3.1.2 Self-Reflection on Teaching Abilities

Throughout my teaching and learning career I have had many opportunities to reflect on my own teaching. This school year concludes my tenth year teaching. I have been fortunate enough to teach at the same high school over the last ten years. I have enjoyed learning and growing along with my students. When I think back to my first year on the job, it is evident to me how far I have come. Teaching has so many facets that it would be impossible to gain the knowledge necessary to be a "perfect" teacher...especially as a first-year teacher. When I first exited college, I thought I was prepared to teach. I quickly learned that there were many things that college did not prepare me to deal with. I learned that experience is what creates a great teacher. As I continued my education, I had the opportunity to research and learn more about what it takes to be a successful teacher. I was able to take that learning and it apply it to the classroom. Two examples of my research can be found here and here.

Over the years I have had many evaluations on my teaching. Unfortunately, these evaluations were only in hard-copy form. I have kept these evaluations and have taken my supervising administrator's comments to heart and have worked tirelessly to improve my performance in the classroom.

I reflect daily on my work and make notations for the next year. I can usually pinpoint when something isn't working correctly or when something needs tweaking. I also take into account student grades and feedback when reflecting and making changes for the next time the material is taught. I regularly pull out a folder with an assignment that has a sticky note on it with changes or suggestions.....I think of it like a note to myself from the past! I also make notations in my lesson plans for changes that should be made the next time around for timing, pacing, sequence, etc. I actually enjoy this part of my professional growth because I know it makes me a better teacher. Below are some excerpts from one of my e-portfolios. I chose to include screen shots of these pages because they show my reflections on teaching.

My growth plans for the future include participating in professional development opportunities. I enjoy learning things that I can immediately take back to my classroom and start using. I am an instructor for professional learning and use my connections to network with others who can teach me. I love to learn and grow and I believe my current situation is a great opportunity for me to better myself.

Completing the Georgia Virtual Learning Open Teacher Training has been a learning experience I will never forget. I have never taken a course entirely devoted to online teaching. Therefore, the majority of work I completed for this course was new learning for me. It was invigorating and inspiring to learn about the many facets of online teaching and learning. I like what I see and I am excited about what the future may hold!

3.1.1 Differentiation

For this quest I am assuming my computer applications students just finished their first module on learning the PowerPoint environment. Most students performed well on the assessment at the end of the first module. However, some students did not perform well and scored 74% or lower on the module assessment. Students who received a low score were directed to complete an additional activity that is directly related to the competencies they missed on the module assessment. After successfully completing the additional practice and submitting their work to the instructor, students could then proceed to the next module. During module 2, these students are closely monitored to ensure mastery of skills. In addition, reports related to time on each lesson and page views are generated.

After reviewing the results of the course, the instructor discovers module 4 was the lowest scoring module for all students. The method of delivery should be evaluated and possibly revised. Additional hands-on practice should be made available for all students. In addition, the instructor could visit new ways of presenting the material to students to ensure mastery. These changes should be made before the new course begins.

2.1.2 Rubrics & Competencies

In my entrepreneurship class, students are required to create a business plan for a business of their choosing. After researching various business ideas, they choose a business and begin to build their business plan. The plan is built in sections with the first portion of their plan beginning in August. By the end of the school year (May), they have a full business plan with all required components of an actual plan they could use to obtain financing through a financial institution.

For this activity, students are creating the marketing plan portion of their business plan. Students have been given detailed information about what goes in to a marketing plan. They have participated in many learning activities regarding the marketing plan. They are now going to use their knowledge to create their own marketing plan for their business. Students are provided with a rubric that details what should be included in the marketing plan. In addition, Georgia Performance Standards for each requirement are documented. See below the competency structure and corresponding rubric for the marketing plan section of the business plan.

2.1.1 Data Driven Instruction, Analytics, and Reporting Tools

The information in this quest tells me that the teacher in the hypothetical course uses a variety of evaluation methods. There is documentation of performance-based assessment including the use of advertisement, newsletter, cover letter, and resume. In addition, the instructor provides a variety of feedback including individual feedback. The instructor also makes use of an automated calling system.

It is apparent from the information provided that some students are waiting until the last minute to complete assignments. Others are not logging in and viewing the material at all. The instructor could try to provide more encouragement to students and reminders of upcoming due dates. This could be done by addressing the entire class, but it may have a better outcome if the instructor contacted individual students and gave them specific information regarding their progress. In addition, I believe it is also important to contact students and parents with personalized phone calls instead of an automated system. If a student is failing a class or is in danger of failing a class, I believe it is important to give the parent and student specific feedback regarding the student's progress in class.

1.1.3 Summative Assessment

After learning about the various forms of business ownership, entrepreneurship students can be assessed to evaluate their learning on the topic. The questions contained in this assessment are valid because each question is directly related to learning that occurred within the business ownership unit. The questions and answers are all multiple choice and all contain one appropriate answer. Therefore, the assessment is reliable because scoring would be consistent regardless of who scores the test. Lastly, for security measures, students have a time limit for the assessment that equals to be about a minute and a half per question. In addition, students are allowed to see only one question per page and are not allowed to go back to questions once they have been answered and submitted. Below is a screen shot of one of the questions contained in the assessment.

1.1.2 Quality Feedback

In this authentic feedback example, I am reviewing a student's work on a portion of their business plan. The business plan is developed in segments in order for the instructor to steer students in the right direction and intervene as needed as work is being developed. In this example, the student is working on the market plan portion of the business plan. Specific comments are made on the developing plan to encourage the student to think critically about the writing. Interpretive as well as descriptive comments are made to help the student develop this portion of the plan. In this example, the student emailed the instructor this portion of the plan and the instructor responded within 24 hours. The student was then able to make the appropriate corrections and resubmit within the designated time frame.

1.1.1 Formative Assessment

Formative assessment should be used to give feedback to students as well as a guide for future instruction. In this example, I am assuming that today is the first day of instruction on memo writing. After a small introductory lesson on memos, I would like to find out what students know, what they have learned, and what they still need to learn. My idea is a "Ticket out of the Door". In this case, instead of the "door", it would be a ticket to log off the discussion board. Students would send me a private message with their answers so I know how to proceed with instruction.

4.1.3 Aggregating Lesson Material

Three tools that can be used to aggregate and present learning material include:
Moodle--an open source learning platform that can be used to present learning material to students in an online learning environment. Like all open source LMS, Moodle is free of charge. I, personally, find open source systems to be a little more difficult to get started. But, it seems like Moodle is an excellent resource once you learn the system and get started.

Blackboard Learn LMS--a tool that can be used to create and present online learning resources to students. Blackboard Learn provides numerous options for instructors including many options for presenting material to students. Some options worth noting include social learning, discussion boards, calendar, and video capabilities. The possibilities seem endless with this LMS.

ProProfs.com--an online tool for creating course content from already existing learning materials including: documents, videos, and presentations. This system seems easy to use. I especially like how already created learning activities can be easily incorporated into online learning for students. This would be something I could use right now in my classroom.

4.1.2 Principles of Building Portable Learning Objects

The first learning object I created is an interactive website that contains information on Web 2.0 tools. On this site, I provided information for students about web 2.0 tools. In addition, there are links to videos and other resources that students may use to further investigate the topic. There are also prompts for them to respond to in their online blog. I plan to use this portable learning object over and over again in my various business education courses.

The second learning object I created is a video for using a software program called Adobe Flash. This video provides detailed instructions for creating movement within the program. Students are able to watch the demonstration while hearing my recorded voice providing narration for each of the required steps. I plan to use this video in the classroom when I need to provide information for using various software programs. I could simply create a video such as this that captures my screen movements and then post it for students to use later. I believe this is even better than a synchronous session because students have the ability to play, pause, and rewind when needed. You can watch my video creation below.

4.1.1 Define & Explain Learning Object Authoring Tools

Learning Object Authoring Tools are used to create interactive learning for students in an online environment. Listed below are five tools (two may require a subscription/fee).

For a subscription/fee:
Articulate--this tool can be used to create an online interactive course in which training/educational materials are delivered to users and their progress can be tracked online. This is a fee-based tool.

Glogster--this tool allows the users to create digital multimedia posters. The site offers packages at various price points.

For free:
CamStudio--a tool for recording screen and audio activity that can then be published as videos.

Wink--a tool that can be used to create tutorials on how to use various software. The tool holds the ability to capture screenshots, add explanations, and generate online tutorials.

Prezi--an online presentation software tool that allows users to create interactive presentations to share with others.

3.1.3 Locating Resources

The following are three resources I located related to the business cycle:

Multimedia:
The business cycle: The business cycle and how it may be driven by emotion
In this video, the creative common license is used. Therefore, it can be used in the online learning environment.



Text/Images:
Here is an example of a website that provides text and images related to the topic of Business Cycle. This website is also licensed through Creative Commons.

3.1.2 Fair Use and the TEACH Act

How does an understanding of Fair Use affect one's role as an online instructor?
As an online instructor, it is important to locate resources for use in the classroom that are relevant and timely. Therefore, the Internet is a great tool for locating such resources. Before resources can be used in the online learning environment, the instructor should be familiar with Fair Use and if the resource is being used according to Fair Use guidelines. The Purpose, Nature, Amount & Effect are all areas of Fair Use that an online instructor should be familiar with before using resources in the classroom.

How do Fair Use and the TEACH Act correlate to the delivery of reliable content?
Fair Use and the TEACH Act provide teachers and students access to resources without having to pay for them. This ensures that students can receive quality instruction because their teacher has the ability to provide them with credible and timely content. In addition, students have the ability to use these resources in their learning.

3.1.1 Open Educational Resources & Creative Commons

Definition of open educational resources:
Online teaching and learning resources that are available to all free of charge. Examples may include: course modules, syllabi, lecture, quizzes, class assignments, games, simulations, etc.

When searching for open educational resources, it is important to understand the various creative common licenses you may encounter.
A rights holder may choose:
Attribution--allows others to use your work, but they must give you credit the way you request
NoCommercial--you let others use and modify your work but not for commercial use
ShareAlike--you let others use and modify your work but they must share the modified work under your terms
NoDerivatives--others may use your work, but if they want to modify, they must get your permission

2.1.3 Using Web 2.0 Tools to Differentiate Student Assessment

After researching the various web tools available for instruction and student assessment, I decided to focus this blog post on GoAnimate. This online tool allows users to quickly create professional animated videos. These videos can then be downloaded and shared with others.

Recently I was searching the Internet for videos on customer loyalty programs for business. I teach an entrepreneurship course and this was one of our topics. I felt that students needed more clarification on the topic than what I provided in the notes. Therefore, I spent a lot of time researching this topic. I finally located a few videos for use, but I believe that I could have created an even better video that would have matched our classroom learning objectives exactly. This could have been done through the use of GoAnimate.

I also like the idea of using GoAnimate for student use. After learning about a subject area, students could then use their learning to create a cumulative video on the topic. For example, I teach a unit on business ethics. After learning about ethics and the related topics, students could then be instructed to create an animated video in which they demonstrate scenarios for ethical and/or unethical behavior in a given situation.

2.1.2 Using Web 2.0 Tools to Differentiate Teacher Instruction

For this post, I chose to focus on Wikis. Wikis are a great web 2.0 tool that can be used in the online learning environment to encourage group work. I created an activity in which my web page design students researched various web 2.0 tools and then reported their group findings on the class wiki page. This activity encouraged all students to participate because they were aware of the fact that I could see who had logged in and who had posted to the wiki. In addition, students were concerned about others in the classroom reading their work. Therefore, I had lots of questions from students. I also found students relying on one another to review their work and help them with this assignment.
Click here to visit my wiki page.

2.1.1 Web Tools

In this post, I will be focusing on the Web 2.0 tools and their value in the classroom. Three such tools are social networking, wikis, and blogs. All of these tools are widely used in a variety of formats outside of the classroom. These tools also make the learning process interesting for students. Therefore, I believe these tools should be an essential part of online learning. In addition to the instructor using these tools to convey information, students should also use these tools to create artifacts for demonstrating their learning. The great thing about all of these tools is that they are free! Every where you turn now on the Internet, there is a free option for Web 2.0 tools.

I created an assignment for my online course in which students explore Web 2.0 tools.

1.1.1 Time Management

Five Time Management Tools for use in the online environment:
List.ly--for creating to-do lists
Grid Analysis--for better decision making
OneNote--Microsoft application for organizing notes
Nozbe--for organizing tasks according to location
Stay Focused--blocks time wasting websites and provides an on-task timer

I would probably use List.ly for both personal and professional time management. I am a list person, so this is something I will definitely start using very soon!
Grid Analysis I would also use for both personal and professional. However, I can see myself using a tool such as this more often in my personal life.
OneNote would probably work better for me in my profession. I often take notes on topics and this would help me organize the mounds of information I have on a variety of subject areas.
Nozbe is something I could use in my personal life. I often make lists of things to do while at home, on the road, at the store, etc. This would help me keep those things in an organized format.
Stay Focused would be a great tool for me to use with my classroom. I already use a similar classroom management tool, and I think students appreciate what it has done for their grades!

4.3.1 Synchronous Session

In the online learning environment, it is extremely important to have the synchronous component to learning and interacting with others. This part of online learning lets the students know there are real people behind the words and posts they see online. This helps to humanize the classroom and provides the "warmth" that is sometimes missing from online learning. Another way to create a classroom culture online is to create synchronous office hours. During these office hours, a synchronous tool could be used for student and teacher to communicate. This provides real one-on-one interaction between student and teacher and mimics the face-to-face classroom. Another great way to facilitate an open classroom environment is through a synchronous tool for face-to-face chat. Such a tool would actually put a face with a name. Instead of reading text or only hearing audio, students can see their instructor. Many student enjoy this part of online learning. It is also a crucial component for the visual or kinesthetic learner.

4.2.3 Discussions

What role or purpose do discussion forums serve in the online classroom and are they effective?
Discussion forums:
Allow opportunity to demonstrate knowledge of key concepts and facts
Provide time for reflection
Encourage critical thinking

Yes, I believe discussion forums are extremely effective in encouraging students to research and post quality work to the discussion board. Students know that others can see their work and are encouraged to think critically.

How do discussion forums function as a teaching tool?
Discussion forums build class community because all are involved and engaged with one another. In addition, discussion forums provide a means for in-depth reflection. Students have the opportunity to research and compose a response or post before participating within the group. Lastly, discussion forums help strengthen researching, thinking, and writing skills.

How could discussion forums be used effectively and ineffectively? What are the best practices for facilitating forums online?
Strategies for facilitating discussion forums include:
Provide clear expectations
Assess quality and quantity of posts
Provide a schedule
Make yourself (instructor) visible
Do not allow domination within discussion

For more information, visit the Discussion Board Facilitation Guide.

4.2.2 Digital Feedback

Locate three digital resources that could be utilized when evaluating student work and discuss in your blog how these resources would enhance the level of specific feedback offered to students.

Three ways I plan to provide immediate feedback and evaluation for students are:

Peer Feedback--if students are aware that their peers will be reviewing their work, then they are more likely to put forth more effort. In addition, when reviewing other students' assignments, they will have to think about the assignment in order to provide quality feedback. This would work with a blog posting. Students could review their classmates work through a comment at the bottom of the post.

Recorded feedback--through the use of Evernote, the instructor could record specific feedback for students on projects and then send the recording to students via email. This would be beneficial for students because they would have the opportunity to hear fluctuations in voice and determine tone (which isn't available through written comments alone). Steps for this process using Evernote can be found here.

Weekly summative posts--can also be used in an online learning environment in which students regularly use the discussion board for learning. The weekly post could be created by the instructor to provide a summative review of the week and/or topic, provide resources for further research, and also specifically list student kudos and challenges. This would let students know the instructor is watching and also encourage students to continue hard work or to strive to do better next week.

4.2.1 Feedback

BCS-EV-32: The student analyzes the role of marketing research in constructing a
small business management model.

 a. Identifies the reasons for conducting research.
 b. Explains the methods of market research, including an evaluation of the main
 research techniques.
 c. Evaluates the role of market research in making business decisions.
 d. Explains ways in which marketing plans are formulated in order to achieve
 organizational objectives.
 e. Describes uses of research findings for global business decisions.

Here is a picture of my assignment:

Here is a picture of the rubric:

4.1.2 Rubrics

I often use rubrics in my classroom for assignments. I believe rubrics are a great way to inform students about assignment requirements as well as assess student learning. Learning in the business education classroom takes place using a variety of formats. Therefore, in some cases, the only way to assess student learning is through the use of a rubric. For this post, instead of creating my own rubric (my usual strategy), I decided to use Rubrics4Teachers to create a rubric for Resume Writing and Cover Letters. Below is a picture of the sample rubric. Notice that there are specific criteria for each component as well as ample room for commentary at the bottom.

4.1.1 Evaluation Methods & Communication Practices

How do communication practices in the online environment correlate to effective feedback?
Communication in the online learning environment is crucial for student success. Communication should take place regularly to make students feel a part of the learning community and create a "path" for continuous communication with the instructor and other students.
Effective feedback is very similar to effective communication. Feedback should continually take place so students can gauge where they stand in class and take corrective measures, if necessary.

Why is authentic feedback important for online learners?
Authentic feedback is especially important for online learners because the face-to-face component is missing (in some cases). Therefore, online instructors should be conscious of providing feedback that is constructive, specific, and timely. If feedback is immediate and specific, then students can take feedback and turn it into a learning experience.

In what ways might an online instructor enrich a student's online experience through feedback?
An online instructor can use a variety of tools to provide students with immediate and specific feedback. Feedback does not have to look the same for each assignment and/or each student. The instructor could tailor the type of feedback and medium for individual students. For example, feedback may be written, recorded voice, synchronous chat, video recording, etc.

3.2.2 Differentiation

Differentiation is crucial to the success of all learners in an online learning environment. I always strive to use a variety of resources to differentiate instructions for all students. Below is an example of a Word Cloud I created using Wordle. I could use this to present new information to students or I could have my students utilize this free online tool in an assignment.



FlipSnack is also a great tool for providing more information on a topic for students. I could use this as a way to provide acceleration or remediation for students in the online class. Here is a link to an example flipsnack for my Entrepreneurship course.

Prezi is a great resource for presentations. Students also enjoy using prezi for assignments. Take a look at the sample prezi I created.

3.2.1 The Newsletter

There are many ways to effectively communicate with stakeholders in an online learning environment. I believe in making it as simple and easy as possible to communicate. Therefore, I would rather create a communication device that can be used over and over again with slight modifications. Therefore, I have chosen Smore, FlipSnack, and ThingLink as the three highest effective methods of communication with stakeholders. Each of these tools provides the online instructor with a way to creatively communicate and portray important information. I like the fact that once the communication has been created, it can be sent again or reposted for all stakeholders to view. In addition, the communication can be easily edited for use later.

See below the examples of each I created.

I created a sample newsletter using Smore.

I created a sample flipbook for an assignment using FlipSnack.

I created a sample image with interactive elements using ThingLink

3.1.2 News

News items are an essential part of any course. I plan to incorporate news items to remind students of upcoming events, assignments, and due dates. In addition, I plan to use news items to encourage students and provide them with additional resources for acceleration and/or remediation, if needed.

There are a variety of resources that can be used to format news items to make them interesting and accessible by all. Listed below are some of the resources I plan to use with my online news items.

Free images for use:
Open Clip Art
Pics4Learning

Free online converter:
Picture Resize

Free image sizer:
Shrink Pictures

Platform for mixing and matching images:
ImageChef

Free video format converter:
FreeMake Video Converter

Tools for video creation:
Animoto
GoAnimate
Jing
Screencast
TeacherTube
Voki

Below is a news item I created to encourage students. I used ImageChef to create my news items. I found the site very easy to use.

I would post this toward the end of the semester when things are hectic and students need a reminder to stay on task because the end is in site.

3.1.1 Ongoing Communication

I created a simple homepage for my business education courses. I used a free online program called weebly. I tried to keep my website simple and consistent. In addition, the information on the homepage is kept to a minimum and only includes the necessities for students. I have links to individual courses, my blog, and helpful links for students such as email system and grades.

Below is a screenshot of my homepage.

2.1.3 Ongoing Communication

Effective communication is crucial in an online course due to the fact that all students are not present face-to-face. In order for instructions, dates, expectations, requirements, etc. to be received by students and stakeholders, effective communication has to take place. When high school students are involved in this type of educational environment, it is important to remember all stakeholders, including parents when communicating.

To demonstrate an example of ongoing online communication, I created a reminder for important upcoming dates for an online course.

2.1.2 Communication Guidelines

The following is a generic outline for my individual communication plan:

Welcome email
My welcome email will be warm and inviting. I will keep it generic so I can save the text and use it with all courses taught. In the email, I will discuss instructions for accessing course content and I will briefly explain how an online course works. In this welcome email I will also provide students and parents with my contact information including my telephone number and school email address.

In an attachment to this email I will attach course specific information that will vary with each course taught. This information may include the course syllabus, scheduled synchronous sessions, a course schedule, and calendar.

Personal notes vs. mass communication to stakeholders
I will save personal notes for when I need to provide personal feedback to individual students and/or parents regarding a student's progress in class. Personal notes will be more time consuming because they are specific to the individual, but they are an essential part of making students and parents feel welcome as well as providing individualized feedback. I plan to use mass communication when I need to communicate with all stakeholders information such as a change in the planned schedule or a reminder of an upcoming project.

Stakeholders
It is crucial to remember to include parents in online learning communication. Sending mass communication out to parents as well as students will increase the likelihood that the message is received. In addition, it is very important to personally call parents as well as the student when the child is in danger of failing a course. Better yet, it is important to call home regularly BEFORE it gets to this point.

School policies regarding communication
I plan to keep accurate records of all communication with parents and students. This will include the phone numbers called, the date and time of communication, the person(s) with whom communication occurred, the subject of the conversation, and the followup information for the future. This will also be the procedure I will follow for email communication with parents and students.
I will make it my policy to create my own benchmarks for communication. Every 3 to 4 weeks, student progress should be evaluated and at that time I will place calls, emails, etc. for those students who need a personal note of communication.
I will also make it my own policy to personally communicate with students and parents when a child is struggling or needs additional practice in the course.

Tools available for effective communication
I plan to use email and telephone calls for personal communication. For mass communication, I plan to use email, text messaging, and a service such as Dial My Calls or Remind 101. I believe these tools will help me get a generic message out to all in a timely manner.

2.1.1 Identify Stakeholders

In this quest, there are descriptions for stakeholders including: instructor, student, parent, and school administration. Yes, I believe the descriptions provided correlate with my perceptions of these stakeholders. In addition to the teacher and student being proactive in their communication with all other stakeholders, I believe parents and school administration should also be proactive in their communication with all other stakeholders. I believe it takes more than waiting on someone else to contact you. Every stakeholder should take a proactive role.

The only change I would make is to include the classroom facilitator teacher as well as the school level facilitator for the online education program. Both are a part of the students' education, but the two roles are very different.

1.1.2 Laws of Communication

How can one refrain from violating FERPA?
FERPA is in place to protect those students who need their personal information kept private. This task is usually easy to uphold, but the introduction of technology creates a unique situation in which one might unintentionally violate FERPA. Listed below are some suggestions for educators regarding FERPA.

• If outside social media is used in the course (outside of the school's LMS), students and parents should be informed that it is public and may be read by people outside of the course
• Teachers should not require students to release public information on an outside site (social media site, etc.). In addition, teachers should encourage students not to post private information
• Instructor comments on students work or posts should not be made public
• Allow students to participate online using an alias and encourage those within the class not to disclose the identities of others
• Allow students to use another platform to complete assignments if they are not comfortable with posting information publicly online 

What methods could be employed to verify that copyright is not being violated?

• Always obtain permission before using 
• Remember that copyright is automatic
• Just because you do not see the copyright sign, does not mean it isn't copyrighted
• Programs can be used to determine if plagiarism has occurred and/or copyright law has been violated

Does copyright require that all work, images, words, and graphics must be original?

No, Fair Use allows for the use of copyrighted materials for

• commentary
• parody
• news reporting
• scholarly research
• education

1.1.1 Definitions of Communication

How have your individual communication skills changed as with the innovations in technology?
With advancements in technology, I have found myself communicating less over the telephone. I usually only talk on the telephone when I have "time" and that is normally during my daily commute to work. I sometimes take this time to call friends or family members who I have not spoken with in recent days. I have found that they don't always pick up the phone when I call.....and I know why.....they are busy at that moment and do not have time right then to answer my call. I honestly don't blame them. If I were at home with my family, cooking dinner, getting lunches together, baths for my kids, etc., I would not have time to answer the telephone either. So, I use the telephone less frequently for placing phone calls. When I do place phone calls, I use my cell phone while in the car. I would say that the majority of my communication happens via text message. I usually use texting to communicate with friends and family. I also communicate with emails. The majority of my emails are work related, but I do send emails occasionally to friends and family. I also use my cell phone for this purpose.

How have advancements in technology altered classroom communication? Will these change further?
In the classroom, my communication with students has changed over the last few years. I now have students email me assignments and I email them with their assignment grades. I also have students communicate with me about their grades, absences, or assignments via email. So, I would say the biggest change I have seen in classroom communication is email. I have also had students in my classroom who are uncomfortable approaching me (and I promise I'm not scary) and instead of having a face-to-face conversation with me, they will send me an email right before they leave my classroom or they will wait and send me an email from their cell phone later in the school day. These students rarely speak up in the classroom and their electronic device gives them a chance to communicate. I have also witnessed students "plugged in" to their electronic device and their headphones. Our school system recently approved a new initiative called "bring your own technology". Students are supposed to use their own devices for educational purposes only. The problem I have noticed with this is that students are now wearing headphones and listening to music while in their own "world" and not paying attention to the real world all around them. Students are now hiding from each other and also hiding from themselves. Instead of communicating with one another in the classroom, they are keeping to themselves and not interacting or being social. I do not allow headphones in my classroom, but it is a daily struggle to keep this rule in place. Students ask me daily if they can be "rewarded" by wearing headphones. It is crazy to think that their reward would be isolation. I believe this will only get worse as time goes on and there are more advancements in technology. People will become more and more engrossed in the online world and less involved in the real world.

4.1.1 Trend Impact

Over the next five years, I believe mobile learning and social learning will have the greatest impact on digital learning. Mobile devices have become the new portable way to easily and quickly communicate. While it is easier than ever to check your email on your device, it is actually quicker to send a text message or check twitter, instagram, or facebook. High school and college students regularly use their devices to keep up with their social lives and to learn about the world around them. Mobile devices also provide numerous ways for communication with others. It is easier than ever to "communicate with the world". Anyone who "follows" a user can instantly read tweets, view images, read online pins, etc. I believe digital learning will (and should) follow this growing trend.

Students should have the option to view their coursework on their mobile device. They should also have the ability to voice, text, pin, or post their assignments or responses to class assignments. Instead of using a dated discussion board on a system that is not compatible with a mobile device, I believe in five years students and teachers will have the option to use a personal learning environment. I believe this environment will make it possible for social tools to be readily available for social learning.

The future is bright!

3.2.1 Tools for Deciding on a LMS

For K12 Education, I believe Moodle and Haiku are the top two choices of LMS vendors. After much research, it was apparent that these two LMS are widely used and respected in K12 education. If it were my choice, I believe I would choose Moodle for a K12 educational environment.

The reasons for my choice include:

• It is free!
• Supports teaching and learning
• Customized to fit blended learning or completely online learning
• Scalable for any size
• Private and secure
• Can be accessed from any device

All of the above reasons played a big part in my decision. I also decided on Moodle because it is widely used as evidenced by Moodle Statistics as well as  references by K12 institutions.

3.1.4 LMS Reporting

Consider the LMS explored during the Navigate Skill.
What are the options for grade reporting?
In Blackboard, there are many different options for grade reporting for the instructor. Under the "Course Reports" tab, there are many options for tracking user activity in a variety of areas including: content areas, activity overview, coverage report, course performance, overall summary of user activity, overview of a single course, user activity in forums, and user activity in groups. Reports can be ran for each of these areas and the instructor can examine the results to make informed decisions regarding individual student's progress in the course.
The "Performance Dashboard" tab provides up-to-date reports on activity for all students in the course.
The "Retention Center" provides a visual for the instructor on which students are at risk. The instructor can then use this information to differentiate instruction and/or communicate with struggling students to help them get back on track.
"SCORM Reports" gather information on selected users' total time spent, status and result of SCORM package.

Are there various levels?
Which levels remain most valuable for the online instructor in regard to student performance?
There are several levels available for grade reporting and evaluation in Blackboard. Each of the options listed above has its advantages and helpfulness for the online instructor when it comes to making informed decisions regarding student performance. I believe the "course reports" option would be especially useful for the teacher when evaluating student progress in class. I like this option because it can be customized to the needs of the instructor. In addition, I like the "retention center" option which allows the instructor to quickly and easily see a "picture" of how students are doing in class. This one is quick and easy since everything is done for the instructor.

A successful online instructor will use the results of such reports to evaluate student performance, make informed decisions regarding unit delivery, communicate with students, and evolve future teaching methods.

3.1.3 Tools within the LMS

The LMS that I am using during this quest has a variety of tools available. The tools I noted are:

• Homepage editing
• Announcements
• Blogs
• Calendar
• Contacts
• Course messages
• Discussion boards
• Date management
• Glossary
• Grades
• Journal
• Personal information
• Email
• Tasks
• Rubrics
• Self & Peer Assessment
• Tests, Surveys & Polls
• Wikis

In an online classroom, I believe the most valuable tools would be the classroom calendar, grades, email, discussion boards, rubrics, and tests. I cannot see online learning being successful without these important tools. On the other hand, I think the least useful tools would be self & peer assessment tools, glossary, and course messages. I can see myself sometimes using these tools, but not nearly as often as the others.

3.1.2 Creation and Investigation into Courses

For the creation of my course shell, I decided to go with Blackboard. According to the Blackboard website, it would take me three easy steps to get started. I was pleasantly surprised to find out that it really was that simple. I registered with the site by filling out a simple form. I then selected the digital citizenship package that was previously created. The package was then uploaded to the blackboard site. All I had to do then was go through and click on the navigation buttons on the left side of the screen to customize the course. The navigation had options for course tools (announcements, blogs, contacts, glossary, rubrics, tasks, etc.) There were also options for evaluation, grading, users & groups, etc.

I found this experience simple and the system easy to use. I will definitely use Blackboard again in the future. I can see it being useful in the online classroom as well as the traditional classroom setting.

3.1.1 LMS Tool Categories

Learning Management Systems offer an array of tools for use in an online classroom. Listed below are tools that can be used to create an effective online learning environment and provide organization and time management for the instructor as well as the student.

Blogs--can be used by students as a journaling device and a requirement of the course. In addition, blogs allow students the opportunity to read and comment on their classmates' work
Glossary--could be developed by the instructor and added to with the addition of new units/lessons. Students could refer back to the glossary during class assignments
Email--can be used as a communication device among students and instructor
Course Home--widgets that make up the organization of the home page of the online classroom.
Class list--can be used by instructor and students to identify those enrolled in the class and possibly help in the communication process
Calendar--can be used by the teacher to communicate with students deadlines, dates, etc.
Bulletin board--can be used to post class news or announcements
Import/Export--can be used by the instructor to make the creation of courses more streamlined
Instant messaging--can be used by the instructor and students to immediately communicate when online
Discussion boards--can be used during synchronous sessions for discussions and/or lectures. Can also be used by students to meet online for group work
Dropbox--can be used by the instructor to keep student submissions organized. Can be used by students to quickly turn in assignments.
Gradebook--used by the instructor to keep grades organized. The gradebook would take care of calculations,etc. and cut down on the possibility of errors. Students can access the gradebook and stay current on their average, assignment grades, etc.

2.1.4 Lecture Capture

Lecture capture is a tool for use with asynchronous learning. It combines hardware and software to capture and archive lectures using audio and video features. The audio/video is then made available on the Internet to students.

How would this resource function in the online classroom?
This resource could play a valuable role in the online classroom. Through lecture capture, the online teacher could demonstrate for students via video a process or hand-on approach to teaching and learning. In addition, students could have the ability to pause, stop, or rewind when they need clarity or do not understand a process. For me, as a business education teacher, I believe I could use lecture capture when demonstrating for students how to use software. For instance, I have used Camtasia Studio in the past with my students. I recorded my mouse movements and my voice to demonstrate for students how to perform certain tasks using a software program. I then made the recording available to them through the school's network. Then, if they had questions about something during class time, they did not have to wait for me to visit them at their desk. Instead, they could readily find what they were looking for by watching my pre-recorded video demonstrations. I believe this resource would function the same way int he online classroom. The only difference would be that the video would be posted online for students to watch on their own time.

How would the integration of lecture capture modify teaching methods?
The integration of this software would mean that instead of sitting down in front of the computer, and typing out lessons and instructions, the online instructor could sit down in front of a camera and lecture or demonstrate a process. This would eliminate the need for typing, spell checking, etc. Instead, the online instructor could act more like he is in the actual classroom and speak the information to students. In a way, this is better than the face-to-face classroom because students have the ability to pause and rewind the instructor in order to individualize their own learning.

2.1.3 Commercial versus Open Virtual Classrooms

There are many options available for synchronous learning in the digital classroom. Usually these software packages fit into one of two categories: commercial software or open source software. Commercial software packages can be costly and may require some training (but this is usually standard with any new software). On the other hand, there are also many advantages. Commercial software packages such as Adobe Connect, Blackboard Collaborate, and GoTo Meeting all include free trials. In addition, most commercial software packages can be easily accessed and downloaded. These software packages usually bring with them a sense of familiarity since they are widely used among many industries, businesses, and institutions. This also cuts down on the need for additional training. I must also mention that some commercial software packages, such as Google Hangouts, are free. While these packages might not be as extensive as some of the more costly ones, they are still very powerful tools for communicating and learning.

In some cases, open source software might be the best choice for online learning. These software packages are very cheap and/or free. They are usually customized to the industry and/or school and come with demos or links to help users to get started. BigBlueButton is one example of this. The weaknesses of open source are you need to have a technical consultation or an in-house IT department to install the software and help you get started with using it. Also, users will usually require some training before they can get started.

I have researched and tried to use all of the software programs listed in this blog post. Personally, I thought I would enjoy using the open source software packages simply because they are free. I quickly learned that was not the case. For me, the extra steps of needing an IT specialist to help me get started and then taking the time to learn how to use the programs, was not worth it to me. I found the commercial programs much easier to get started with and use. In the future, if I need to use a program for synchronous learning, I believe I will probably go with a commercial product.

2.1.2 Recorded Session

After researching the various options available for synchronous learning and the recording of this for later use (asynchronous learning), I decided on Blackboard Collaborate. I honestly thought that some of the other systems would be easier to use, but after trying them out and reading about several of them, I decided against them. I also did not want to put in my personal information and/or credit card information in order to have a 30 day free trial. Therefore, Blackboard Collaborate was the best choice for me.

It was very easy to start and begin using the 30 day free trial. I simply requested the trial and the link was sent to my email address. Literally two clicks later I was starting my very first recording. On a side note, I have used Blackboard before, but I was always a participant. I used it during my online courses at the University of West Georgia and more recently I used it during professional development webinars with various teachers across the state of Georgia.

The wizard was very easy to use. It stepped me through the simple process of testing my speakers and microphone. After testing these, I began my presentation and recording. I uploaded a PowerPoint file to Blackboard. Before it could be uploaded, the system used Camtasia to convert the PowerPoint to a file format that would be compatible with the system. I have used Camtasia many times before, so I was familiar with this process as well. It was a very simple process overall. I was actually very surprised at how simple it all was. I think that I will probably turn to Blackboard Collaborate in the future when I am teaching online courses. I think it is a very helpful tool.

2.1.1 Delivery Methods and the Synchronous Vendor Market

Synchronous learning is an important aspect of a successful digital learning environment. Synchronous refers to the ability to interact in real time while online. Examples of synchronous learning include video conferencing, Skype, instant messaging, and video conferencing. Listed below are some of the available options for the synchronous delivery market for learning.

Adobe Connect--web conferencing platform that may be used with meetings, elearning, and webinars. Available for use on almost any device.

Cisco WebEx--ability to extend/enrich training programs. Abilities include: HD video, integrated registration and testing, live sessions, threaded chat & polling, LMS integration, and recording of live sessions

Blackboard Collaborate--learning platform that includes: web conferencing, voice authoring, mobile collaboration, integrations, and enterprise instant messaging

GoTo Meeting--web conferencing platform that uses face-to-face and audio conferencing

Google+ Hangouts--can be used with all devices. Ability to share photos, emoji, messages, and video calls (up to 10 people). Commercial, but free.

Big Blue Button--open source learning that includes the ability to record/playback, whiteboard, desktop sharing, integrated VOIP, presentation, & the use of web cams

1.3.1 Discussing the LMS and CMS

What is a LMS?
LMS or Learning Management System is composed of a set of tools for housing course content while also providing a framework for communication between the student, teacher, and parents. The LMS is unique because a variety of tools are provided including:
the ability to organize course content
create accounts within the LMS
announcements
threaded discussion boards
assessment systems
systems for turning in assignments such as drop box
online gradebooks and grading systems
email
web 2.0 tools
group project functionality
customized learning paths

The LMS can also incorporate learning that takes place outside of the online learning environment.

What is CMS?
CMS or Course Management System is a platform through which online courses can be accessed. The CMS includes:
software for creating and editing course content
communication tools
assessment tools

CMS is mainly used with online or blended learning environments

When would one need a full blown LMS?
A LMS would be needed if a physical school site is not in place or is not accessible by all. The LMS is composed of all the elements needed to teach the course while also providing a framework for multiple levels of communication that would simulate a face-to-face classroom for those who may not have the opportunity to meet within an actual classroom setting.

Overall, CMS is narrower in scope and is mainly concerned with the management and distribution of elearning. In a CMS, there is an instructor at a school setting with the main focus being course management.

1.2.1 Describe Roles & Functions in Online Learning Environments

The online learning environment is composed of many people playing various different roles. Each role has unique responsibilities that must be fulfilled in order for the online learning environment to be a success.

The Student Information System (SIS) is an online system used to manage student information, grades, payments, class schedules, attendance, grades, etc. The student, parent, on site teachers (facilitators), and administration can all view certain aspects of the SIS at any given time. In addition, teachers and administration may input information into the SIS, if applicable. The SIS is in place to communicate meaningful information related to the student's education.

The Learning Management System (LMS) is in place to manage the delivery of digital learning materials. The LMS is used in planning, delivering, and tracking educational records and course content.

Individuals involved in the online learning environment and who communicate via SIS and LMS include:
Student--register, interact with online content, view grades, communicate with teacher and/or facilitator
Parent--communicate with students, teacher, facilitator, and/or administration
Administration--involved with settings/roles of users, accounts, tool use, reporting of grades and data within the LMS
Content Development Personnel--create the content provided in the LMS
Teacher--facilitates instruction and manages the classroom and students

1.1.1 Delineating between synchronous and asynchronous content

Asynchronous and synchronous methods of delivery are both essential components of a successful blended learning environment.
Asynchronous methods are used in an online classroom when students can access materials freely at any time and then submit assignments within a specified time frame. Examples of asynchronous methods include email, discussion board, wikis, & blogs.
Synchronous methods are used when students are online together and interacting in real time. Examples of synchronous methods include skype, telephone, instant messaging, virtual classrooms, and video conferencing.

Asynchronous learning allows the student more flexibility. Students are able to learn online without the burden of attending class at a specified time. Instead, students are free to complete assignments individually on their own time. Synchronous learning, on the other hand, can allow the instructor to cover more material and elaborate on instruction through the interaction of students.  In some cases students are happier in a synchronous environment because they feel connected to the class and enjoy the "real interaction".

4.1.3 Digital Health

To improve my digital health, I decided to take periodic breaks from the computer and my cell phone. My job requires me to use technology regularly throughout the day, but I also have the freedom within my job to decide how I use my time. Therefore, I decided to change when and how often I use the computer to check my email. I decided to only check my email at the beginning of the morning, right before lunch, and then again before I leave for work. I also decided to give up technology during my lunch time. I do not have a very long lunch, but doing away with my cell phone during this short period of time definitely makes the time more enjoyable and relaxing. I often find myself still thinking about work on the drive home. This sometimes causes me to look at my cell phone.....which I know is very dangerous and illegal! Therefore, I decided to put my cell phone away and out of reach during driving. I found myself enjoying the ride home and actually noticing the scenery around me. Lastly, we decided to do away with all technology (including television) during dinner time. We make it a point to discuss our day and talk with one another.

Overall, I really enjoyed not having technology around me all the time. I have found that I do not feel as stressed and I actually was able to get more things done! Who would have thought that was possible? This project was a success for me.

I have included below a picture of my calendar with entries to remind myself to limit technology.

What is the most proactive means of ensuring the most balanced blend of technology and well-being?

For me, the most proactive means for ensuring a good balance, was making sure to put the technology away so it is not accessible at certain times throughout the day. Without even realizing it, I would try to reach for my phone or the computer for something during my "no technology" periods. Having it put away to where it cannot be reached at that moment is crucial. In addition, to ensure good health overall, it is very important to schedule activities with others and to get outside!

What can students and teachers do to make sure they get the most from technology while simultaneously safeguarding good health?
Teachers can encourage student interests and hobbies that do not involve technology. In addition, teachers and parents can monitor student use of technology and set limits for using it. Lastly, if a teacher or parent suspects that the child is using technology in an unhealthy way, professional help should be sought. Just as teachers can integrate technology into lesson planning, they can also integrate "non technology" lesson plans. Moderation is key.

4.1.2 Digital Safety & Security

In this post, I discuss the most important steps to take to ensure digital safety. In addition, websites and online resources for emphasizing the importance of digital safety are also shared. Please visit my glog for details. Please feel free to post your comments and/or additional resources below. I look forward to learning about new classroom resources!

4.1.1 Digital Rights & Responsibilities

1. How can a DLC ensure that citizens within the community have access to an environment where an AUP protects members as well as the community itself, where individuals uphold laws, and a cooperative/collective venture provides robust, safe, and ethical resources and opportunities for learning?

To ensure that citizens of a DLC are protected and uphold laws while cooperating in a safe and ethical learning environment, a committee of stakeholders should formulate an Acceptable Use Policy. This Acceptable Use Policy (AUP) should be used to define publicly what is acceptable as well as unacceptable behavior for members of the DLC. There should be a strong emphasis on the positive goals for incorporating technology into the learning environment. The AUP should begin with the mission and vision of the learning institution and then outline the benefit of this for students. In addition, there should be evidence of how the AUP ties to an already existing Code of Conduct with clearly outlined consequences. The language of the AUP should emphasize a commitment and responsibility of all stakeholders. Lastly, complex terminology should be defined to ensure all stakeholders understand the expectations.



2. What is the best way to establish and maintain a flourishing DLC where citizens understand, observe, and are inclined to willingly support and ultimately benefit from Digital Rights and Responsibilities?

To ensure citizens understand, support, and benefit from Digital Rights and Responsibilities, the AUP should be read and signed by the student, parent, and teacher. It should be known that the "contract" will be kept on file as a legal document. Presenting the AUP to the student and the parent should be used as a learning experience. The AUP can be used to educate the parents about incorporating technology into the learning environment and their child's use of the Internet while at school. Once the AUP is introduced and signed, it should not sop there. The AUP should be revisited periodically by stakeholders to ensure it is relevant and benefiting to all. Lastly, teachers and parents should work together to educate students on the importance of digital rights and responsibilities.



3. Formulate a plan for supporting and protecting a Digital Learning Community through Digital Rights and Responsibilities.

1.    Students are not to be on the Internet without permission from the teacher.  When given permission, students are responsible for ethical behavior on the computers/Internet.  General school rules for behavior and communications apply.

2.    Students are not allowed to use headphones without permission from the teacher. Headphones are a privilege and will be used only for educational purposes. Headphones will be taken up if privileges are abused.

3.    Network storage areas are to be treated like school lockers. Network administrators may review files and communications to maintain system integrity and ensure that users are using the system responsibly. Users should not expect that files or use will be private.

4.    The following are not permitted and considered unauthorized uses of the technological equipment:

A.    Playing games during academic instruction

B.    Surfing the Internet during academic instruction time periods without authorization

C.    Sending or displaying offensive messages or pictures

D.    Damaging computers, computer systems, or computer networks

E.    Violating copyright laws

F.    Printing without permission

G.    Changing settings or downloading information

H.    Unauthorized access to any area or programs (software, settings, documents) except those instructed by the teacher as necessary to the course

I.      Using another’s password – Students will be given a username and password to gain entry to their files.  Students may not share this with other students or log on to the computers as someone else

J.     Trespassing in another’s folders, work, files

K.    Stealing another’s work

L.     Cheating by accepting/turning in another’s work – This is plagiarism and will be dealt with accordingly as academic dishonesty

M.   Employing the network for personal and/or commercial purposes.  This includes instant messaging, Facebook, etc.

N.    No outside discs, c.d.’s, jump drives, etc. permitted in the classroom (unless instructed by the teacher)

 

Violations of the Computer use policy may result in loss of access as well as financial assessment and other disciplinary or legal actions.

 

Obligations will be issued to individuals where damage can be assessed appropriately. 

 

Parents…

The business education department does not anticipate any “unfortunate circumstances” this year or any year.  New technology is a privilege and something the students will most appreciate and greatly benefit from throughout the year. The business education department is honored and privileged to have your daughter/son in our classes. We will strive to make the educational experience for them memorable in the most positive of ways.

 

 

Please sign and return this form.

 

 

Student signature                                                                            Date

 

 

Student printed name

 

________________________________________________________________________

Parent signature                                                                              Date