Tech Chance

• ASSIGNMENT # 3 .

I have decided to use Wiziq which will include Chat and Whiteboard for synchronous tools.

I have chosen to use synchronous tools as they allow students to communicate in real time even though they may have the challenge of different time zones. Synchronous tools have the advantage of allowing people to be engaged instantly and at the same point in time. Having set up a virtual classroom through Wiziq, I believe students will be able to engage in live discussions as well as complete assignments while working together despite differences in locations and time zones, by sharing presentations, documents and images on an interactive whiteboard. Discussions are live as in a real time classroom, and a video conference that I hope I will be able to pull off.

The educational experience is enhanced by synchronous tools as they breathe life and energy to an online classroom as there is spontaneity, builds a sense of community and facilitates a certain types of exchange between students which may range from sharing of knowledge and experiences to informal conversations.

As with all things, there is the not so good side. Let me hasten to say though that despite these limitations, Chat, Whiteboard, video conferencing, audio conferencing and other synchronous are great (when they are all systems are in place to make them work well):

• It is affected by time zones as it requires real time same time interaction so may affect scheduling
• High level of technology implementation needed, more up-to-date computers produce better results, may also need more bandwidth
• Little time for reflection and introspection
• Does not do well with dial-up, for example: needs high speed internet connections
• Does not facilitate large group discussions
• May be costly, especially with international participation

I think it works. So far I have started to set up Wiziq; it is not yet complete as it is work in progress.

http://moodle.met.ubc.ca/mod/chat/index.php?id=84

Asynchronous Communication Tools

Asynchronous tools allow people to connect at people’s convenience and in their own schedule. These tools are useful because they allow sustained dialogue, meaningful collaboration and also allow people the chance to do research on information that might not be readily available during a real time conversation. They can also include people from varying time zones as the communication is done in the time and schedule of the individuals involved.

I have decided to use discussion forums. Discussion forums enhance education as it is an excellent opportunity for students to become responsible for their own learning and to do the needed research to participate meaningfully in a learning community. They also have the chance to reflect so their contributions are not superficial as there is sufficient time to make application and analysis. The discussion forums also have the advantage of threaded discussions so that one can easily follow a series of interactions without having to wade through everybody’s work. Records of students and teachers interactions are also saved for reference if needed.

Discussion forums have their fair share of disadvantages too.

· They require discipline as the learner has to be intrinsically motivated to participate;

· Students may feel as if they are not a part of the classroom as it is ‘impersonal’

· There may be information overload as the opportunity for research and the possible topics presenting for discussions can become unwieldy.

· Students may have trouble keeping stimulated as discussions may become repetitive.

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 3 March 2009 http://www.aupress.ca/books/120146/ebook/14_Anderson_2008_Anderson-DeliveryQualitySupport.pdf

Bates, A.W., and Poole, G. (2003). Effective teaching with technology in higher education: Foundations for success. San Francisco: Jossey-Bass Publishers. 79 – 80

http://id.ome.ksu.edu/blog/2007/apr/21/sections_model_for_instructional_design/(Retrieved June 19, 2009)