Communication Tools

Evonne’s  Asynchronous Communication Activity for Math 30 Applied Moodle:

Hello all!  The asynchronous activity that I am in the process of creating is a course introduction much like what we have done in this course with a bit of a different spin.  I will have it up on my Moodle sometime this week when I have more time to do so.  It goes a little something like this…

Discussion Activity: A.  Introduce yourself.  In your description answer the following 8 questions: B.  Respond to a minimum of three of your classmates who responded to your introduction. C.  Say Hello to a minimum of three of your classmates in response to their introductions. P.S.  Remember proper netiquette rules and to be thoughtful and respectful in your responses!  If you are unsure of proper netiquette rules please refer to netiquette notes located in the General Information Section. 1. What is your name, how old are you and where are you from? 2. Where you have taken your most previous math class and be specific (online, in a different town, country, or in your current school – name your school please, etc). 3. Where did you take your elementary and middle schooling? 4. What are some of your prior math learning experiences? 5. Do you like and enjoy learning math?  Why or why not (be specific)? 6. What types of activities help you learn? (be specific if you can) 7. Do you enjoy working collaboratively in groups to help you learn?  Why or why not (be specific)? 8. Fun Fact – include a fun fact about you that no one would know so that your classmates can get to know you better and have something unique to remember you by.

Rationale

The program of studies for Math 30 Applied requires the integration of ICT (Information and Communication Technology) outcomes.  I feel that the communication activity that I have chosen to start the course (an introduction) is geared towards igniting the communication and fuelling the community building process. I believe it is important to foster a strong and dynamic community of learners since they will be working collaboratively together as a team for the duration of approximately five months.  I think that this introduction activity is a great ice breaker to get the communication started!

Collaboration and communication, therefore, are vital components in student learning and fostering a great online learning community!  Anderson also agrees with this point and discusses virtual classrooms that use asynchronous and synchronous communication technologies in their community of learning model (Anderson, 2002, p.348).  Anderson agrees that the community-centered dynamic to an online class is an important component in student learning and is where students engage in socializing and collaboration.  Anderson notes that this is a critical social component to learning and uses Vygotsky’s theories of ‘social cognition’ to further his point of how working online, students can learn together and collaboratively create new knowledge and cognitive connections.  He further identifies other theorists who support the development of learning communities “members of a learning community both support and challenge each other, leading to effective and relevant knowledge construction” (Anderson, 2008, p.51).

The following communication skills and philosophy from the Alberta Applied Math 30 Program of Studies (2002) is as follows:

“In applied mathematics, students are required to demonstrate effective
communication skills.  This includes understanding, using and interpreting various
media types. Students are expected to make efficient use of both oral and written
communication.  They learn that mathematics is a powerful set of processes, models and
skills that can be used to solve non-routine problems, both in and out of the
classroom.” (Applied Math 30, 2002, p.1)

MATHEMATICAL PROCESSES taken from program of studies

“There are critical components that students must encounter in a mathematics
program in order to achieve the goals of mathematics education and to encourage
lifelong learning in mathematics.  Each specific outcome incorporates one or more of these
seven interrelated mathematical processes that are intended to permeate teaching and
learning.

1. Communication [C] – communicate mathematically
2. Connections [CN] – connect mathematical ideas to other concepts in mathematics, to everyday
   experiences and to other disciplines
3. Estimation and Mental Mathematics [E] – use estimation and mental mathematics
   where appropriate
4. Problem Solving [PS] – relate and apply new mathematical knowledge through
   problem solving
5. Reasoning [R] – reason and justify thinking
6. Technology [T] – select and use appropriate technologies as tools to solve
   problems
7. Visualization [V] – use visualization to assist in processing information, making
   connections and solving problems”  (Applied Math 30, 2002, p.2).

By introducing themselves and informally chatting at the beginning of a course, students are empowered to practice communicating in this new online, virtual classroom.  They are able to read, reflect and respond adding their personal interests and experiences to the discourse.  They are directly becoming part of their online community.  As many have indicated, in this type of communication platform, these communication tools afford even the quietest students (in the face-to-face classrooms) a more equal and louder voice than just sitting in the corner observing and not taking part or interacting with the class, content and activity.  Sorry so long, thoughts?

Cheers,
Evonne

References

Alberta Learning, Applied Mathematics 30 Program Rationale and Philosophy (Senior High)., Alberta Program of Studies,  Alberta Learning, Edmonton, Alberta, Canada (2002) 1-26.

Anderson,  T. (2008). Towards a Theory of Online Learning. In:  Anderson, T. & Elloumi, F. Theory and Practice of Online Learning.  Athabasca University.  Ch2, p.45-74 & Ch14, p.343-365.