Week 5 seemed a little lighter on the workload for the compulsory topics, so allowed me some time to go back, add some references to the eportfolio items from the early activities, test the revisions feature of mystuff, post a few reflections to here and get up to date with other people's blogs.
I've now set up a feedreader to read the blogs of the other students on the course. It a shame more students aren't blogging, but then not everyone has the time or the motivation to do so.
It was interesting to see some of the tutors comments about how the course is going, particularly Robin's comments about the first group activity, in which he seems to have felt it didn't go as well as it could. As I've already said on here, I found it quite enlightening, so a very useful activity even if it didn't (in fact because) it didn't run smoothly. I posted a comment to him to let him know.
The needs analysis grid was a useful task to get an idea of self-assessment and setting objectives. I posted some reflection on this task as a separate post here.
I was interested in contributing to the supplementary activity for this week and collated a lot of the points from the needs grids that were shared on the wiki. Once I'd done this, the other students who had contributed appeared to stop (possibly because they'd moved onto the next section), which made me question whether I should continue as it wouldn't really be a group task if I did it myself and it seemed less useful to do the task on my own. However, Helen did point out that it was worth perservering with anyway and adapt to any collaboration that comes along.
I've now reduced the list slightly myself and will have another look at it later. All collaboration welcome, if anyone wants to revisit this activity, the overall list is on the wiki at:
http://learn.open.ac.uk/mod/ouwiki/view.php?id=129238&page=Skills%2FCompetencies+list+for+PDP+Grid
Personal Blogs
Week 5
Tuesday, 21 Oct 2008, 10:49
Visible to anyone in the world
Edited by Owen Barritt, Tuesday, 21 Oct 2008, 11:07
Reflection on my personal PDP
Sunday, 12 Oct 2008, 21:53
Visible to anyone in the world
Edited by Owen Barritt, Sunday, 12 Oct 2008, 21:55
I've just posted my own PDP analysis grid and learning objectives on MyStuff (shared with Alan and the rest of the tutor group).
Going through the grid, I feel fairly confident with most of the technology related aspects. I am comfortable working online and feel happy with my ability to communicate online (although there are always new things worth learning in that respect including how the lack of voice intonation can effect how written comments are perceived by other readers). There are a couple of items I haven't really tried out, but I feel fairly confident to pick these up quickly once I've given them a try.
My main weaknesses appear to be in how to apply these for effective teaching and learning.
I am currently fairly unfamiliar with elearning research (except for the bits I read so far during this course - which have already help to start to rectify this situation) and different learning models, etc and will be looking to acquaint myself with more about these as we go through the course.
What research I have seen in the first few weeks of the course and the experiences of using MyStuff, the webforum/Firstclass and this blog have already given me some ideas I can use in my practice and highlighted some issues which may arise. It will be interesting to see how I (and the other students) find the rest of the course, what issues we hit and how our own online community develops as the course continues.
H808 Week 2
Friday, 3 Oct 2008, 21:11
Visible to anyone in the world
Edited by Owen Barritt, Friday, 3 Oct 2008, 21:12
The group discussion task of the drivers for ePortfolios was an interesting experience for week 2.
As I mentioned in my post to the forums reflecting on the activity, I am currently looking into using discussion forums in an online course I administer. I hadn't considered how much extra time you need to allow for online discussion tasks as opposed to their face-to-face equivalents.
John and Mitchell had initially suggested using the wiki to collaborate our efforts on this task. As the task was based around filling in a template, this seemed ideal as it would allow all members of the group to add their thoughts directly to the template.
However, this only highlighted the delays in online discussion, which I feel many of us had not taken into account, as no general concessus was reach over it. In the end as it was getting towards the end of the week and the task would need writing up anyway, I created the wiki page using the contributions on the discussion forum from various members of the group (particularly those of Brian and Colleen).
Mitchell added his additions to the wiki directly later.
As of week 4, the only people who have editted the wiki page for this task are Mitchell and myself. I'm not sure whether this is because the task was essentially done by the time it went on the wiki or whether people are unfamiliar with using a wiki.
Although, it was in some of the introductions, I'm not sure how familiar the rest of the group are with technology. It could be that they are all experts or all complete novices, but assuming there are some people there who are not familiar with wikis, this may have been another factor which slowed getting our work online.
Reflecting on this, I can see that, although it was a useful eye-opener in my experience and so a useful activity for this course, in general, activities using the wiki and discussion forums would benefit, at least in the early stages of a course, from more guidance as to:
As I mentioned in my post to the forums reflecting on the activity, I am currently looking into using discussion forums in an online course I administer. I hadn't considered how much extra time you need to allow for online discussion tasks as opposed to their face-to-face equivalents.
John and Mitchell had initially suggested using the wiki to collaborate our efforts on this task. As the task was based around filling in a template, this seemed ideal as it would allow all members of the group to add their thoughts directly to the template.
However, this only highlighted the delays in online discussion, which I feel many of us had not taken into account, as no general concessus was reach over it. In the end as it was getting towards the end of the week and the task would need writing up anyway, I created the wiki page using the contributions on the discussion forum from various members of the group (particularly those of Brian and Colleen).
Mitchell added his additions to the wiki directly later.
As of week 4, the only people who have editted the wiki page for this task are Mitchell and myself. I'm not sure whether this is because the task was essentially done by the time it went on the wiki or whether people are unfamiliar with using a wiki.
Although, it was in some of the introductions, I'm not sure how familiar the rest of the group are with technology. It could be that they are all experts or all complete novices, but assuming there are some people there who are not familiar with wikis, this may have been another factor which slowed getting our work online.
Reflecting on this, I can see that, although it was a useful eye-opener in my experience and so a useful activity for this course, in general, activities using the wiki and discussion forums would benefit, at least in the early stages of a course, from more guidance as to:
- what is expected
- how to use the technology
- how online group tasks differ from face-to-face ones
- the allowances students need to make as a result
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