33 Matching Annotations
  1. May 2019
    1. The outcome of thisstudy revealed serious methodological problems with the analysis of the transcripts. Asdo most previous studies, this study reported high levels of unreliability among coders.This dissertation also contains no serious discussion of the unit o


    2. (usually a teacher) would be present to guide the discussion,diagnose misunderstandings, and negotiate meaning.

      AND consider the skillset of the participants. this is what Xu brings to the discussion - WHO is online.

    3. The authors conclude that the computer conference students ``adopted a more serious,worthier, style when taking part in the computer conferences, as if it were writing anessay, as shown by the higher ratio for important statements'' (Newman et al., 1996, p.62). This finding appears to support our theoretical position regarding the potential forfacilitating deep and meaningful learning in a computer conference environment. Whilesuch a finding supports the intuitive belief that text-based discourse and computerconferencing have this potential, there appears to be a downside, in that Newman et al.(1997) found that face-to-face seminars seemed to facilitate more creative and highervolumes of interactio

      How do these findings reflect or connect with inclusive teaching and HUG challenges. It's established higher order critical thinking CAN occur in a text based space - but who were the participants? What soft skills did they possibly posses that allowed them to be successful in an online space?

    4. dependent upon how communication is restricted or encouraged by the medium

      Interesting point to consider with chapter - instructor video - static video - affords only 1 way communication. It can convey the social presence of the instructor, but not the student -which connects with Alex instructor's perception.

    5. computer conferencing can fulfill this great potential indistance and on-campus education only if it includes the three essential element

      The assumption is this is achieved in a F2F environment - again dependent on teaching presence

    6. It may be that different media have different potentials to address cognitive,social and teaching presence

      This is the key phrase that must be revisited regularly as we consider what is 'good' teaching

    7. The challenge educators face today

      I'd argue this is a challenge in any modality.

    8. deep learning

      Back to humanizing - this requires a level of group interaction - again - we have to look at facilitation and design - but then really - how often is this happening in a meaningful way in traditional interaction? This is where blended comes into play - so does group size and student to instructor ratio. One model will not fit all.

    9. moderating a computerconference

      Making the connection here to what's been said about all 3 presences in COI - they each hinge on meaningful interactions with others. Personally, this can get frustrating and demotivating in a mediated environment with asynchronous interaction - so how can tools like, zoom overcome this barrier without disrupting the affordances of online with flexibility?

    10. of a shift from spokenlanguage to written language as the central mode of communication

      Still true today online? Yes ...Does it have to be? What about cultural sensitivity? Engagement is measurable online and a black hole F2F? What about the user ability to now control the learning environment?

    11. design of the educational experience.

      How does/will this match with Nilson book?

    1. Today’s students see themselves over the next two decades employed in fields such as space exploration, virtual reality, sustainability, AI, and quantum computing, which barely exist as recognizable disciplines now but likely will emerge as drivers of the world’s economy by 2040.

      Instructional design...

    2. their work life to stay current in the workplace

      How does his inform digital badges?

    3. in workplaces transformed by a modern industrial revolution

      Modern - not a commodity economy but a knowledge economy - knowledge as currency.

  2. Apr 2019
    1. Give your meeting a title and select the meeting options you want enabled

      I get this page when I click on Zoom from MyCI.

    2. efer to the Zoom in Canvas documentation (PDF, 1.

      Can this redirect to a new tab? You loose the Zoom support page when you open this PDF.

    3. Launch the application on your computer

      Maybe use the word 'downloaded to your computer'? When I read application, I wonder if this is in MyCI.

    4. application.

      Is this the application in MyCI? Not sure what is meant by 'application'?

    5. the Zoom web portal or directly from the

      So I clicked on the link here, and when I got to the portal, my initial instinct was to think ... now what? The next step says to 'login to zoom via myci portal, but this is from the Zoom Web portal? When I went straight from Zoom in MyCI, I was taken straight to the portal. The way it's written now (to me) makes me think first go to the portal and then try and sing in.

    1. How is immediacy conveyed through video? There's research on connection to immediacy and student motivation. This is the big idea that must come from the chapter - presence is about student success!

    2. What is meant here by status? Is it status of subordinate or status as in 'taking stock'?

    3. Is responsiveness to attendee necessary in video - brings to mind the idea of viewer perception of the the 'other' as human - the crux of social presence - can video convey a sense of responsiveness to attendee in an asynchronous environment and if used over time? How can different video uses (i.e. announcements and/or video feedback demonstrate responsiveness to audience cues). What are those cues in an asynchronous environment. Why does this matter - must delve into student motivation and persistence.

    4. Establishes coding for nonverbal cues - could be helpful for qual study interviews.

    5. These are cues that can be tied to Social Presence (Affective). supports the case that these cues can be communicated via instructor video - foundation for non verbal cues as part of communication.

  3. Dec 2017
    1. Gathering research - Why standardized testing? Is it still relevant in light of academic technology and the ability to generate student data immediately - for responsive intervention - what does state/national testing tell us? Or WHO does it inform and how is that data being used? - Weapons of MATH destruction anyone? Is 'big data' testing perpetuating educational malpractice in K-12 education?

    1. Where did state testing come from? What's the history? Given the variety of data generation in academic technology, is mandated state testing obsolete? Does it perpetuate educational malpractice?

  4. Nov 2017
    1. update the curriculum of an online course.

      Courses CAN be current - must consider resources being used as content - even if there is a textbook, how are other sources included to provide multiple perspectives.

    2. new methodologies

      Are they really new? Or is it figuring out how to utilize tech to support interactivity, engagement, community etc. but in an asynchronous community when time and space CANNOT be leveraged.

    1. Group work/study groups

      I posted 4 podcasts and let students select to which they wanted to listen. They recorded a reflective comment and had to option to add a resource (i.e. link to webpage) that expanded on the topic. LOVED what they found and will make this required next time!

    2. Welcome message/introductions.

      I have used this for student intros and it works GREAT! Grids are easily shared with other instructors - Darci and Sue viewed and added their comments prior to the first day of their classes.