Paper presented at SITE conference in Las Vegas

Obonyo, C. & Leh, A.S.C. (2015). Facilitating Action Research in Higher Education using Flipped Classroom Approach. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 1011-1014). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). 

SESSION 10: PROJECTS

EXECUTIVE SUMMARY.

Click HERE to access my project.
Describe the context of your work:
     I have developed a training manual entitled “essential components for effective eLearning delivery.” The entire process enabled me to reflect on information presented in various articles I read about eLearning delivery along with what I have learned in this class. I now have a broader understanding about eLearning delivery and assessment because I have presented information in the best way I understood. All these will be implemented when I will be conducting my online classes so that learners can benefit.

Developing this project helped me to interact with Google sites and evaluate how the final product will look like.

Give details about the content area and other considerations that both make the project you take on useful to you, and also that influence design choices that you make in doing the project:

     This manual will be a self-paced training manual about eLearning delivery. It is a leaner- centered product. I have presented four major topics which I felt are critical. These include:

- Representing information to online learners. 

- Facilitating interactions in eLearning setting.

- Tools to use in eLearning delivery.

- Best practices in eLearning delivery.

     I believe constructivism approach was used in coming up with this assignment. The theory provides that creation of authentic tasks promotes knowledge and meaningful learning (Keengwe, Onchwari & Agamba, 2014). In addition the authors have mentioned, interacting with learning materials helps learners to develop a deeper understanding to solve problems. This projected helped me to learn more tools that can be used to deliver content in an online learning environment. I have embedded a You-Tube video which has presented top 100 tools to use in learning. Due to drastic advances in technology and the desired need to incorporate technology into teaching and learning, online instructors have to undergo training/refresher courses to keep at per with these developments. This is what prompted me to develop this product.

Describe your development process:

     While developing the product, I interacted with a variety of learning resources which helped me to gather information I have presented in the manual as well as understand better how eLearning delivery should be facilitated. The process was hectic because I had assignments from other classes I was taking and I was running short of time, even though am glad I covered all I had aspired to cover. I used Google sites, the first time am developing a product using Google sites. I found it to be easy and convenient to use because I could upload files, video, embed a PowerPoint presentation and links to make page navigation easy. I also collected feedback to help me improve it further. This is not the final product, I will keep on improving it by providing more information. I will use it in future as a resource material to remind me about issues to do with eLearning delivery.

Discuss your results:

     The final product looks great and I believe it will be useful to readers. I chose it to be an online product to make it easily accessible, convenient to the readers so that they can learn at their own pace, and also as Keengwe, Onchwari & Agamba (2014) says, eLearning enables people to acquire competitive edge to keep up with the rapidly changing global environment.

BIBLIOGRAPHY.

Chickering, A. and Gamson, Z. (1987). Seven principles for good practice in undergraduate education. Washington Center News. Retrieved from http://www.lonestar.edu/multimedia/SevenPrinciples.pdf

Clark, R. , & Mayer, R. (2011). E-learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning. San Francisco, Calif.: Pfeiffer.

Huang, X. , & Hsiao, E. (2012). Synchronous and asynchronous communication in an online environment: Faculty experiences and perceptions. Quarterly Review of Distance Education, 13(1), 15-30.

Keengwe, J. , Onchwari, G. , & Agamba, J. (2014). Promoting effective e-learning practices through the constructivist pedagogy. Education and Information Technologies, 19(4), 887-898.

Taylor, R. (2002). Pros and cons of online learning – a faculty perspective. Journal of European Industrial Training, 26(1), 24-37.

Volery, T. , & Lord, D. (2000). Critical success factors in online education. International Journal of Educational Management, 14(5), 216-223.

York, C. , & Richardson, J. (2012). Interpersonal interaction in online learning: Experienced online instructors' perceptions of influencing factors. Journal of Asynchronous Learning Networks, 16(4), 83-98.

SESSION 9: Plagiarism and Cheating

1. Thinking about an online class you teach or might teach, what is the most likely issue related to plagiarism and/or cheating with which you would anticipate dealing?

Am now beginning to realize how I have also been a victim of accidental plagiarism. Many times I have found myself not knowing when and how to cite, not knowing how to paraphrase or summarize. I got shocked when I submitted my assignment paper to "SafeAssign" and was rated at 50% that is when I started paying attention to critical issues about paraphrasing as discussed in Purdue owl. In an  online class, this is something I can anticipate dealing with "Accidental Plagiarism." When students learn how to cite and paraphrase, this will be a stepping stone to minimizing plagiarism and cheating.

2. Identify and explain the steps and measures you would take to reduce the occurrence of plagiarism/cheating identified in item 1.

• Inform students about plagiarism by allowing them to learn how to credit the sources of their information. A tool I would use is Purdue owl (Online writing lab) to help them when writing https://owl.english.purdue.edu/owl/resource/589/01/
•  Train students to manage their time very well so that they don't rush to meet the deadlines by taking shortcuts, which has been identified as one of the reasons why student end up cheating.
• Design assignments in a way that will help to minimize cheating. For example I can use Dr. Newberry tactic of letting students attempt the assignments through reflecting on what they have learned or providing their own understanding about the topic. This site provides more information http://wpacouncil.org/positions/WPAplagiarism.pdf
• Explain to them what plagiarism is by sharing any policy on academic dishonesty, let them understand the implications of plagiarism/cheating.
• Report any cases of plagiarism/cheating.

3. What does research tell us about the reasons students give for plagiarism/cheating. Remember to cite your sources!

The following are reasons why students cheat as provided by Point Loma Nazarene University: http://www.pointloma.edu/experience/academics/centers-institutes/center-teaching-learning/faculty-resources/academic-honesty/reasons-students-cheat

-Performance concerns: students want to get good grades at whatever cost.
-External academic and non-academic pressures i.e. semester workload too heavy, others’ cheating puts me at disadvantage, professor/text did not adequately explain material, too many tests on one day. Non-academic pressures include; pressure from parents, job leaves no time for study, illness prevents adequate preparation, GPA for athletic qualification, financial aid depends on GPA or good grades needed for job or graduate school.
-Unfair professors who offer unfair tests to fail students or unreasonable workload in the course.
-Lack of effort on the students’ part .e.g failure to attend classes or study.
-An opportunity which prompted the student to cheat e.g. an examiner not being watchful.

4. Evaluate your participation in the discussion this week. Provide at least one quote from the discussion that supports your evaluation.
I found the discussion forum to be very interesting and I shared about ways of preventing online cheating as follows:
Moten, Fitterer, Brazier, Leonard, & Brown (2013) have identified the following methods to prevent e-Cheating: Students to sign and return an academic dishonesty statement. Use of multiple testing centers. Use of a non-related proctor. Use testing software that prepares randomized questions so no two exams are exactly alike. Protecting test bank access and creating multiple versions of each assessment.

5. Identify the student you think was the most important participant in the Blackboard discussion. Explain why and provide at least one quote from that student's contributions to the Blackboard discussion.
Laura did a good job by identifying a list of online sites which provide “services” to their clients about the easiest way to get a paper. This has been an eye opener about how wide and deep cyber cheating is practiced.

6. Reflect on what you have learned this week. What have you learned that has the potential to inform or influence you or your practice of online learning going forward? Explain why.
It's amazing to learn how the issue of plagiarism/cheating is widely spread to an extent that we have companies specialized in writing academic papers for sale. It is good for students to be informed about it so that the reason for accidental plagiarism is dealt with and what remains is the intentional reason which should be handled as discussed before.
I have learned about a plagiarism checker turnitout in addition to what I knew before “SafeAssign.” The following site provides 10 free plagiarism detection tools which can be sued to minimize plagiarism: http://elearningindustry.com/top-10-free-plagiarism-detection-tools-for-teachers.
The readings gave me an opportunity to read more about CSUSB policy on academic dishonesty.

REFERENCES.
Moten, J. J., Fitterer, A., Brazier, E., Leonard, J., & Brown, A. (2013). Examining online college cyber cheating methods and prevention measures. Electronic Journal Of E-Learning, 11(2), 139-146.

SESSION 8: Portfolios and Authentic Assessment

1. Provide a project update. What is your working title?

My working title is “ESSENTIAL COMPONENTS FOR EFFECTIVE eLEARNING DELIVERY.” 

As discussed previously, am planning to create a self-study training manual about eLearning delivery. Topics to be covered include:

 - Representing information to online learners.

- Facilitating interactions in eLearning setting.

- Tools to use in eLearning – to help in effective communication.

- Best practices in eLearning.

2. How is your project connected to eLearning?

Am using google sites to embed all the information related to the above topics. This information can easily be accessed since it will be online. Anyone who is interested can learn at their own convenient time and place. I intend to develop a PowerPoint to put more emphasis on key points, provide website URLs of relevant information, upload a short You Tube video highlighting tools to use in eLearning and a rubric for self-assessment.

3. How is your project relevant for you?

It will be a reflection time on what I have been learning about eLearning delivery and assessment and put it down to practice. This work will be implemented when I will be conducting my classes.

Since am reading articles related to my theme, I have learned more information about eLearning delivery in addition to what was covered in this class.

It is an opportunity to interact with google sites and evaluate how the final product will look like. I got this idea from Christen who provided URL about making digital portfolios.

4. What are the three most interesting/relevant/informative/important articles in your bibliography for your project?

• York, C. , & Richardson, J. (2012). Interpersonal interaction in online learning: Experienced online instructors' perceptions of influencing factors. Journal of Asynchronous Learning Networks, 16(4), 83-98.

This article reveals perceptions of online instructors towards factors that increase interpersonal interaction in online learning. Facilitating interaction is important while delivery eLearning. It has been identified to be one way to motivate students as they learn from one another.

• Chickering, A. and Gamson, Z. (1987). Seven principles for good practice in undergraduate education. Washington Center News. Retrieved from http://www.lonestar.edu/multimedia/SevenPrinciples.pdf 

The authors have illustrated 7 principles of good practice in online teaching by providing clear examples of each principle. This is one of the main issues I am covering in the manual.

• Huang, X. , & Hsiao, E. (2012). Synchronous and asynchronous communication in an online environment: Faculty experiences and perceptions. Quarterly Review of Distance Education, 13(1), 15-30.

The authors have shared information about the experience of online instructors towards online teaching in terms of types of communication and the tools they use to facilitate instruction. Without proper communication, learners cannot understand what is expected of them. The tools are also important because they assist in facilitating instruction.

Another article I found to be relevant is this one:

Keengwe, J. , Onchwari, G. , & Agamba, J. (2014). Promoting effective e-learning practices through the constructivist pedagogy. Education and Information Technologies, 19(4), 887-898.

5. What is authentic assessment in your context? Please explain important details like grade level, content area etc.

Authentic assessment – Entails an evaluation of knowledge and skills where students are allowed to practically demonstrate their understanding of what has been learned. What I shared on BB can be a good example to illustrate what authentic assessment is. “Allow students to design in their portfolios a content page about eLearning. They should select their best topics from what has been covered and present them in their own understanding. This will enable students to further go back and re-think about what they learned. Presenting it in their own way, will help to improve their critical thinking skills.” 

This should serve as evidence of what was learned in eLearning. Then based on the presentation, the instructor should be able to do the assessment. This can be suitable for higher education level students but for lower education levels, teachers can select an appropriate task to be performed and assessed.

Dr. Newberry (2014) has identified setting up realistic scenarios where students can use the skills they are learning. An explanation of what will be assessed should also be provided.

6. What are three types of portfolios? Choose one type of portfolio and explain how you could implement it in some eLearning setting.

-Reflective.

-Learning.

-Performance or Demonstrative.

Performance or Demonstrative – I have selected this type of portfolio because when I compare it with reflective portfolio, reflective portfolio only allow students to think about what they have learned, how to apply and draw conclusions. On the other hand, performance portfolio allow students to select their best works to showcase which has to involve a reflective process. 

I think for performance portfolio a student will be prepared to develop their best product hence give them a chance to better understand what was learned. Performance portfolio can serve various purposes as shown in the table below:

How to implement it in some eLearning setting.

The aim will be to have some key topics that will require students to not only reflect on what they have learned but also design products that will be presented in the portfolios. These key topics should be covered early in the course to give students enough time to design and develop the products. I will share with them a rubric so that they can be aware of what I will be assessing. The portfolio will be a final project. For example,

TOPIC: Grading /Assessment.

PRODUCT: Design a rubric for evaluation.

TOPIC: Effective eLearning delivery practices.

PRODUCT: Design a blog page illustrating best practices in eLearning delivery.

7. What is competency based learning? How could this impact your career?

Is a learning approach which is learner-centered that provides conditions for students to learn at their own pace. Since the focus is on what students learn, I think for Instructional Technology class it can effectively been used to assess what students have learned by allowing them to design instructional products. 

What I don’t understand is whether it can be applied in all fields of learning. This article provides more information about competency based learning.

8. Evaluate your participation in the discussion this week. Provide at least one quote from the discussion that supports your evaluation.

I think this week I made more productive discussion because I received immediate positive feedback from the instructor on both of my initial postings. This is one of the feedback I received “This is an interesting idea! I could see using this as a final project. I wonder what it would take, in terms of instruction and support, to make this work.”

Other than that, I gave this reply to Hye, “I like your project ideas especially using constructivist approach. Am currently reading those theories and I find them interesting about how to apply them when designing an instructional material. I have been using Rubistar 4teachers and have found it to be good. You may want to try it out.”

9. Identify the student you think was the most important participant in the Blackboard discussion. Explain why and provide at least one quote from that student's contributions to the Blackboard discussion.

Hye provided more information about benefits of e-portfolios. This was a good way to extend discussion by providing new information that is related to the discussion topic.

Christen also shared a URL in her BB discussion posting while discussing portfolio ideas and practices. The URL is about making digital portfolios with students and Google sites is one way to use. I got interested and learned more about Google sites and this prompted me to use it for my project.  

10. Reflect on what you have learned this week. What have you learned that has the potential to inform or influence you or your practice of online learning going forward? Explain why.

The readings on the three types of portfolios helped me to understand the purpose of each portfolio, primary audience for which the portfolio is designed, the process involved in designing them and there uses. This information will be used to design my e-portfolio which am currently working on.
Jon Mueller authentic assessment toolbox provides detailed information about traditional and authentic assessments, how to create authentic assessments and portfolios. More information is also provided about holistic and analytic rubrics and when to use them. This is another new knowledge that I have learned about rubrics which I will use when developing rubrics. 

Session 7: Discussions Tests and Quizzes

1.     Overall, how well did your rubric work?

Even though I did not have an idea of a topic to be graded when I was developing the rubric, I was surprised to find out that all the six categories I had in the rubric helped me to evaluate the students satisfactorily.  

2.     Identify and explain the strengths of your rubric.
RubiStar tool was used to develop the rubric. As pointed out by Christopher Pappas, RubiStar is one of the best free rubric creation tool for teachers that makes grading easier. Others include:Technology General Rubric Generator, iRubric, Annenberg Learner Build a Rubric and Essay Tagger Common Core Rubric Creation Tool. Am yet to try and explore how the rest works but so far I prefer RubiStar.

I had a total of 6 levels of performance each having descriptors which I followed while grading. To me these levels are the key issues to look at when grading an online discussion. They include: Understanding of Readings, Participation, Quality of Writing, Etiquette in Dialogue with Peers, Discussion Postings and Additional Materials.

Elements I was looking at include critical thinking skills, how the student participated in the discussion throughout the week, engagement, presentation and etiquette. 
  

I have tried to compare what I developed and some online sources which guides how to develop rubrics and I see they are almost related. These are the rubrics URLs:

http://www2.nau.edu/d-elearn/support/tutorials/discrubrics/disc1.php

http://www.nursing.arizona.edu/pdf/id_mtsu_discussionboardrubrics.pdf

http://www.udel.edu/janet/MARC2006/rubric.html

3.     Identify and explain one weaknesses of your rubric.

I had to adjust the last category (additional materials) to be in line with what students were presenting. Use of graphics, images, links and references to information related to the topic were never presented in the discussion postings.  I realized from all the responses provided, none of the students used this. I assumed maybe it was not listed as a requirement that is why they did not include them in their discussions.

4.     What changes would you make to your rubric now that you have used it?

Having compared my rubric and the three identified in Q. 2 above, I think I have nothing to change so far.

5. Reflect on what you have learned this week. What have you learned that has the potential to inform or influence you or your practice of online learning going forward? Explain why.

As instructors sometimes we get shocked when we come to realize how students are so smart that they manage to cheat because in the first place, it never dawned on us. But getting to learn how this is done will help to minimize cheating cases. As it is said, it takes a thief to catch a thief. This week red teaming was an excellent one.

The readings broadened my thinking about creating effective online discussions using tools like Voice Threads, Mr. Picasso head website for creating artwork and protocols. Reading different ideas from my classmates gives me a clear understanding about what students expect when it comes to conducting discussions. This is a better way of capturing ideas so that I can implement in online learning.   

I also felt a sense of instructor presence in this weeks’ discussion forum because Dr. Newberry contributed fully to the discussion by posting insightful comments and sharing his personal experiences. This is not dominating the discussion but rather a very informative session. Am glad the instructor had to share this on BB: “I tend to read more than I post, but lately I have tried to force myself to post more so that my "teaching presence" is more available.” And for real this week, your teaching presence was felt.

SESSION 6: GRADING

Whenever the word grading is mentioned, this is what comes to mind.

1. Give three purposes for grading in an online class. Explain each one and then provide an example or guideline for accomplishing each purpose.

     Helps instructor to determine the students’ level of understanding – grading is based upon learning activities which the student has to under-taken to measure performance of a given concept. If a student performs poorly, then the instructor should identify areas which the student needs to improve and provide guidance.

     Used as a way to perceive student engagement – this involves how a student interacts with the course content and other students. When questions are asked directly from reading materials, then an instructor can determine whether the student read the materials or not. When a student is asked to reflect on what other students have presented, an instructor can easily tell whether the student read the postings or not.  

     Used to motivate students – no one will want to learn without finding out how they are performing. Although when poorly used, grading can discourage students. Instructors need to give clear guidance of how grading will be done and provide prompt feedback.

2. You have been called to consult with a university which is about to create a brand new totally online graduate program in leadership education. As part of your consultation you have been asked to provide a short written policy (for the student and instructor handbooks) related to grading policy. List (bullet list) the top five issues your policy will address.

• Weekly writing assignments – 10 points. Not more than 7 assignments.
• Regular and active participation in online discussions – 3 points. Grades should be based on quality and quantity of responses in discussion forums.
• Late submissions should attract a deduction of 10% of the points.
• Submission of assignments – Use APA guidelines, professional formatting, due dates and proper document naming.
• Grades – posted on BB grade book at the end of every week, instructor should provide general feedback on BB announcement and individual emails. A final letter grade to be awarded at the end of the course using a grading scale.

3. As part of the consultation with the university on creating an online program you have been asked to create a rubric that can be used across all program classes to grade the online discussions. The idea is to provide a single rubric that is generalized enough to provide a guide for student engagement in the discussion, and for instructors to be able to grade the discussions with a minimum of effort. It has been decided that discussions will be worth 30 points and this represents 30% of the total points available in the session. The rubric you create must be simple for the instructor to use but specific enough so that students clearly understand what they are to do and why they get the grade they receive.

I created a Discussion Evaluation Rubric using rubistar4teachers. Total 30 points. 
The following YouTube video highlights how to create an online rubric using Google Forms.

4. Choose a topic that is familiar to you and create three excellent learning objectives. Explain why the objectives you create are excellent.

TOPIC: Eating a balanced diet.

By the end of this lesson, students will:

• Identify the five food groups that make a balanced diet.
• Develop a menu incorporating the five food groups.
• Use word document to draft a personal food guide pyramid to guide them when selecting foods.

Bloom’s taxonomy was used while writing the above objectives. Three levels which I selected are comprehension, application and synthesis. Students are expected to demonstrate their understanding of a balanced diet by identifying the food groups. They will then apply the new knowledge by developing a menu using the identified food groups. Lastly students are expected to draft a personal food guide pyramid using the five food groups.

http://teaching.uncc.edu/learning-resources/articles-books/best-practice/goals-objectives/writing-objectives

5. Describe an eLearning activity that will have students meet one or more of the objectives you just created.

     Students will create blogs where they will post their findings about the five food groups, the menu and the food guide pyramid. They will carry out internet search and learn the importance of eating a balanced diet. This information will assist them to develop a menu incorporating all the five food groups and a personal food guide pyramid that will guide them when selecting foods. This will be an assignment which should be posted not later than Sunday of the learning module week.  

     Students will write a summary and post on BB discussion not later than Thursday of the learning module week to support their findings about a balanced diet and one page reflection of what they have learned from the topic at the end of the learning module.

     They will be expected to engage in interactions with other students throughout the week by replying to comments made by classmates and respond to other student blogs.

6. Explain how you will grade the student work in the above activity. For example you may want to provide a rubric or describe other methods used.

10 points: Menu is well developed, balanced and a variety of foods have been used. Additional materials are appropriate for the course content and of high quality. A personal food guide pyramid incorporates all of the five food groups. Provide appropriate comments on other student blogs and respond to comments left on personal blog by other students. Post is made before required deadline.

5 – 9 points: Menu is developed, somehow balanced and a variety of foods have been used. A personal food guide pyramid incorporates the five food groups. Provide appropriate comments on other student blogs and respond to comments left on personal blog by other students. Post is made before required deadline.

1- 4 points: Menu developed but two food groups were missing. Additional materials are not appropriate for the course content. A personal food guide pyramid missing and /or does not incorporate the five food groups. Provides comments on other student blogs and respond to comments left on personal blog by other students. Post is made after the required deadline.

0 points: Food groups not identified, menu developed without incorporating the five food groups. Additional materials not used. No comments on other student blogs and no response to comments left on personal blog by other students. Post is made after the required deadline.  

7. Explain how you will provide feedback to the student in the above activity. Include an example of your feedback if possible.

     The above rubric will enable me to capture key issues for grading. Grades will be posted on BB grade-book for each student. This will be achieved by monitoring their participation on discussion forums, reviewing the menus, the summary and the reflection. 

Additional materials used should come from quality nutrition sources.

     Students who did not meet the expectations will be addressed individually using emails where I will provide guidance.

8. Quote your best entry from this week's Blackboard discussion. Explain why you chose it and what it demonstrates about your understanding, learning process etc.

I identified different grading practices some of which have been used in my eLearning classes. I have gone ahead to identify (from a student perspective) what should be done because I think this is what motivates students when it comes to grading. It will also help instructors to guide the students appropriately and identify learning activities that should be improved.   

9. Identify the student you think was the most important participant in the Blackboard discussion. Explain why and provide at least one quote from that student's contributions to the Blackboard discussion.

I would say Victor. He provided a clear explanation about the last question under Policy and practice in online learning which helped me to understand it better.

“Actually, I am struggling with that balance. As the instructor, there needs to be enough detail to ensure objectivity, but not so much that qualitative dimensions are lost.”

10. Reflect on what you have learned this week. What have you learned that has the potential to inform or influence you or your practice of online learning going forward? Explain why.

Grading is a very important element in eLearning. New information was learned about writing objectives using bloom’s taxonomy which guides on how the rubric will be developed. Drafting one, especially for online class was a good practice. 

The focus prompts were relevant as they enabled me to envision how I will design learning objectives and grading in an online class I will be facilitating.

Another new thing I learned while looking at interactive and engaging eLearning activities is creating ice-breaker at the beginning of a course, where students interview other students and post online introductions of their partners. This will help students to freely interact with each other hence create a community where they can engage in discussion comfortably.

• eLearning interactive activities: http://www.ryanrwatkins.com/how2elearn/Elearning%20Activities%20Article%20for%20Instructors.pdf 

SESSION 5: INSTRUCTIONAL PRESENCE, COMMUNICATION AND MOTIVATION.

1. In your own words, define Instructional Presence.

Instructional presence is a state where an online instructor is actively and visibly present while facilitating online learning. This is achieved by effectively using educational tools that will enhance their presence online.

2. Name three things that your instructor identifies as contributing to Instructional Presence. Explain why these are, or are not consistent with your definition of Instructional Presence.

• Use of media either richer or leaner media.
• Instructor-students quality interactions.
• Instructional design of the course.

The above are consistent with my definition. For instructors to be actively involved in the learning process, they will need to use various eLearning tools which most of them are richer media. Being present visibly will help them to provide quality interactions by communicating effectively hence motivate students, improve their learning and create a sense of online community. 

Since instructors are the facilitators of instruction, their presence has to be felt and seen by the learners through the way they handle their online courses and respond to students’ questions. All these can be achieved depending with how the course has been designed.

3. Who are the researchers most often identified with the construct of "Teaching Presence"?

• John Short, Ederyn Williams, and Bruce Christie developed social presence theory.

http://www.utwente.nl/cw/theorieenoverzicht/theory%20clusters/communication%20and%20information%20technology/social_presence_theory/

• Tracy Callaway Russo - Mediated presence.

http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.19.7266&rep=rep1&type=pdf

• Marvin Minsky developed telepresence.

https://web.media.mit.edu/~minsky/papers/Telepresence.html

https://web.media.mit.edu/~minsky/

http://en.wikipedia.org/wiki/Telepresence

4. What are the three types of presence that Teaching Presence requires? Name and describe each.

Cognitive presence, Social presence and Teaching presence.

• Cognitive Presence occurs when students interact with the course content using different education tools, construct meaning out of what they have read through reflections, exchange ideas by discussing with others, and applying this knowledge into real life situations.

This concept has really been captured so well in this class through the use of discussion forums and blog postings. The way Dr. Newberry drafts the questions gives me a chance to search for more information so that I can share out. 

Kanuka & Garrison (2004), identifies cognitive presence as a key element in critical thinking and necessary for higher levels of thinking and learning. The authors have explained further how cognitive presence is necessary for higher learning using the figure below:

• Social Presence is the ability of online learners to project their personal characteristics into the community (Kanuka & Garrison, 2004), using affective expression, open communication and group cohesion. Social presence can be enhanced when learners feel free to interact with each other beyond just replying to their comments on blackboard or blogs. To me social presence entails learners’ experiences as a result of interacting with other classmates.
• Teaching Presence has been identified to include instructional design and organization, facilitating discourse, and direct instruction. This is the role an instructor carries out to ensure learning takes place. It includes an outline of the course site in relation to the activities learners are expected to undertake while following instructor’s guidelines.

5. Choose one of the three types of presence named in item #4 and identify ways an instructor can create or improve this type of presence in an online class.

Teaching Presence:

• Instructional design and organization - An instructor should demonstrate knowledge of the course content and device new ways of designing courses. The course site should be easy to navigate, course materials should be relevant and up dated, easy to access and consists of multimedia objects. Present course information into chunks while alternating between less and more engaging topics.

Learners expect to receive useful feedback on tasks and assignments in real time. The use of emails has been identified to be effective. Others include video feedback and Talk shoe as mentioned by Jeffrey. I like it when the “Home Page” on blackboard has a list of assignments which are due for that week and the next two weeks. An organized discussion board should have the most current topic at the top.

• Facilitating discourse – Provide two way communication to help learners stay motivated and engaged throughout the learning process. Ask open ended questions which are relevant to course content. Enforce course discussion policies like grading criteria for participation. Assignments should engage learners with the content and with each other, this can be achieved by allowing students to carry out self and peer evaluation.

An instructor should provide a section for Q & A on blackboard and allow learners to respond to them. I have experienced this in one of my classes where everybody is given a week to be the online support for Q &A section. Encourage private consultations where learners can chat with each other so as to create social presence.  

• Direct instruction – Model how to be a productive participant by providing a sample of a posting and outlining evaluation criteria. Encourage learners to respond to each other. Offer guidance to reluctant participants. Emphasize important topics using different teaching styles. Summarize the discussion by providing prompt feedback on key issues.

URL: http://www.ryerson.ca/content/dam/lt/resources/handouts/Online_Communication.pdf

6. Explain how the readings this week (and your own research) connects with the Blackboard discussion.

What I have read this week revolved around how an instructor can ensure “Teaching Presence” is felt by students. This involves effective communication, what students find engaging, motivation and creating instructional presence. The topics posted on blackboard about video response and how an instructor can achieve teaching presence are related to the readings. Use of video feedback has be identified to be a good way of creating teaching presence. All the readings provided examples about how teaching presence can be achieved.

The article about “face to face is better” highlighted strong points in f-2-f learning as opposed to online learning. From my experience so far, I can say that most of those issues have been dealt with by coming up with concepts like “Teaching Presence” which online instructors have tried to achieve. I know more needs to be done.

7. Quote your best entry from this week's Blackboard discussion. Explain why you chose it and what it demonstrates about your understanding, learning process etc.

“I found this topic interesting and went further to read about tools that can support video feedback. I have to create time and try using some of them. Here are some which I found out:

• Comment Bubble.
• Google drive apps like VideoNot.es, WeVideo, Wideo.co & Kaizena.
• Web based screencasting tools like screencastify.
• Explain Everything, Evernote & The Live Scribe Pen.”

This is what I learned by trying to identify tools that I can use to develop video feedback. Since am interested in facilitating eLearning, this will give me an opportunity to try out and see which one gives me the best results. I like them because they are free. 

8. Identify the student you think was the most important participant in the Blackboard discussion. Explain why and provide at least one quote from that student's contributions to the Blackboard discussion.

From the postings I have read by today, Christen takes it. She responded to both sets of questions. Most of the issues she has been talking about relates to how she either feels as an instructor or a student too. So her views are two sided and this enables her to provide relevant examples as she reflects on the questions.

“I think from a student perspective, we get frustrated with unpredictable teachers (be that f2f or online) who don't "show-up" on time and regularly or don't give feedback in a timely way."

9. Reflect on what you have learned this week. What have you learned that has the potential to inform or influence you or your practice of online learning going forward? Explain why.

For online learning to be effective, instructors need to convey their presence by the way they design the course and the course site, how they facilitate instruction and offer feedback. I learned about video response and the tools that can help develop video easily to provide feedback and create teaching presence. Instructional presence looked like a new term at first but when I read the materials, I realized some of the issues relate to “Online Best Practices”.

Discussion and the focus prompts were well connected to course objective i.e. developing and understanding of Instructional Presence and Teaching Presence; which I can now say I understand how to apply them to online learning.

Whether it is social, cognitive or teaching presence, they all enhance learning experience. This table provides a clear picture of these types of presence:

URL: http://jolt.merlot.org/vol7no3/mckerlich_0911.htm

REFERENCE.

Kanuka, H. , & Garrison, D. (2004). Cognitive presence in online learning. Journal of Computing in Higher Education, 15(2), 21-39. doi. 10.1007/BF02940928