Tuesday, October 26, 2010

Enhancing Student Interaction Online

https://docs.google.com/present/edit?id=0AYrHDQEwXkLKZGhocmRydmhfOThoa3Q3anozeA&hl=en

Technological tools from emails and discussion boards to Wikis and blogs. Corporations have incorporated the use of emails for quite some time now, and it is important that students understand a professional use of tools such as emails.

I have introduced emails to my students in different classes so that they may communicate with me and other students.  We have established google accounts that serve for email purposes as well as blogs and instant messaging. My students are always interested in talking to their classmates for one thing or another.  I allow my students on occasion to use instant messaging tools during practice work.  I am constantly monitoring the instant messages so that my students stay on task, but because I am not always the expert on a given subject; I allow them to teach each other.  Instant messaging allows students to assist each other with little disturbance to the class.

I have just recently begun using blogs.  It is a motivational tool in helping to improve literacy and create a high level of classroom interaction. Students are motivated by the topic as it is relevant to their environment, and they are interested in reading how others feel.  Ground rules such as appropriate language, respecting others’ ideas, and monitoring tone of response were discussed prior to the initial post.

Enhancing student interaction in an online environment is important to the effectiveness of my practice.  My students expect to learn something different in my class as it relates to the computer, and I try to meet their expectations. Using more collaborative tools such as social media is a venture I would like to undertake. What are some advantages and disadvantages of incorporating social media in the educational field?

Monday, October 18, 2010

Assessing Collaborative Efforts

I believe it is important to incorporate student assessment in a collaborative learning community. Incorporating student assessment completes the collaborative scheme of things. It continues to foster a sense of community from the initial stage of the assignment through to the assessment stage.  It also can offer more information for the instructor’s assessment. This occurs with an adequate rubric used to investigate quality of participation.

http://www.facultyfocus.com/articles/educational-assessment/making-peer-assessment-work-for-you/

If a student does not want to network or collaborate in a learning community, I believe the first job as a member of the learning community is to open lines of communication with the student.  The student may not be familiar with the tools used in collaboration or he/she may have personal issues related to the initial collaboration assignment. The instructor’s role to intervene should be one of last resort.

Myth #6
http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/The10BiggestMythsAboutSynchron/213702

What are some other myths have you discovered since involved in a collaborative group?