I completed both questionnaires. There was some redundancy in the questions.
It seems that only one of the two questionnaires allowed me to "submit" and obtain feedback.
I created a separate Google document for my responses to each questionnaire.
Aside: According to one website Google Drive has replaced Google Docs. This continual renaming and revising of applications is frustrating. I see a real problem in terms of creating resource documents for students because the terms that we use in these documents (Ex: Google Docs) will rapidly become obsolete as they are replaced by other terms (Ex: Google Drive). This will undoubtedly cause frustration for students unless we are constantly editing our documents to reflect the changes.
I was surprised that my feedback was generally only in the "beginner to intermediate" range.
I'm wondering if this just isn't a ploy to encourage people to take more courses.
As I think more about this it does seem that I am still hanging onto the face-to-face mode. Perhaps my age (66) is showing. However, I resist the complete online approach because -thus far - I have encountered enough technical problems to cause frustrations for me ... and my students. In addition to the technical problems there are also compatibility problems. For example: I cannot assume that next fall all my students will have Windows 8. I have encountered some definite Windows 8 versus Windows 7 compatibility issues. Also, I cannot assume that all students are PC users. Last semester it seemed that there was a growing number of Apple users. Excel runs very differently on a PC compared to a Mac. Nevertheless...
I am impressed with the plethora of online resources available.
In the short run I will continue integrating online resources into my bricks-and-mortar classes. Carthage is not ready to jump into the online game at this point anyway. It seems that for now blending the online with the face-to-face is the most appropriate avenue for me to take
I have learned a great deal from CEdO501, not the least of which are the several new ideas of have encountered merely by observing Louis Loeffler's practices as an online instructor. I have found him to be an excellent model for creating rubrics and linking us - via the syllabus and session documents - to valuable resources. He also has a very congenial interpersonal style; ... always very positive and helpful. He kept our online class meetings on-schedule, and yet allowed plenty of time for questions and discussion.
Thank you Louis ! I look forward to 502
Saturday, June 29, 2013
Monday, June 24, 2013
More thoughts re: online collaboration
After publishing my last blog post I realized that I might be confronted by the following challenge: Bob, if you don't like to collaborate then go ahead and write this paper on "Browser Comparisons" by yourself.
As I think about that potential challenge I recognize a larger issue... one that I find extremely important; namely, the pros and cons of assigned topics.
I am finding it VERY valuable for me to now be in the position of "student." I have always argued against assigned paper topics because I believe that students do their best work when they are intrinsically motivated by a genuine interest in a topic. Frankly, I am not genuinely interested in comparing five different browsers on the 21 criteria that we have been assigned. Thus, I am resisting this assignment. And, as I think about it even more, it is the assignment topic - not the collaboration - that I am resisting. If I were given the opportunity to collaborate on a topic that I was genuinely interested in... that would be exciting!
So, this experience of being a student, is reminding me of how important it is to give my students as much control of how they want to spend there time as possible. I realize, of course , that there are limits to how much freedom of choice I can give them. Their choices must be within the domain of the course that they are taking.
I will try to discipline myself to study the five browsers and complete the comparison worksheet.
Lauren and Beth, In the spirit of collaboration, could we each take approximately 7 of the 21 criteria ... rather than all three of us looking at all 21?
As I think about that potential challenge I recognize a larger issue... one that I find extremely important; namely, the pros and cons of assigned topics.
I am finding it VERY valuable for me to now be in the position of "student." I have always argued against assigned paper topics because I believe that students do their best work when they are intrinsically motivated by a genuine interest in a topic. Frankly, I am not genuinely interested in comparing five different browsers on the 21 criteria that we have been assigned. Thus, I am resisting this assignment. And, as I think about it even more, it is the assignment topic - not the collaboration - that I am resisting. If I were given the opportunity to collaborate on a topic that I was genuinely interested in... that would be exciting!
So, this experience of being a student, is reminding me of how important it is to give my students as much control of how they want to spend there time as possible. I realize, of course , that there are limits to how much freedom of choice I can give them. Their choices must be within the domain of the course that they are taking.
I will try to discipline myself to study the five browsers and complete the comparison worksheet.
Lauren and Beth, In the spirit of collaboration, could we each take approximately 7 of the 21 criteria ... rather than all three of us looking at all 21?
Social Bookmarks
My general reaction to social bookmarks is that I am not yet motivated to use them.
I am also discovering that I am resisting on-line collaborative processes. I understand that there is some consensus that our students will need collaborative skills in order to compete in the job market. In other words: preparing our students for careers requires that we prepare them to collaborate. I understand all this. Nevertheless, my personal experience with online collaboration has been frustrating. The amount of time it takes to collaborate - in my experience - competes with the amount of time available to do research on a given topic. Right or wrong, I would much rather write a paper by myself than to collaborate.
I recognize that this is a minority perspective.
I am also discovering that I am resisting on-line collaborative processes. I understand that there is some consensus that our students will need collaborative skills in order to compete in the job market. In other words: preparing our students for careers requires that we prepare them to collaborate. I understand all this. Nevertheless, my personal experience with online collaboration has been frustrating. The amount of time it takes to collaborate - in my experience - competes with the amount of time available to do research on a given topic. Right or wrong, I would much rather write a paper by myself than to collaborate.
I recognize that this is a minority perspective.
Thursday, June 20, 2013
Social Bookmarks
I am giving up for now on trying to fill-in the worksheet for the social bookmarks. I have spent well over an hour trying to add Google extensions for
delicious Diigo digg Xmarks StumbleUpon
It seems as though StumbleUpon has taken over my Google browser with its own tool bar.
It keeps taking me around and around and around in circles ... very frustrating.
delicious Diigo digg Xmarks StumbleUpon
It seems as though StumbleUpon has taken over my Google browser with its own tool bar.
It keeps taking me around and around and around in circles ... very frustrating.
Wednesday, June 19, 2013
Session Two: Much information to process. It was challenging to pay attention to Louis and - at the same time - sign up for Diigo. There seemed to be some ambiguity regarding the issue of how we would know if we signed up successfully ... and... if we were able to successfully acquire the "Educator Account."
During today's session I made note of Louis style of facilitating. He kept things moving along, but did respond to each question. I can see the importance of sticking with a timed schedule. I wonder if - because we are adult learners - it is easy to stick with a schedule than it would be with grammar school, middle school, or high school students who are likely to have a lot more questions.
During today's session I made note of Louis style of facilitating. He kept things moving along, but did respond to each question. I can see the importance of sticking with a timed schedule. I wonder if - because we are adult learners - it is easy to stick with a schedule than it would be with grammar school, middle school, or high school students who are likely to have a lot more questions.
Monday, June 17, 2013
Friday, June 14, 2013
In looking at the Blog Rubric I see that in order to be exemplary I should post insights related to what I am learning.
Insight #1: In the process of creating a blog one can get lost in a maze of complexity. For example: In order to create a video that I could insert into my last blog posting I spent 2 hours learning to use the video recorder on my laptop.
Insight #2: I am challenged by the question of how best to spend my time as a college professor. In order to create an excellent unit for my students, one which takes advantage of the available technology in an appropriate way, it would take a considerable amount of time. Given that there are only so many hours in a day, would that time be better spent in face-to-face interaction with my students?
My next step is to post matching comments in the blogs of two classmates.
Insight #1: In the process of creating a blog one can get lost in a maze of complexity. For example: In order to create a video that I could insert into my last blog posting I spent 2 hours learning to use the video recorder on my laptop.
Insight #2: I am challenged by the question of how best to spend my time as a college professor. In order to create an excellent unit for my students, one which takes advantage of the available technology in an appropriate way, it would take a considerable amount of time. Given that there are only so many hours in a day, would that time be better spent in face-to-face interaction with my students?
My next step is to post matching comments in the blogs of two classmates.
I am now demonstrating my use of the toolbar.
Font change: Veranda
Font size: smallest
Embolden: Bold
Italics: Italics
Color: Red
Underline
Strikthrough
BACKGROUND COLOR BLUE
Link to Carthage College website
http://www.carthage.edu/
Add photo of self:
Font change: Veranda
Font size: smallest
Embolden: Bold
Italics: Italics
Color: Red
Underline
BACKGROUND COLOR BLUE
Link to Carthage College website
http://www.carthage.edu/
Add photo of self:
Video Added
I was able to find the link to "Where is Your Blog" and enter my name, Email address and blog address.
I noticed that simply typing in my blog address does result in a blue font; however, I was not able to click on that address to launch my blog. I then chose to use the "add a link" feature of Google docs to type the blog address. When I did this the blog address bob-maleske.blogspot.com became active. In other words: I was then able to click on it to launch my blog.
I noticed that simply typing in my blog address does result in a blue font; however, I was not able to click on that address to launch my blog. I then chose to use the "add a link" feature of Google docs to type the blog address. When I did this the blog address bob-maleske.blogspot.com became active. In other words: I was then able to click on it to launch my blog.
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