1. Module One: An Overview of Online Tools Brown Bag #1-Feb.24, 2008 ©2008

2.  Learn about the effective use of online tools for communication and collaborative learning  Learn the differences between asynchronous and synchronous communication tools Module One Course StudentInstructorStudent

3.  Online tools make it possible for the ◦ Visual learner to learn by “seeing” online discussions ◦ Tactual learner to learn by actively participating in online discussions ◦ Auditory learner to learn by “listening” to online discussions Module One

4.  What are your educational objectives/strategies for your class?  Which of these objectives can be met by using online tools? Module One

5.  More options for students with different learning styles  Create more meaningful interactions with students  Extend the classroom boundaries  Enable all students to participate (the shy student, the reflective thinker, the disabled student, etc).  Offer students more opportunities to use the language of your discipline Module One

6. ASYNCHRONOUS  Communication without regard to time or place ◦ Email ◦ Listservs ◦ Bulletin Boards SYNCHRONOUS  Communication without regard to place, but with designated meeting times ◦ Chat ◦ Instant Messaging ◦ Virtual Reality Environments ©2000 Module One

7.  Benefits ◦ Opportunity to provide individual attention to students ◦ Students can conduct group projects via email ◦ Shy students may be more apt to participate via email ©2000 Module One A closer look at asynchronous tools

8.  Group e-mail in Blackboard  Benefits ◦ Students can continue class discussions after they leave the classroom ◦ Answer questions and post to the entire class at once BLOG ©2000 Module One A closer look at asynchronous tools

9.  What is a Bulletin Board? ◦ Sample of a bulletin board –Bb Discussion Forum  Benefits ◦ Post important information for your students (schedule changes, grading information, reading lists, etc.) ◦ Stimulate student discussions by posting questions, which are threaded and make following discussions easier ©2000 Module One A closer look at asynchronous tools

10.  What is chat? ◦ Sample of a chat room ◦ Benefits ◦ Introduce content experts from outside the class ◦ Online office hours  Example ◦ Online office hours  Activity ◦ Chat area in Groups ©2000 Module One A closer look at synchronous tools

11.  What is a Virtual Reality Environment? ◦ Chat, Collaboration, virtual conferencing  Benefits ◦ Similar to chat, with these added benefits  Ability to express non-verbal gestures (different from chat)  Users help build the virtual environment or community  Example ◦ Classes work together across different universities  Activity ©2000 Module One A closer look at synchronous tools

12.  Preparing Yourself ◦ Use your college schedule of classes, catalog, or web site to inform your students that your course will use online tools—web-augmented, hybrid, 100% ◦ Make sure students have the facilities available to access the tools (campus labs, local library, home) ◦ Use a separate email account for communication with students—sometimes recommended ◦ Set up the bulletin board, listserv and chat room facilities you plan to use well before classes begin and test everything prior to first use ©2000 Module One

13.  Preparing Your Class ◦ Privacy considerations ◦ The class survey  Find out what your students already know about using online tools  Facility Considerations ◦ Must make sure tools are accessible to students before requiring them to use the tools for class ©2000 Module One

14. Module Two: Using Asynchronous Communication Tools ©2000 @ONE

15.  Learn to enhance faculty-student communication using asynchronous tools  Learn to enhance student-student communication using asynchronous tools  Learn to manage class communication using asynchronous tools  Troubleshoot strategies and backup plans when using asynchronous tools ©2000 Module Two

16.  Participation in group projects is easier  Students can participate at any time  Online resources can be easily shared  Learning process can continue when class is cancelled  Student may be more comfortable writing than speaking  Personalized attention can be given to students in need  Any other examples? (page 26) ©2000 Module Two

17.  One-to-One Communication ◦ Email to an individual student  One-to-Many Communication ◦ Communication to groups of students using email, listservs, or bulletin boards ©2000 Module Two

18.  Communication Styles ◦ Students and faculty must be aware of different communication styles ◦ Instructor must set the tone for email messages ◦ Let students know at the beginning of class your policies regarding response time ◦ Use “clues” to help convey the meaning of your messages  Clues refer to emoticons and acronyms ©2000 Module Two

19.  Emoticons :-) or : ) Smiley (most common) ;-) or ; ) Wink :-o or : o Gasp :-( or : ( Unhappiness Any others? ©2000 Module Two

20.  Acronyms BTW: IMO: IMHO: FAQ: FYI: ROTFL: LOL: F2F: ©2000 Module Two By the way In My Opinion In My Humble Opinion Frequently Asked Question(s) For Your Information Rolling on the Floor Laughing Laughing out Loud Face to Face

21.  Providing Feedback ◦ Students like the instant feedback they are able to receive when using online tools to communicate ◦ Instructors must set up their standards for responding to email  Turn-around time  Different response time for different types of questions?  What are the standards for students? ©2000 Module Two

22.  Editing Student Writing (samples page 31 & 32) ◦ Comment within the reply so the original message is set off from the regular text with >. ◦ Comment in all CAPS ◦ Use arrows, quotes, or brackets ◦ Use * with detailed explanations at the bottom of the message.  Be sure to let your students know your strategy at the beginning of the class and let them know what strategy they should use. ©2000 Module Two

23.  Additional Suggestions ◦ Copy and paste from a word processor if the email program doesn’t have a spell checker ◦ Realize material may lose formatting ◦ Use attachments when formatting is necessary, but warn students about viruses and make sure students save their attachments in rich-text format ©2000 Module Two

24.  Type the instructions for the activity you choose here ©2000 Module Two

25.  Type instructions for the activity you choose here ©2000 Module Two

26.  Type instructions for the activity you choose here ©2000 Module Two

27.  Which do you think would be the most appropriate used tool for Activity One? emaillistserv bulletin board  Which is best for Activity Two? emaillistservbulletin board  Which is best for Activity Three? emaillistservbulletin board  Can you think of any more uses in your classes? ©2000 Module Two

28.  Setting up student email accounts: ◦ Encourage students to use a free account so they are not giving out their personal accounts to the class ◦ Have your students send you an email as their first assignment; that way you’ll be sure to have their address ©2000 Module Two

29.  Let your students know your response policy  Use folders and filters to help organize your messages  Have your students put keywords in their subject line to make filtering easier  Use signature files  Set up auto-responses to your emails so your students immediately know you received it  Offer students alternatives to email to turn in papers in case of problems ©2000 Module Two

30.  If your campus has local bulletin board software, use it ◦ Tech support should be easier ◦ Students may be using the system in other classes  Free web-based bulletin boards are listed in the appendix ©2000 Module Two

31. Module Three: Using Synchronous Communication Tools ©2000 @ONE

32.  Expand the boundaries of your classroom ◦ Schedule guest speakers, have your students participate in existing chat sessions regarding current events, join two class together for discussion periods  Schedule online office hours  In-class tutors can set up chat sessions to help students  Facilitate group work and collaborative learning ©2000 Module Three

33.  Communication Styles ◦ Require your students to be prepared with questions and comments before participating in online discussions ◦ Provide focused tasks/assignments so students don’t get “lost” ◦ Act as the moderator and keep students on track ©2000 Module Three

34.  Providing Feedback ◦ Reserve feedback for a more private venue  Chat rooms will often allow you to send private messages to individuals  Make sure students understand how they will be graded when participating in synchronous activities  Students should know what you expect regarding behavior  Inform students if you will be keeping a printed log of chat and MOO sessions. ©2000 Module Three

35.  Netiquette & Best Practices ◦ Confine remarks to one or two lines ◦ Avoid extremely personal comments ◦ Do not use all uppercase letters (this is SHOUTING) ◦ Use only common emoticons or acronyms ©2000 Module Three

36.  Type the instructions for the activity you choose here ©2000 Module Three

37.  Type the instructions for the activity you choose here ©2000 Module Three

38.  Type the instructions for the activity you choose here ©2000 Module Three

39.  What positive outcomes can you see in using Chats or MOOs to communicate with students?  In what ways would a MOO be more effective than a Chat session?  What are some other uses of synchronous tools that you could use with your classes? ©2000 Module Three

40.  Chat ◦ Make sure there is a clear objective of the chat session and keep people on track ◦ Learn the features of the chat software you are using before introducing it to students.  Is Instant Messaging a built-in capability? Do you need it to be?  Can people easily find your chat room? ◦ You may need to divide your class into groups before using a chat session, rather than having the entire class log in at once. ©2000 Module Three

41.  MOO ◦ Make sure your are completely comfortable with MOOs before introducing them to your students.  See story page 50 ◦ Take small groups to MOOs for their first visit. ◦ MOO assignments should be designed as individual or small group efforts.. ◦ Provide a handout of the basic MOO commands that gives examples of their uses. ◦ More guidelines on page 51. ©2000 Module Three

42. Module Four: Creating Effective Lessons Using Online Tools ©2000 @ONE

43.  Identify learning objectives for students  Select tools that will help students achieve learning objectives  Learn how to design online groups and activities  Develop a short lesson/activity to take back to the classroom ©2000 Module Four

44. ©2000 Module Four X XX X X X X X X X X X X X X X

45.  Setting the Tone ◦ The tone you take (formal or informal) will likely be the one most students will assume ◦ Remind students of your response-time policy ◦ Provide guidelines for online behavior--“lurk” to make sure the guidelines are being followed ©2000 Module Four

46.  Modeling/Coaching ◦ “Lurk” in order to provide feedback to students who are having difficulty collaborating online. (page 58 & 59)  Suggestion: make copying you on messages a requirement when communicating with email ◦ If there are few interactions online; send a message to the students asking for feedback ◦ Watch small group discussions for comments about members who are not participating ©2000 Module Four

47.  Designing Effective Groups ◦ Survey the class ◦ 3-5 students per group ◦ Place one technologically-savvy person in each group ◦ Decide what to do about “flakes” ◦ Group students with similar schedules ◦ If you don’t want to set guidelines, you could ask each group to set its own standards for participation ©2000 Module Four

48.  Valuing Student Contributions ◦ Quality of contribution. For example, point will be given when:  The source of the idea is clearly stated  The comment clearly communicates the topic or issue ◦ Level of participation. For example:  Participation is required at least ___ times per week  Posts will be counted and points will be awarded for them  Points will be given if you start a relevant thread of discussion  Points will be awarded to the first person to contribute to each topic ◦ Your own ideas for grading (Page 65) ©2000 Module Four

49.  Quality of Assignments ◦ If a documents is received and you notice lots of problems in the first paragraph, send it back ◦ Use peer editing to refine assignments before you see them ◦ Post successful papers from previous classes to motivate students ◦ Post sample papers with corrections for modeling ©2000 Module Four

50.  Managing Assignments ◦ You don’t have to be so reactive, you needn’t read every message ◦ As you become more comfortable with groups, read only the top-level report, not all the lower-level chat ◦ Collect group reports instead of individual ones  Have students collaborate on assignments and only send you one message ©2000 Module Four

51.  Offer a variety of options to students with different learning styles  Create more meaningful interactions with students  Extend classroom boundaries  Improve communication with your students  Offer students the opportunity to use the language of your discipline  Encourage the development and growth of the learning community ©2000 Module Four

52.  Review the objectives on pages 70-71  Select your own objectives for your class. ©2000 Module Four

53.  You will be paired with a person in the class. Read the scenarios on page 71 and discuss the best tool for each scenario: ◦ Email ◦ Listserv ◦ Bulletin Board ◦ Chat ◦ MOO ◦ Instant Messaging ©2000 Module Four

54.  Use the worksheet on page 74 to design a lesson plan that incorporates the use of an online tool with your class. ◦ Be sure to address the objectives you wrote down in activity one (page 71). ©2000 Module Four

55. @ Empowering faculty & staff to enhance their work through technology @ @ O O N N E E @ONE De Anza College 21250 De Anza Blvd. Cupertino, CA 95014 info@onemail.fhda.edu http://one.fhda.edu