Google Docs, Ning and Moodle Chat
** Why you chose it (2) **
1/ – As an asynchronous tool, one of my favourites is Google docs. I like Google docs because not only is it asynchronous, it acts as a synchronous tool as well. By that I reflect on our rubric assignment where John and I were at the Goggle docs site and in simultaneous fashion, we worked on our assignment in real time and made lots of progress without any barriers. He is in China and I am here in Vancouver. It worked very well.
Google documents is a very intuitive software. It is similar to many of the collaborating software programs now in use, especially those that are Web based. The archive function (revision history) allows for a useful search and retrieve of information with a useful numbering system for clarity. Search options work very well when trying to locate words or terms. I think Google docs is a solid, reliable platform that students could learn how to interact with others “community-centred” activities. In fact, many of my students are already familiar with Google docs as we have used this software several times.
Go to http://moodle.met.ubc.ca/course/view.php?id=65&edit=0&sesskey=EMKeGP9ELG look in the first section, Introduction to Business Education 10 – click on Googles ‘asynchronous’ Online Forms
** What this tool brings to the educational experience (1) **
The educational experience Google docs brings to the classroom has positive attributes of online learning. For example, even though the software allows many users to combine efforts, individual learners will expand knowledge and learn from reading the ideas of others. Intended on being a cumulative effort by few or many, Google docs is effective for the Learner-centred approach. That is, the individual learner can use Google docs as a diagnostic tool where he or she gains confidence by sharing and experiencing knowledge first hand. Watching the You Tube video, “Google Docs made Easy,” students understand the power behind the organizational tool. Teachers should be able to create meaningful lessons around the Google docs atmosphere. Lastly, Google is everywhere !
** What are it’s Limitations (1) **
Limitations might be that fact that you now have to open a Gmail account with possibly yet another account and password. Parents may not be keen on another email account. Schools may not have access to appropriate Internet capabilities, filters or firewalls may create hurdles, some regions of the province may have only dial-up services. Users of asynchronous tools may find it difficult to wait for responses when they need it as in “now.” Allowing too much thought to a query or situation, one may read more than the question asks and this over-exaggerates what should be a simple response in f2f communication or synchronous chat.
** Does it work? (1) **
Go to http://moodle.met.ubc.ca/course/view.php?id=65 look in the first section, Introduction to Business Education 10 – click on Googles ‘asynchronous’ Online Forms. The Moodle link was tested from several other computers and worked as designed.
** Why you chose it (2) **
2/ – My second asynchronous tool of choice is Ning.com I used Ning in a previous MET course in September and found Ning to be a very intuitive tool as well. I guess it boils down to what you are use to. Using tools that are familiar and reliable, Ning has many of the functions one would come to appreciate including, forums, blogs, a place to store photos and albums, videos, and opportunities to invite others. I think what I like about Ning is that it is a fairly unknown entity compared to social networking spaces like FaceBook. It seems to me that having millions of users like FaceBook compared to 58,000 at Ning with only 28 employees, things may be a little more stable at the Ning headquarters. As I speak and read Italian, the Language Editor seems to be quite accurate. I didn’t see a language editor in Google docs. Ning developer has many useful and powerful functions for social space development.
** What this tool brings to the educational experience (1) **
Like any asynchronous tool, members from around the world can log on and correspond with others from different parts of the world and time zones. I think we have to be careful, as educators, that we teach a variety of medium. That is, Google has become synonymous with almost everything computing. Putting too much emphasis one one product does not allow for expansion of another nor does it allow the individual to experience new technologies.
** What are it’s Limitations (1) **
On the downside, because Ning is relatively unknown, users may be less willing to join the network of fewer Ning users. As well, if the client’s network exceed quotas and limitations set by Ning policy, eg: API calls and bandwidth, then accounts may be suspended. Users may require more capabilities than Ning is willing to surrender and will go looking else where to fulfil their needs.
** Does it work? (1) **
To have a look at Ning.com, cut and paste in to your browser. http://moodle.met.ubc.ca/course/view.php?id=65
from my Moodle site, go to the Introduction of Business Education 10 and click on “Go to Ning.com”
** Why you chose it (2) **
3/ – Lastly, Moodle chat is the synchronous tool that I have implemented in my Moodle site. My rationale behind this move is to create a space where students can discuss issues pertaining to school life. As Moodle is being used in September of 09, I thought it prudent to create a chat room where kids can ask questions of our school and its culture. Communications 12 students will monitor the one hour chat sessions answering questions from students and parents who are not familiar with Delta Secondary School. This chat section is called, “September chat” located in the top bar of Moodle. http://moodle.met.ubc.ca/course/view.php?id=65
** What this tool brings to the educational experience (1) **
As mentioned above… Moodle will be part of the learning system in September of 2009, we see a beneficial component in making students responsible for their learning and parents have the option to become involved as well. Accessible from home, office or church, students will no longer have the opportunity to say they missed an assignment. This year, we are making our Business Communications 12 students monitors of September chat. Through the course of the year, this chat function will develop in a dynamic and synchronous fashion where general questions of the school culture can be answered immediately.
** What are its limitations (1) **
So far, limitations are due to the fact that students are un-familiar with Moodle and therefore, the chat function inside this platform may be limited. However, our experiences show that it is not long before students are knee-deep into the Moodle experience and the chat function becomes clear and works well.
** Does it work? (1) **
Check out, http://moodle.met.ubc.ca/course/view.php?id=65 September chat is at the top of the page… the Simpsons will help you along.
As well, I have a discussion forum in my Moodle site on Nuclear Reactors and Isotopes. This is a discussion activity located in Bus. Ed. News Forum at the top of the page.
Thank you, David De Pieri
References:
Anderson, T. (2008). Teaching in an Online Learning Context. In: Anderson, T. & Elloumi, F. Theory and Practice of Online Learning. Athabasca University. Accessed online June, 8th 2009 http://www.aupress.ca/books/120146/ebook/14_Anderson_2008_Anderson-DeliveryQualitySupport.pdf
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