- downloading and exploring an online collaboration software tool
- working collaboratively with a team to create an Acceptable Use Policy and a Parent Guide
- developing communication techniques to involve parents and administrators
Wayne Wollaston
2/1/2011
I. Making Contributions: Parent Guide – design a Parent Guide for parents of K12 online learners using Adobe Contribute, a collaborative web publishing tool; Assessment: Parent Guide Rubric; 20 pts
All of the 6 components of the Parent Guide are:
1. Advantages of online learning;
a. Enhancing student-to-student and faculty-to-student communication.
Ø Web-based education tools provide many ways to increase communication between class members and faculty, including discussion boards, chats, and e-mails. Researchers have found that adding these elements to a course increases student motivation and participation in class discussions and projects. Students are "more willing to participate [due to] a measure of anonymity, which serves as a motivator…people feel more empowered. They are daring and confrontational regarding the expression of ideas," (Kubala, 1998).
b. Students experience a sense of equality
· Another benefit to using web-based communication tools is to give all students a reinforced sense of equality. Each individual has the same opportunity to "speak up" by posting messages without typical distractions such as seating arrangements, volume of student voices, and gender biases. Shy and anxious students feel more comfortable expressing ideas and backing up facts when posting online instead of speaking in a lecture room. Studies prove that online discussions provoke more confrontational and direct communication between students.
c. Instructors are more accessible
· Online communication also benefits students by providing additional layer of instructor accessibility. Students in courses that are supplemented by products like Blackboard no longer have to worry if they cannot make an instructor's regular office hours, as they still have the ability to submit inquiries via e-mail at any time. This is good for the instructor too, as they can respond at his/her convenience instead of being tied to a desk or office. This is particularly helpful when a student’s schedule conflicts with office hours or if a question arises at the spur of the moment.
d. Enabling student-centered teaching approaches.
· Every student has a unique learning style. Some students are visual learners; some learn better when they "learn by doing." Web-based learning environments permit the instructor to build one course, yet implement a variety of resources, so students can utilize materials in whichever way works best for them.
e. Accommodate different learning styles
· An instructor can also present these materials in many formats to accommodate different types of learning styles. For example, if an instructor puts both lecture notes and slides online, both visual and auditory learners benefit. Students who prefer to focus on "listening" and "watching" during lecture do not have to worry that they are missing important concepts while scrambling to take copious notes. They can focus on understanding the material and concepts as they are presented. Students with attention difficulties or those who get overwhelmed by organizational tasks also benefit, because materials provided show how the instructor has grouped and prepared materials in the handouts, and indicate what items are most important.
f. Providing 24/7 accessibility to course materials.
· Some students work best in the morning, some in the evening. Some students commute to campus and others take night classes. Scheduling time for homework and group projects can be difficult depending on each student's course, job, and personal responsibilities.
2. Overcoming challenges:
Despite their many positive aspects, online classes do present some obstacles. Here are some problems your child might run into—and how to solve them.
a) Unaccredited online schools: the Internet harbors many diploma mills, although plenty of well-respected schools also offer online courses. Double-check your online program's accreditation and reputation before signing up.
b) Less social interaction: since students usually have reduced face-to-face time with classmates and teachers while taking online courses, they should do their best to stay socially engaged through online discussions, emails, and small-group chats.
c) Lack of structure: although many people enjoy the flexibility of online coursework, other students struggle in less-structured environments; students should make sure that they have enough self-discipline to attend their online classes.
3. Description of virtual environment and tools:
The virtual classroom is located in your living room and may be accessed 24/7. The student typically needs only basic software to access their online course and is expected to have a high speed internet connection. The online course provider typically provides any additional software needed to participate in the class.
The components that make up a virtual classroom or online learning experience are found in any number of Course Management System software. These components typically include:
- Delivery of lecture or course material
- Place for students to interact with each other or make online presentations
- Post homework assignments
- Take quizzes or tests
- View Grades
- Communicate with the instructor or other online students
Many of the software CMS are available at no cost to the user.
Example:
Moodle - free open source classroom management software offering chats, grades, posting of syllabus and assignments and more. Moodle Home Page Manhattan - UNIX based virtual classroom software written entirely in C language delivering features such as assignments, lectures, surveys, chats, grades and more. This package is available free. Manhattan Home Page
Blackboard - The Blackboard Learning System™ is a course management system with capabilities in three key areas: Instruction, Communication and Assessment. Blackboard Home Page
Hardware
There are hardware requirements for participation in online learning. Each school or provider will specify what is needed in their course registration documentation.
Typical Hardware requirements would be:
- Power Macintosh (G4, G5) or IBM compatible Pentium 3 or equivalent
- Minimum 256MB of memory (more is better)
- CD-ROM drive
- Mac OS X -OR- Windows 2000 or Windows XP.
- cable modem, DSL connection, LAN, or other high-speed network
- Internet provider for home access
Other hardware may be required specific to the course being taken such as a headset and microphone.
4. Access information for parents:
· New Users
Your username and password most times is located at the bottom of your child’s report card
· Parents of Incoming Freshman
A username and password can be had at your school’s open house at the start of the school year.
4. Suggestions for Parents to help their online learner;
· Set up a monthly calendar with each child. Begin by listing holidays and birthdays. Use your school district calendar to add school vacation days, exams or other testing dates and any other important events. When school begins, help your child expand the calendar with a color coding system: red for tests or quizzes, blue for long-term projects, black for nightly homework and green for fun activities. Being able to see activities for an entire month helps children plan and organize time more effectively.
· Practice estimating time with activities such as a family dinner or sports practice. Begin by practicing this skill with everyday activities over the summer, and then encourage your child to use the same strategy with his or her homework. By recognizing the actual amount of time necessary for schoolwork, chores and fun activities, your child gains an awareness of the passage of time and the importance of managing time efficiently.
· Teach your child how to divide long term projects into manageable tasks. Once again, it is best to practice this strategy with fun activities over the summer, and then apply the skill to schoolwork in the fall. It is easy to combine this strategy with practicing how to estimate time accurately. For example, have your child list the steps associated with preparing a family dinner, such as choosing the menu, finding the ingredients, cooking the food, setting the table, eating, clearing the table and washing the dishes. After the activity is divided into specific tasks, your child can estimate the time each step will take and compare this to the actual time. Learning how to divide large projects helps students initiate and complete daunting academic assignments by breaking the large task into manageable pieces.
· Avoid procrastination. Some students cancel afternoon or weekend plans because of homework but still delay completing the work until the last minute. Teach your child to pair difficult or boring tasks with a reward by modeling. You can explain that you have been putting off cleaning that closet or junk drawer, but have decided to get it done and then reward yourself with a long bubble bath. Working from a “To Do” list helps both you and your child prioritize tasks and plan time effectively.
As children become more conscious of time, it is easier for them to succeed in school and extracurricular activities. Fortunately, time management skills can be learned. Parents can help students become aware of time every day: how it is spent, how it is wasted, how it is planned, and how quickly it passes. Practicing time management strategies will help your student become a better manager of time and ultimately benefit the whole family.
6. Determining learner readiness for online learning.
Here is a web site to test your child’s online learning readiness.
http://www.theni cc.edu/courses/teachnology/online_survey_
or
Take this quiz to see if you would be a good online learner |
Are you ready to take on a online education course or participate in a distance learning program? Find out by taking the Online Learning Readiness Self-Assessment. Read each statement and decide if the statement best describes you in four different areas: learning environment; life and academic skills; course expectations; and technology. Keep track of the total number of "yes" answers, and use this number to determine your readiness for distance learning. |
Your Learning Environment | |||||||||||||||||||||
Y | N | I have a specific place where I will be able to study and work on my course assignments. | |||||||||||||||||||
Y | N | The place I will study is relatively free from interruptions. | |||||||||||||||||||
Your Life and Academic Skills | |||||||||||||||||||||
Y | N | I am a self-motivated student. | |||||||||||||||||||
Y | N | I complete what I start. | |||||||||||||||||||
Y | N | I am able to work independently with little direction. | |||||||||||||||||||
Y | N | I am capable of self-discipline. | |||||||||||||||||||
Y | N | I am an organized person who is able to structure my own time and surroundings. | |||||||||||||||||||
Y | N | I generally do not get easily discouraged when I run into difficulties. | |||||||||||||||||||
Y | N | I believe that what I learn or do not learn is ultimately my own responsibility. | |||||||||||||||||||
Y | N | I think of myself as a good student (e.g., take good notes, prepare and study for examinations, write well, employ good study habits).999 | |||||||||||||||||||
Y | N | I can read for comprehension at the level of courses I am interested in from a range of materials: books, journals, websites, etc. | |||||||||||||||||||
Y | N | I am comfortable calling or emailing an instructor to ask questions about his/her course. | |||||||||||||||||||
Y | N | I am comfortable making points and asking questions for clarification (face-to-face, by email, in a listserv or online discussion). | |||||||||||||||||||
Your Course Expectations | |||||||||||||||||||||
Y | N | I expect to be able to spend 2-3 hours per credit hour on my college-level course, every week. | |||||||||||||||||||
Y | N | I would expect to spend as much time in a distance learning course as a regular face-to-face course.
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