[VPAAEtal] ITDE Instructional Design Newsletter (TAMU-C) - May 2, 2008

Fri May 2 13:34:28 CDT 2008

		 Online Learning InfoCast

Volume 1, Issue 7, May 2, 2008

Social Networking Tools in Online or Web Enhanced Courses

Social networking tools, such as Web logs (blogs) Wikis and web
Bookmark-ing tools, are influencing how instruc-tors are communicating
and collaborat-ing with students and colleagues.  These tools allow the
class to share resources, post comments  to the in-structor and to each
other, collaborate on group projects and receive student-centered
instruction almost anywhere, anytime and at any pace (Serim 2007).
Instructors often view these new tools with some suspicion and are
hesitant give up the "tried and true" methods of instruction.  McGee and
Diaz (2007) look at it this way "Regardless of peda-gogy and technology,
instructors and learners are doing the same things they have always done
throughout the in-structional process. For example, in-structors must
communicate, assess, provide feedback, observe, present information, and
organize activities. Learners read, present a point of view,
search/collect/analyze information, practice, create, and respond. It is
eas-ier to consider technologies for adop-tion within the context of
these existing teaching and learning activities."

Blogs, for example, have been used by professors to post comments on
as-signments, role play points of view, give and receive feedback on
projects and allow the student community to interact with one another.
Not only do the blogs allow students to interact, instructors can use
the blog to help develop critical thinking and writing skills. Yan
(2008) reports that receiving feedback about coursework form peers and
the outside world can be very empowering. Some blog sites have the
ability to host pho-tos and videos uploaded by users.  

Wikis are similar to blogs, but allow anyone with proper access to add,
de-lete or otherwise edit the content. 

	This editorial process is being called "Darwikinism" and
attempts to describe the evolutionary  ecology of  wikis where content
is constantly reviewed, edited and corrected by the users themselves.
Questionable information is discussed and weeded out as users browse the
site and correct content that had been posted earlier.  Most wikis are
easy to set up and use and are often used in higher education as a
collaborative tool to work on a specific project in a shared-work area.

Online social bookmark sites allow users to share web bookmarks with
other us-ers. Students can "tag" bookmarks and share them with
classmates who are working on a collaborative project. These tags
describe and organize bookmarks in interesting ways and allow users to
dis-cover web based resources and informa-tion that they might not have
discovered otherwise.  

- Jess Lamphere 

eLearning Support Specialist

       -----------------

Free Blogs, Wikis and Bookmarks

 Blogs

 www.Blogger.com <http://www.blogger.com> 

 www.Blogspot.com <http://www.blogspot.com> 

 www.Edublog.org <http://www.edublog.org> 

 Wikis

 www.PBWiki.com <http://www.pbwiki.com> 

 www.Wikidot.com <http://www.wikidot.com> 

 www.Wikispaces.com <http://Www.Wikispaces.com> 

 Social Bookmarks

 http://www.blogmarks.net/ <http://www.blogmarks.net/> 

 http://del.icio.us/ <http://del.icio.us/> 

 http://www.jumptags.com/ <http://www.jumptags.com/> 

McGee, P., & Diaz, V. (2007). Wikis and podcasts and blogs! oh, my! What
is a faculty member supposed to do Educause Review, 42(5), 28-41.
Retrieved April 21, 2008, from
http://connect.educause.edu/Library/EDUCAUSE+Review/
EDUCAUSEReviewMagazineVol/44989

Serim, F. (2007). The new gold rush: Establishing effective online
learning policies. Learning and leading with technology, 35(2), 12-16.
Retrieved April 21, 2008, from
http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/
Volume_35_2007_2008_/September_October_No_2_/35212s.pdf

Yan, J. (2008). Social technology as a new medium. New England Journal
of Higher Education, 22(4), 27-29. Retrieved April 18, 2008, from
http://www.nebhe.org/info/pdf/nejhe/NEJHE_Winter08.pdf

Online Courses-Summative Surveys

Students in online courses (01W, 02W...) are required to complete a
summative sur-vey approximately two weeks prior to the close of the
term. Survey administration dates and delivery of the survey results to
faculty and department heads is provided in table below:

 Term

 Dates Surveys are

 Administered to Students

 Results to Faculty/

 Department Heads

  Jan 14-May 9 (16 Weeks)

  Apr 25-May 2

 May 16

  Jan 31-May 9 (14 Weeks)

  Apr 25-May 2

 May 16

  Feb 4-May 9 (13 Weeks)

  Apr 25-May 2

 May 16

  Mar 24-May 9 (7 Weeks)

  Apr 25 - Apr 29

 May 16

  May Mini 2008

  May 23 - May 26

 June 4

ClassLive Pro Tip

  IDU Staff

  Julie A. McElhany, Ed.D.

  Coordinator for Instructional Design

  Dean Aslinia, M.S.

  eLearning Support Specialist

  Alan Francis, M.B.A.

  eLearning Administrative Specialist

  Jess Lamphere, B.S.

  eLearning Support Specialist

WebCam Buttons Unavailable

When you launch the use of your WebCam from within a session in your
online course, and the 'transmit button' is not available, it may be
that you need to clear your Java temporary Internet files using the Java
control panel. 

In that there are several versions of the Java control panel. Each looks
and acts a bit differ-ently, contact one of the Instructional  Design
team members for assistance, or contact the Elluminate helpdesk at
http://elluminate.com/ support or call 866.388.8674 (toll free).

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