Evaluate 1 - Formative Assessment

Formative assessments provide an opportunity for teachers to gauge students' understanding of the concepts they are studying.  This allows the teacher to properly plan for remediation and enrichment activities for the students who need them.  I think the formative assessments that give students feedback on their progress, also give the students a chance to review the areas they are weak in, prior to a formal assessment.  These formative assessments can be given in a number of ways.  I think online activities that provide students with the correct answers are a great way to gauge student knowledge.  I enjoy using Kahoot! to help my students review and to check their understanding on a certain topic.  I have attached a basic definitions "quiz" using Kahoot! that I would do with my whole class prior to the actual quiz.  This gives students a chance to review the definitions that they are not answering correctly during Kahoot!

Kahoot! Vocab

Aggregating Lesson 4.1.3

When looking for an aggregate tool that meets the needs of the user, it is important to examine different aspects of the software such as:
1.  Accessibility
2.  Ease of Use
3.  Learning Curve
4.  Cost
5.  Export and Import
6.  Visual Appeal of Delivery

These are the three tools that I feel meet these qualifications.  I am most familiar with the following:

Blackboard - This is a great tool for online learning.  It allows access to assignments, gradebook, assessments, and discussion boards.  I have used this particular aggregate software for many of my classes in college.

Moodle - I have also used Moodle before to upload assignments and work through various modules in a gifted certification class.  This software allows you to build courses, outlines, assignments and discussion boards as well.

Edmodo - Edmodo has become more popular in the last few years.  It is free for all users, which appeals to many people.  Students and teachers can have access to the program, and post questions or comments in their class.  This is a great resource for students to be able to use in order to effectively collaborate with their peers.  Teachers can also post reminders, assignments and give feedback to the students.

Building Portable Learning Objects 4.1.2

I built a socrative quiz that students can navigate through at their own pace.  I can also use this as a space race or exit ticket.

Socrative Quiz

I also created a vocabulary quiz for quadrilaterals using Kahoot!  I would use this a way to review the day before the quiz.  Students can send responses using their phone.

Quadrilaterals Vocabulary Quiz

Learning Object Authoring Tools 4.1.1

Free Tools to use:

1. Smore - This website allows users to create a newsletter for others.  As a teacher this could be very beneficial to update weekly with new announcements and upcoming events.  Students could also make an interesting presentation on a concept using Smore.

2. Kahoot! - This free software allows teachers to create games, quizzes, and surveys online to informally assess their students' understanding of concepts.  There are many resources already made that make it easy for teachers to adapt the created activities.

3. Socrative - I have used this software in my classroom as a type of formative assessment.  Students enjoy the interactive activities when we play games using this software.  It sends the teacher the results, while the students receive instant feedback on their progress.

Tools that cost money:

4. IXL - Teachers can use this as a resource for students who are struggling with certain concepts, or just as a tool for extra practice.  The teacher creates the roster, and students can login to practice any concept they need to practice.  The website sends the teacher emails with student updates and progress.  This software currently costs $9.95 a month or $75 a year per classroom.  

5. Glogster - Teachers and students can currently pay a one-time fee of $29.99 to have access to this software.  This software allows users to combine videos, images and text to create a multi-media poster.  This would be a great change from the mundane poster activities that students usually have to do.

Locating Resources 3.1.3

OER Image: http://slideplayer.com/slide/7451332/

OER Applicable Text: Trigonometry is the study of the ratios of sides and angles in a right triangle. The trigonometry ratios are sine, cosine, and tangent. Sine is the ratio of the side opposite an acute angle to the hypotenuse of a right triangle. Cosine is the ratio of the side adjacent to an acute angle to the hypotenuse of a right triangle. Since these are ratios, similar triangles will have the same ratios. If you know two measurements of a right triangle, you can use these ratios to find the missing measurements. Using trig ratios and what we know about right triangles, it is possible to take just two measurements and find each of the other four for a total of three angles and three sides.

http://cms.gavirtualschool.org/Shared/Math/GSEAnalyticGeometry/RightTriangleTrigonometry/index.html

OER Video: 

https://www.youtube.com/watch?v=Ujyl_zQw2zE#action=share

Fair Use 3.1.2

• How does an understanding of Fair Use affect one’s role as an online instructor? It is extremely important that educators are aware and understand the restrictions of Fair Use.  However, it is vital that an online instructor understand Fair Use.  Since they do not have normal face-to-face instruction time, many of the students' resources will be delivered and found on the internet.  By understanding Fair Use, online instructors can better determine what resources they can distribute to their students.  By looking at the 4 factors mentioned (purpose of the use, nature of the work, amount and substantiality of the portion to the whole, and the effect of the use on the market), teachers can know what resources they can provide to their students. 
• How do Fair Use and the TEACH Act correlate to the delivery of reliable content?  I think these things have high correlation.  If a resource contains reliable content, it will most likely have some sort of copyright license associated with it.  As a result, teachers want to use this material linked with the Fair Use and TEACH Act in their classrooms.  We would be limited to resources we could incorporate to meet the learning needs of our students.  

Open Educational Resources 3.1.1

Open Educational Resources, or OER, are free educational resources that can be used for the purpose of teaching, learning, research or any other purposes.  To sum it up, they are educational resources that are free to anyone who wants to use them.  Creative Commons makes it possible for us to have these free resources.  Creative Commons license allow the distribution, copy, and display of OER.  Below is a list of several Creative Commons licenses that exist.

1.  Attribution - This license allows you to modify, share and build upon the original work, as long as you give credit to the original creator.
2. Attribution Sharealike - This license includes the same characteristics at number 1, but also details that all edited work must carry the same license and and allow commercial use.
3.  Attribution Noderivs - This license allows for users to share the work for commercial and non-commercial work but the original work must be kept in tact and given credit to the original creator.
4.  Attribution Noncommercial - You can modify and build upon the original work but only non-commercially.  The user must also credit the original creator.
5.  Attribution Noncommercial Sharealike - This is a combination of the noncommercial and sharealike licenses.  The user can modify the original work but only for non-commercial use.  They must also credit the original work and have the same license.
6.  Attribution Noncommercial Noderivs - This license does not allow you to make any changes to the work.  It only permits that you download the original work for use, but credit the creator.

Differentiate Student Assessment 2.1.3

When assessing students, it is important that we provide different types of assessments in order to meet the needs of all students.  Over the last three years, I have continued to learn about differentiation of instruction and assessment.  An easy and effective form of differentiation is to allow the students to create something on their own.  This provides an opportunity for them to create something that fits their learning style, while still allowing the teacher to assess their knowledge of the topic.  Students can use many of the same resources we have already discussed to create a presentation, video or game as their assessment.  I think this meets all the needs and learning styles of students. 

Differentiate Using Web 2.0 Tools 2.1.2

Web 2.0 tools are vital to classroom teaching, and even more so during online learning.  I could not imagine teaching without using these tools to enhance students' learning experience.  These tools can be used for a variety of learning needs such as announcements, communication/feedback and evaluation.  During the last quest, I mentioned Kahoot! as a great resource to evaluate students and measure their level of understanding.  You can create specific Kahoot! quiizes, discussions or surveys for your class.  To make it even easier, there are thousands of public Kahoot! resources already made.  As a teacher, you can make your free account and search for excellent tools already completed.  I have included a quiz made in Kahoot! that my students take during the circles unit in Geometry.  This gives me a snapshot of their progress throughout this unit. 

Circles Kahoot! 

Web Tools 2.1.1

There are several Web 2.0  tools that can be used by students and teachers.  These tools can be categorized in several different topics but I chose to categorize them by collaboration/sharing, presentation/explanation, and evaluation/survey tools.  These are all important areas and aspects of online learning environments.

Collaboration/Sharing Tools
1. Padlet - This is a virtual, interactive board or "wall" where students can discuss anything with each other and post their questions and comments.  Teachers can also use this to create classes where the students in that class can collaborate with each other and the teacher.
2. Blendspace - This is a place where teachers can collect resources and have them all in one place for students to view.  Teachers, as well as students, can create short digital lessons.
3. Yugma - This is a software that allows anyone to share their ideas with others.  You can set up a web conference with students where everyone can interact and share their thoughts, comments and questions about the topic being covered in class.

Presentation/Explanation Tools
1. Prezi - You can use this software for free if you do not mind your presentations being public.  This presentation software contains many different features that make it appealing to the user and viewer.  It is user friendly, which is an extremely important feature for all students to be able to use it.
2.  Educational Technology Network - This is a website that allows you to record audio explanations or lessons for students to listen to prior to an assignment.  You convert the lessons into an mp3 file and students can listen to them at their convenience.
3.  emaze - This is a free software that can be used my anyone for any presentation need that they may have.  There are many templates that are already set up that you can use, or you can create your own template.  Because it is a cloud-based software, you can pick up right where you left off on any device.

Evaluation
1.  Kahoot! - This is a great resource for students to review topics.  It allows teachers to see who answered correctly before moving on to the next question.  I have used this several time and it keeps the students engaged throughout the lesson.  Teachers can also create discussions and surveys for students to use. 
2. Quizlet - Students or teachers can create a stack of study and review cards for an upcoming test or quiz.  I think this is great because it puts the responsibility of learning on the students.  The teacher can provide a class set of flash cards as well.
3. Socrative - This is a free software that teachers can use to create reviews for students.  Students can answer the questions on their phone once they have the code for the activity.  It allows the teachers to see who needs extra help with the material.

Appearance 1.1.3

During this quest, I examined several online instructional sites and picked the ten that I thought were most visually appealing, or needed structural improvement.  Appearance and organizational structure are important, especially for students.  They should want to be on the website, and understand how to navigate through the material.  Because most people are visual learners, it is important to create websites that provide visual appeal.  Everyone is different in how they decide what is visually appealing.  Listed below are 5 websites that I thought met my personal preference.

1. CK12 - I thought the layout and structure of this website was exceptional.  It is easy to find exactly what you are looking for, and is categorized so that you can search by subject and topic. 
2.  Georgia Virtual Learning - This website is great for teachers to find excellent resources.  It is also easy to navigate so students could easily use this site to practice or view videos and explanations on their own.
3. Math IXL - I love this website.  If my students are struggling with a topic or need extra practice on a skill, they have used this website.  They can easily pick any grade level, topic, and specific skill that they need to practice.  My students also enjoy it because it gives them challenge problems when they reach a certain level and medals for answering a certain number of questions correctly.
4.  Khan Academy - The lessons on this website are organized by subject and standard so any topic is easy to find.  Users can also search whatever topic they are looking for and they have multiple videos to select from or practice the skill.
5.  Learn Zillion - This website was easy to navigate.  Once I selected math, I could select a subject and topic.  The high school students could easily do this on their own and view multiple videos on specific content.

There are also 5 websites that I think need to be re-structured to make it more appealing to the user.

1. Mountain Heights Academy  - This website was not horrible, but it was not as visually appealing as the other websites.  I also felt like it was not as user friendly.  The courses were very small at the bottom right hand corner where many users could miss it if they did not look closely.
2. Cool Math Games - While this website does offer many resources and practice for math topics, there is no order in how the concepts are found.  This is website that would need to be re-structured so that teachers and students could easily find the topic they need to practice.
3.  Cosmo Learning - This website was extremely busy and overwhelming.  I would recommend simplifying the items so that it is easier to navigate to the topic you are wanting to find. 
4. Enchanted Learning - I also felt like this website had too much going on when you open it.  Most users do not want to feel overwhelmed when they are searching on an educational website.  If the content is too difficult to find, many students will move on to the next website.
5.  FRIV4School - I am not sure what is going on with this website, but I think this is the worst one I explored.  There is no order or structure to the website, and I don't know what topics I am trying to learn. 

Content Map 1.1.2

I chose to include a content map on quadrilaterals.  This is a unit that students have a difficult time understanding and keeping the information separate.  A content map would be a great tool for them to use for this topic.  They could also extend this map even further by adding the characteristics under each type of quadrilateral.  Content maps make topics easier to remember by helping students organize their thoughts.  Since so many students are visual learners, this is a tool that could be used for any topic.  It also gives them something to reference if they need it later in the school year.

Time Management 1.1.1

1. To-do Lists: Every night I make my to-do list for the next day.  The list begins with the most important things I need to get done that day, while the end of the list are hopeful items I can get to.  I write everything down on the list including professional items, school assignments when I was completing my master's degree, and personal things to get accomplished that day.  I find that this list really helps me stay focused and be productive throughout my day.
2. Calendar: While this closely relates to my to-do list, it also includes events and meetings I have coming up.  I use the calendar on my email that is also linked to my phone.  This means that whether I am at my computer working, or out and about with my phone, I will be reminded of what I have coming up.  This helps me prioritize my time to get the most accomplished during the day.
3.  Fill down time: While I think down time is important and essential to a healthy life, I try to use my time as efficiently as possible.  This means that if I notice I have something on my to-do list that takes about 5 minutes, I am not going to waste the extra 5 minutes during my planning doing nothing.  Instead, I use that extra little time to get another task crossed off my list.
4.  Filing: Since I began my teaching career, filing has saved me so much time.  While it technically takes some time in the beginning, it can be a life saver throughout the year.  I have a filing system at school that contains all of my students tests and quizzes in alphabetical order.  I have them for reference during parent-teacher conferences, and I can also give them to students to help review concepts before the End of Course exam.  I keep all of my units in separate binders that include keys to the assignments and extra copies in case a students loses their sheet.  This has saved me from having to make so many copies during a school day when students are working on make up assignments.
5.  Collaboration and Flexibility:  I think a great way to have time management is to work together with your peers.  I have helped other teachers during my "down" time, and they have helped me when I have needed some extra hands.  It is important to realize that working with others can make our job as teachers so much better and more enjoyable.  Also, be flexible with yourself.  If you can't get to EVERY item on your to-do list everyday, don't beat yourself up.  Look at what all you accomplished that day and prepare for the next!

Synchronous Session 4.3.1

By incorporating synchronous sessions into the virtual learning environment, students are able to have live feedback and interaction with their teacher, similar to a face to face classroom.  I think this most closely resembles an actual classroom for the teacher as well since they can teach lessons, answer students' questions and interact with their students as a whole class.  This also provides an opportunity for teachers to receive immediate feedback on students' progress by observing questions or comments that they might have in the session.  I think one of the best things about the synchronous sessions is the interaction that can take place between teachers and students.  This allows a chance for teachers to grow that relationship with the students and encourage them throughout their coursework.  While it gives the teacher a chance to teach a lesson or cover topics, there should also be a time for the students to discuss the topic.  I think student-led discussions are a great learning tool for synchronous learning sessions.  The teacher can also see which students would be work well together in group work throughout the semester.  

Discussions 4.2.3

• What role or purpose do discussion forums serve in the online classroom and are they effective?  When discussion forums are monitored and used correctly, they can be an excellent form of classroom interaction.  They can promote critical thinking and online collaboration between students.  During my master's program, discussion forums were a critical part of our curriculum.  I was able to learn so much more about the content through discussion with my teacher and peers.  

• How do discussion forums function as a teaching tool?  I think discussion forums give every student an opportunity to participate in their learning, and let their voice be heard among their classmates.  This is important because students know that they are an active contributor to their learning.  They can also gain insight through communication with their peers and teachers.  

• How could they be used effectively and ineffectively? Furthermore, what are some best practices for facilitating forums online?  The most effective way to use the discussion forum is to have it as a vital part of the online classroom.  Because students are learning online, they often miss out on the interaction with others.  By providing a discussion forum on a regular basis, they can get an interaction experience more similar to someone in a face to face classroom.  If teachers neglect the forum, or do not incorporate it in the lessons, then the discussion forum becomes very ineffective and brings no benefit to the students.  

Digital Feedback 4.2.2

Sending students digital feedback can be a great way to remind them of certain things they are forgetting to do on their assignments, or offer words of encouragement.  I think by making them digitally, students will pay attention to them.  I chose three picture responses because I feel like this catches the students' attention.  I think audio resources are also great, but it is something that the students have to have the time and audio resources to listen to the responses.  If I use an audio resource, I would be sure to make it brief so the students do not lose focus.  

Feedback 4.2.1

Providing helpful feedback is important in improving students' performance.  Simply giving a letter grade with no constructive feedback is not beneficial to the student.  Instead, when the teacher gives them specific feedback on how to improve, the students are able to focus and work on that area of the assignment.  The feedback should also include positive feedback, along with the negative.
Here is an example of an assignment I used in my classroom:

Standards: G-CO.12.: Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line.  G-MG.1.: Use geometric shapes, their measures, and their properties to describe objects. 

Assignment: Students will be given the four coordinates of three different quadrilaterals.  They must graph each quadrilateral and determine the specific name for quadrilateral (ex: square, rhombus, square) by finding the characteristics of each shape.  They can use the distance formula, protractor and slope formula to help determine the type of quadrilateral.  This will not only strengthen their ability to find the distance and slope, but it also strengthens their knowledge of characteristics of specific quadrilaterals.

My rubric was shown in the previous post for this assignment:

 

Rubrics 4.1.2

Providing an effective rubric is important to represent expectations of student performance for the assignment.  Rubrics are beneficial in any classroom.  However, with limited communication prior to assignments, it is especially important to provide these rubrics in virtual classrooms.  These rubrics allow students to know what is expected of them.  It also gives teachers a guide to use to grade each student fairly.  I have created a rubric for an assignment that I had my students complete to prove certain quadrilaterals were parallelograms using Coordinate Geometry.

I set up the rubric this way so that students can understand the expectations of the assignment.  The completion section is very clear, and students know they must complete every problem in order to receive full points in that section.  I showed students an example of a similar assignment in which the student received 4's on every section.  The assignment was complete with detailed description of what work they did, and a proof to accompany each conjecture about the quadrilaterals.  Students who receive 3's in the first 3 categories are still competent in the material, but may have a harder time articulating the steps they are taking to determine the specific name of the quadrilateral.  Students who are receiving 1's and 2's need to revisit this topic with the teacher in a more individualized setting.

Evaluation Methods 4.1.1

                                            Visual provided by Educational Technology

• How do communication practices in the online environment correlate to effective feedback?  Providing constructive feedback is essential to the students' success in the online classroom.  This type of feedback is specific to the student and should give them detailed ways that they can improve, or areas they need to spend extra time.  This is also time for personal encouragement when you see them improving on their assignments.
• Why is authentic feedback important for online learners? I think authentic feedback is very important because it keeps them on track to be successful in the classroom.  This feedback allows them to see areas where they are weak in, but also areas that they are excelling in as well.  It is important that the teacher focus on both of these areas.
• In what ways might an instructor enrich a student’s online experience through feedback?  By giving specific feedback, the student will know what to focus on when reviewing for future assignments.  I have also provided my students with links to Khan Academy or Math IXL so they can practice with their weak areas and receive immediate feedback.  

Differentiation 3.2.2

Since students each have different learning needs, it is important that we provide them different forms of communication as well.  By doing this, we ensure that we are meeting the needs of all learners, and that they are understanding the material.  A lot of the software used to differentiate communication costs money.  However, there are some free tools that you can use for different learners:

1.  YouTube videos - I have provided the link to a YouTube video that raps the quadratic formula.  My students have really enjoyed this, and have even come up with their own raps for formulas or topics.  I think these videos allow auditory learners to hear the content a different way.

https://www.youtube.com/watch?v=jGJrH49Z2ZA

2. Smores - I have already provided my smores but there are also prezis that can include music and pictures.  There is also the GoAnimate software and Animoto that allows you to make short videos.  These resources are great for visual learners.

3.  PowerPoint - This software is beneficial to teach certain concepts that are new to students.  While the other software is more supplemental, PowerPoint allows the teacher to give facts and practice problems to work through before they start an assignment.  

Newsletter 3.2.1

Throughout this quest, it has been evident just how critical communication is in online learning, and how many different forms of communication we have access to.  I think it is important to use different forms of communication, and include videos, helpful links and pictures to make the material appealing to the students.  From the communication quests, I have discovered some new tools that I will use in the future.  There are three that I think are very beneficial:

1. Smore - I have made my newsletters for previous quests with this website.  It is so easy to use and free, which allows everyone to have access to it.  I think this is extremely important to provide students with access to upcoming events and reminders.  I really like this website and will be using in my future classes.
Newsletter - smore

2. Email - Although this is not a new or exciting software, it is something that has proven to be a beneficial form of communication in the past, present, and I am sure it will be around in the future.  Because so many people have emails sent to their phones, emails can be an efficient way to communicate quickly with your student or parents.

3. Remind101 - This software sends out a mass text to the students registered to use it.  It can alert them of any upcoming tests or assignments with just the click of a button.  The students do not have to log on to a website to receive the update since it will come directly to their phone.

News 3.1.2

Incorporating announcements and news is a valuable feature of online learning.  By providing students with constant information, they can be more prepared for the week.  This also allows them the opportunity to stay on top of their assignments.  Below is a newsletter I have created on smore:

Mrs. Stewart's Newsletter

Homepages 3.1.1

Below is a snapshot of an example of homepage I could have for students.  I can post reminders and provide links for them to get help with assignments.

Ongoing Communication 2.1.3

As mentioned in previous posts, with online learning communities, communication is key.  Teachers, students and parents need to be in contact on a weekly basis to ensure that students are not falling behind in their coursework.  I think this can be done with emails and phone calls.  However, I think it is important to provide additional forms of communication such as class reminders and newsletters.  I have a link to a brief welcome newsletter I would give at the beginning of the semester.  Students and parents would receive a newsletter each week to give them a reminder of upcoming due dates and assignments for the week.

https://www.smore.com/xyfbj/edit

Communication Guidelines 2.1.2

Communication is essential in an effective online learning environment.  Although it is important in every classroom, it is especially vital in a virtual classroom where face-to-face contact may not be an option.  In order to effectively communicate with my students, parents and administration, I have listed a few communication guidelines as an instructor.

• Welcome email - A welcome email is important because it sets the tone for the rest of the school year.  I think the welcome email should be friendly, so that students and parents feel comfortable to contact you if they have any questions.  This email should include the instructor's name, the name of the course, and some expectations for the course.  I think this is the time to include information on how students can access the syllabus and course content, and give them an extra encouragement to stay on top of their assignments this year!
• Personal Notes vs. Mass communication - I think personal notes are important so that the students realize you are thinking about them and wanting to help them be successful.  Giving feedback on any coursework should be done personally in private communication.  However, I think mass communication is great for reminders if you want to remind all students that there is a deadline coming up next week.  Mass communication would also be beneficial if you see there is an area where everyone is struggling.  You could give tips or pointers to touch on that issue.  
• Stakeholders - It is important to be professional when communicating with all stakeholders.  Check over spelling and sentence structure to make sure the email sounds respectful to the reader.  I will be in contact with parents often to discuss their child's progress in the class.  If there is an issue that arises, an email will be sent with administration included in the email.  
• School Policies Regarding Communication - I will include this policy section in my class syllabus.  This will include the school's communication expectation and guidelines, along with my own expectations.  I will also inform students and parents that the best way to reach me is through the school email.
• Tools available for effective communication - There are numerous tools provided within the LMS such as email, messaging, newsletter/bulletin board and chat rooms.  These public tools such as the newsletter and bulletin board allow all the stakeholders to know what events are coming up in the classroom.  I intend on using all of these tools in addition to Remind101.  

Identifying Stakeholders 2.1.1

There are many contributors to online learning that help make it truly successful.  These contributors, or stakeholders, include teachers, students, parents and administration.  When I first heard the term stakeholder, I wasn't expecting it to be people who worked and participated in the online learning community.  However, it makes perfect sense for them to be stakeholders, since they are all invested in the learning community.  Once I discovered who qualified as stakeholders in the learning community, I felt like the descriptions matched what I would qualify as characteristics of these contributors.

I thought it was important that they mentioned that the instructors should communicate with all stakeholders because I feel like this is the only role that should be consistently interacting with everyone.  From my own online learning experience, I think it is also important that instructors not only communicate frequently and in a timely manner, but that they also give feedback (grades) to assignments quickly so students can then ask questions.

I felt like the student descriptions met my own expectations and put a lot of responsibility on them to keep in contact with their teacher and ask any questions that may come up.  The descriptions of both parents and administrations were exactly how I would describe them as well.  I'm not sure if I would add any other group to the stakeholders, but I do think there are many other people who help with the online learning process such as social workers and technical support staff.

Laws of Communication 1.1.2

With so much information and forms of communication available through technology, it is important as teachers and students that we are aware of the online rules and regulations.  These guidelines are meant to protect all parties involved so it is imperative that we follow them.

• How can one refrain from violating FERPA guidelines in online communication?  I think one of the biggest ways we can keep from violating these guidelines is to use academic integrity.  When we take a minute to think about what we are writing, and who needs to see this information, I think it makes me often think twice about what I send in an email.  We need to be sure not include specific information about students or grades in an email to parents, students or other teachers.  If more detailed information is requested, it would be best if the teacher called the parent.  Also, we can make students aware of their rights as well by presenting the FERPA guidelines to them.  I feel like it is important as a high school teacher to prepare these students for life beyond high school.  By providing them this knowledge, I think we can allow them to think for themselves and make wise decisions.  These simple steps can protect you from violating these guidelines.  
• What methods could be employed to verify that copyright is not being violated?  I think understanding the copyright rules and guidelines is much more detailed and tricky than the FERPA guidelines.  It is important to give credit to the original creator, even if you are unsure if it is needed.  Also, familiarize yourself with these policies as much as you can so that you are aware when something does not seem right.  All work and graphics do not have to be original.  However, you cannot claim them as your own.  

Communications 1.1.1

• How have your individual communication skills changed as with the innovations in technology? My communication skills have continued to change with the increasing use of technology.  I am often using some form of technology to communicate with my students and parents.  I feel like I am more aware of what I am saying and how something I am saying might come across when I am writing a student or parent an email.  I think it is important to step away and re-read the email with fresh eyes so that the reader might not misinterpret what you are trying to say.  Our school uses Twitter to convey school-wide messages.  This makes it easy for students to be up-to-date on all the current news.  I have also used Remind101 and Edmodo to communicate with my students.  All of this new technology has just expanded the methods and forms of communication we can have with our students. 
• How have advancements in technology altered classroom communication? Will these change further?  As mentioned in the previous response, there are numerous methods to communicate with students and parents outside of the classroom.  I think students feel more comfortable contacting and communicating with their teacher when they have a question.  There are so many resources they can use that feel less formal.  I think this allows the students to be more open to contacting their teacher to ask questions.  There are also numerous online schooling programs now that require students to communicate with their teachers and students in non-traditional ways.  I think these resources will only increase in the future.  

Online Learning Trends (4.1.1)

Technology continues to expand and evolve each day.  With the numerous online learning avenues, there are now more options and advancements in this area.  As a contributor to online learning, it is important to keep up with the trends and new areas in technology.  One of the trends that I have seen lately is the use of social media in the schools.  Principals, teachers and students are using twitter to discuss topics; there are class Facebook pages, and Edmodo is like it's very own Facebook account.  I think this will continue to expand because this is the center of most students' interests.  If the teachers can connect and engage their students using social media, then students are more likely to participate in the online learning.

One advancement that I was not aware of before this quest, is GatherEducation.  This program allows students to participate in virtual lessons, while also being provided individualized instruction.  Students can learn in a real time setting from their teacher or tutor, and then also interact with their peers in a virtual breakout room for smaller groups.  The virtual teacher replicates the actual teacher's movements when teaching the lesson.  For students who need to see someone in the front of the classroom, this software would benefit them.  I think GatherEducation could be a possible trend in the next 5 years.   

Deciding on an LMS (3.2.1)

Choosing an LMS that is best for each school can be a tedious task with all of the current LMS options.  With so many different strengths and weaknesses in each LMS, it is important to look at the most popular LMS used in business and education today.  According to eLearning Industry, Adobe Captivate Prime, Litmos, Docebo, TalentLMS and CourseMill are among the most used Learning Management Systems in businesses.  In the education field, there are a variety of used systems, but the top five are as follows:
1. Moodle 
2. Edmodo
3. Blackboard
4. SkillSoft
5. Schoology

After investigating the top 5 systems, I think it is hard to determine which software is necessarily the best because it depends on what the user needs.  However, I think Blackboard is probably most beneficial in online learning environments.  While it has many of the same features as a more basic system, it also provides resources like blogs, webinars and ebooks.  It does cost money so it will not be accessible to everyone.  If someone is looking for a beneficial learning management system that is free, I would recommend Schoology.  I think this software has all the features that anyone would need for online education. 

LMS Reporting (3.1.4)

I used the Schoology website to during the previous Navigate quests.  Everything has been easy to follow, and the gradebook seems more beneficial than some other software that I have used.  The students' names are listed in rows and then across the top there are 4 options for the teachers to choose.  The first column allows teachers to select the grading period.  This will automatically eliminate the assignments that are not in the grading period selected.  The second column allows the teacher to choose the category for the grade such as daily work, tests, quizzes or participation.  It also allows a section for final exams.  The teacher can modify this section to choose how much each category will be weighted in the class.  The third column allows the teacher to order the assignments in the gradebook based on due date.  Lastly, the teacher can choose to column to bring up the grades that are marked excused, incomplete or missing.  I thought this was an especially useful tool because it allows teachers to see what students are behind with only one click.  I think this is a great options for all online gradebooks.  When teachers use this software correctly, there can be many benefits from the reporting system.    

LMS Tools (3.1.3)

The LMS I used in my previous quest was Schoology.  This system allows multiple tools that benefit the students and teachers.  On the left side of the page, teachers can access a number of helpful tools to effectively run the class.  Some of the available tools on the left-hand toolbar are the calendar, messages, updates, gradebook, badges, attendance, members, add materials and analytics. 

Which tools would be most valuable in the online classroom?
1. Add Materials:  This is needed to add support links, tests, quizzes, and assignments.  The content is the most important part of any learning environment.  I think this is imperative in providing assistance to struggling students as well. 
2. Calendar: Both students and teachers will be aware of upcoming assignments, tests, quizzes and discussions.  This makes students accountable for their assignments once teachers update the calendar each week. 
3. Messages: Messaging is an essential part of online learning.  Students need to be able to communicate with their teachers and other students to discuss difficult problems or questions they may have.  By having a messaging section within the LMS, teachers can see all questions or comments when they log in to the classroom.
4. Gradebook: This tool is obviously necessary to function in an online learning environment. 

Which would be of least value?
I think the badges would be the least valuable tool in the LMS.  Although it is a great addition for students, it is not necessary.

Creation and Investigation in Courses (3.1.2)

After examining the different types of software, I chose to use Schoology to set up my digital classroom.  I felt like it was an easy and free choice that allowed me to set up classrooms, take attendance, add materials, tests, quizzes and updates.  I also liked that I could view student data and analytics using this website.  To set up my course content with Digital Citizenship information, I took the following steps:
1. I signed up to create a free account.
2. I set up a Course and titled it "Course Shell."

 3. Once I created my course, I clicked on Add Materials, and added a folder titled "Introduction to Digital Citizenship."
4.  In that folder, I added the zipped drive from the quest titled DC_TOOL_TEST.

5.  In addition, I attached the link from the quest in the folder.

Students can now have access to this information.  This experience was much better than I thought it would be.  I found that online classrooms offer many tools and advantages to both teachers and students.

LMS Tools Category (3.1.1)

A Learning Management System, or LMS, refers to the software or system that manages the organization and delivery of online learning tools in a virtual community.  There are many different tools available in the LMS that the instructor can use to support their students through online learning.  Viewing analytics and data can be extremely helpful for teachers to prepare for the learning needs of their students.  Communication tools such as email, instant messenger and discussion posts are imperative for a virtual classroom.  I like to keep in contact with all parents and students so I think news blasts or bulletin boards are extremely useful.  Of course there are the necessities such an online gradebook, dropbox for students to submit assignments, class lists and calendar.  In addition, having the import/export feature is helpful to the teacher so that not so much time is wasted creating the same assignment in different courses.  All of these tools are beneficial and help create an efficient learning environment for the teacher and students.  

Lecture Capture (2.1.4)

Lecture Capture refers to any technology that allows teachers to record their class lectures and make it available digitally.  It includes many different devices and software.  This can be as simple as recording a lesson with an iPod; or a more complex system that also includes cursor movement, typing and on-screen activity throughout the lecture.

How would the resource function in the online classroom?
This would be a vital resource to have in an online classroom.  Teachers can provide lessons with explanations that accompany the visuals.  I recently completed my master's degree online.  Many of my teachers used Livescribe software, which is a specific type of lecture capture.  This allowed me to see the math problem worked out and explained through the software.  I think this allows students to be more engaged and understand the concepts at a deeper level.   

How would the integration of Lecture Capture modify teaching methods?
I think it provides teachers the opportunity to explain concepts more efficiently.  Lecture Capture also gives students a more in-depth explanation so they can be held responsible for their learning.  Lastly, I think it helps address areas of concern when students are falling behind.  If there is an area that needs to be addressed as a class, the teacher can work an example problem using Lecture Capture to address these issues at one time. 

Commercial vs. Open Virtual Classroom (2.1.3)

Most of the software I have used in educational platforms has been commercial.  This type of software requires that people pay in order to have full access to it.  They can buy memberships, or schools can purchase a license for the product.  Since it is run by a company, there are many benefits such as technology support, point of contact, and constantly updating to compete with the other commercial software.  These types of programs are usually needed for software that many people will be using in a setting such as a school or work place.  Adobe Connect, Blackboard, Cisco WebEx and GoTo Meeting are all examples of commercial learning software.

Open source software also has many benefits.  It is free which obviously attracts many participants.  Since it is public access, it also allows users to modify and share their work.  It also has an open source code so anyone who has access to the code can modify and enhance the program.  Many people also consider open source software more secure and reliable since many people can fix others' previous errors.  Examples of open source software includes Moodle, Blender, and Hangouts. 

Recorded Session

I have recorded a mini lesson before by using just a microphone and podcast software.  So although this wasn't my first time recording myself teaching, it was the first time I have used GoToMeeting that accompanied a visual with the podcast.  One of the biggest things that I was aware of in my first podcast was how detailed I needed to be in my teaching since the students would not be able to see anything while I was speaking.  I feel like students would be able to follow a lecture using GoToMeeting much easier than just a podcast.  With this experience, I felt more confident in my lecture since I had visuals to accompany my discussion. 

I felt like this was a fairly straightforward process.  GoToMeeting is not a free software, but it does have a free 30 day trial so I was able to practice using the software.  Once you are ready to start the lecture, click "Start your meeting."  You can start recording from there, but make sure your microphone is on so your students are able to hear what you are saying, along with what you are showing on your screen.  I enjoyed this experience and think this is extremely beneficial in online learning. 

Synchronous Delivery Methods (2.1.1)

There are many programs that allow teachers and students to interact with each other at the same time.  Below, we explore some of the software available that provides asynchronous learning environments. 

Adobe Connect: This software allows teachers to set up online meetings where students and teachers can record and work through problems online.  This provides opportunities for students to ask questions and receive immediate answers.

Cisco WebEx: This software is great because it allows the teacher to modify it to meet their individual needs when instructing their students.  It provides small online meetings with video conferencing, or the teachers can add functionality for webinars, training or technical support. 

Blackboard Collaborate:  This software is very popular among colleges.  I have had experience with this software, even in my in-person classes.  We could use this software to turn in assignments, ask questions for our professor, and discuss topics with other students.  This software provides high quality, high definition audio and video which makes it a great device for online learning.

BigBlueButton: This software is accessible for all teachers since it has free access.  It allows teachers the opportunity to make anyone in the classroom the presenter in an online meeting.  In addition, the teacher or presenter, can write on the presentation so that other students can see the work on the problem.  Lastly, if students have webcams, the website allows video access so that teachers can see their students and have an online tutoring session if needed. 

What is the Difference Between LMS and CMS?

 

Learning Management System and Course Management System are two different ways that online schooling is delivered.  While the systems are very similar now, let's examine the factors that separate these two systems.

Course Management Systems (CMS) has a narrower focus than the LMS.  This system focuses mostly on the management of eLearning and instructor led courses.  They can essentially be stored in a LMS and are the most essential part of the LMS.  The CMS is less dynamic than the LMS, but is great when needed to store and display content.

An LMS is everything the CMS is, plus more.  It is more in depth and uses a subset of learning standards for reporting purposes.  In addition, the LMS has begun to include learning that takes place outside of a computing environment.   The LMS can be used to help improve learning performance as well.  All of these things make the LMS an effective tool for online learning environments. 

Learning Management Systems (1.2.1)

In order to have an efficient, successful online learning community, there are various roles that must be fulfilled.  Each person has certain responsibilities that they must handle in order for things to run smoothly.  The Learning Management System (LMS) is essential to online learning environments.  Listed below are the different roles in the LMS and the duties they must complete. 

     Administrator:

• Communicate with both facilitator and teachers
• Monitor virtual learning environment
• Oversee major concerns in the learning environment

     Facilitator:

• Approve students' course selections
• Approve payments
• Communicate with instructors
• Retrieve final grades
• Hold students' accountable - discusses issues and determines ways to overcome the obstacles

    Teacher:

• View class roster and student participants
• Provide online support for students
• Provide feedback to students in a timely manner
• Monitor student progress and achievement
• Adapt assignments in order to meet the needs of all students
• Communicate with parents, students, and facilitators
• Input students' grades

    Students:

• Register for online courses
• Learn online platform and system
• Communicate with instructor/ask questions when needed
• Follows school rules and course guidelines
• Be an active participant in their learning!
 

Asynchronous Learning vs. Synchronous Learning (1.1.1)

Virtual learning is becoming more expansive at all levels of schooling.  It is important that online students are provided meaningful learning opportunities in their virtual school.  These learning experiences need to occur both individually and together with the teacher.  The two types of learning experiences and communication in online learning are asynchronous and synchronous.

Asynchronous Learning occurs when the teacher and student cannot meet face to face or at the same time.  This usually occurs through emails, feedback to assignments (dropbox), and discussion boards. This type of learning is necessary in online schooling since every student's schedule is not the same. There needs to be time for both students and teachers to interact with each other when they are available.

Characteristics of Asynchronous Learning:
1. Students learn individually, away from the teacher.
2. Teachers provide feedback through email or comments on assignments.
3. Students and teachers interact and learn through an online discussion board.

Synchronous Learning occurs when students and teachers are able to discuss the material at the same time.  This can occur through live video feeds and live chat rooms.  With the given technology, participants can use Skype to have a "face-to-face" meeting about any concerns in the class.

Characteristics of Synchronous Learning:
1. Teachers and students login to a live video feed to discuss certain topics.  This allows for immediate feedback and answers to questions.
2.  Live chat room where all students can ask questions and see other students' questions and responses from the teacher.
3.  Teachers can use EtherPad which allows students to see a live edit on a document.  

4.1.3 Digital Health

                                        

I have just completed my online master's degree program.  This took long hours of sitting and being in front of the computer screen, so it was important for me to find ways to incorporate healthy activities into my day.  One of the easiest things I have found that helps me when working online, is to make sure that I am sitting with a good posture.  When I am not, my shoulders and back begin to bother me.  Another method I used when working online, is to allow myself to stand while I work.  I feel like I am more productive and can focus easier when I am standing.  In addition, I always find time to do some type of workout during the weekday.  I usually allow 45 minutes to go to a group training class, but sometimes it might just be taking a walk around the block.  This time allows me to re-focus and relieve my stress from the day.

With technology all around us now, it is important that we learn to set it aside for periods of time and focus on ourselves, as well as those right in front of us.  Below is the time that I have prioritized to step away from my computer and focus on myself, or regroup with a friend or family member.

Tuesday (5/3) - 9:55 (Planning Period) Take a walk outside to get some fresh air

Wednesday (5/4) - No internet or phone time when I get home from school

Thursday (5/4) - Dinner with two of my co-workers

Friday (5/5) - 11:00 Check posture!

Since I workout regularly I did not schedule that in my calendar.  These steps each day, along with my workout, will allow me to stay focused when I need to be working; it will also allow me to take a minute for myself and relax.

Digital Safety and Security

Below is the link to my presentation on Digital Safety and Security:

https://docs.google.com/presentation/d/1LQNcDpHbHShz9dXyT5uJH4RyqlsPLFPlILhZOVY1dY8/edit#slide=id.gc6f889893_0_0

Link to my Social Bookmarks:

https://www.diigo.com/user/estewart1

Digital Rights and Responsibilities

An AUP is an Acceptable Use Policy that outlines the terms and conditions of internet use in school systems.  Technology can be a very useful resource for both students and teachers.  Teachers can interact with other teachers to develop lesson plans and search for interactive videos and websites.  Students also now have more resources at the tip of their finger than many school libraries, yet with these enormous benefits also comes significant danger.  There are now online predators, cyber bullying and harassment issues that schools have to deal with.  As a teacher, it is important the we uphold the policies and procedures in our school system.

How can a DLC ensure that citizens within the community have access to an environment where an AUP protects members as well as the community itself, where individuals uphold laws, and a cooperative/collective venture provides robust, safe, and ethical resources and opportunities for learning? The Digital Learning Community, or DLC, needs to make sure there is an AUP in place.  If not, they can create one to ensure that the AUP enforces what practices and behaviors are accepted.  They should also include what behaviors would cause a removal from the DLC.  By having clear guidelines and consequences, the DLC can quickly get rid of any unwanted behavior.

What is the best way to establish and maintain a flourishing DLC where citizens understand, observe, and are inclined to willingly support and ultimately benefit from Digital Rights and Responsibilities?  I think an essential step in creating a DLC where citizens work well together, is to have input from multiple parties when creating the AUP.  This can address issues, concerns, and personal preferences before things get out of hand.  Also, members are already beginning to work together from the beginning.

My plan to protect a DLC begins with having all students interacting to help determine proper netiquette.  I will have them list key terms or behaviors that they think are important for all students to uphold.  We can then discuss the "Terms of Agreement" and what the consequences would be if they do not meet the standards.  Most students are responsible and will contribute in creating the AUP because they feel like they have a say in their learning.  After we have established the guidelines, each student can sign the contract agreeing to the policy.  This makes it easy to discipline when students do not follow procedures because they helped create the plan.  When they know the rules and responsibilities of the DLC, the teacher has support and documentation when reprimanding the student.

Netiquette DOs and DON'Ts

It is imperative in online learning that students are aware of the procedures they need to follow to uphold online etiquette.  Below is my collage of the DOs and DON'Ts of virtual netiquette.

Barriers to Digital Learning

                                             

There are multiple factors that can hinder students' access and ability to learn digitally.  I feel like the biggest barrier for most students would be for economically disadvantaged students.  These students might not have a computer or internet provided for them at home.  If students live close to a public library, they could combat this barrier by obtaining internet access there.  However, location could be another barrier if students do not live close to free internet access or computers.
According to the Federal Communications Commission, additional barriers could include disabilities such as visual/hearing impairment, motor and cognitive disabilities.  Students may be incapable of seeing a computer screen, and most computers do not have the speech-to-text or text-to-speech capabilities.  Students with cognitive disabilities may also have a difficult time understanding websites and resources provided for them in their digital learning.  All of these barriers can prohibit many different types of students from entering the digital learning community.  One of the biggest ways we can begin to eliminate these barriers is by getting informed, and spreading the information with others so that changes can begin.  Educating disabled students on alternative software and programs they can use online can also help those students begin to use technology with more confidence.

My Ideal Digital Learning Community

I think there are four very important attributes that contribute to a great Digital Learning Community, or DLC.

1) I think it is the number one priority for most active participants that the community is free.  This will allow more people to access the community and engage with others.  Many students do not have the resources to buy a membership for a DLC.

                                               
2)  I also think that the website must be user friendly so that participants do not feel overwhelmed or intimidated when they begin exploring the site.  If students become overwhelmed, they may simply give up and move on to a different DLC.
                                                   
3) The website must be appealing and engaging to interested people.  It can be interactive to include participants in their learning, but it must catch their attention first.
                                                
4) In addition to the immediate appeal, and ease of the website, the information must be credible and current.  Information should be updated regularly, and be provided by reliable resources to ensure accurate information.