Week 10 Online Posting

The online class that I chose to develop was my Session Three Goal from the previous week. See below:

Session Three Goal: Applying algebraic principles and techniques to the solution of applications

Interaction: Student-Student; Student-Instructor; Student-Content

This goal would be to correctly identify, step-up, and solve an application type problem (AKA word problems!) using algebra skills learned in the class. I would be able to post a word problem using either a chat room discussion or Skype and the students as well as the instructor could talk about the problem and how to arrive at the correct solution. If Skype was used as the telecommunication media, I could message all of the students in a conference call a particular problem and we could all discussion how we can go about setting up the problem as well as arriving at the solution. If there is any discussions, we could discuss the problem easier using Skype rather than a chat room because we would not have to worry about each students' typing speed as a factor.

The evaluation for this exercise would be to participate in the discussion and provide input towards the solutions to the problems. As an instructor, I would not expect the same student to arrive at the solutions all of the time. I would try as much as possible to keep everyone participating in the discussion and make it as inviting as possible. If I can see that a particular student has been quiet for a while, I might ask that student a question or ask for their input on the next particular step of the process. I would do this not to embarrass the student, but to make sure that their participation is part of the discussion.

Technology that supports this type of interaction:
Computer
Internet
Skype
Chat room
Online Videos

I particularly like this goal because I like to keep all students engaged throughout the week. I believe the more math that a student can practice, the better off they will be. (I have yet to find a student who practices more math only to become worse at it!)

The students would visit their digital textbook for information on how to solve the application problems. For RCC, we use MyMathLab.

http://coursecompass.com/

Video Number 1: (Will show the students how to solve application problems)
http://quicktime.pearsoncmg.com/aw/mml/kin10/kin10_0508_MSTR.mov

Video Number 2:
http://media.pearsoncmg.com/aw/aw_mml_shared_1/developmental/bke07_0507/0507.html

Video Number 3:
http://media.pearsoncmg.com/aw/aw_mml_shared_1/developmental/cei0606/0606.html

Video Number 4:
http://media.pearsoncmg.com/aw/aw_mml_shared_1/developmental/kin10_tfs05/kin10_tfs05.html

Here is the URL for the google discussion site that I set up for this class.
http://groups.google.com/group/mat-52-elementary-algebra

On this discussion site, I have posted 10 application problems for the students to work on. You may visit the site to view all of the examples. The problems vary in the level of difficulty, starting with the easier problems and gradually progressing to the more difficult problems.

The students would be expected to visit the site and post the next step towards solving the problem. This might include:

• identifying the variables and the constants
• setting up the problem
• setting up the equation to be solved
• solving the equation
• stating the answer to the problem
• or identifying if there is a mistake with the previous posting and identifying how to correctly fix the problem

Throughout the week, I would open up virtual office hours on Skype where I would be available to answer any questions that students may have. These hours would probably match up to my office hours for my traditional students which would be MW 10:30am-12 noon and TTh 8:30am-11:30am. During these hours, students may contact me if they have any questions with a particular problem or the steps involved in solving those problems.

Week 9 Developing an Online Class

This is my description for my online elementary algebra class at Riverside Community College.



The students in this class would be community college level students ranging in age from 14 yrs and older. The average age for the community college student in Moreno Valley is between 17 -23 years old. The students would be from all ethnic backgrounds and located primarily in the Moreno Valley and Perris community, but could come from other counties as well. About half of the students in the class would have been placed in the class according to the students' results on the placement exam, and the other half would have taken the prerequisite course which is Pre-Algebra.

The content of this course would be equivalent to the first year study in the area of algebra. Usually this would equate to 8th grade level mathematics. The main topics would be solving linear and quadratic equations, applying algebraic principles to expressions, factoring polynomial expressions, solving application problems and graphing linear equations on a rectangular coordinator system. The objectives that I would focus on in my class are:

1. Factoring polynomial expressions.


2. Evaluate algebraic expressions.


3. Applying algebraic principles and techniques to the solutions of applications.


4. Use the symbols and vocabulary of algebra to communicate mathematical concepts.

I would evaluate my students by examining their scores on the textbook web-based program called MyMathLab, their participation in discussion boards and chat room exercises and also their sharing of ideas and solutions through email. I would expect them to participate in a synchronous chat room, Skype, or IM discussion once a week at a specific time, probably in the evening. I would give them a choice of two times during the week in which they may participate. If either of those two times will not work for a student, arrangements would be made on an individual basis. The MyMathLab problems would have specific due dates and hopefully the students will not wait until the last minutes before attempting these problems. The idea of having a discussion forum would be to discuss the various problems throughout the week on MyMathLab using the discussion forum.

Session One Goal: Factoring polynomial expressions

Interaction: Student-Content; Student-Instructor

The interaction for my first goal of factoring polynomial expressions would take place using MyMathLab. The students would watch the online videos demonstrating how this process takes place. They may also look at the various examples that are already done for them in their online textbook. The primarily goal would be for the students to engage in the process of factoring polynomial expressions to their complete factored form. The students would work a variety of homework problems, submit their answers to MyMathLab, and get their results. If the students have questions on the validity of an answer, they can always contact me as their instructor and I can assist them in comparing their answer to the software's answer.

The students' evaluation for this exercise would be based on the number of homework problems they got correct from the homework from MyMathLab. The program will allow the student to attempt the homework more than once up until the due deadline. If the students does not get the correct answer, they have a variety of options to learn how to correct arrive at the correct answer. They could ask their instructor, view how to complete that particular problem, or watch a video of how a similar problem is correctly worked out. Then the program will ask them if they would like to attempt a similar problem for full credit. Of course, the similar problem would be the same type of problem with different values included.

Technology that supports this interaction:

• Computer
• Internet
• MyMathLab
• Online Videos

Session Two Goals: Evaluate algebraic expressions

Interaction: Student-Student; Student-Instructor

This goal would be satisfied through the use of an asynchronous discussion board. I would post an algebraic expression and the students would respond to the next step in the sequence on how that algebraic expression should be simplified. If the previous student response is viewed as incorrect, the student would respond by stating where the mistake was and how the mistake can be corrected. This would make sure that students followed the order of operations and that they read what the previous student posted for an answer. I would state a rule that students would only be able to post one step of the solution at a time and not be allowed to skip any steps. Each process of combining like terms, distributing factors or rewriting in descending order would be counted as one step. The goal would be the student who posted the final simplified answer.

The evaluation process for the discussion boards would be at least three postings during the week. The students who actually arrive at the final answer and post the correct final answer would receive a bonus (something small, but some type of encouragement to have the students log on everyday!). If the students have 3 or more postings of either correct next step processes or corrections to a previous post, the student would receive maximum points for that weeks' participation grade.

Technology that supports this type of interaction:

• Computer
• Internet
• Discussion Forum
• Online Videos

Session Three Goal: Applying algebraic principles and techniques to the solution of applications

Interaction: Student-Student; Student-Instructor; Student-Content

This goal would be to correctly identify, step-up, and solve an application type problem (AKA word problems!) using algebra skills learned in the class. I would be able to post a word problem using either a chat room discussion or Skype and the students as well as the instructor could talk about the problem and how to arrive at the correct solution. If Skype was used as the telecommunication media, I could message all of the students in a conference call a particular problem and we could all discussion how we can go about setting up the problem as well as arriving at the solution. If there is any discussions, we could discuss the problem easier using Skype rather than a chat room because we would not have to worry about each students' typing speed as a factor.

The evaluation for this exercise would be to participate in the discussion and provide input towards the solutions to the problems. As an instructor, I would not expect the same student to arrive at the solutions all of the time. I would try as much as possible to keep everyone participating in the discussion and make it as inviting as possible. If I can see that a particular student has been quiet for a while, I might ask that student a question or ask for their input on the next particular step of the process. I would do this not to embarrass the student, but to make sure that their participation is part of the discussion.

Technology that supports this type of interaction:

• Computer
• Internet
• Skype
• Chat room
• Online Videos

Session Four Goal: Using the symbols and vocabulary of algebra to communicate mathematical concepts

Interaction: Student-Instructor; Student-Student

This goal would be to have the student communicate with their instructor through the use of email the steps involved in solving an algebraic equation. The student would have to email the instructor a detailed step by step process of how the solution to a problem is solved. I would 50-80 problems that the students could choose from. When the student chooses a particular problem, they would email the instructor as well as the other students in the class so that other students would know they could not choose the same problem as well. I would also remove that problem from the potential list of problems to choose once a student has selected one. Then the goal would be to solve the problem but also email the instructor a detailed step by step process of how the solution to that one problem was arrived. The students would need to use correct terminology and vocabulary that is pertinent to that particular problem.

The evaluation for this goal would be as follows:

• Correct answer (1-10 points)
• Correct use of vocabulary (1-10 points)
• Detailed step by step process (1-30 points)

In the evaluation, 20% of the their grade would be based on whether the student arrived at the correct solution or not. I would expect that a majority of the students should receive full credit for this portion especially if they are able to ask for help from another student or the instructor. Another 20% would come from the correct use of vocabulary. This would be determined through the detailed step by step process of how to solve the problem. A majority of the grade would be based on the step by step process (60%). The student would only have one problem in which they can focus their attention to providing all of the details needed to solve that one problem. They should be using the correct terminology and symbols when they are detailing out the solution to the problem.

Technology that supports this type of interaction:

• Computer
• Internet
• Email
• Discussion Board
• Skype
• Chat Room
• Online Videos

James

Week 8 Student Learning Objectives

I would like to design an online elementary algebra class for community college students. This level of mathematics course is the most popular at the community college level because it the exit course needed to attain the AA degree. However, if you translate the level of math to our traditional grade level, elementary algebra is only 8th grade mathematics. The state of California is debating whether to raise this requirement to the next higher level which would be intermediate algebra, but that still only translates to 10th grade mathematics. It is hard to believe that one can graduate with a college level degree but only achieve 8th or 10th grade mathematics level.

Since elementary algebra is our most demanding course, my goal will be to create the most interactive online elementary algebra class so that many more students will be able to take this course and the school would not be restricted by lack of facilities or other issues.

Student Learning Objectives for Elementary Algebra would be:

• Perform arithmetic operations on real numbers and polynomial, rational, and radical expressions.

• Evaluate algebraic expressions.

• Solve equations involving linear, quadratic, rational, and radical expressions.

• Graph linear equations and inequalities given the equation and find the equation given the graph.

• Factor polynomials.

• Apply algebraic principles and techniques to the solution of applications.

• Use the symbols and vocabulary of algebra to communicate mathematical concepts.

These learning objectives would be achieved through the following topics:

1. Real number operations
2. Linear equations and inequalities in one variable with applications
3. Exponents and polynomials
4. Factorization of polynomials
5. Graphs of linear equations and applications
6. Radical expressions
7. Systems of equations and applications
8. Rational expressions and equations

Next week I will look at the design of the course to teach these goals.

Week 7 Annotated Bibliographies

Article #1
Using email to enable e3 learning

Citation:
Kim, C. (2008). Using email to enable e3 (effective, efficient, and engaging) learning. Distance Education, 29(2), 187-198.

Summary:
The use of email has increased over the last 10 years to the point where email is one of the primary methods of communication in distance education courses. The use of email to teach students in a way that is effective, efficient and engaging is examined in this article. The 3 main questions that are discussed in this article are:

1. How is email utilized for learning and instruction and specifically in the intersection of both cognitive and noncognitive aspect?
2. What are the primary characteristics of email that support effective, efficient and engaging learning?
3. What templates for email should be implemented to optimize the use of email in communications with students?

Several studies examining email utilization for learning and instruction were compared. One study focused on the use of email for mentoring, collaboration and counseling. Another study looked at the use of email as a supplemental communication between the students and instructor. Another study found that email works best when it is sent out to a group of students. But email also gave the students a sense of personal attention. "The researchers concluded that email encouraged intimacy between instructors and students, which was a result of a sense of psychological safety." (P. 189)

Email was found to provide motivational support to students in required courses. It is often difficult for instructors to change a students' attitude in a course simply through text, but sometimes a simple personal email message might change their outlook in the course. This will also encourage and facilitate learning. For students with low self esteem, a personal email might help to build a positive attitude towards the subject matter.

Finally, the framework of the email construction is discussed. There are four basic categories to constructing an email: 1) attention 2) relevance 3) confidence 4) satisfaction. The students must feel as if the instruction is giving each student the attention they deserve in the class. The students need to feel that what they are learning and spending their time on has relevance. The confidence and satisfaction level of the students in a class can be maintained through a well constructed email.

Review:
This article examines the way in which email can be used constructively in a distance education class. The effective, efficient and engaging learning model is explained clearly and in detail. Using the 3 "e" model, a distance education class can be improved through the use of email between the instructor and the students.

It is interesting how the simple construction of an email message can possibly change the attitudes of students in low motivational classes or required classes. Also, the template of the email can help to motivate students to perform better in their distance learning classes.


Article #2
Learning Designs

Citation:
DeGennaro, D. (2008). Learning designs: An analysis of youth-inititated technology use. Journal of Research on Technology in Education, 41(1), 1-20.

Summary:
The youth of today are not the same type of learners as they were 50 years ago. Young children of this modern age have the knowledge to run a DVD player or set the clock on a microwave. The younger generation is growing up with digital cameras where the image appears on the back of the camera right after snapping the picture. Therefore, the learning style of today's youth should be adjusted to meet their present day needs.

The researchers in this article examined a project where IM (instant messenger) was implemented in an experimental class with a group of students. The students in the class initiated the use of the instant messenger as a means of communication with other students in the class as well as their teacher. A sociotechnical system framework was developed to structure the use of the instant messenger interactions.

The results from the study showed that instant messenger encouraged the participation and the communication within the students in the class as well as communication with their teacher. A theoretical and methodological analysis as to why this might be true is also explored in this article.

Review:
This is an interesting article describing how instant messenger can be seen as an important tool in the telecommunication between participants in a class. Although it didn't seem like the experimental class in this article was online, the study could be done again with an entirely online class to see if the results are similar or different. The data that was collected was subjective. The transcripts of the daily dialogue between students and the teacher through the use of instant messenger was printed out and examined. It is interesting that as the study went on, the length of the messages seems to decrease.

Other data that was collected were the interviews that were conducted with both students and teacher on a monthly basis. The study could have been improved by conducting an anonymous survey in which the participants could not be identified to see if similar results were stated.

Article #3
Podcasts

Citation:
O'Toole, G. (2007). Multimedia-casting syndication for educational purposes considerations of a podcast for use in higher education. British Journal of Educational Technology, 38(5), 939-941.

Summary:
Audio podcasts have become very popular in the last few years for online classes. This article looks at the development of the podcast in higher educational classes at the University of Denver. The evolution of the video podcast was a result of the audio podcast first. At first, the University was only going to allow for one audio podcast per instructor with a URL to the podcast for the students. These files at first were purely audio. But that soon changed very quickly.

The audio podcasts that were first developed each had a Coldfusion form with information like title, description, length, and file type. This information was collected so that the podcast can be uploaded to the server at the University. The idea of having the podcast available for the students at any time is a plus.

The problem with the video podcasts was the size of the files. The large files would take up too much of the server space and it would take too long for the files to download and play. The audio/visual department is responsible for handling the recording of lectures; therefore, "they did not necessarily need to upload the files, as much as tell the xml document where those files were located. (P. 940) The audio/video manager converted all of the video files into the proper format to play on a video iPod.

Review:
This article is interesting because it describes both the pros and cons of using audio and video podcasts in higher education courses. The description of the process of how the audio podcasts are uploaded to the server is informative.

Week 6 Instructional Design for Online Learning

1. What is the nature, of the dichotomy between use of the Internet as a content delivery mechanism or as a communications medium?

In an online class, I feel the Internet is used more as a means of delivering content of materials to the students in the class rather than a communications medium. The methods that online classes may present materials to the students include lectures, presentations, videos, websites, online readings, software programs, etc. This is typically what students expect when they enroll in an online class. Students expect to spend time sitting in front of the computer reading or watching material dealing with the class objectives in which they will later be asked to recall. Although, most students are familiar with using the Internet as a means of communication whether it be through VoIP, chat rooms, or instant messaging. Therefore, if students want to discuss material with other students or their instructor in an online class, I feel they are familiar enough with technology to find a means to communicate using the Internet without having to be told to do so.

2. List and discuss one instructional strategy from one of the three instructor provided articles that the instructor DID NOT MENTION.

The instructional strategy I prefer in both traditional as well as online classes that was discussed in the Illinois Online Network article Instructional Strategies for Online Courses is Collaborative Learning. This strategy involves two or more students working together to understand the material that the instructor has presented. Usually the students in the collaborative learning strategy are from varying abilities, however, the students would be able to each individually bring their strengths to a discussion to collaboratively work together. Students might be able to achieve this through a variety of media methods including email, discussion boards or even instant messaging. For example, the instructor might present an application problem in math (word problem). The students could each take turns discussing their step by step process they would use in order to solve the problem presented. One student could present one step of the process and the other student could present the second step until the entire problem is solve!

There are several strengths and weaknesses of implementing this collaborative learning strategy in an online class. One strength would be the ability to work together as a team to solve a problem. The students would be able to help each other out, especially if one student was stuck on a particular step of the process. Also, teamwork is a key skill in the workforce because most employers want a worker who can work with other people well and get along. Another plus for this strategy is that it is usually more enjoyable to work with someone in the learning process rather than learning alone. Granted, some students rather work by themselves, but a majority of the students would prefer to work together and support each other through the learning process. A weakness of this strategy would be working with someone who is lazy, unwilling to work or contribute and simply does not contribute to the discussion of the problem. Or if one of the teammates does not have good "people skills" as is able to communicate with the other people in the group. I have personally participated in collaborative group work where one of the group members did not like working with other people and it reflects how the group works with that particular individual.

In this class, collaborative learning could be implemented in a variety of ways. One way would be to assign group tasks where students would be forced to using the technology, similar to our discussion boards. This is one of the best ways I see for implementing this strategy because the discussion boards allow each student in the class to participate in the discussion and to respond to each other students comments. Another way collaborative learning could be implemented is to assign group projects where groups would be responsible for researching, using and evaluating different forms of telecommunications using the Internet. Both pros and cons could be compared and the best form of telecommunication as described by the students could be used for the entire class for a final project.

3. Discuss the role and nature of evaluation of student performance in online classes. Address this from the perspective of an instructional designer. What are the challenges to doing evaluation of student work in online classes? What are some guidelines that an instructional designer should follow to create effective assessments for online activities?

The evaluation of a student's performance in an online class is an interesting topic to discuss. First, there is the issue of academic honestly and integrity. How do we as instructors actually know that it is our students who are doing the work and not someone else? We never actually see the students and that could possible raise some issues with the evaluation process. I honestly think that by giving more quizzes and smaller assignments worth less points or percentages is one way to reduce the temptation to cheat. Students might be pressured to cheat if they have a midterm or final exam in an online class that is worth a larger percentage of their grade. In my online class that I teach, I have 3 midterms and a final exam, but I also give multiple quizzes throughout the semester so I can gauge how the students are performing in the class. Also, I can usually pick out if a student is doing poorly on the quizzes and then scores an "A" on a midterm or final exam. I might question the students' integrity in that case.

As an online instructional designer, one might like the idea of using discussion boards as a means to evaluate students' understanding of a topic. If the students can discuss an issue through the use of a discussion board in a satisfactory manner, usually the students have an understanding of the material. Or a bulletin board would work in the same manner. However the instructional designer would like to structure the discussion so that they can evaluate the students' understanding of the material through their discussion with classmates and/or the instructor would be appropriate.

Finally, a third option might be to assign small group project in which the students need to work together to get a project done. This would have to be an asynchronous activity since most of the students in graduate classes work during the day, but the students would be able to participate and do their part of a small group project. Perhaps every week could be a new group project in which each team member would be assigned to complete a portion of the entire project. A project manager position could be rotated around week to week, so the same person in not always in charge of collecting the pieces of the project and submitting the entire project to the instructor. This type of activity would also develop workforce skills that students would be able to implement in the future or in their current workplace environment.

James

Week 5 Telecommunication Technology Comparison

Telecommunication Technology Comparison:

With a poor economy, high gasoline prices, high parking permit costs and textbook prices on the rise, students are looking more and more at taking online classes versus the traditional classes. Although some students might have other reasons for taking online classes, such as disabilities, child care or work related issues, online classes are always the first to fill up at Riverside Community College.

Instructor's lectures are still the most popular method of disseminating information from professor to students. Whether it be a traditional, hybrid, redesign or online class, students can expect 70-90% of their learning to come from their professor's lectures. Therefore, it is important for all modalities of lectures to be able to relay the information to the students. For online classes, two forms of telecommunication that can be implemented for lectures are podcasts and Skype.

Podcasts could be used to record a lecture for students to play at any time. The asynchronous of the lectures are a plus, especially if not all of the students could meet at the same time. Also, not all students are the same type of learners, and for some students, replaying the lecture podcast over and over is possibly what they need in order for them to grasp the information.

In a mathematics classroom, a podcast video could be recorded for each section throughout the book. In additional, a Bamboo tablet might be connect so that the recorded podcasts could have the features of working out some of the math problems by hand and showing each of the steps of a solution. Of course, the main lecture and explanations would probably use PowerPoint slides to present the main topics, but for the sample problems, it would be helpful to use a Bamboo tablet so that the instructor can write out the steps to solve the problems. A podcast could also record the voice of the instructor talking the students through the solution.

One of the main advantages of using a podcast would be for the students who need to see or hear a topic more than once. Repetition will sometimes help students develop stronger mathematical skills as they progress through the levels. An audio only podcast would probably not be necessary since most students need to view and hear a math lecture instead of just picture the problems in their head.

The other form of telecommunication for a lecture in an online math class would be to use Skype to broadcast a lecture. Skype could be used to broadcast both audio and video either through a web camera shooting a picture of the whiteboard or paper of the instructor or using a Bamboo tablet and a web conferencing program like WizIQ. The students would be able to have all of the benefits of being in a "live" classroom without leaving the comforts of their own home. The instructor could set up a class time and all of the students would be logged into Skype from wherever they had Internet access. Then the instructor would set up a conference call with all of the students.

The advantages of using Skype versus a podcast would be the ability to ask questions as the problems are being performed. Students would be able to ask for alternative solutions or the possibility of solving a particular problem in a different way. This is probably the closest to the real thing as far as online lectures go. It would be almost like having the instructor sitting right next to you and your computer.

The disadvantage of using Skype would be the synchronous of the activity. All of the students would have to be online at the same time and would have to stay attached to the computer for the entire lecture. They could not leave during the lecture and get the notes at a later time. Another disadvantage would be the Internet speed of the students in the class. If the students all have different Internet speeds, more than likely the slower bandwidths would have choppy lectures which might be difficult to understand and follow. Also the videos might be delayed or slow in streaming.

As far as presenting a math lecture, I would be more inclined to use the video podcasts media versus the Skype, simply for the asynchronous ability to present a lecture to the students. I realize that not all students learn at the same rate and having the ability to play and replay a lecture is powerful. Also, most of the students work or have children to take care of, so getting a suitable time for all of the students to meet during the week might be difficult. That might be one of the main reasons for taking an online class in the first place. With the video podcasts, students would be able to work on their math 24 hours a day. If the bandwidth of their system is slower than what they would like, they have the ability to download the lecture, save it to a flash drive and take it to a faster computer with more memory or a better video card.

I also like the idea of using the Bamboo tablets to assist in writing out the math problems and working them out in the podcasts. I believe that viewing how the solution is arrived at is one of the most important steps in a math class. The Bamboo tablets would provide this opportunity for the students to view the solutions to various sample math problems.

My second choice for lectures would be to use Skype. However, I would lean more towards using Skype for virtual office hours rather than lectures. For virtual office hours, a Bamboo tablet could be used and students could "call in" with questions on specific problems from their homework. I currently use Skype as an alternative to the telephone for students in both my online sections and face to face sections. Very seldom to I get any calls from students, but the students know that I am available to assist them if they want.

Online math classes are not for all students. Some students need the face to face interaction and the environment of being in the class in order to learn mathematics. Some students are disciplined and have the special ability to learn math through listening. However, for those students who have no choice but to take online classes or no classes at all, I feel the video podcasts are the best way to get through to the students. The students are able to view the lectures at the best time for them. They can view the lectures as many times as they wish, or they can skip through sections that they might be comfortable with. Also, the students might want to view part of a lecture and then pause the podcast as they work through the sample problem on their own. Then they have the ability to view the full solution once they worked through the problem on their scratch paper. I think the students would agree that they prefer asynchronous lectures versus synchronous lectures.

James

Week 5 Annotated Bibliography

Here are my annotated bibliographies with links to the articles in PDF format:

Citation:
Price, E., Malani, R., & Simon, B. (2006). Characterization of instructor and student use of ubiquitous presenter, a presentation system enabling spontaneity and digital archiving. American Institute of Physics, 7(3), 125-128.

Summary:
With new technologies being developed everyday for students, traditional methods of teaching may be a thing of the past. This study examines the usage of the Ubiquitous Presenter (UP), which is a tablet PC based program that allows the user to write on prepared slides. The writing process known as “ink” can be added to prepared slides to show emphasis, animation, or simply to stress an important topic. The ink can be a multiple of colors and can be erased at any time. One of the strengths of this UP system is that each stroke of the stylus on the tablet pc can be recorded and view synchronously via the web.
This research study involved two physics classes using the UP system to teach the students. Lecture slides were “inked” in class during both studies. The instructors could add color, erase, more details or definitions or simply blank space to their slides. Problems could be worked out during lecture on the tablet pc instead of the traditional method of using the chalk board.
A student survey was administered to the students in both of these classes and the results were tallied. The students from both classes felt the UP system was a benefit to the learning of the materials rather than a distraction. The students usually viewed the recorded lecture slides right before taking an exam or quiz. Other students used the slides for lectures that they might have missed. Both blank slides and fully inked slides were viewed by the students. Very few of the students took advantage of watching the progressive slide recordings where the slides progressed from unmarked slides to fully inked slides.

Review:
The UP system is what the future teachers need to start preparing for. More and more of these newer technologies are going to start taking over traditional methods of teaching on the chalkboard in front of the classroom. This system could be implemented in both a traditional class like this study was conducted on, or hybrid and online classes. The recording features of the UP system are definitely an advantage especially for the students who want to review notes in preparation for an exam.
The survey and results sections were also very interesting. A majority of the students used the slides to help review materials before an exam or quiz, but very few admitted to using the slides to make up for class lectures that they might have missed. A majority of the viewed slides were the fully inked versions versus the bare prepared slides. These results could be very different depending on the institution that one might be teaching at, such as community college versus a 4-year university.

Article #1


Citation:
Cox, B. (2008). Developing interpersonal and group dynamics through asynchronous threaded discussions: The use of discussion board in collaborative learning. Education, 128(4), 553-565.

Summary:
Communication in an online class is one of the difficulties we face as educators. The methodologies that are implemented to replicate the face to face discussions are often times the most troublesome part of online teaching. However, discussion boards can be used to replicate the instructor to student as well as student to student discussions that can occur in a traditional face to face class.
This study examines using the discussion boards as a tool to generate discussions in three online classes between both the instructor and the students. The instructor posts opened ended questions in which the students in the class would respond to either the instructor’s initial post or to other students’ replies. This type of communication is asynchronous which benefits most graduate students who are working during the day.
Discussion boards allow the students to respond to both the instructor as well as other students in the class. This type of social relationship that is created is similar to the face to face discussions and relationships, but in online classes, this relationship simply takes more time to develop. Sometimes students are more hesitate to respond to another student online because they cannot see the body language of the student receiving the reply. Other students would post comments and replies to a discussion board that would never raised their hand in a face to face classroom.
A study was conducted with three graduate level law classes, one 5 weeks and two 10 weeks in duration. The classes were online with a discussion board type of response system. The instructor would post open ended questions and the students would respond to either the instructor and/or to other students in the class. The results were very similar in all three cases. The discussion boards allowed all students in the class to participate in discussions. Their thoughts and ideas were shared with others in the class. Also, the learning community that was created by the discussion boards took a little longer to establish than it would have in a face to face class, but the asynchronous format allowed for collaborative learning.

Review:
This is an interesting article for anyone who is interested in the use of discussion board to promote telecommunications in an online course. The use of open ended questions for the instructor to post might not be suitable such as in a pre-algebra or geometry course, but higher levels of mathematics might benefit from this type of discussion.
The author notes the fact that discussion boards do create a learning community for the students to develop; however, it might take more time than it would in a face to face class. Collaborative learning is essential to any online class and discussion boards are one way this can occur.


Article #2

James