lunes, 24 de mayo de 2010
Reflection of unit four
This particular unit, I found it that it needs it more time, the one activity we made only the a little taste of what should be (or is) to manage a Distance learning course wishing to have more experience of managing and desing deeper a course, time, materials. As team work, this unit i found particularly difficult, not only we had little time, but also I could not contact my partner as fast and easyly than my otheyr classmates could, and to add that different timelines we are, but, still, it was an enjoyable experience.
Doing the activity
Activity 1: you will read the next short text taken from the book of Alice Adventures in Wonderland. After Reading the text, mark the words that you do not know, and on the blog define at least five of those words you do not know and answer the next question: 'how would you change the story of Alice after she falls on the hole?' comment and respond on your mates answers, feel free to share and exchange ideas!
From: (hypothetically) April 1st
To: (hypothetically) April 8th
Alice's Adventures in Wonderland:
Chapter One: Down the Rabbit-Hole - Part 1
Alice was beginning to get very tired of sitting by her sister on the bank, and of having nothing to do: once or twice she had peeped into the book her sister was reading, but it had no pictures or conversations in it, 'and what is the use of a book,' thought Alice 'without pictures or conversation?'
So she was considering in her own mind (as well as she could, for the hot day made her feel very sleepy and stupid), whether the pleasure of making a daisy-chain would be worth the trouble of getting up and picking the daisies, when suddenly a White Rabbit with pink eyes ran close by her.
There was nothing so VERY remarkable in that; nor did Alice think it so VERY much out of the way to hear the Rabbit say to itself, 'Oh dear! Oh dear! I shall be late!' (when she thought it over afterwards, it occurred to her that she ought to have wondered at this, but at the time it all seemed quite natural); but when the Rabbit actually TOOK A WATCH OUT OF ITS WAISTCOAT-POCKET, and looked at it, and then hurried on, Alice started to her feet, for it flashed across her mind that she had never before seen a rabbit with either a waistcoat-pocket, or a watch to take out of it, and burning with curiosity, she ran across the field after it, and fortunately was just in time to see it pop down a large rabbit-hole under the hedge.
In another moment down went Alice after it, never once considering how in the world she was to get out again.
The rabbit-hole went straight on like a tunnel for some way, and then dipped suddenly down, so suddenly that Alice had not a moment to think about stopping herself before she found herself falling down a very deep well.
Abstract gotten from: http://www.saberingles.com.ar/stories/82.html
From: (hypothetically) March 15th
To: (hypothetically) March 22nd
Activity 2: You will watch the next interview video on you tube: http://www.youtube.com/watch?v=i0VFC704wI0
And will look for the next information and post the answer to only 5 of the questions:
1.What is the video about?
2.What is the anniversary of the movie?
3.Who were the leading actor and actress?
4.How many were the guests?
5.What kind of show is the interview presented?
6.What is a spoof?
7.What is the Julie & Carol at the Garnege Park and at what year was it?
8.What was the mock name given to the movie by the lead actor?
9.Why do they say 'nine months', 'six inches' 'boat flipping over'?
10.What happened at the end of the video?
11.Have you seen the movie? Did you like it?
After that you will reflect about what you liked (or not) about the movie.
And lastly, you will find a video on you tube that you like make five questions related to the video, post them on the blog and answer to at least to two of your emates and comment on the video choose.
From: (hypothetically) April 1st
To: (hypothetically) April 8th
Alice's Adventures in Wonderland:
Chapter One: Down the Rabbit-Hole - Part 1
Alice was beginning to get very tired of sitting by her sister on the bank, and of having nothing to do: once or twice she had peeped into the book her sister was reading, but it had no pictures or conversations in it, 'and what is the use of a book,' thought Alice 'without pictures or conversation?'
So she was considering in her own mind (as well as she could, for the hot day made her feel very sleepy and stupid), whether the pleasure of making a daisy-chain would be worth the trouble of getting up and picking the daisies, when suddenly a White Rabbit with pink eyes ran close by her.
There was nothing so VERY remarkable in that; nor did Alice think it so VERY much out of the way to hear the Rabbit say to itself, 'Oh dear! Oh dear! I shall be late!' (when she thought it over afterwards, it occurred to her that she ought to have wondered at this, but at the time it all seemed quite natural); but when the Rabbit actually TOOK A WATCH OUT OF ITS WAISTCOAT-POCKET, and looked at it, and then hurried on, Alice started to her feet, for it flashed across her mind that she had never before seen a rabbit with either a waistcoat-pocket, or a watch to take out of it, and burning with curiosity, she ran across the field after it, and fortunately was just in time to see it pop down a large rabbit-hole under the hedge.
In another moment down went Alice after it, never once considering how in the world she was to get out again.
The rabbit-hole went straight on like a tunnel for some way, and then dipped suddenly down, so suddenly that Alice had not a moment to think about stopping herself before she found herself falling down a very deep well.
Abstract gotten from: http://www.saberingles.com.ar/stories/82.html
From: (hypothetically) March 15th
To: (hypothetically) March 22nd
Activity 2: You will watch the next interview video on you tube: http://www.youtube.com/watch?v=i0VFC704wI0
And will look for the next information and post the answer to only 5 of the questions:
1.What is the video about?
2.What is the anniversary of the movie?
3.Who were the leading actor and actress?
4.How many were the guests?
5.What kind of show is the interview presented?
6.What is a spoof?
7.What is the Julie & Carol at the Garnege Park and at what year was it?
8.What was the mock name given to the movie by the lead actor?
9.Why do they say 'nine months', 'six inches' 'boat flipping over'?
10.What happened at the end of the video?
11.Have you seen the movie? Did you like it?
After that you will reflect about what you liked (or not) about the movie.
And lastly, you will find a video on you tube that you like make five questions related to the video, post them on the blog and answer to at least to two of your emates and comment on the video choose.
lunes, 17 de mayo de 2010
Reflection of unit Three
This unit was about meant to teach how to manage our time as teacher, the time of our learners, as well as to teach us how to motivate our learners into the a process of interaction with me as a teacher and his e-mates as a cognitive process.
Also it is important to note how they will be assessed, of the different methods and techniques, we can see that a mix of all of them will be the option instead of choosing only one if we want a reliable assessment, and to that the objectives must always be presented in a clear form -but also attractive if we want them to be participative during the course.
Also it is important to note how they will be assessed, of the different methods and techniques, we can see that a mix of all of them will be the option instead of choosing only one if we want a reliable assessment, and to that the objectives must always be presented in a clear form -but also attractive if we want them to be participative during the course.
Feedback
Personal development plan
q development needs: to achieve greater, thoughtful, deeper, respectful, clear, objective participation from my e-learners in online working
q development objective: to increase participation from 5 messages per week per participant to 10 messages per week, to make the e-learners proactive within a 5 months course
q Strategy: to be more encouraging to participants to participate and communicate with each-other through the help of questionnaires, private/group chat, blogs…
q Actions:
- respond within 24 hours to all messages that look as if a response is required
- recommend readings and or exercises depending of the needs of each e-learner
- contact participants directly if they have not made a contribution for three days
- make sure they know that I read, though I may not always feedback, all their comments and exercises
- provide an incentive for each participant to make a contribution
- use a friendlier, more informal style
- use videos, song, pictures or any other multimedia to encourage them during their learning
- encourage them to share/comment any idea or multimedia they consider could the in the course
encourage them to cooperate through exercises that promote work as a team
q development needs: to achieve greater, thoughtful, deeper, respectful, clear, objective participation from my e-learners in online working
q development objective: to increase participation from 5 messages per week per participant to 10 messages per week, to make the e-learners proactive within a 5 months course
q Strategy: to be more encouraging to participants to participate and communicate with each-other through the help of questionnaires, private/group chat, blogs…
q Actions:
- respond within 24 hours to all messages that look as if a response is required
- recommend readings and or exercises depending of the needs of each e-learner
- contact participants directly if they have not made a contribution for three days
- make sure they know that I read, though I may not always feedback, all their comments and exercises
- provide an incentive for each participant to make a contribution
- use a friendlier, more informal style
- use videos, song, pictures or any other multimedia to encourage them during their learning
- encourage them to share/comment any idea or multimedia they consider could the in the course
encourage them to cooperate through exercises that promote work as a team
Assessment
From: Unit 2, activity 2
The original: In chapter 2 of the book of Anderson, T. & Elloumi, F. (2004). Theory and Practice of Online Learning, there is a model to develop on line learning (pages 48 -52). Revise it carefully and explain it in 200 words. Post your summary of this model in the foro of unit 2 under the sequence called “Explaining the model”
The instructor will post a general comments at the end of the this sequence.
I would assesst it not necesarilly by the number of word used, unless they are less than 100, but by the depth, precition, cohesion of the ideas used to express, also it should be added that the learner must read and comment on their eclassmates responces and if they agree, disagree and why with them.
The importace of assessment increases in the case of distance learning education, but only how is this process done but on how it is presented to the learners. specially, because our learner must see the connection too between our assessment and their participation on the course as the assessment activities must be integrated with e-learning activities, If discussions are not assessed, experience shows that many students don't participate.
We have different forms to present our assessment, all with advantages and disadvantages:
The simplest and most easily managed approach to assessment is a quantitative one, but it does not take into account the quality of the participations.
qualitative assessment of student participation requires the establishing of a certain criteria for topic knowledge, producing certain kinds of language or ideas, and so on, is not so problematic. But it should be good to think about the features of effective interaction. So we might ask these sorts of questions about a student's e-participation:
q Do they encourage others to learn/participate?
q Do they contribute regularly at each stage of the discussion?
q Do they contribute to creating a supportive, friendly environment?
q Do they take the initiative I responding to others?
q Do they bring others into the discussion?
q Do they build on the contributions of others?
q Do they use netiquette effectively?
q Do they demonstrate a reflective approach to using CMC - eg do they talk about the learning process during a conference?
Asking students to assess themselves, their online participation, and other areas of assessment (as long as they have clear criteria and an agreed method of workingand it does not impact heavily on the final assessment.)
Peer assessment can be a powerful and valuable experience, as well as an uncomfortable one. But it may be better to use it as a formative rather than summative tool it is also recomendable to do it in small groups, to reduse the stress that may come from this tipe of assessment.
If we value the interaction and discussion in our online classrooms, then we have to explore ways of deciding the kind of value we are after, the sorts of participation that we want to encourage through assessment.
The original: In chapter 2 of the book of Anderson, T. & Elloumi, F. (2004). Theory and Practice of Online Learning, there is a model to develop on line learning (pages 48 -52). Revise it carefully and explain it in 200 words. Post your summary of this model in the foro of unit 2 under the sequence called “Explaining the model”
The instructor will post a general comments at the end of the this sequence.
I would assesst it not necesarilly by the number of word used, unless they are less than 100, but by the depth, precition, cohesion of the ideas used to express, also it should be added that the learner must read and comment on their eclassmates responces and if they agree, disagree and why with them.
The importace of assessment increases in the case of distance learning education, but only how is this process done but on how it is presented to the learners. specially, because our learner must see the connection too between our assessment and their participation on the course as the assessment activities must be integrated with e-learning activities, If discussions are not assessed, experience shows that many students don't participate.
We have different forms to present our assessment, all with advantages and disadvantages:
The simplest and most easily managed approach to assessment is a quantitative one, but it does not take into account the quality of the participations.
qualitative assessment of student participation requires the establishing of a certain criteria for topic knowledge, producing certain kinds of language or ideas, and so on, is not so problematic. But it should be good to think about the features of effective interaction. So we might ask these sorts of questions about a student's e-participation:
q Do they encourage others to learn/participate?
q Do they contribute regularly at each stage of the discussion?
q Do they contribute to creating a supportive, friendly environment?
q Do they take the initiative I responding to others?
q Do they bring others into the discussion?
q Do they build on the contributions of others?
q Do they use netiquette effectively?
q Do they demonstrate a reflective approach to using CMC - eg do they talk about the learning process during a conference?
Asking students to assess themselves, their online participation, and other areas of assessment (as long as they have clear criteria and an agreed method of workingand it does not impact heavily on the final assessment.)
Peer assessment can be a powerful and valuable experience, as well as an uncomfortable one. But it may be better to use it as a formative rather than summative tool it is also recomendable to do it in small groups, to reduse the stress that may come from this tipe of assessment.
If we value the interaction and discussion in our online classrooms, then we have to explore ways of deciding the kind of value we are after, the sorts of participation that we want to encourage through assessment.
Summarizing and weaving
the order of the posts for summarizing was chosen according to the time they arrived, but deleting all unnecessary information taking from each of them the key words.
The Key words are:
attractive
clear explanation
eloquence
examples
problems
ideas
help each other
not intimidating
positive/inviting message
needs experience
specific objective
needs spark
elicit the audience
(not) clear instruction
The best response is the one written by KARLA JANETTE RANGEL CAMPINO
It is Clear, not short and expresses a deep understanding of the activity
The Key words are:
attractive
clear explanation
eloquence
examples
problems
ideas
help each other
not intimidating
positive/inviting message
needs experience
specific objective
needs spark
elicit the audience
(not) clear instruction
The best response is the one written by KARLA JANETTE RANGEL CAMPINO
It is Clear, not short and expresses a deep understanding of the activity
Prompting students
What would you do if you saw the following question in a conference you are running?
"My learners expect me to answer their questions. What should I do so that they don't always look to me to be the expert?"
You as a teacher can do three possible things (they could be more, but i can only think of these right now):
1. ask them that before to making you a quentions they have first to read different sources, but this has more impact if it done at the beginning of the course, however it could make your learners to close up to you.
2. turn the question aroun: help them change the perspextive in which they are viewing the problem and ask them to try it again suggesting them sources.
3. make a section of questions and answers in which the learners can express theirs doubts, but with the condition that if they write a question they have to help clear the doubt of one their e-classmates to get the answer, so the teacher has only to check how the things progress.
"My learners expect me to answer their questions. What should I do so that they don't always look to me to be the expert?"
You as a teacher can do three possible things (they could be more, but i can only think of these right now):
1. ask them that before to making you a quentions they have first to read different sources, but this has more impact if it done at the beginning of the course, however it could make your learners to close up to you.
2. turn the question aroun: help them change the perspextive in which they are viewing the problem and ask them to try it again suggesting them sources.
3. make a section of questions and answers in which the learners can express theirs doubts, but with the condition that if they write a question they have to help clear the doubt of one their e-classmates to get the answer, so the teacher has only to check how the things progress.
Sharing information
1. Look at the brief description of 5 techniques for organising interaction in a classroom. How well do you think they'd work online? Post your comments on at least 2 of them to the e-tivity 3 conference.
q Technique 1 - rounds: everyone takes a turn to speak their questions, statement or opinions. Contributions tend to be short. Often used as a pre- or warm-up activity
As a face to face technique is wonderful, an excellent warm up, but I fail to see how it could work online as one would like, there are means like chat rooms or forums in which it could be use but only to some extent (especially if the class is big), and could kill completely the reason behind the creation of distance learning everyone working on their own time unless they have a great spawn of time, also their questions and statement should be increased.
q Technique 5 - buzz groups: sub-groups of 3 or 4 students discuss something for a short time, perhaps before or during a teacher presentation or before an activity.
This one can work excellent on an e-course, the students can be divided in groups, and do the discussion before a activity can presented, the major advantage it has to round technique is that this one is not affected if there is a great number of learners, they all will work on small groups and can choose among then when to work.
Post ONE idea for another technique that could be used online, explaining why you think it would work
Show and tell: it could be adapted to be used in many different subjects: like they can be asked to use a certain type of tense, or to check how proficient are in writing. The only way I see they can use it in the traditional way could at recording, but that would heavily depend on the teacher.
q Technique 1 - rounds: everyone takes a turn to speak their questions, statement or opinions. Contributions tend to be short. Often used as a pre- or warm-up activity
As a face to face technique is wonderful, an excellent warm up, but I fail to see how it could work online as one would like, there are means like chat rooms or forums in which it could be use but only to some extent (especially if the class is big), and could kill completely the reason behind the creation of distance learning everyone working on their own time unless they have a great spawn of time, also their questions and statement should be increased.
q Technique 5 - buzz groups: sub-groups of 3 or 4 students discuss something for a short time, perhaps before or during a teacher presentation or before an activity.
This one can work excellent on an e-course, the students can be divided in groups, and do the discussion before a activity can presented, the major advantage it has to round technique is that this one is not affected if there is a great number of learners, they all will work on small groups and can choose among then when to work.
Post ONE idea for another technique that could be used online, explaining why you think it would work
Show and tell: it could be adapted to be used in many different subjects: like they can be asked to use a certain type of tense, or to check how proficient are in writing. The only way I see they can use it in the traditional way could at recording, but that would heavily depend on the teacher.
Stating objectives
Ex 1 (a grammar problems conference) "In this conference we'll look at the present perfect and you'll share problems you have with the structure with others".
Pilar. "
The problems stated by the learner should be more eloquent than that. For starters, the learner should express with examples and background of the situation why they had problems on the grammar. Second try to find a possible solution to their problem and help solve the problem of their e-classmates. And finally, make a new comment to share to their e-classmates if their ideas worked on the side of work; on the side of inviting, it feels intimidating, for the learner has to admit their lack knowledge in the languages, especially in the way it is presented, it should be friendlier or at least less blunt.
Ex 2 (an opening message for a conference on teaching listening skills) "Hi, everyone. Welcome to this conference on teaching listening skills. What activities and techniques are there in the pre-listening phase of a lesson? How can we match the technique or activity to the kind of listening our learners will be doing? These are the questions you'll have an answer to in this conference. Join us!
Tony"
It is excellent, it is inviting to participate, it is positive almost happy, and clear without being blunt.
Ex 3 (an opening message for a conference on learning and practising vocabulary) "In this lesson, you'll find specific information on a website and you'll practise vocabulary about food and nutrition. Edith."
It has a good beginning for someone with little experience on the field but it needs to be a little bit less flat, it is not intimidating but it needs to be a little more inviting.
Pilar. "
The problems stated by the learner should be more eloquent than that. For starters, the learner should express with examples and background of the situation why they had problems on the grammar. Second try to find a possible solution to their problem and help solve the problem of their e-classmates. And finally, make a new comment to share to their e-classmates if their ideas worked on the side of work; on the side of inviting, it feels intimidating, for the learner has to admit their lack knowledge in the languages, especially in the way it is presented, it should be friendlier or at least less blunt.
Ex 2 (an opening message for a conference on teaching listening skills) "Hi, everyone. Welcome to this conference on teaching listening skills. What activities and techniques are there in the pre-listening phase of a lesson? How can we match the technique or activity to the kind of listening our learners will be doing? These are the questions you'll have an answer to in this conference. Join us!
Tony"
It is excellent, it is inviting to participate, it is positive almost happy, and clear without being blunt.
Ex 3 (an opening message for a conference on learning and practising vocabulary) "In this lesson, you'll find specific information on a website and you'll practise vocabulary about food and nutrition. Edith."
It has a good beginning for someone with little experience on the field but it needs to be a little bit less flat, it is not intimidating but it needs to be a little more inviting.
jueves, 6 de mayo de 2010
What would you say?
2. Now look at suggestions for the actions to be taken by the e-tutor. Can you think of appropriate actions for the squirrel, the stag, and the magpie?
The squirrel: the e-tutor must encorage the squirrel to visit ans respond, also to make concious of the consequenses of not working or doing the works on time (lack of understanfing) and how it would affect their performance in the course
the Stag: the e-tutor must congrulate for their continous participation and explain that the forum are for everyone to express their opinions -respectfuly-, if attitude continues the stag must receive some sort of sanction (only if they are agresive)
The Magpie:the e-tutor must infor the magpie what are the consecuences of plagiarism (be it unconciounsly or conciunsly) and what are the sanctions for that, also to encourage the magpie to recognice the source and not to worry if feels thier answer are not as creative as everyone elses, with practice they will be.
3. Look at this example of a response to a conference by an e-learner. How would you respond to him as an e-Tutor?
From: Raul B.
Subject: Learner types
I think each person has his own learning style. I read about multiple
intelligences in my COTE course. Everytime I sit down at the computer I get a headache: so much to read, so many ideas on different topics shooting in
from everyone! In my COTE course I had to write long essays. That was
difficult too. Has anyone read the book by Rebecca Oxford? It tells about
learning strategies.
Raul
Response:
as an e-tutor i could give some advises to the learner like:
1. you can print the long readings if you feel a headache or it's uncortable for you to read on the computer.
2. you can write the abstracts of your esay on a piece of paper, and when you feel you have work on it enough you can transcirbe it to the computer.
3. if you feel overwhelmened work a little everyday, don't force yourself to do everything on a oneshot.
4. don't worry so much about your learning style, this is something you would learn tomanage little by little.
5. don't hesitate to aks for help to your e-tutor, e-classmates, or someone who had taken an online course before
The squirrel: the e-tutor must encorage the squirrel to visit ans respond, also to make concious of the consequenses of not working or doing the works on time (lack of understanfing) and how it would affect their performance in the course
the Stag: the e-tutor must congrulate for their continous participation and explain that the forum are for everyone to express their opinions -respectfuly-, if attitude continues the stag must receive some sort of sanction (only if they are agresive)
The Magpie:the e-tutor must infor the magpie what are the consecuences of plagiarism (be it unconciounsly or conciunsly) and what are the sanctions for that, also to encourage the magpie to recognice the source and not to worry if feels thier answer are not as creative as everyone elses, with practice they will be.
3. Look at this example of a response to a conference by an e-learner. How would you respond to him as an e-Tutor?
From: Raul B.
Subject: Learner types
I think each person has his own learning style. I read about multiple
intelligences in my COTE course. Everytime I sit down at the computer I get a headache: so much to read, so many ideas on different topics shooting in
from everyone! In my COTE course I had to write long essays. That was
difficult too. Has anyone read the book by Rebecca Oxford? It tells about
learning strategies.
Raul
Response:
as an e-tutor i could give some advises to the learner like:
1. you can print the long readings if you feel a headache or it's uncortable for you to read on the computer.
2. you can write the abstracts of your esay on a piece of paper, and when you feel you have work on it enough you can transcirbe it to the computer.
3. if you feel overwhelmened work a little everyday, don't force yourself to do everything on a oneshot.
4. don't worry so much about your learning style, this is something you would learn tomanage little by little.
5. don't hesitate to aks for help to your e-tutor, e-classmates, or someone who had taken an online course before
The changing model of teaching and learning
The model in which modern education works, is one in which –with their exceptions- the learner is only the receptacle of immense amounts of information that later will be forgotten or ignored. The goal of this time is to redefine that model to one in which learner –be it face to face or distance learning environment- is given the tools to become an independent and, at least, efficient learner. The learner needs to be taught how to search for sources –to what places can go and not to go, what kind of information to look up and not to-, to be cooperative and collaborative– in distance education there is no space not time for competition-, learner centered, that the learning environment can be also outside of the school or library, to be able to skim and scan a text, to summarize and reflect, to solve problems without the constant help of a teacher, to know that the teacher can sometimes stand aside and let them work, all this work and process will, if done correctly, help to build up an independent learner, but is also important to mark this a process that takes a lot of time and it is preferable that it is learned in the first years of education.
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