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Jon Reader

EDTC 610 Final Exam


Question 1: Online Interactions
I would rather discuss how I would design, develop and implement an online collaborative
course which examines early American history; however it would be more practical to discuss
how I would construct an online collaborative Health course. But even this task would be lots of
fun for me and I love the idea of actually doing this in the future. Evolutionary theory suggests
that humans evolved into a species that is best equipped for survival when it functions in groups.
Groups allow for critical support mechanisms that increase the chance of survival for all group
members. For this reason it is only natural that humans today either unconsciously or
consciously form or flock towards groups. Groups, however, do not possess these survival
benefits without important costs such as inter and intra group competition, inter and intra group
conflict, and social shielding from others outside of the group (Sniezek, 2007). So with that in
mind I would ask students to post a biography and include a picture. Now I would also state that
students could post any picture that they wanted, as long as it conformed to commonly accepted
moral and ethical standards, and that I understood that some people would rather not post
personal pictures; i.e. a picture of themselves. This simple statement supports and promotes a
greater sense of freedom and individuality for students. For example, I posted a picture of British
born actor Colin Farrell smoking a cigarette in my biography page on Dreamweaver at the
beginning of this class. So because nobody asked me, some people must have thought it was me
or they were confused because they recognized it was the actor Colin Farrell. Who knows? But
this was an example of me flocking towards the group, meaning I flew away, while others
formed towards the group and posted pictures of them self. I thought it would be funny if I

posted a picture of a guy smoking a cigarette, and why not Colin Farrell? In my experiences, it
seems that the best way to get students to continue to interact in the course is to create
assignments or projects for groups that require less time together and includes fewer instructions,
role responsibilities and activities which all require too much group decision making. The
advantages and disadvantages of using online group activities are difficult to accurately evaluate,
in my opinion. Group work, under proper conditions, encourages peer learning and peer support
and many studies validate the efficacy of peer learning. Under less than ideal conditions, group
work can become the vehicle for acrimony, conflict and freeloading (University of Wollongong
assessment policy, 2002). The educational benefits of students working cooperatively in groups
are well recognized. Among other things, studying collaboratively has been shown to directly
enhance learning; employers value the teamwork and other generic skills that group work may
help develop; and group activities may help academic staff to effectively utilize their own time
(University of Wollongong assessment policy, 2002). Some of the disadvantages are a lack of
perceived relevance or lack of clear objectives. How is the assignment applicable to the realworld? Other issues or concerns are an inequality of contribution and overuse. One of the
strongest concerns that students have about group work is the possibility that group assessment
practices may not fairly assess individual contributions. Such arrangements can also reward
individual group members who carry a proportionally heavier load or who make a more
significant contribution than do their group colleagues (University of Wollongong assessment
policy, 2002). In my opinion, the issue is essentially, simply reading and writing. We all write
and understand text differently. I, at least, dont like to pose a question on the Internet and then
wait for a response. Its not efficient. Overuse can transpire when teachers assign a final grade
which is based primarily on group work. If the process or model of the work is inherently tainted

and/or flawed, then the steps as well as the resulting product will be inauthentic. Scheduling is
also an issue, as well, given the nature of online education. Its convenience is at times its
downfall. I like to submit group work closer to the due date rather than submit the work early in
the week. In order to reduce online group anxiety and disadvantages in the online group process
its first necessary to have each student e-mail the teacher with a quick introduction and any
questions, comments and/or concerns which they may have initially. A clear and concise syllabus
is necessary to alleviate students concerns. If students are aware of the procedures and
requirements of the course they can begin to focus on the objectives. The teacher should state to
the students that he or she will remain neutral regarding any conflicts within the group, unless
the actions of any student poses an immediate danger to the offended individual. Several ways to
increase both the quality and quantity of student participation and encourage online learning are
to require participation, form compatible learning teams, structure the activity fairly and
coherently and make the activity interesting and authentic, maintain a clear focus and use
formative assessments strategies and techniques to ensure the students realize the objectives.
Peer grading is a useful tool to ensure students submit quality work on time. The U.S.
Department of Education has reported that students who took all or part of their instruction
online performed better, on average, than those taking the same course through face-to-face
instruction. Further, those who took "blended" courses -- those that combine elements of online
learning and face-to-face instruction -- appeared to do best of all. That finding could be
significant as many colleges report that blended instruction is among the fastest-growing types of
enrollment (Education, 2009). Some recommendations I would make to other teachers who
would like to teach using online group work is that they make sure to carefully and equitably
group students in learning teams. I suggest that each group member be required to assume a

specific role and collectively they agree to perform each of the responsibilities of those roles.
Assessments should include individual as well as group performances. I would also recommend
that teachers who want to teach using online group work research best practices and models for
their particular curriculum and implement those steps and procedures when establishing an
online class. The most interesting piece of information I researched was the article written by
Sarah Malaya Sniezek titled; How Groups Work: A Study of Group Dynamics and its Possible
Negative Implications. According to the article, the Exposure Index is a direct measure of intergroup behavior and can be used to measure the impact of Tri-Co summer institute on inter-group
relations over time. It is important to educate groups and make them aware of the negative
repercussions of being in a group, such as group polarizations, group-think, de-individualization
and the negative effects of persuasion (Sniezek, 2007). I found it fascinating that there are
resource tools which can accurately and effectively measure a groups cohesiveness, shedding
light on the true and dynamic nature of online group activities.

Question 2: When is Web-Based Learning worth It?


Im writing to you in regards to your recent assertion that web-based lessons are (a) more timeconsuming that traditional ones, (b) place students at risk from Internet predators and
pornography, (c) require expensive technologies that only the more well-to-do schools and
students currently have access to, (d) make increasingly time-consuming demands on district
technical support staff, and (e) require ongoing staff development so that all teachers can make
effective use of web-based resources. I will explain why web-based lessons are worth it and
are worth it for you to continue to support this dynamic and rich educational resource. Keeping
in mind a specific, feasible educational use of the Internet, and in terms of both content and

processes that students need/want to learn, we consider the honest answers to two questions in
order to determine if web-based lessons are worth it (Harris, 1998).
1. Will this use of the Internet enable students to do something that they couldnt do
before?
2. Will this use of the Internet enable students to do something that they could do before,
but better?
As a middle school American history teacher Im well aware of the success Ive had using webbased lessons in my classroom. An example of a web-based lesson that I created for my 8th grade
students is titled; American History Essay Prompt. The essay prompt can be located at the
URL; http://polaris.umuc.edu/~jreader/edtc/DC%20Landmarks.html. As for each of your
concerns regarding web-based lessons and activities, let me address each of them and explain to
you why in my opinion and experiences in the classroom, your allegations are bogus. What's one
way to save time and energy in our classrooms? Choose educational activities that give students
maximal return for the amount of time and effort that all of us must expend to ensure success
(Harris, 1998). If you look at the essay prompt you will notice the lesson objective stating that
students will examine the significance of the Declaration of Independence, the Emancipation
Proclamation and the Native American Indian via internet research in order to recognize and
evaluate their influences on humanity. I have conveniently placed all of the required information
for the students to use in order to reach their objective on one organized page. If students had to
review the class material on each of the subjects included in the essay, it would be difficult to
gather all the appropriate educational resources and locate the pertinent and relevant information
during a typical classroom period. In order for students to achieve the lesson objective they need
to be able to clearly and without distraction focus on how the Declaration of Independence, the

Emancipation Proclamation and the Native American Indian influenced humanity. Without the
use of the Internet, students would not be able to accomplish the lesson objective effectively and
efficiently. They could do it, but the use of the Internet allows them to do it much, much better.
In this online lesson, the students are engaged and seem interested and eventually produce
authentic and well-developed products. The use of all of the various educational resources
included in a typical web-lesson promotes critical and higher-order thinking skills via compare
and contrast and argumentative essay assignments. Students are given choices on the type and
delivery of their final product. As you should know, your Montgomery County Public Schools
(MCPS) are all equipped with Internet security measures for students as well as staff. MCPS
installs Internet filtering technology on all school computers which is designed to limit access to
selected portions of the Internet based on identified criteria. Its intended use in MCPS is to limit
access to inappropriate material and/or material that might be harmful to students (Schools,
2007). The regulations of MCPS can be located at the URL;
http://www.montgomeryschoolsmd.org/departments/policy/pdf/igtra.pdf. Its true that we could
use more computers in all of our schools and that all students should have more equitable access
to computer labs, however, my web-based essay prompt only required a computer and Internet
access. So your declaration that web-based lessons require expensive technologies that only the
more well-to-do schools and students currently have access to, seems more applicable to the
issue of students not having regular access to enough computers with an Internet connection.
The cost in money and time should rather be allocated toward district technical support staff and
school staff education and training programs, which should be designed for implementing
fundamental yet effective web-based lessons in the classroom for all students and all subjects.
Its true that time and money is needed to train all staff and school personnel in order to

successfully integrate technology-based education into all of our classrooms. So, why is this
investment worth it and critical to the development of todays students and their futures in the
real world? How does one person account for all the varying abilities of students in a typical
classroom setting? How do you teach that many number of students? We know it is impossible.
One person cannot teach everyone effectively. Not only is it impossible, but given the fact that
teachers are parents, counselors and disciplinarians as well, its unfair. If schools cannot handle
the educational requirements of a growing, diverse population of students, how is one person
supposed to handle it? If schools ignore the potential and relevance of digital media in todays
educational classrooms, schools may become increasingly unimportant in their lives and for their
futures. The variety and scope of resources and information on the Web can inspire original and
unique activities and facilitate the creation of lessons related to any subject imaginable. The
variety of media found on the Web such as text, video and sound is not only exciting, but is also
conducive to different learning styles. In addition, the interactive communication made possible
through the Internet makes domestic and international collaboration between students, teachers
and others an easy and affordable option for your curriculum (Hacker, 2009). A Web-based
lesson is simply a lesson that in some way incorporates a Web site or many Web sites. A Webbased lesson can be conducted entirely online or it can be a traditional classroom lesson with an
online component. In this guide, we will refer mostly to the latter. A Web site can be used in a
lesson for a variety of purposes, including research, reading, writing, publishing, communication
and collaboration with teachers and learners around the world (Hacker, 2009).

Question 3: Designing Online Lessons for the K-12 Classroom

I use online lessons in my classroom because they engage the students and as an educational
resource tool, online lessons account for many of the variables which create such diversity in the
classroom. These variables include varying ability levels, individual learning styles, assorted
races and dissimilar cultures and values. To begin, in order to effectively design and implement
creative online lessons its necessary to set some guidelines. The following list of suggestions
can help you achieve what you want in the classroom (Harris, 2000).

Does the activity have an identifiable educational purpose?

Is the activity clearly linked to REQUIRED school curriculum?

Will using the Internet enhance the activity?

Does the objective of the activity involve students using (comparing, contrasting,
analyzing, synthesizing) Internet resources and/or information rather than merely involve
those finding resources and information?

Is the activity a "powerful" one; that is, does it have at least some of the attributes
described by Harris in the article about Wetware at http://virtualarchitecture.wm.edu/Foundation/wetware.html?

Are students who use the activity likely to have the necessary experience and background
to do the required activities?

Are the directions for the activity stated clearly enough for everyone to understand and
follow?

Am I allowing enough time to complete the activity?

How am I planning to offer needed technical and other support to the students to make
sure they are able to complete the activity?

Is the assessment appropriate to the type of activity? Have I made the criteria clear for
how students will be graded?

Online lessons come in a variety of formats. Hot lists and pathfinders provide links to websites
that can be used in activities. They may be based on topics, themes, events, people, places,
things, or ideas. Authors, illustrators, or books can also be the focus of a hot list. A hot list
provides the links needed to complete an activity. It may simply contain URLs or it may include
a complete citation. Other names for these types of collections include scrapbooks, explorers,
and webographies. Scrapbooks generally contain websites in categories such as photographs,
maps, audio clips, videos, virtual field trips, museums, and libraries (Larry Johnson, 2007). A
pathfinder is similar to a hot list; however pathfinders often contain additional information such
as search strategies, leading questions, and other resources such as books and videos. Subject
guides and thematic resources are other terms used to describe resources that students can use
for answering questions and helping with research (Larry Johnson, 2007). These are all great
starting points for beginners but be careful getting overwhelmed by too many websites. Learning
activities often begin with a quality hotlist or pathfinder that provides the foundation of
resources for a web-based activity. The key to information inquiry is involving students in
meaningful and engaging activities. To do this, provide choices and flexibility in your activities.
Rather than just asking questions that involve low-level facts, get students involved with
generating questions, synthesizing ideas, and formulating plans (Larry Johnson, 2007). A Web
Worksheet is generally contains an assignment, resources, and evaluation. A Web Tutorial
provides new information, examples, non-examples, and instruction along with practice and
activities. In some cases, tutorials can replace face-to-face classroom instruction (Larry Johnson,
2007). A Web-Quest is a challenging, inquiry-based approach to learning that immerses students
in a meaningful project. Students are provided with an introduction, background information,
scenario, problem, and/or challenging task (Larry Johnson, 2007). These activities are a great

way for students to comprehend the assigned reading and instructional practices and to engage
students in real-world issues while reviewing primary source documents, like the Declaration of
Independence or the Emancipation Proclamation. However, these types of activities require time
and creativity. Teachers must devise appropriate assessments that accurately match the learning
activities in the lesson. Online lessons can be time consuming for the students to complete and
its necessary to provide consistent guidance and support for the students. Since we are both
history teachers, I suggest that you access the website of the Smithsonians National Museum of
American History in order to locate primary source documents. The Smithsonians National
Museum of American History Web site is an interactive educational resource, which can be
accessed at the URL http://americanhistory.si.edu/index.cfm. The Museum dedicates its
collections and scholarship to inspiring a broader understanding of our nation and its many
peoples. We create opportunities for learning; stimulating imaginations, and presenting
challenging ideas about our countries past (Brent Glass). The Museum collects and preserves
more than 3 million artifactsall true national treasures. We take care of everything from the
original Star-Spangled Banner and Abraham Lincolns top hat to Dizzy Gillespies angled
trumpet and Dorothys ruby slippers from The Wizard of Oz. Our collections form a
fascinating mosaic of American life and comprise the greatest single collection of American
history (Brent Glass).

References
1. Sniezek, S.M. (2007, May 11). How Groups Work: A Study of Group Dynamics and its
Possible Implications. Retrieved December 5, 2009, from serendip:
http://serendip.brynmawr.edu/exchange/node/481

2. University of Wollongong, (2002). Code of Practice - Teaching & Assessment. Retrieved


December 5, 2009, from the centre for the study of higher education:
http://www.cshe.unimelb.edu.au/assessinglearning/03/group.html
3. Education, U.D. (2009, May). Evaluation of Evidence-Based Practices in Online
Learning. Retrieved December 5, 2009, from Inside Higher Ed:
http://www.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf
4. Harris, J. (1998, January). Wetware: Why Use Activity Structures? Retrieved December
6, 2009, from http://virtual-architecture.wm.edu/Foundation/wetware.html
5. School, S.o. (2007, May 23). User Responsibilities for Computer Systems, Electronic
Information, and Network Security. Retrieved December 6, 2009, from
Montgomery County Public Schools:
http://www.montgomeryschoolsmd.org/departments/policy/pdf/igtra.pdf
6. Hacker, E. (2009, September 8). Developing Web-based Lesson Plans. Retrieved
December 6, 2009, from National Institute for Literacy:
http://tech.worlded.org/docs/surfing/section5.htm
7. Harris, C.F. (2000). Criteria for Evaluating the Quality of Web-based Activities.
Retrieved December 6, 2009, from UMUC:
http://tychousa9.umuc.edu/EDTC610/0909/9040/class.nsf/Course+Content/88DB
2AE62B7E07AB85257612006FA146?OpenDocument
8. Larry Johnson, A.L. (2007). Creating Web-based Activities. Retrieved December 6, 2009,
from teacher tap: http://eduscapes.com/tap/topic115.htm
9. Brent Glass, D. (n.d.). Mission & History. Retrieved December 6, 2009, from National
Museum of American History: http://americanhistory.si.edu/about/mission.cfm

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