from social groups. This however is different in the E-learning world because more value is placed on instructor’s communication with students. Immediacy is more important in the E-learning world because of the lack of physical and visual interaction.

The study that the article overviewed found that:

1)      Online classes have a higher level of drop out rate than traditional classrooms.

2)      Online classes and comments help increase undergrad student’s cognitive learning and help them stay encouraged.

3)      Posting comments also help create a feeling of connection among classmates in the online community world.

4)      Social online interaction must occur to help students not drop out of classes.

5)      Many participates in the study stated that they had gained a better understanding, confidence and knowledge of the E-learning world.

6)      Many students also felt that one of the important aspects of an online class was the incorporation of digital media and technology.

Future implications of this study might include the levels of resistance felt by students. The study would follow students who previously viewed technology just as a source for social networking and not for learning. The study would ask their opinions as they did the coursework for an online class.

Review:

Social Cognitive theory is a fascinating theory to me especially because we see it often in the communication world. Since E-learning and communication go hand and hand it is no surprise to see this theory in this article. It is no surprise because of the technology advancements of our society and how we are becoming a more E-learning culture. As the need for E-learning classes and degrees continue to grow the need for instructors to find ways to effectively communicate with the students increases as well. As stated earlier the drop out rate of an online class is more than that of a traditional classroom. This is partially due to students lack of connection with the teacher both physical and visually. By increasing effective immediacy, whether it be through comments or emails, the instructors hold the power to encourage students and course work.

Loveland, K. (2007). Students Evaluation of Teaching (SET) in Web-Based Classes: Preliminary Findings and a Call for Further Research. The Journal of Educators Online, 4(2).

Summary:

This article followed a study done on a group of 250 students at a Midwestern college. One of the purposes of this study was to tell the difference between Student Evaluation of Teaching (SET) online and the traditional face to face coursework evaluation. Much coursework set up for instructors to learn how to teach online course work is mostly set up based on technology. There is little information based on setting up classroom behavior and effective communication.

Overview of the article:

1)      The number of students taking an online course has increased to over 35% in the education field.

2)      The decision to take on an online class course is a daunting one for instructors because of the coursework and the lack of student interaction.

3)      Student Evaluations of teaching help instructors know the need of the students and help them to receive feedback.

4)      Since the high increase of online classes have been implemented in the last decade the (SET) has been neglected in the online world.

5)      This study followed the reactions of over 250 students in a mid-western college and their opinions based on the (SET).

6)      Results from online classes based on the (SET) were considerably lower compared to the traditional face to face classroom setting.

7)      One reason why scholars think that the (SET) rates lower compared to the traditional face to face classroom evaluation is because the (SET) is not set up for online classes and for online coursework.

Review:

I found this article to very insightful. One of my long term goals include the hope at being an instructor at the community college level. I found it interesting and true that often times we are so focused on the technology aspect of E-learning that we often fail to realize the importance of setting up good practice for classroom behaviors. I also think it would be helpful for me as an instructor to distribute evaluations before actually starting the online class. The evaluations would determine the student’s knowledge of technology as well as determine how often they function online. In the closing of the class I would also distribute an evaluation and would have them rate me on how well they thought I was an instructor. Sometime students my not relate to the teacher because they have never meet them or heard their voice. That is why I have enjoyed participating in the Talk Shoes sessions because it has given a voice with the photos.

Stover, M., & Kelly, K. (2005). The Effects of the Impact of Instructional Immediacy on Cognition and Learning in Online Classes. Distance Teaching and Learning. Retrieved May 15, 2011, from http://www.uwex.edu/disted/conference/Resource_library/proceedings/02_73.pdf

Summary:

Plagiarism and cheating can be hard to define because it includes so many different facets. Plagiarism may included another student writing another’s ones paper or maybe simply defined as not citing a source properly. However, cheating on exam with full intent is different. Culturally some believe that plagiarism is equal to breaking one of the commandments such as stealing or adultery. This study found a shockingly high number of undergraduate students reported cheating in the last four years of their college careers. These numbers are similar to those taken in the sixties where 60-80 of the students had polled reported cheating on a test. This article covers different ways to avoid plagiarism. These different tools include turnitin.com. This site informs the teacher of how much of the student’s paper is originally theirs and how much is from another sources. Other tools to help avoid plagiarism are online services that teach students how to sources properly. Also online learning centers are offered to students who are taking online classes. These centers also offer tutorials and real people to help in writing term papers.

The article overviewed that:

1)      40-60 percent of undergraduate students have reported that they have cheated or plagiarized at least one time in their 4 year education careers.

2)      Graduate students believe that they are more ethical than their undergraduate counterparts.

3)      According to the California Department of Education 75% percent of high school students admitted that they have cheated on a test.

4)      Sites such as turnitin.com have helped aid with the plagiarism crisis.

5)      Library information classes also help students learn how to avoid plagiarism.

Review:

I found this article to be interesting because I too have struggled with correct citation of scholarly sources. I came from an institution where emphasis was not placed heavily on the proper citation of sources. Different education institutions place value on different areas and it was a cold shock to see how much value was placed on proper citation in the graduate program. I have learned a lot from practice and other online resources such as the “The Owl” that Purdue puts out. Sites such as turnitin.com have helped instructors learn how much of a student content of a paper is originally theirs and also how much is from other sources. As we have learned from our Talk Shoes session it is also a good idea for students to turn in drafts of papers. This helps to ensure that they will not buy them online. Many sites that offer papers for sale do not supply multiple drafts just the final copy. Future studies may include a longitudinal study of those who had cheated in their undergraduate education. This study would also follow the success of their careers compared to those students who had not cheated as undergraduates.

Stanford-Bowers, D. (2008). Persistence in Online Classes: A study of Perceptions among Community College Stakeholders. MERLOT Journal of Online Learning and Teaching, 4(1).

Summary:

Students are drawn to online course because it allows them the flexibility to work at their own pace more so than a traditional face to face class would allow. Though other problematic factors are included in taking an online class that is not face to face. Because students do not meet consistently with the instructors students may feel the need to procrastinate on assignments. This may result in the high drop out levels of the online class community. Instructors also need to know how to gauge their online class and what work best for that particular classroom. In this study students were given an assessment before the online class so they would know what the online class entails them to do. Communication is also vital because of lack of physical contact with the instructor and with the students. In an online classroom setting instructors need to communicate with students because of the lack of visual contact.

Overview of the article:

1)      Online learning allows students more flexibility compared to the original tradition classroom setting.

2)      Problems in online learning included holding the retention of the students.

3)      Many students who register for online courses end up dropping the class because of lack of participation.

4)      As classmates are more involved with the online experiences the more likely they will stay enrolled in the course.

5)      E- Learning allows students to make connections that they might not have in a traditional face-to-face classroom.

6)      Every class is different and this does not excluded online classes. This is also hard for instructors to establish relationships with the students.

7)      To help keep students involved it is a good idea for them to be engaged with a group so that the student feels like they are apart of a community.

Review:

One thing that I liked about this article was that it suggested an assessment of student’s E-learning knowledge before and after the course. This information would help aid the instructor on what would work best for the class. I also like the suggestion of making a list of contacts in case the students had any questions about course work or material that they would have a list of numbers or emails from other classmates so they would be able to contact them and get help.

Steinweg, S., Trujillo, L., Jeffs, T., & Hopfengardner Warren, S. (2006). Maintaining the Personal Touch in a Growing Program: Strategies for Establishing Social Presence in Online Classes. Journal of the Research Center for Educational Technology, 2(2), 15-23.

Summary:

 This article covers the necessity for instructions to implement different strategies in online E-Learning. These different strategies are important because they help establish a social network that help the students stay motivated to learn the course material. Different strategies were implemented in this study. Emphasis was placed on the importance of encouraging students to participate in online class discussion to increase activity. Also by increasing activity it helped the students learn the course work and helped them learn how to communities well with others.

Overview of the article:

1)      Different strategies are important for established a community in the E-learning world.

2)      In using different strategies an instructor can help establish a social repertoire with the students online.

3)      Most courses that are considered to be distance are considered hybrid courses or totally online.

4)      The need for online courses is important to help assistance and educate those individuals that  live in rural areas.

5)      As the need for online classes grows so does the importance of the quality of instruction for future teachers.

6)      How students rate the class is important to help receive insight and to help improve online classes.

7)      One of the many reasons why the need for online class has grown was based on the need for students to have flexibility in their schedules and in their coursework.

8)      Some scholars have felt that online courses lack in impersonal connection between students and professors.

Review:

I particularly appreciated the aspect of this article that suggested it is a good idea to give students responsibility. By asking students to come up with new teaching material helps students learn the coursework. The most I have ever learned out of a chapter were chapters that I had presented in class. One must truly know the information before they can teach others. This article was interesting because it placed so much in the hands of the students including the idea to have students complete group assessments after group work. It is also important for professors to send personal emails to students to engage in personal conversation as well as to keep the student motivated in their studies during the semester.

References

Gunter, G. A. (2007). The Effects of the Impact of Instructional Immediacy on Cognition and Learning in Online Classes. International Journal of Social Sciences, 2(3).

Loveland, K. (2007). Students Evaluation of Teaching (SET) in Web-Based Classes: Preliminary Findings and a Call for Further Research. The Journal of Educators Online, 4(2).

Stanford-Bowers, D. (2008). Persistence in Online Classes: A study of Perceptions among Community College Stakeholders. MERLOT Journal of Online Learning and Teaching, 4(1).

Steinweg, S., Trujillo, L., Jeffs, T., & Hopfengardner Warren, S. (2006). Maintaining the Personal Touch in a Growing Program: Strategies for Establishing Social Presence in Online Classes. Journal of the Research Center for Educational Technology, 2(2), 15-23.

Stover, M., & Kelly, K. (2005). The Effects of the Impact of Instructional Immediacy on Cognition and Learning in Online Classes. Distance Teaching and Learning. Retrieved May 15, 2011, from http://www.uwex.edu/disted/conference/Resource_library/proceedings/02_73.pdf

Grading, Assessment and Evaluation

Summary of this week’s discussion:

This week for our discussion board we made log in names and posted comments on the study, on the beach website http://studyonthebeach.com. At first I had a hard time with the system (this was NOT user-error, but system-error). After I was granted access into the discussion board I did enjoy the set up much more than BB discussion board. The lay out is much easier to follow along with, and I find it to be more user- friendly.

The study on beach is a great forum for student to communicate with teachers and other students in the classroom.

I also have found myself on similar forums for my traveling experiences. In the past I have used:

http://www.couchsurfing.org/

This is a great website for those who love to travel, but do not want to spend the money on a hotel or a hostel. The website is set up for those to log in and crate a profile and volunteer their couch to other travelers or when traveling request a couch in a certain country. Though I have not actually participated in sleeping on random strangers couches, I have met up with people from couch surfer.org.

 This past summer I backpacked through Paris, and one of the individuals that showed us around the city had originally been from couchsurfer.org. It is a great site for those who are willing to expand themselves and make new friends. For those that are a little uncertain about meeting up with random strangers they also have organized group activities where individuals in a certain country can meet others in that area who  also share a love for traveling.

In one of my recent classes we have discussed online forms and how they are now playing a part with the social support theory. This theory is based upon the ideology that others gather strength and information through a group setting. Online forums have become a great place for those with terminal illnesses and addicts to share stories and gather information.

I would be interested to see what the future holds for online forum and social support.

Assignment:

For our testing and other forms of Evaluation week I chose to download the 30 day free trial and made a quiz on http://www.questionwriter.com/

I would advise you to place your thoughts on a word document first before opening the test, that way you can cut copy and paste without having to worry about being kicked off the exam.

 If you are kicked off the exam please email ASAP so I can allow you access back in.

This midterm covers the material that we discussed in class including Wiremen’s scholarly article concerning Intercultural Communication Competence as well as Gudykunst article about Anxiety Uncertainty Theory.

Bellow is the link where you find your quiz.  You have two hours to complete it. Good Luck!!

 C:\Users\Andrea Proctor\Desktop\GradSchool\ETEC 674\ICC midterm - HtmlExport\index.html

Research Report : Intercultural Communication Midterm
Teacher Name: A Proctor
Student Name:     ________________________________________
CATEGORY	Advanced	Well-Done	Average	Poor
Paragraph Construction	All paragraphs include introductory sentence, explanations or details, and concluding sentence.	Most paragraphs include introductory sentence, explanations or details, and concluding sentence.	Paragraphs included related information but were typically not constructed well.	Paragraphing structure was not clear and sentences were not typically related within the paragraphs.
Quality of Information	Information clearly relates to the main topic. It includes several supporting details and/or examples.	Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.	Information clearly relates to the main topic. No details and/or examples are given.	Information has little or nothing to do with the main topic.
Amount of Information	All topics are addressed and all questions answered with at least 2 sentences about each.	All topics are addressed and most questions answered with at least 2 sentences about each.	All topics are addressed, and most questions answered with 1 sentence about each.	One or more topics were not addressed.

Assignment Week 5 New Media

Dr Newberry stated in his pod cast this week that blogs and podcast are great ways to share information and a good way to share results with the world. During this week lessons made me think of the twitter revolution that has just occurred. New media has evolved from something simple like posting your current status to where individuals can gain knowledge form blogs and social network sites to starting twitter-revolutions like those that happened in Tunisia, Iran and Egypt.

Session 5 Assignment New Media: In this activity you are required to identify “new media”, learn about it, explore it, test and discuss it’s applicability in eLearning by explaining how you would use the new media in an eLearning setting. This activity has two parts, discussion and exploration.

New media: YUGMA


The new media tool that I download this week was found on http://www.yugma.com/. This website allows meetings like go to meetings products. You can download the version from Skpe or you can download the version from java.


Chat: You can direct to certain meetings with just typing the meeting number which will direct you to the meeting location. This new media tool can allow your contacts to follow the information on your screen by just giving them the url. As an instructor it would be a good way to set up a meeting time with your class or one on one with a student.

We should try webinars on Yugma.There are so many different components to new media but I would describe it as a way for individuals to gain knowledge in a technologic form. It is a term to classify them and group them into one category. New media in our class would be described as communication between 2 or more individuals or set up like a virtual classroom. One could also describe social media as new media because it has become a go to location to gather information, especially information about current events.

Media Theory and eLearning Communication

Our text categorized electronic information into four types, and these four types include:

1)      Textual Information
2)      Presentation Graphics Slide Show
3)      Spreadsheets and Databases
4)      Multimedia Objects


Provide an example or multiple examples of effective use of each type of electronic information for eLearning. Be sure to provide specific information about what makes your indicated use “effective”. Explaining effectiveness in light of one of the media theories as presented in this session (or another media theory you prefer) is expected.


There are many different types of textual information. The type that comes to mind is the virtual online class when students communicate with professors through E-learning. Course information may be found in course documents, announcements and other types of electronic documents. These different tools are great ways to communicate with the class and to provide information in an E-learning form. Announcement and documents on our current blackboard are examples of textual information. Textual information provides students the information in an effective way because it allows active users of blackboard to know where and how to access new information.

Other tools that we use of electronic information in E-learning are Graphic Slide Shows. These slide show presentations allow tutorials and lessons sent out through emails. Slide shows presentations are also able to be posted on Blackboard and students have the access to gather the information if they are active users of the blackboard system.

In our media richness theory lesson, we learned that this provides the ability to transmit information based on four different criteria. These criteria included the ability to communicate instant feedback, the ability to convey tone of voice, and non verbal forms of communication. The third ability is the use of natural language and fourth is the personal focus of the medium. A major component of media richness theory is the ability to “carry information about the message”. This also includes the skill to successfully communicate and convey messages with those receiving the message. The levels of effectiveness may also be conveyed by using slide show presentations.

Another great tool for students to understand information is through spreadsheets and databases. These spread sheets are an easy tool for the instructor to set up information in an easy to read lay out. The process of using spreadsheets in grades could provide students the opportunity to review past grade assignments and current grades to keep updated in the coursework and in the class. A disadvantage of spreadsheets and databases is the inability to convey emotion and it is really just  a one way perception of communication. Moreover, by providing students information on how well they are doing in class helps also helps to build relationships with their current instructors.

In the past we have used multimedia objects such as Skype and in this class we have used the Talkshoe session. These forms of multimedia have provided students with interaction that we usually find in traditional forms of education. These sessions also help in building relationships with the student and with the instructor and it also helps other students to build relationships with classmates. This is an effective method to help students read verbal forms of communication and non-verbal forms that they may not have had the opportunity to otherwise.

2. Our text goes into some very specific detail on the proper formatting of textual information. Explain what you believe to be the most important guidelines for your use of textual information that are provided in the text and then create a sample text document (other than an announcement) that demonstrates the best practices of formatting textual information. Be sure to explain the purpose of the document and who the intended users are if that isn’t obvious from the document itself.

I believe that the most important guidelines for textual information would be something simple in the format. The format would be easy to follow along and easy for students to understand. Enclosed is my example of and easy recipe for students who are in need of a quick sugar rush that is simple and easy to follow.


1)       Chunk information
2)       Use links
3)       Text links in documents
4)       Use standard file formats
5)       Avoid horizontal scrolling
6)       Use standard text


3. What is the difference between synchronous and asynchronous communication as it is used in eLearning and how do you choose between the two for a given task?


Synchronous occurs when there is are two or more people are communicating and conveying messages. Different types of synchronous communication may occur in various forms such as in a chat room, when an instructor is teaching a lesson, Skype, and Talkshoe sessions. Asynchronous communication allows more flexibility and included the gathering through various forms when those interacting have the time. This class has many great examples of asynchronous communication and how we are able to listen to Talkshoe sessions, podcast when we have the time to listen to them. Based on my current work schedule I would more likely use Talkshoe and others forms of Asynchronous communication. As working women, this seems to fit best into my schedule as it allows me the opportunity to learn, read, and interact with the instructor and class when I have the time. An instructor who provides a good mix of both types of communication would give a class the opportunity to student to choose what type of communication works best for them.


4. What technologies does your CMS/LMS have to support synchronous communication?


Our current blackboard has various different components that allow students to communicate and support synchronous communication. In the past we have meet online as a class when the teacher was not in the same state. Though we had some problems with multiple students trying to log into Skype this system worked well when the class sat around the computer.


5. What technologies does your CMS/LMS have to support asynchronous communication?


 Blackboard has different tools such as online forms and groups talks that allow student to communicate and post ideas about assignment readings and questions. Blackboard allows working students the flexibility to learn at the own time schedule. The online form allows students to post articles and to have other students read the articles and post insight about what they gained from the readings as well.


6. Describe a task or assignment you could use in an online class that would use either asynchronous or synchronous communication. Explain the task or assignment, identify the technology you would use to support the activity and explain why you chose that technology. Explain what you would do to ensure that the activity was successful.


In my graduate education many of my classes have been about communication and the different facets of communication. If I were an instructor, I would assign my class to work on a paper that would follow the extent of social media in China. This class would form a Google group that would allow them to communicate and share ideas about their current readings. The Google group would also let the students have access to Google docs, that of which I have had great success with. The students would be able to edit, receive feedback and share ideas all through synchronous communication. I chose this form of technology because it has worked well in the past for me in a former class. I would encourage that students make at least 3 posts a day concerning the paper to ensure that not only one student is doing the work. I would also ensure that each student would have daily edit and update the paper to make sure that they do not only have one person working on the assignment as well.