Using for a group collaboration and discussion definitely differed from what I was accustomed to in an LMS standard threaded discussion space; I have used Wikis before but only as a solo venture or a small group collaboration. I have not used it for a larger collaborative group effort which is kind of ironic as this is what it was intendUsing for a group collaboration and discussion definitely differed from what I was accustomed to in an LMS standard threaded discussion space; I have used Wikis before but only as a solo venture or a small group collaboration. I have not used it for a larger collaborative group effort which is kind of ironic as this is what it was intended for, used collaboratively by multiple users. I found this experience to be both beneficial and challenging over using our LMS (WebCT) for collaborative learning.

Advantages of WebCT

• Anyone could edit a particular post at any time. For example, if another student posted about Subject X, I could go in add to that subject matter and even add additional points. In WebCT, the reader has to read through multiple posts to get the entire subject discussion (quite a cumbersome and time consuming task).
• The wiki software keeps track of edits made. This came in helpful as I had posted in another area with a student and was wondering why no one else had contributed by mid-week. I found the “history” tab and realized that students were contributing, just not in the same area. In WebCT, the student and I would have continued on wondering where everyone was, not knowing we were lost in cyber world.
• Ease of use. I found the Wiki software much easier to use than the WebCT software and users don’t have to enable HTML to get WYSIWYG editing. A small benefit but nevertheless a benefit.

Disadvantages

• Wiki isn’t really “Conversation based”. There were times when I wanted to add a small comment to someone’s post in the wiki but acquiesced because I didn’t feel it was significant enough to add to the collaboration. In WebCT, I feel comfortable adding just a quick point or idea without compromising the integrity of the initial post. Although one of Wiki’s advantages is that any user can add to a subject, one of the disadvantages is that user’s might feel their point isn’t significant enough to add to the collaboration.
• Time – Because this was a group collaboration with several students contributing at different times, I felt anxious and waiting for other students to contribute as I like to get right down to my assignments. In WebCT, I just post my opinions and contributions and patiently wait for students to post and comment. In Wiki, I was worrying about “over contributing” as well as “under contributing”, both sensations I do not feel using WebCT.
• As I already indicated, there was a point when myself and another student were posting in an area that was different from the rest of the class. Had I not found the “history” tab, this would have been futile experience.

Overall, I enjoyed using the wiki for this Unit but prefer the give and take nature of WebCT. If it was a small group collaborative effort (3 or 4 members), I’d certainly like to use Wiki again.

I’ve batted this scenario around for a couple of days and this is what I’ve come up with for Anju with trying to keep in mind the demographics of her clientele.

Step 1: For the oral presentation, I would make a PowerPoint presentation.  This would allow her to constantly be improving her seminar while keeping it somewhat consistent.  Also, PowerPoint allows you to print out slides (although, most of her clientele struggle with written English, these handouts would contain important information such as diet charts, food groups, etc…that essentially have to be written out.

Step 2: I’d download Cam Studio which essentially allows you to “record all screen and audio activity on your computer and create industry standard AVI video files and using its build-in SWF Producer can turn those AVIs into lean, mean, band-width friendly Streaming Flash videos.

Step 3: Using Cam Studio, I’d go through the PowerPoint presentation using my slides as the video component and my narrative as the audio.  Again, this will allow me to keep my presentation consistent while producing a video file.

Step 4: I’d upload my video to YouTube and the URL would be posting in my handouts for my clientele.  A great thing about YouTube is that it has an interactive comment area that allows for a Q&A session between me and my clientele.

Step 5: I would make a few DVDs using either IMovie or Windows DVD (depending on what machine I have) for those clients who do not have access to the Internet.

I like the interactive component of YouTube over a static DVD and also, links to addition information and videos can be posted to keep my clients up to speed on the latest and greatestinformation that becomes available.

Benoit has a decision to make regarding his use of a LMS in his Business Writing course.  According to MIT (Panettien 2007), LMS system enhancements are organized into six categories:

1. Content Management (class materials)
2. Website Structure
3. Homework (assignments and submissions)
4. Access control
5. Interaction with students (e-mail and RSS feeds)
6. Ease-of-use enhancements

Having used both WebCT and Moodle, I’ll relate my experience to which program I feel is stronger in each of these 6 categories.  The following responses are only my opinion and open for discussion:

Content Management and Website Structure – I’d give the edge to Moodle.  The layout is easier to organize for the teacher and easier to follow along for the students.  WebCT often uses frames that require the user and creator to jump back and forth from topic to topic.  Although the interface appears more pleasing to the eye, the sequential nature of Moodle, I feel, is far more effective.

Homework – both systems I found were quite effective in both handing out and submitting assignments, so I would say this would be a split.

Access Control – I’d give the edge to Moodle with a caveat, I’d never used WebCT as an instructor.  To access Moodle all you have to do is click “turn editing on” to begin editing and “turn student view on” to see what the content looks like.  Because a teacher sees is similar to what students see, managing a course in Moodle is quite intuitive (Perkins & Pfaffman, 2006).

Interaction with students and Ease-of-use enhancements– again I found both systems to be quite effective in both the interaction and ease-of-use enhancements, so I would say this would be a split.

I would say, Benoit should go with Moodle not only because of the results mentioned above but because WebCT offered no real technical support through an ineffective Help Desk, Moodle has a variety of support located at http://moodle.org/support/.  To steal their phrase “You are not alone! There are a variety of ways to get help with Moodle if you need it.”

Question to ask: What is the purpose of the LMS that he is using?  Is he looking for better organization and structure to his classes or he is looking to just continues to disseminate lecture notes and readings for his face-to-face Business Writing course?

References:

• Perkins, M. & Pfaffman, J. (2006). Using a Course Management System to Improve Classroom Communication. Science Teacher, 73(7), 33-37.
• Panettieri, J. (2007). Addition by subtraction. University Business, August, 58-62. Accessed online 11 March 2009.http://www.universitybusiness.com/viewarticle.aspx?articleid=845

I am going to relate Chickering and Gamson’s (1987) Seven Principles for Good Practice in Undergraduate Education to my teaching and the view from my students. Without even knowing it, I have tried to use most of these techniques (if not all) into my teaching practices. As I mentioned earlier, I heavily use PBL in my classroom as a way to deliver and assess the curriculum. I will outline how I have incorporated these techniques and where I might make changes and/or improvements.

1. Encourages contacts between students and faculty: Because I use PBL, it is essential that I get to know the student’s strengths and weaknesses before they embark on a project. When the students’ submit a proposal for a project and I’m not too sure of their skills and abilities, it is difficult for me to assess if he/she can not only complete the project but complete the project on time. With 30 students in a class, it is impossible to get to know them all in depth but by pre-assessment and observation in the first couple of weeks, I have found that I can get to know the majority well enough to know if their proposal is achievable.

2. Develops reciprocity and cooperation among students: This one is a little tougher to achieve as most of the students are on their Individual Learning Plans but collaboration and sharing is always encouraged and sometime necessary as I have experimented with group work where each student becomes an expert in his/her field and brings those skills to the group. That being said, I’ve had students go through my course without once talking to another student and I’d like to improve on that.

3. Uses active learning techniques: I don’t feel there is more of an active learning technique than Project Based Learning. The students take control of their learning (with my guidance), develop their learning plan and complete a project that I hope is relevant to them. There is very little “stand and deliver” teaching in my course and most is done at the beginning and has to do with the administrative structure of the course.

4. Gives prompt feedback: Another area that I feel I can improve on. With 30 students on 30 different projects, this is an area that is hard to monitor all of the students all of the time. Self-assessment and peer assessment are two techniques I use to help assist me in feedback but I’d feel more comfortable if I could do a few more teacher assessments throughout the course, rather than just at the end.

5. Emphasizes time on task: In order to complete the projects in the allotted time “there is no substitute for time on task”. I am lucky enough to work in a lab that is equipped with LAN School; a networking system that allows me to track what each student is doing from a central computer. With this as well as physical proximity (walking around the lab), I find that most of my students are usually on task. An incentive I give them to stay on task is “Games Day” Friday. After they complete their learning log and a peer or self-assessment, they can have the rest of the class on Friday at their leisure. Keeping in mind that they are still young adults that like to have fun, I have found this technique is quite effective in keeping students on task during the week.

6. Communicates high expectations: I try to keep my students motivated by two ways 1) showing them previous work by students who’ve handed in exception work and 2) bringing in guest speakers from industry and universities about the endless possibilities in technology.

7. Respects diverse talents and ways of learning: Another example of how PBL is beneficial for student learning is that it takes into consideration the talents and skills of the students. A student who is new to technology will not be punished educationally in my class for not having the same skills as a person that is more technologically savvy. Students set learning goals and projects based on their own talents and skills.

I really like the comment by Chickering and Ehrmann (1996) the context of technological change, especially with the advent of networked-based communications and multimedia, to consider how technology can be used to achieve the principles of good practice in undergraduate education. I think I have used technology and PBL to achieve these principles without even being aware of it; this is the first time I’ve been exposed to these valuable principles. I think teaching a course in technology has greatly been the driver in this.

I believe that each child is a unique individual who needs a secure, caring, and stimulating atmosphere in which to grow and mature emotionally, intellectually, physically, and socially. It is my desire as a educator to help students meet their fullest potential in these areas by providing an environment that is safe, supports risk-taking, and invites a sharing of ideas. There are three elements that I believe are conducive to establishing such an environment, (1) the teacher acting as a guide, (2) allowing the child’s natural curiosity to direct his/her learning, and (3) promoting respect for all things and all people.

When the teacher’s role is to guide, providing access to information rather than acting as the primary source of information, the students’ search for knowledge is met as they learn to find answers to their questions. For students to construct knowledge, they need the opportunity to discover for themselves and practice skills in authentic situations. Providing students access to hands-on activities and allowing adequate time and space to use materials that reinforce the lesson being studied creates an opportunity for individual discovery and construction of knowledge to occur.

Equally important to self-discovery is having the opportunity to study things that are meaningful and relevant to one’s life and interests. Developing a curriculum around student interests fosters intrinsic motivation and stimulates the passion to learn. One way to take learning in a direction relevant to student interest is to invite student dialogue about the lessons and units of study. Given the opportunity for input, students generate ideas and set goals that make for much richer activities than I could have created or imagined myself. When students have ownership in the curriculum, they are motivated to work hard and master the skills necessary to reach their goals.

Helping students to develop a deep love and respect for themselves, others, and their environment occurs through an open sharing of ideas and a judicious approach to discipline. When the voice of each student is heard, and environment evolves where students feel free to express themselves. Class meetings are one way to encourage such dialogue. I believe children have greater respect for their teachers, their peers, and the lessons presented when they feel safe and sure of what is expected of them. In setting fair and consistent rules initially and stating the importance of every activity, students are shown respect for their presence and time. In turn they learn to respect themselves, others, and their environment.

For myself, teaching provides an opportunity for continual learning and growth. One of my hopes as an educator is to instill a love of learning in my students, as I share my own passion for learning with them. I feel there is a need for compassionate, strong, and dedicated individuals who are excited about working with children. In our competitive society it is important for students to not only receive a solid education, but to work with someone who is aware of and sensitive to their individual needs. I am such a person and will always strive to be the best educator that I can be.