1. Textual Information- Textual Information consists mostly of text. In elearning textual information can be presented in a lumber of different ways. One such way is through announcements. Most LMS/CMS’s have a place for the instructor to post announcements. These announcements consist of text to get information to all students. Announcements are effective when professors have assignment changes, questions to address to the whole class, important updates, etc. A second way textual information is effective in elearning is through documents. Many professors will attach a word document to their LMS/CMS page when wanting to address a large amount of textual information. Examples of documents would include syllabi, course schedule, assignment requirements, etc.
Presentation Graphics Slide Show- Presentation Graphics and Slideshows can consists of text, graphs, pictures, videos, etc. These can be viewed in a number of different ways such as printed form, through a computer monitor, or projector. For an elearning course instructors might attach a link to a powerpoint presentation. This is used as a type of lecture for an elearning course. Students can view images, read text, watch videos, etc.
Spreadsheets and Databases- Spreadsheets and Databases provide a way to look at and present data. An instructor might use a Spreadsheet such as Microsoft Excel as a gradebook. He/She might post this so students can view their grades and calculate what they need to get on an exam to achieve a desired grade in the course.
Multimedia objects- Multimedia Objects in the elearning environment include videos, pictures, sound or all three. A few examples are if an instructor posts a video, pictures, or maybe in a podcast on their LMS/CMS system. One example is how Professor Newberry has included a podcast of some of the readings on Blackboard. In addition, to the podcast he included the same thing in a textual document. Other online courses I have taken I watched videos that are linked to blackboard site.
2. Our textbook explains a number of different ways in which to organize text documents. These include the following:
Use white space, bulleted list, and other text attributes
Use URL links appropriately
Use text links within documents
Address user viewing preferences
Require Standard File Format
I believe that using white space, bulleted lists, and other text attributes is one of the most guidelines when it comes to organizing text documents. The way in which white space bulleted space, and other text attributes are used helps students organize their thoughts, makes text easier to read, and increases the ability for students to process the information. If a test document is one large paragraph the document then seems harder to read and thoughts can become confusing.
Other text attributes that can be used to help the reader is fonts, italics, and bold text. Titles and Subtitles should be given a different format so that is draws the reader’s attention and lets the reader know the following text is different than the previous text.
The following is an example of a course syllabi that uses white space, lists, and other attributes in an organized manner.
HIGH SCHOOL SOCIAL STUDIES SYLLABUS
Parents and students: please review this syllabus carefully. It contains important information about course grades and behavior expectations. Thank you!
These are the behaviors that students are expected to exhibit in class:
Have class materials ready to use
Follow instructions for turning in assignments
Listen carefully to directions and follow them
No snacks– water in clear containers only
Be ready to think–participate–learn!
Student who are not ready when the bell rings are counted tardy, as well as those who arrive late. Students who have to leave the room because they did not come to class prepared will also earn a tardy. Those arriving late are asked to come into class quietly and sit in the first available desk so as not to interrupt class activities. Tardies are counted on a school-wide basis, and detention is assigned from the office.
Hall Passes: Students must receive my permission to leave during class time. A hall pass must be used.A conference will result if students abuse the hall pass privilege, and the privilege may be revoked.
Citizenship Grades: Students will receive numerical grades which reflect their behavior in the classroom. These citizenship grades will be based on the following list of behavior expectations (these are examples only, as a complete list is not possible for each category):
1) Students are expected to take responsibility for learning. BE PREPARED!
2) Students are expected to respect the rights of others. BE RESPECTFUL!
3) Students are expected to treat property with respect. YOU BREAK IT, YOU BUY IT!
4) Students are expected to act in a safe and healthy way. KEEP YOUR HANDS TO YOURSELF!
5) Students are expected to follow the rules in the Parent/Student Handbook in this classroom.
Consequences will be applied according to the school district’s discipline policies and procedures for those students who will not be respectful of the behavior expectations. Everyone starts out with a “4” in citizenship. It is up to you to keep that “4” by following these expectations.
Grades are based on total points accumulated on quizzes, tests, homework, class assignments, class participation, and projects for the semester. Grades are calculated at the end of the third week, at midterm (fifth week), at the end of the seventh week and at the quarter (ninth week). ALL students receive progress reports at these times.
1) Students must use clean whole sheets of paper;
2) The student’s name, date and assignment must appear in the upper right corner of the paper;
3) Students must use dark inks or dark pencil, or keyboard their assignment neatly;
4) All corrections should be neatly made;
5) Papers with too many mechanical errors will be returned to the student for correction before grading.
Extra credit: Students may earn extra credit by doing exceptionally well on class work or by correctly answering specific questions embedded in assignments and quizzes, as determined by the teacher. No extra credit is given on assignments turned in late. Special extra credit assignments are not available. Students should earn their grades based on the regular course work.
Late work: Students are expected to turn their class work in on the due date. Work turned in after the due date will be marked down 50% for the first day late–the assignment is worth 0 points after that day. Students are always free to discuss with me the reason their class work is late; if they do this when the assignment was originally due, then the late penalty may not be applied. WARNING: I grade late papers as I have time. It may be several days or even weeks before a student’s grade is changed after late work is turned in. This may affect eligibility for extracurricular activities. No late work is accepted the last week of the quarter.
Makeup work: Students have one school day for each day absent to turn in all makeup work (unless arrangements are made with the instructor for more time). Not all class activities can be made up, as they require direct participation by the student.
Semester Grades and Evaluations: Nine weeks and semester grades are calculated as percentages using a scale of 90% = A, 80% = B, 70% = C, 60%= D, <60% = F.
3. Synchronous communication is direct where every personal involved in the communication are present at the same time. This includes, but is not limited to, a telephone conversation, a board meeting, a chat room event and instant messaging.
Asynchronous communication does not require everyone in the communication to be present at the same time. Examples would include the following: e-mail, discussion boards, blogging, and text messaging over cell phones.
I think with online learning most communication is asynchronous because most people who are taking these course can not not attend a class at a certain time or place. On the other hand, I have had online courses that require students to come into one or two class sessions at CSUSB and that would entail synchronous communication. It would be possible to say that our Talkshow session was synchronous communication even though it was available for others to listen to later. I believe it is considered Synchronous communication because those who did not attend the live session were unable to communicate their thoughts, feeling, and questions.
When choosing between synchronous communication and asynchronous communication one must consider the audience, the availability of the participants, and the intention and goal of the communication session.
4. The following are tools that blackboard enables synchronous communication:
5. The following are tools that blackboard enables asynchronous communication:
6. If I was teaching an elearning course I would use discussion boards to facilitate conversation student-teacher interactions and student-student interactions.
If I were teaching elearning English 9 course where they were reading a novel such as The hunger Games I would use the discussion board to facilitate learning. For each chapter the student reads they would need to post a discussion thread responding, critiquing, and answering assigned questions for that particular chapter. In addition, they will need to read others threads and respond to them just like we do with our blogs in this course. This type of assignment would use asynchronous communication to facilitate communication.
In order to ensure this assignment is successful. I, as the teacher, will read and grade all threads and student responses. I would make sure students are discussing original ideas and giving genuine responses to their classmates.