Blog Post 4 – Romanek

1. Our text categorizes electronic information into four types:

Textual Information: consists mainly of words, as opposed to electronic objects such as photos, animations, etc. This information typically takes the form of an announcement or document.

Below, you will find an example of an announcement prepared using the LMS software (Blackboard) for my other course this quarter.

I find it to be effective because, first, like the regular interaction via email cited in Dr. Newberry’s media theory podcast, it provides speed of feedback for the class as a whole. Second, while it does not transmit cues (e.g. facial expression, body language, etc.) this is a failing captured by all textual information aside from the brief indications exclamation points and particular phrasing allow. Third, like email, announcements are in a format that students are comfortable with and as such allows for natural language. Finally, while it is not personally focused, I, as the reader, take positive feedback from the first paragraph and see the reminders for continuing work as specifically directed at me as well. This may not be the case for other students, depending on how their expectations (as per Dr. Newberry’s own research in the field. :-D)

Presentation Graphics Slide Show: convey information visually (despite the fact that they ordinarily consist primarily of tect)

I found this PowerPoint on the web. I’ve seen it before and much of the information shows itself as out of date (they talk about MySpace, how passé, wink, wink, nudge, nudge), but I would qualify it as effective.

In comparing it to the criteria for media richness theory, it seems to fall down on the instant feedback criteria as it doesn’t give much feedback at all, but I expect that that is a valid criticism of most presentation graphics slide shows. The structure of this particular PowerPoint, while lacking facial expression or body language, does communicate a certain tone of voice as it “speaks” to us and they certainly structure it with a certain natural quality to its language. There are times when I am reading it that I nearly feel as though I am being spoken to by someone. Finally, and I see this as the most important piece that makes this PowerPoint effective, the creator of the PowerPoint structures the facts and their mode of being related in such a way that they while they have a quite broad focus, they seem very pertinent to me. (i.e. 25% of highest IQ people of China is more people than the entire population of the US.)

Spreadsheets and Databases: representations of data

An example of an effective use of spreadsheet might be a “read-only” file of the instructor gradebook. This would allow students to play “what if” with their grade to see various routes to the achievement of their goal grade. This, according to media richness theory would be effective as it gives plenty of instant feedback (as they play what if), is not likely to transmit much in the medium of cues (a category wide weakness), tends to result in stilted language as people weigh the balance between description and saving space (a category wide weakness), but finished strong with a great deal of personal focus as the student is afforded a very intimate view of their own course work potentiality.

Multimedia objects: consist primarily of still pictures, moving pictures, or sound or some combination.

In looking for additional resources to which I can point my students, I found the following you tube video which teaches solving for unknown lengths with 30-60-90 special right triangles (both important on the SAT, ACT and in the geometry standards, yay math!) [I apologize if you get the weird butt ad that I just had before the video, though it does support my hypothesis that knowing more math will help you have a stronger gluteus maximus ;-D…]

I found this video to be effective as it 1) gives instant feedback (though not so personal) as he works through several example problems, 2) does the best job of any of these mediums in communicating cues and 3) allowing for the natural flow of language, while 4) this particular educator had a personal focus and a naturally “goofy flavor” to his work (Which makes my students feel right at home. I know, I know, you’re surprised that I’m goofy in class, as I’ve never given you any indication that I might be quirky. I’m sorry I burst your bubble, 

Enjoy this replacement with my compliments (Easter themed for your enjoyment!):

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.

The text suggests the following to promote best usability of text documents from a computer screen:

·            Chunk Information

·            Use white space, bulleted lists, and other text attributes

·            Use URL links appropriately

·            Use text links within documents

·            Address user viewing preferences

·            Require standard file formats

Additionally, the text suggests the following to promote best usability of slide shows:

·            Brevity: The Six-by Six Rule

·            Use Special Effects and URL Links Sparingly

·            Control File Sizes to Minimize Download Times

While all of these are important, the ones that are most important to me, in my current practice are the second from text and the second from slide shows. As a visual learner, I find white space, bulleted lists and other formatting techniques to be particularly helpful. I can often close my eyes and see these objects in my mind’s eye.

The example document (click the download button under Sample Text Design) that I chose was built to help students differentiate between the tools they have to solve for side lengths or angle measures. Being able to have a quick and easy reference allows students to find/verify the information that they need and apply it to their work.

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?

Forums, a common asynchronous technology used in eLearning, are useful for encouraging critical thinking and for promoting a stronger positive feeling in consideration of social presence theory.

Chats, a common synchronous technology used in eLearning, are also useful when trying to develop positive social presence, yet their use has to be much more clearly moderated if it is not going to degenerate into a free for all. Food fight!

When choosing between the types of communication, it is better to consider first and foremost the number of participants who will be included in your activity, if the number is less than 8 or so, a synchronous chat can be moderated readily enough; if including 8 or more, then an asynchronous forum might be a better choice.

        

 If the topic you would like students to discuss relates itself to short answer responses, then a chat might be the appropriate choice; if it will require more detailed, thought out answers, then a discussion would seem to be the way to go.

Next into the ring, Synchronous vs. Asynchronous!

Both types increase student interaction, enhance students’ ability to learn from one another, help develop quality communication skills, encourage students to take pride in their writing, and are both characteristic (age, gender, race, disability, etc.) neutral.

Synchronous	Asynchronous
Can participate from any location at the right time	Can participate from any location at any time
---	Reserved students feel more comfortable posting as they can revise and edit before “speaking.”
---	Anonymous posting for discussions of sensitive or controversial topics.
Can cause higher anxiety in students whose language skills are not the best as mistakes are more tolerated by others in speaking.	Gives students with writing anxiety more time to refine their work before they present it to others.
If possible, should not exceed 3-7 participants.	Can be moderated for far more participants easily.

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

The basic schoology CMS does not support synchronous communication in and of itself. To expand it’s functionality, you need to integrate one or more of the available apps (like Moodle add ons) to access synchronous technology capabilities. A few available apps are:

·            Backchannel Chat – a monthly pay ($15) chat app that offers a wide array of controls over the chat room for the teacher to ensure that conversation is on topic, free of profanity, and allows the teacher to designate or un-designate students as contributors versus watchers.

·            Blackboard Collaborate – a monthly pay (see your administrator pricing… eek!!!) app that allows for embedded web conferencing or instant messaging.

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

The basic schoology CMS offers forums in two ways for teacher use. The first way is through a discussion board supported under each classroom/course that you make. The second way is that the teacher (or  students, if allowed by the teacher) can create a group with whomever they want, from their class or not and allow discussion in that regard.

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.

This year, I taught AP Statistics (I love this video… I seriously watch it when I’m in need of a pick me up!) and one of my big, aha’s! was that many of my students had a) 0 expectation of actually reading the chapters I assigned b) lacked the skills to read the chapters and pull the important information from them and c) suffered from this lack of skill and work completion. So, how do I hope to resolve this next year?

I would like to set up weekly discussions on the schoology class pages to a) engage the students in the chapters and the reading thereof b) help them refine their understanding of what is important when they are reading a college level text and c) help them apply the information they garnered from these discussions into greater success.

Similar to the weekly assignments that Dr. Newberry gives us, I’d assign questions or request lists that help students focus on and learn to identify the most important parts of a chapter. Requiring interactions with each other and leaving the topics fairly ambiguous will help students explore the topics in ways that are most relevant to them and that allow them to help each other and encourage each other to higher levels of understanding. I would choose to use the discussion board because it doesn’t require the students to install anything else for its use and will make it more accessible to each of my students.

To ensure that the activity is successful I will implement the following incentives:

·            Assign a grade for 1) the original responses of each student and 2) the required two quality interactions with other students.

·            Excuse students with discussion board participation above and beyond the norm from the dreaded, buh, buh, bum! reading quiz.

·            Moderate the threads through responses, questions, and surprise extra credit opportunities to encourage student engagement with the boards on a regular basis.