Instructional Blog Post #2 Due Feb. 3

Synchronous and Asynchronous Instruction   

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Synchronous Examples

The synchronous format that I use the most is the virtual classroom. I think Zoom is a great tool because it is easy to set up and use, which are "extrinsic technological factors" (Martin, Parker, & Allred, 2013, p. 133). I will acknowledge that prior to LR's implementation of Zoom, I had an aversion to the virtual classroom because I disliked using WebEx.  However, LR changed to Zoom, and now I am motivated to participate in virtual classrooms. I also use Zoom to live stream into my students' classrooms to conduct classroom observations. 

Asynchronous Examples

One asynchronous method I use is the inclusion of forums to allow my students to engage in discussions. I provide students with a topic or prompting questions as a way to focus their discussion. I also provide students with a rubric that outlines the expectations of the discussion. After I establish the initial requirements, I allow my students to freely engage in a discussion. I believe that my forum method is a mix between instructor and peer facilitation.  The forums are guided by me, the subject expert, and monitored to keep students on track and foster equity (Hew, 2015). However,  I allow my students to freely engage in discussion with no input from me until the end. I do this because many of my students are active classroom teachers, and they always apply real-world situations to the topics which fosters additional discussion. I have found that my graduate students do a wonderful job of facilitating their own discussions, and I make sure to read all discussion posts as they are added to monitor for improper netiquette or false statements, which I address immediately. 

I found this video that supports why online instructors should use discussions:

Another tool I use is Voicethread (VT). I like to use it as a way to support my students' different learning styles (Salas & Moller, 2015). VT provides students the ability to present their understanding of the content in verbal, auditory, or written formats. It also allows students to see and hear one another as they engage in discussion. Below is a screenshot of an example of when I used VT as an introduction to my course. VT allowed me to get to know my students and allowed the students to interact. 

New Tool Suggestion

Try Wix or Google Sites. They are easy to use website builders. It is a great way for students to build a digital portfolio and share with their classmates. 

References

Hew, K. F. (2015). Student perceptions of peer versus instructor facilitation of asynchronous online discussions: further findings from three cases. Instructional Science, 43(1), 19-38.

Martin, F., Parker, M., & Allred, B. (2013). A case study on the adoption and use of synchronous virtual classrooms. Electronic Journal of E-learning, 11(2), 124-138.

Salas, A., & Moller, L. (2015). The value of voice thread in online learning: Faculty perceptions of usefulness. Quarterly Review of Distance Education, 16(1), 11.

Instructional Blog Post #1-Due Jan. 20

Retrieved from: Pexel-Free Stock Photo

Understanding One's Audience

I am the program coordinator and instructor for a MAT program, so I have the ability and privilege to review all my audience's applications for enrollment. As a result of this, I utilize the layered approach because I can view "what is the learner" information prior to instructing them (Stefaniak & Baaki, 2013). Below is a screenshot of the requirements for enrollment:

Reviewing the applications allows me to see several of the identifying learner characteristic highlighted by Stefaniak and Baaki (2013). I know their gender, estimated age, work experience, and education. All of these components allow me to have an understanding of their prerequisite skills. I also require them to submit an essay that asks them why they want to enroll in the MAT program, which allows me to determine what is their motivation and attitude towards becoming a teacher.  In addition to these methods to understand my audience, I meet with each newly enrolled student to talk about the program layout, course delivery, expectations, work history, etc... I believe this provides me with the ability start to get to know "who the learner is" (Stefaniak&Baaki, 2013).

As their instructor,  I require my audience to complete an introduction in all of my courses. In each course, I add layers of getting to know them by having different introduction actitities:

Introduction EDU 615

Introduction EDU 638

The different introductions allow me to see what they hope to achieve in this course and provides additional insight into who they are, which gives me the ability to modify my design based on their answers. 

What I need to improve upon/implement?

I need to work on determining my audience's level of technology prior to starting the first course in the program as well as their learning preference. I am going to create a survey upon admittance into the program that allows me to see what their technology level and learning preferences are using Google Forms. I can then determine any skill-gaps of the audience (Andriotis, 2017).  

The survey shows me what job tools (tutorials) for the technology I need to create as well as instructional design components that support their learning needs. 

I also know I need to do a better job of adjusting my instructional design for the lateral entry students in my courses. The needs analysis will also help me determine the type of experimental opportunities I should provide them (Merriam & Bierema, 2013). The lateral entry teachers are currently already working in the classrooms, so I need to make sure their learning is directly connected to their experiences and/or environment (Kolb, 2014). 

References:

Andriotis, N. (2017). Know you audience! A smart guide for analyzing your learners' needs. Retrieved from https://www.efrontlearning.com/blog/2016/10/guide-learners-needs-analysis.html
Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development.Englewood Cliffs, NJ: Prentice Hall.
Merriam, S. B., & Bierema, L. L. (2013). Adult learning: Linking theory and practice. San Francisco, CA : John Wiley & Sons.
Stefaniak, J. E., & Baaki, J. (2013). A layered approach to understanding your audience. Performance Improvement, 52(6), 5-10.