Week 2: Yeah!

1. Central to our investigation of eLearning Technologies and Methods is gaining an understanding of Learning Management Systems (LMS) sometimes also called Course Management System (CMS) software. Chapter 1 of our text discusses the functionality of typical LMS/CMS, identifying four major categories. What are those categories?
The four categories are:

Distribution of course materials. This includes posing information about the course, expectations, syllabus, course outline, notes, reading list.

Electronic Communication. This could encompass online tutoring, discussion about material either with other students or with the instructor, summarizing information about readings to a blog or discussion board.

Interaction with content/web. Using information to the web, either supplemental material from a textbook or other content that both enriches and enhances the course content.

Online testing/grading. No explanation necessary with this one....it's obvious.

2. What LMS/CMS software do you currently use or plan to use? Explain what you know about your system's functionality in each of the four areas identified by the book. (If you don't have access to LMS/CMS software just use Blackboard for your discussion in this area.)
I do not have a software, but am familiar with blackboard.

Distribution of course materials. Blackboard does a nice job of posting files, both assignments, reading lists and any other course material and can be organized by Assignment, Course Information, Staff Information.

Electronic Communication. Use of both the discussion board and the conference area can be used to communicate with all students, and the use of the digital drop box can faciliatate communication between student and instructor. While the conference area is not the best vehicle for groups to have discussions, it does work.

Interaction with content/web. Links can be posted for students to view other material on websites.

Online testing/grading. I do not know enough about online testing. I did see a test example on blackboard, but I am not sure how to safeguard against cheating. Regarding the grading program, I know the gradebook is available, but do not know how easy it is to use or how detailed it is from an instructors viewpoint. Some instructors have told me that they are unable to use the gradebook properly so I am not sure if there are problems with the software or the instructors.

3. Chapter 1 of our text identifies six steps for getting started with eLearning. Discuss each step and use each step as a springboard for discussing what you want to do with eLearning either now or in the future.

Step 1: Ask Yourself Why—This would address the purpose of choosing and elearning environment instead of other forms of presenting material and the different levels of elearning that could be incorporated into the classroom experience. I have already experimented with testing online and providing material online via my website but would like to expand. My reason would be to facilitate students who are either unable to be in class daily, or to provide additional opportunities for students to work on foundation level skills in mathematics so they are better prepared for higher level courses.

Step 2: Commitment—There is time commitment both in learning new skills, toubleshooting new software and adapting instructional methods in using elearning. However, since I have already set up some of the items, it means to just continue growing that side of the coursework.

Step 3:Develop a Vision for the Course and Your Teaching—This is the most difficult area because this whole step includes examining the current teaching methods and analyzing what needs to be changed in order to make the course work in an online environment. Change is difficult and examining one’s own teaching methods requires some self reflection. I am not sure how much elearning can be used in mathematics because according to the research, a full elearning mathematics course does not work! I am not sure what aspects do not work, but I suspect that since many of the tutoring tools use one way communication, the instructor does not see the student steps in solving math problems and cannot address procedural errors. However, this is only one area and there are so many other possibilities so I am still thinking through the format.

Step 4: Determine the Resources—This involves surveying the school, the users and the IT department to see what software is available. At this point, I am looking at web based programs which can be accessed by students that is not associated with the school system. This would be easier for students, but probably more difficult for me since I would not have support.

Step 5: Acquire New Technology Skills and Instructional Methods—This is the fun part. To be able to teach using new technologies, one must have those skills first so learning is important. And also be able to research how technology is being used by other experienced teachers. This would entail attending some conferences and talking with other users.

Step 6: Plan-This requires planning the instruction of the content, planning the methods of delivery, the instructional goals and organizing all the information for the students. Part of the problem for me is that while I am a great organizer, I like to change as I go along when I see something is not working or see something else may work better. So I need to think through the lessons more completely.

4. Chapter 4 of our text discusses the functionality of specific LMS/CMS tools in terms of being for one-way communication, two-way communication or for organization. Explain the key differences between one-way and two-way communication and identify the tools your LMS/CMS provides for each type of communication.

In one way communication information is supplied with no responses. An example of this is the posting of the syllabus or course schedule; these items are available for students to read but require no action on the student part. Two way communication is where information is sent to the instruction and the instructor responds.

In blackboard, the course assignments, syllabus and in many cases the instuctor/staff information are examples of one way communication. In one respect, the gradebook is also an example of one way communication in that the grades are posted and requires the student to do nothing, however in case of a problem responses could be generated.

Examples of two way communication in blackboard are the drop box, where files are uploaded and sent to the instructor for viewing and the instructor can send back files with notes/grades. The area of the discussion board and conference area is also an example of two way communication in that students can post information or questions and the instructor can reply.