Teaching Online - Week 1 Journal Entry

Image taken from Amazon.com

This week, our assignment was to read Chapters One through Three (Part One) in Tina Stavredes book Effective Online Teaching.  The material covered within these three chapters pertained to profiling the online learner.  Review of the assigned chapters should enable one to understand:

1. Who the online learner population is
2. How online learners prefer to learn
3. Why they choose online learning
4. What issues they face in being able to persist in learning

So, now that I have read Part One, can I honestly say that I understand each of the four learning objective?  Actually, I can say that I have a deeper understanding for the profile of an adult learner. 

Regarding who the learner population is, statistics listed within Stavredes book highlights the diversity within online learners; however, Stavredes describes the typical online learner as predominantly female, between the ages of 25-44, Caucasian, employed fulltime, and married with children.  Considering, I fit the typical online learner profile exactly throughout most of my online academic career, these statistics did not surprise me.



Concerning why learners choose online education over traditional campus learning, Stavredes states convenience, work schedule, flexibility, and program requirements as the top reasons for selecting online learning.  Once again, these statistics did not surprise me because they were the exact reason I choose to participate in online education.  What I would like to point out is that learners do not select online education because it is assumed to be easier than traditional learning.  In my opinion, online education requires more discipline, accountability, and personal management than traditional learning.  Add these challenges to the online learners already demanding schedule and professional/personal responsibilities; it is obvious that learners do not select this form of learning because it is easy.  The way I see it, most online learners choose distance education because this form of learning is the only option that works with their other life responsibilities.  What I am getting at is that I do not believe most online learners select this format out of preference; I believe most learners participate in online education out of necessity. 

 

With regard to how online learners prefer to learn, these preferences coincide with a learners level of self directedness and their social styles.  Concerning self direction, Stavredes details David Grow's Staged Self Directed Learning Model which breaks self direction down into four stages: dependent learner, interested learner, involved learner, and self directed learner.  While many adults can claim self direction within many situations and contents, most adults cannot claim self direction within all academic areas.  Ones level of self direction typically corresponds to ones learning preferences.  Dependent learners generally possess little prior knowledge of content; therefore, they prefer explicit directions, frequent feedback, and perceive the instructor as an authority figure who directs activities.  Interested learners maintain a basic understanding of content; therefore, they look to the instructor for motivation, confidence, and frequent feedback.  Involved learners are typically confident motivated learners who possess skills and knowledge within the content area.  These learners desire facilitation and variety.  Lastly, self directed learners are confident, skilled, motivated learners who perceive the instructor as a guide or consultant. 

Another component of how online learners prefer to learn concerns ones social styles.  According to Grasha and Riechmann, student learning styles can be categorized within six scales: independent, dependent, competitive, collaborative, participant and avoidant.  Independent learners are not interested in discussion and they prefer to work alone.  Dependent learners prefer structured learning environments where peers and the instructor act as guides.  Competitive learners are most interested in rewards and recognition.  These learners prefer exams and projects.  Collaborative learners enjoy sharing and cooperating with others and they prefer group work or discussions.  Avoidant learners are usually uninterested, overwhelmed, and are not excited about class or studies.  Lastly, participant learners enjoy class, discussions, and activities.  They work hard and have a desire to meet instructor expectations. 

Last but not least, Part One discussed issues that affect ones desire to persist within online education.  Concerning persistence, many internal and external variables affect whether or not a learner will continue their online academic career through to completion.  Academic variables such as ones study habits and course availability coincide with persistence.  Ones age, educational goals, and ethnicity affect persistence as well as finances, employment, responsibilities, and support.  Lastly, ones level of stress, self confidence, and motivation also affect persistence. 

In addition to the above variables, online learners expect instructional strategies that match their learning style.  As previously discussed, most online learners possess multiple personal and professional responsibilities, these learners do not have time to deal with added academic issues.  This lack of time and tolerance for academic issues means that institutions and instructors must be able to identify online learning issues early and provide the necessary support to help learners reach their desired goals. 

What all three of these chapters really boil down to is understanding ones learners.  Instructors must know who their learners are, how they prefer to learn, and understand the unique needs of online learners.  As Part One of Stavredes book details, online learners are distinctly different than traditional on ground learners and they require different learning methods and instructional strategies.  Considering the diversity within online education, instructors cannot be expected to cater to every learner all the time; however, online instructors must make every effort to adapt their teaching methods to effectively accommodate the needs of their learners.  Online learners do not have time in their already busy schedules to mess around with academic issues; instructors must make time to support the unique needs of online learners.  

Social Media - Week 5 Journal Entry

Required readings for this week were limited to two chapters in our textbook Personal Connections in the Digital Age.  Considering these chapters discussed interpersonal connections and relationship development, I found this week's reading appealing.  A large portion of text centered round the use of social cues (online and offline) to create interpersonal connections and develop relationships.  While some argue that the absence of visual and audio cues within some forms of online communication negatively affect relationships, others believe that these omissions offer freedom from potential biases and actually enrich communication.  I reside somewhere in the middle of these perspectives.  While I do believe visual and audio cues are a vital component of relationship building, I believe online communication can be fulfilling and rewarding.  I consider communication to be possible anywhere in any format; some environments and formats just require a little more creativity and ingenuity. 

In addition to the quality of online communication, the trustworthiness of online communication was also discussed.  Our discussion board question this week asked whether we believed that the lack of social cues within online communication encouraged people to be untruthful when communicating online.  While many peers acknowledged the reality of untruthfulness within online communication, many believed people were as truthful online as they were offline, and most believed that truth would eventually reveal itself regardless of the environment.  Like my peers, I believe people behave and conduct themselves basically the same both online and offline.  As one mentioned, many social media sites have taken precautions against untruthfulness making deception online more difficult to execute.  Another mentioned how time consuming deception is and stated that most people online do not have the time to maintain deception. While most of us were in agreement regarding a connection between online deception and a lack of social cues, several insightful comments and validations of this connection were given and I enjoyed this week's group discussion. 

In closing, I thought this cartoon was funny and appropriate, liars offline are liars online...


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Social Media - Week 4 Journal Entry

Although this week's required readings revert back to (boring) black and white text, I found one of the articles, Adult Education and the Social Media Revolution, very interesting.

Marvin LeNoue

This article was written by Marvin LeNoue, Tom Hall, and Myron A. Eighmy and published in the Spring 2011 issue of Adult Learning.  This article specifically addressed the use of and need for social media within online higher education.  Similar to another journal article I recently read, Tweeting the Night Away: Using Twitter to Enhance Social Presence, this article suggests that today's learning management system (LMS) software (Moodle, Blackboard, Angel) "are developed for the management and delivery of learning, not for supporting the self-governed and problem-based activities of students."  Prior to reading these articles, I had not considered the weaknesses of LMS platforms, nor did I realize that these systems might not meet the needs of today's adult learners.  As LeNoue, Hall, and Eighmy stress, "instructors need to be equipped to meet the demands of teaching in an age when the Internet is, inexorably, becoming the dominant infrastructure for knowledge - both as a container and as a global platform for knowledge exchange between people."



Tom Hall

According to LeNoue, Hall, and Eighmy, "students today want to participate in the learning process; they look for greater autonomy, connectivity and socio-experiential learning, have a need to control their environments, and are used to instant connectivity and easy access to the staggering amount of content and knowledge available at their fingertips."  While current LMS software may address some of these needs, these platforms no longer support communication and collaboration as effectively as social media can.  LeNoue, Hall, and Eighmy suggest that "in educational contexts, articulation and visibility may recede in importance, giving way to other common SNS features including (a) a suite of associated social media tools that support interaction, communication, and collaboration, (b) provisions for the storage and display of audio and video media, and (c) hosting for customizable personal profile pages that support the establishment and maintenance of individual presence in the online learning environment." 

Myron Eighmy

For adults, learning is not just an internal process; adults consider learning an interactive experience where they can gather knowledge not only from the instructor and the material but also from their peers and the life experiences of others.  To support this need for interaction, LeNoue, Hall, and Eighmy emphasize that "it is important when supporting collaborative activity to provide multiple means of communication so that individuals and subgroups within the full set of participants can use means that suit their needs and preferences."  The interactive and collaborative capabilities of social media make these tools some of the richest resources for learning available today.  Teaching today's learners is not about presenting material and expecting that it is absorbed; teaching today is about facilitating a connection between material, resources, peers, professionals, and prior experiences.  As LeNoue, Hall, and Eighmy mention, "teaching in a digital world calls for expansion of the vision of andragogy."


Overall, I found this article appealing because it specifically discussed social media and adult education, it brought to light weaknesses concerning current online education software, and it stressed the need for expanded vision within adult and online education.  My biggest complaint with online education is that many online educators and program designers do not understand the distinct differences and needs of adult learners versus traditional learners within higher education.  This lack of understanding hinders online learners and weakens online education as a whole.  I applaud these authors for recognizing this difference and educating others about how to make a positive impact on adult/online learners.

References
LeNoue, M. A. (2011). Adult Education and the Social Media Revolution. Adult Learning, 22(2), 4-12.

 

Social Media - Week 3 Journal Entry

This week included LOTS of required reading assignments; however, approximately half of the assignments were video or audio files.  This was a pleasant and welcome change (I get SO tired of reading ALL THE TIME)!  I used to enjoy reading; however, since becoming a student, reading has turned into a chore. 

Moving on...
The first video I watched was In Face of Disaster, Social Media Helped Spread News & Connect Bostonians (I need to learn how to embed videos!).  This PBS video clip discussed how social media tools such as Google Person Finder and Twitter were used spread information after the Boston Marathon bombing.  Regarding Google Person Finder, this tool allowed people to get information regarding the status of loved ones quicker than government officials were releasing this information.  While the video did not mention this, I believe this tool not only assisted the public in finding their loved ones in a timely fashion, I assume officials also appreciated that this tool allowed them to focus more attention on the situation rather than allotting a great deal of time commenting on statistical questions.

Regarding Twitter, this mediated tool was used in various ways throughout this disaster.  Initially, Twitter was the first source of information concerning the bombing.  Twitter videos taken from bystander cell phones were the first published information about the disaster.  Instead of waiting for reporters/journalists to get on the scene and report information, people had access to information almost instantly.  In spite of the amateur nature of this instantaneous information, its access and availability was valuable.  In addition to Twitter being first on the scene, this tool was used by Boston police to pass along public information such as alternate driving routes throughout the city.  The video clip also mentioned that the police department used videos posted on social media to gather information and help understand what happened. 

Not being a big fan of social media, this video clip challenged my negative notions about these tools.  Where I used to see social media as online babble between people with too much free time, I now have a new respect for these tools. 

VIDEO #2

The next video clip I watched was Does the White House Use Social Media to Circumvent Press.  This PBS video clip discussed how the White House is using social media tools like Google Hangout to connect directly with voters.  Considering I am not one to actively follow political matters (I know, not proud of this), this video was not as interesting to me.  Evidently, there are mixed emotions regarding this practice.  While some see this use of social media as a way to plug into a new demographic of voters, others consider this as a way to circumvent the Press. 

Personally, I do not have much of an opinion regarding this practice.  While I agree the President's Google Hangout session was a way to connect with potential voters (voters that might not be effectively reached using traditional methods), I do not believe this connection was very valuable.  Evidently, thousands of questions (some valid and some not) were posed to the president and only a handful were answered, and the ones that were answered (at least the valid ones) were answered in such a vague and roundabout way, they really were not answered at all (typical political response).  Again, it is nice to see social media used in a manner other than gossip and babble; however, I just don't believe this "connection" was as valuable as hoped.  Sometimes the idea of connecting via social media is better than the actual connection. 

VIDEO #3

The last video I watched was Obama Spend 10 Times as Much on Social Media as Romney.  In this PBS video clip, campaign social media spending was discussed.  According to the video, Obama's 2012 digital campaign spent $47 million dollars compared to Romney's digital campaign spending of only $4.7 million dollars. It was discussed whether or not this campaign spending could correlate with Obama's election. 

Once again, the topic of this video was not that exciting for me.  If anything, I was appalled by the insane spending.  Aside from the spending, there were some comments made throughout the video that caught my attention.  I was surprised by the level of influence social media has on ones decision making.  It was reported that social media was used to lobby online for votes.  Evidently, people's political decisions can be swayed by the comments and posts of their friends (this really should not surprise me).  Whereas voting decisions used to be somewhat private, many voters today openly share their political opinions including who they will vote for online.  This sharing of information can be very influential to fellow friends and followers.  From one perspective, I appreciate social media's capability to spread information; however, it is disturbing to think that votes could be based on nothing other than social media likes and dislikes (again, this level of voter ignorance should not surprise me).

With regard to social media use in political campaigns (at least to the financial extent seen here), I am not presently an advocate.    

PODCAST #1

Lastly, I would like to quickly comment on the podcast we were assigned this week.  I listened to about half of the podcast Distant Witness: Social Media's Journalism Revolution and I found some of the comments regarding social media and journalism very interesting.  In short, this podcast featured an interview of a journalist who reports stories from a distance meaning the journalist is not actually present at the scene; he instead utilizes social media to gather information and reports based on mediated information. 

Similar to comments made in the Boston bombing video, the journalist highlights how social media is used for almost instant reporting and response.  He can actually accumulate information quicker via social media than if he attempted to go on scene to report.  Another positive attribute of social media is that information is provided from multiple perspectives.  Instead of seeing a situation through only one set of eyes and from one position, social media creates a more accurate big picture of a situation or event.  This big picture perspective seems like a huge plus for journalists as well as the general public. Instead of being limited to one angle of a story, we have the capability to see something from multiple perspectives and create our own perspective based on (potentially) more accurate information. 

As the video clip on the use of social media during the Boston bombing, this podcast challenged my current perspective on social media and helped me to see a more positive and useful side of mediated communication. 

CLOSING THOUGHTS

I very much enjoyed the learning materials presented this week.  The video clips were a nice change of scenery (much more colorful than boring black and white text).  It was interesting and insightful to see social media through a new lens.  While my use of social media probably will not change, I do have a new respect for these tools. 

(Oh, I almost forgot, I am still not enjoying the Twitter activities; I just do not see value in these activities.  The Twitter activities take a lot of time, our classroom thread is difficult to follow, and I do not enjoy following people that I am not really interested in [social media people].  I am chained to technology enough as it is.  Like Facebook, it takes too long to sift through pointless babble to find that one golden Tweet.)

Concerning my experience with Twitter (so far), the silliness of this video clip sums up my thoughts on Twitter and Tweeting....

Social Media - Week Two Journal Entry

Uggg, the dreaded journal!  Regardless of understanding the learning potential surrounding this activity, I just cannot make myself like journal writing! 

Like so many other things, "like" does not correspond with "do."  Since "do" corresponds with "grade," I will "do!"

I must say, I was pleasantly surprised by this week's required readings.

My introduction with the required text Personal Connections in the Digital Age by Nancy Baym was very pleasant. 
I found Chapter One interesting, easy to read, and very informative.  

Points from Chapter One I found interesting enough to highlight included:

• People always respond to new media with confusion (this is my general reaction!)
• There is concern that the communication of today has become shallow (communication of today does seem to lack personality, depth, and content)
• Digital media has changed the nature of our social connections (One does not necessarily have to be "social" to connect these days!)
• We are trapped by the same state of perpetual contact that empowers us (Is there a digital "do not disturb"?  If so, would anyone even care or oblige?)
• Face to face communication now harbors a specialness due to its full range of cues, irreplicability, and shared physical space (Is this a good thing, or just really sad?)
• The internet was not built as a personal communication medium, it was developed to safeguard military knowledge ( I have never really thought about the birth of the internet.  This segment detailing the back story of the internet was fascinating!)
• Just under a quarter of the world's population use the internet (No way!  I would have guessed this number to be significantly higher)
• I am a "netizen" (Really, another label!)

With regard to the additional readings (articles) most were interesting and informative.  The articles I chose to read discussed Twitter demographics and American social media users.  While the information highlighting American social media users was not surprising, it was interesting.  I was surprised that many older Americans utilize social media to connect with friends. 

Regarding Twitter, I was surprised that ethnicity rates among Twitter users is so drastic with primary users being African American.  (I have to say my surprise surprises me, it just does!) 

I also read an article by Dunlap, J. C., and Lowenthal, P. R. (2009). Tweeting the night away: Using twitter to enhance social presence which discussed the use of Twitter in online classrooms to create social presence.  Considering I have yet to discover much value in Twitter and tweeting, this article was very insightful.  Being an online learner, I can attest to the isolation and lack of connection between fellow peers and an instructor.  This article explained how two instructors use Twitter as an informal meeting place for learners to get to know one another and their instructors.  Evidently, tweeting with peers builds connections, promotes motivation, and facilitates learner engagement.  (Maybe after I figure out how to use Twitter I will get more out of the experience than frustration!)

In closing, what I found most interesting about this week's reading material and the discussion board conversations was the vast differences in defining social media, uses of social media, and frequency of social media use.  Everyone seems to have a slightly different perspective on social media.  Some see social media as rewarding, valuable, and vital to their functioning, others recognize the convenience of social media but do not rely heavily on its use, some see social media as an invasion of privacy, and others consider social media a waste of time.

While our opinions concerning social media are divided, we would probably all agree that social media has definitely impacted our life.  Here is a funny video detailing what could have been...

Dr. Stephen Brookfield

For discussion this week, we are to select an Adult Education Hall of Fame inductee we find interesting and share information connected with this scholar. Because I am a big fan of Dr. Stephen Brookfield's writing pertaining to adult education, I immediately began searching for him among the inductee list.  My search was not in vain, Dr. Stephen Brookfield was inducted into the International Adult and Continuing Education Hall of Fame in 2009. 

What I appreciate most about Brookfield's perspective regarding adult education is the significance he places on understanding adult learners and their needs.  Instead of being rigidly focused on theory, Brookfield's perspectives are primarily learner focused.  Below is an interview clip from YouTube which briefly highlights Brookfield's idea of "good college teaching."

 

 

I also find Brookfield's perspectives on critical thinking and reflection facinating.  Brookfield places significant emphasis on teaching critical thinking skills, educators modeling critical thinking, and thinking critically about oneself.  Personally, I believe this is an area of education that is not adequately addressed.  While most expect critical thinking and analysis from their learners, many do not teach learners how to think critically, nor do they model critical thinking in ways learners can recognize. Below is a another interview clip from YouTube which briefly highlights Brookfield's perspective concerning critical thinking. 

 

 

Concerning Brookfield's books and articles, below is a list of some of my favorites (and ones I would like to read):

Links to articles (articles linked from http://www.stephenbrookfield.com/)

Contesting Criticality

What Students Value in Teachers

Using Discussion Methods

 

 

    

 





Coping with Resistance in the Classroom

For this week's group discussion the following teaching scenario was presented:
Enrolled in your course are adult mothers who must be enrolled in school to receive their public assistance and young men who are mandated by probation or parole to be in school working toward their HS diplomas or GED’s.

With regard to the above scenario, the following discussion question was posed:
Of the T/S's and SET's explained in Elizabeth Barkley's book Student Engagement Techniques, which would you use to get these resistant adult learners engaged?



In preparation for answering this question, I re-read Stephen Brookfield’s Responding to Resistance chapter in his book The Skillful Teacher (I love this book).  Brookfield’s writings are helpful, practical, insightful, and they offer a fresh approach to resistance; I highly recommend this book for anyone associated with the field of education. 


To begin, I will highlight some of Brookfield’s points regarding resistance:

 

 

About Resistance

• Resistance can sometimes be contained but it can never be completely overcome
• Understanding where resistance comes from helps determine an appropriate response
• In some situations, educators have no control over the resistance
• If learners are determined not to learn, there is little an educator can do to change their mind

Responding to Resistance

• Before responding to resistance, you must have a clear understanding of the origins of the resistance
• The more we know about our learners, the better we are at responding to their resistance
• Enlist the help of former resisters via an alumni panel where former resisters voice how they were able to appreciate and value this learning experience
• Give learners a say by involving them in educational planning
• Use a variety of teaching methods and approaches in order to appeal to a variety of learning styles
• Acknowledge that students have a right to resist; however, make sure the consequences of resistance are made very clear
• Admit that resistance exists and explain how it has been dealt with in the past
• Above all, make sure resistance interferes as little as possible with classroom activities and the learning experiences of others

As far as which of Barkley’s SET’s I would use to counteract resistance, I would first work towards understanding the resistance.  Once I have a better understanding of the resistance, I could try to modify my methods and practices to better support the needs of the resistant learner.  To gain a better understanding of the resistance, I could utilize SET 1 Background Knowledge Probe to see where the student is academically, SET 35 Autobiographical Reflections could be used to understand their perspective on this course and its content, and SET 42 Critical Incident Questionnaire should be employed frequently to better assess classroom environment and potential problems. 

With regard to this particular scenario where learners are forced to attend school, their resistance is probably connected to their lack of control over the situation.  To allow learners to regain control over their learning experience, I would utilize SET 43 Go for the Goal to give learners an opportunity to set goals for what they want to learn, and SET 49 Student Generated Rubrics could be used to allow the class as a whole to develop rubrics for coursework. 

Lastly, resistance can occur when learners believe the material or the learning experience is irrelevant.  To help learners see the value of the material and/or learning experience, SET 5 Stations can be set up (possibly with former learners presenting their material) where current learners could get a feel for potential learning in this course, SET 24 Think Again could be used to challenge common misconceptions about course material and to demonstrate course relevance, SET 26 Proclamations and SET 29 Contemporary Issues Journal could be used to connect course material to current issues and concerns (SET 26 – Proclamations could also be used as an assignment where learners write persuasive papers for or against required enrollment in this course).  Finally, SET 34 Field Trips could potentially provide a refreshing change to their learning experiences and help resistant learners create meaning between course content and practical situations. 

Bottom line, resistance is normal, natural, and should be expected throughout education.  As educators, we must learn to understand origins of resistance, maintain a toolbox of resources and methods for diluting resistance, and ensure that resistance does not consume our classrooms. 

References

Barkley, E. (2009). Student engagement techniques: A handbook for college faculty. San Francisco, CA: Jossey-Bass.

Brookfield, S. (2006).  The skillful teacher. San Francisco, CA: Jossey-Bass.