EL7003+Interaction


 * ** EL7003-8 ** ||  ||
 * ** Instructional Design and Engaging E-Learning Activities ** || ** 7 Interactive Course Activities ** ||
 * You've got it! The rubric was right on...Though you might want to consider a table for example, this type of one for English - http://deoracle.org/learning-objects/sample-grading-rubric-for-term-papers-essays.html A wonderful paper, substantially achieved stated learning outcomes and integrated key concepts. Consistent use of APA and academic English. **
 * You've got it! The rubric was right on...Though you might want to consider a table for example, this type of one for English - http://deoracle.org/learning-objects/sample-grading-rubric-for-term-papers-essays.html A wonderful paper, substantially achieved stated learning outcomes and integrated key concepts. Consistent use of APA and academic English. **

=Interactive Course Activities= Interactivity in online courses is a requisite for learning and has many positive effects. Among these effects are satisfaction, achievement, motivation, community, meaning, and engagement. Interactivity reflects the relationships of the student with the instructor, other learners, course content, and the technological environment. The online XML Publisher course is an interactive synchronous environment with access to audio (telephone conference call), video (webcam), two-way chat, question and answer pages, and the ability to demonstrate, collaborate, and present information from participant’s computer screens. The following activities have been designed to engage learners, increase motivation, and lower isolation, while boosting satisfaction and tangible learning.

Interactivity Activity One: XMLP Blog
**Task:** A collaborative activity to promote learner’s learning goals and capture important educational activities and learning experiences. **Objectives:** Each learner will contribute to a group blog at least once for every three modules to reflect upon his or her learning experiences, while demonstrating skills with an interactive online tool. **Method:** Asynchronous **Time required:** Ongoing task throughout the course **Materials:** This activity will utilize the Before the class I will create a blog at blog.wikispaces.com for use by participants in the XML Publisher course. At the beginning of the course I will e-mail each learner a message. This message describes the blog, instructions for access, expectations for contributing to the blog, and some suggestions regarding things learners may want to contribute, as follows: During the PeopleSoft XML Publisher class you will be expected to contribute your thoughts, comments, ideas, suggestions, feelings, and accomplishments to share with your peers. You will be able to do this by entering the class blog at http://OurXMLPClass.blog wikispaces.com/Home. Your requirement is to contribute at least one entry in the blog for every three modules that we cover. There is no right or wrong entry in the blog, but entries should be substantive and contribute to the community of the class. Some examples you may wish to consider are: Besides sharing your own reflections on the course, it is expected that you will read the entries of other learners in the class, and at the end of the course provide a summary of what you have learned through your course experience. The grading rubric for this activity is in Appendix A.*
 * Web log facility at blog.wikispaces.com
 * Audio conference call, and
 * E-mail facility
 * Preparation: **
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Process: **
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">My understanding of this topic is . ..
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">This is contrary to what I previously understood because . ..
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">I feel this will be useful in my work as I . ..
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">I was able to do this faster than I was able to before since . ..
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">I understand this better now because . ..

Interactivity Activity Two: Quick Polls and Surveys
<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Task:** A collaborative activity to promote learner’s learning goals, and demonstrate understanding of complex or confusing course topics. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Objectives:** Learner will participate in an online poll to evaluate his or her understanding of potentially confusing or complex topics in the course material. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Method:** Asynchronous <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Time required:** Five to 10 minutes per module. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Materials:** This activity will utilize <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Identify between one and five questions regarding topics in a specific module that will evaluate learner understanding of course content, while providing an assessment of learner learning and pace. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Prior to the activity I will instruct students regarding the poll and identify the time limit as follows: <span style="color: #800000; font-family: 'Times New Roman',Times,serif; font-size: 120%;">To make sure that we are on track, and to test your understanding of the material from this last module, you will be participating in a short quiz. The quiz will show up in the lower right hand corner of your WebEx environment. In this window you will respond to the questions that are presented. The time remaining for the activity will also be displayed in that window. Once the quiz is complete, the correct answers along with a group average will be displayed. Good Luck! <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">After the poll I will facilitate a discussion of any concepts or questions that show a misunderstanding regarding a topic.*
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Audio conference call
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Polling and survey feature
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Grading and tracking feature
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Preparation: **
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Process: **

Interactive Activity Three: Introductory Digital Chain Letter
<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Task:** A collaborative activity to provide introductions, establish expectations, and initiate contact between participants in the XML Publisher class. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Objectives:** The learner will receive an introduction to the instructor, to class expectations, and to other learners, while introducing him or herself to the class. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Method:** Asynchronous <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Time required:** Four to five days. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">This activity will utilize e-mail. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Four days before the class is to start I will compose the initial e-mail, which will have the following elements: <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">A shortened version of the initial e-mail follows: I wanted to take a moment to introduce myself. My name is Steve Watts and I will be your instructor for the PeopleSoft XML Publisher live virtual class you have enrolled in starting <start_date>. I have been working with various forms of reporting for over two decades now, and look forward to introducing you to the features and functions of the XML Publisher tool. To get to know all of the participants in the class, we will be sending around a digital chain letter. I would like for you to review the introductions in this e-mail, add your own, and then forward it to the next member of the class. Your introduction should be a two- to three- paragraph introduction that should include your name, position, the experience that you have with reporting tools or SQL, what you hope to gain from the course, and how you will use the knowledge and skills from the course when we are done. A list of who you should send the message to appears at the bottom of this message. By clicking on the ‘Forward’ button, you will automatically include all of the previous introductions. When the chain letter gets back to me, I will send a copy to each participant in the course to complete the chain. I look forward to meeting you in class! I’m sure that we will have a great class, and you will learn a great deal that you will be able to apply immediately. Sincerely,* Steve <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">This introduction will be followed by a list of each participant in the class with corresponding e-mail addresses. This will include explicit instructions to each learner regarding to whom they will forward their message. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">I will send the e-mail to the first person on the list. When the e-mail is returned to me, I will review it, and then send copies to each member of the class.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Materials: **
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Preparation: **
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">An introduction of myself to students, and of the course.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">A description of this activity, and the steps the learner should take upon receipt of the e-mail.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Instructions for including previous messages in the forwarded e-mail, and who to forward the e-mail to.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">An ordered list of the learners in the class with their e-mail addresses.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Process: **

Reflective Paper
<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">When referring to interactivity in the classroom Watkins (2005) identified activities that focus on the interactions between learner and learner. The literature does not maintain such a limited view regarding interactivity. Bradley (2009) identified four types of interactions that must be present in a course to “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">promote higher order learning, such as analysis, synthesis, and evaluation, rather than rote memorization <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 21 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). To get the most positive results from students in an online class, many authors agree with Watkins’ need to encourage learner to learner interaction ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Abrami, Bernard, Bures, Borokhovski, & Tamim, 2010; Ali & Ahmad, 2011; Bradley, 2009; Commonwealth of Learning, 2000; Ferguson & DeFelice, 2010; Lee, Redmond, & Dolan, 2008; Martinez-Caro, 2011; Omar, Kalulu, & Belmasrour, 2011; Pelz, 2010; Shea, Fredericksen, & Pickett, 2006 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Several studies show that interactivity between learners alone does not provide sufficient motivation and satisfaction to optimize student learning and performance. Jackson, Jones, and Rodriguez (2010) found “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">the most important variable in the online classroom is the instructor’s level of interaction with students <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 80 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), and Martinez-Caro (2011) established “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">teacher-student interaction [is] the strongest predictor of learning in e-learning <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 578 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). In addition to learner to learner and learner to instructor interactions, Bradley (2009) stated the need for designs that ease learner interaction with the online environment, while facilitating the learner’s interaction with the course content. Learners will attain the best results when these types of interactivity are present in an online course.* <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The most referenced outcomes from interactivity in online classes are student satisfaction ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Al-Fahad, 2010; Ali & Ahmad, 2011; Alshare, Freeze, Lane, & Wen, 2011; Boling, Hough, Krinsky, Saleem, & Stevens, 2011; Ferguson & DeFelice, 2010; Jackson et al., 2010; Muilenburg & Berge, 2005; Pelz, 2010; Shea et al., 2006 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), increased learner motivation ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Al-Fahad, 2010; Omar et al., 2011; Park & Choi, 2009; Pigliapoco & Bogliolo, 2008 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), and positive learning and achievement outcomes ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Abrami et al., 2010; Boling et al., 2011; Jackson et al., 2010; Ke & Xie, 2009; Martinez-Caro, 2011; Muilenburg & Berge, 2005; Pelz, 2010; Ruey, 2010; Shea et al., 2006; Watkins, 2005 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Interactivity has been implicated in less mentioned outcomes as well. Among these outcomes are engendering a sense of community between learners ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Boling et al., 2011; Pigliapoco & Bogliolo, 2008 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), making “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">learning experiences meaningful <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">So & Bonk, 2010, p. 189 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), increasing learner engagement ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Oncu & Cakir, 2011 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), and significantly increasing the likelihood of students continuing to take e-learning courses ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Cheng, Wang, Yang, Kinshuk, & Peng, 2011 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">).

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Conclusion
<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The activities give students the chance to collaborate and interact with their peers and the instructor, while utilizing e-learning tools in innovative ways.* In the first activity, learners contribute to a class blog, sharing their feelings and learning while interacting with their peers and a different technological tool. The second activity evaluates student understanding by presenting a poll of questions regarding potentially confusing or complex topics, and presenting specific feedback regarding answers. The final activity enhanced interactivity between participants of the class by creating a digital chain letter. The interaction engendered in these activities will increase skill, enhance engagement, augment motivation, decrease feelings of isolation, amplify satisfaction, and result in deeper learning for students in the XML Publisher class.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> [PP1] Yes!!!! One benefit of a grading rubric is the students know what they have to do to get a grade and what kind of effort they need to put in…. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> [PP2] A nice idea and a great way to provide a planned “teachable moment”! <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> [PP3] Nicely worded! This is coming from the English teacher in me! <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> [PP4] Perfect sources for this topic! <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> [PP5] Yes, you are using the technology to teach and not just to play with the technology because it is cool.

=Appendix A: Grading Rubric= <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">In the blog activity each learner will contribute at least three entries as the course progresses, and one summary entry. Each entry will be worth 25 points each, for a maximum of 100 points for the course. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Table 1: Reflective blog entry
 * = References ||
 * * Abrami, P. C., Bernard, R. M., Bures, E. M., Borokhovski, E., & Tamim, R. (2010, July). Interaction in distance education and online learning: Using evidence and theory to improve practice. //The Evolution from Distance Education to Distributed Learning//. Symposium conducted at Memorial Union Biddle Hotel, Bloomington, IN.
 * Al-Fahad, F. N. (2010). The learners’ satisfaction toward online e-learning implemented in the college of applied studies and community service, King Saud University, Saudi Arabia: Can e-learning replace the conventional system of education? //Turkish Online Journal of Distance Education (TOJDE), 11//(2), 61-72. Retrieved from https://tojde.anadolu.edu.tr/
 * Ali, A., & Ahmad, I. (2011). Key factors for determining students’ satisfaction in distance learning courses: A study of Allama Iqbal Open University. //Contemporary Educational Technology, 2(2)//, 118-134. Retrieved from http://cedtech.net/
 * Alshare, K. A., Freeze, R. D., Lane, P. L., & Wen, H. J. (2011). The impacts of system and human factors on online learning systems use and learner satisfaction. //Decision Sciences: Journal of Innovative Education, 9//(3), 437-461. Retrieved from http://www.dsjie.org/dnn/default.aspx
 * Boling, E. C., Hough, M., Krinsky, H., Saleem, H., & Stevens, M. (2011). Cutting the distance in distance education: Perspectives on what promotes positive, online learning experiences. //Internet and Higher Education// (Advance online publication). doi:10.1016/j.iheduc.2011.11.006
 * Bradley, J. (2009). Promoting and supporting authentic online conversations – which comes first – the tools of instructional design? //International Journal of Pedagogies and learning, 5//(3), 20-31. Retrieved from http://jpl.e-contentmanagement.com/
 * Cheng, B., Wang, M., Yang, S. J. H., Kinshuk, & Peng, J. (2011). Acceptance of competency-based workplace e-learning systems: Effects of individual and peer learning support. //Computers & Education, 57//, 1317-1333. doi:10.1016/j.compedu.2011.01.018
 * Commonwealth of Learning. (2000). //An introduction to open and distance learning//. Retrieved from http://www.col.org/PublicationDocuments/pub_ODLIntro.pdf
 * Ferguson, J. M., & DeFelice, A. E. (2010). Length of online course and student satisfaction, perceived learning, and academic performance. //International Review of Research in Open and Distance Learning, 11//(2), 73-84. Retrieved from http://www.irrodl.org/index.php/irrodl
 * Jackson, L. C., Jones, S. J., & Rodriguez, R. C. (2010). Faculty actions that result in student satisfaction in online courses. //Journal of Asynchronous Learning Networks, 14//(4), 78-96. Retrieved from http://jaln.sloanconsortium.org/index.php/jaln
 * Ke, F., & Xie, K. (2009). Toward deep learning for adult students in online courses. //Internet and Higher Education, 12//, 136-145. doi:10.1016/j.iheduc.2009.08.001
 * Lee, D., Redmond, J. A., & Dolan, D. (2008). Lessons from the e-learning experience in South Korea in traditional universities. In M. Iskander (Ed.), //Innovative techniques in instruction technology, e-learning, e-assessment, and education// (pp. 216-222). London, England: Springer Science+Business Media.
 * Martinez<span style="font-family: 'Cambria','serif';">‐ Caro, E. (2011). Factors affecting effectiveness in e<span style="font-family: 'Cambria','serif';">‐ learning: An analysis in production management courses. //Computer Applications in Engineering Education, 19//(3), 572<span style="font-family: 'Cambria','serif';">‐ 581. Retrieved from http://onlinelibrary.wiley.com/doi/10.1002/cae.v19.3/issuetoc
 * Muilenburg, L. Y., & Berge, Z. L. (2005). Student barriers to online learning: A factor analytic study. //Distance Education, 26//(1), 29-48. doi:10.1080/01587910500081269
 * Omar, A., Kalulu, D., & Belmasrour, R. (2011). Enhanced instruction: The future of e-learning. //International Journal of Education Research, 6//(1), 21-37. Retrieved from http://www.journals.elsevier.com/international-journal-of-educational-research/
 * Oncu, S., & Cakir, H. (2011). Research in online learning environments: Priorities and methodologies. //Computers & Education, 57//, 1098-1108. doi:10.1016/j.compedu.2010.12.009
 * Park, J.-H., & Choi, H. J. (2009). Factors influencing adult learners’ decision to drop out or persist in online learning. //Journal of Educational Technology & Society, 12//(4), 207-217. Retrieved from http://www.ifets.info/journals/12_4/18.pdf
 * Pelz, B. (2010). (My) three principles of effective online pedagogy. //Journal of Asynchronous Learning Networks, 14//(1), 103-116. Retrieved from http://sloanconsortium.org/publications/jaln_main
 * Pigliapoco, E. E., & Bogliolo, A. A. (2008). The effects of psychological sense of community in online and face-to-face academic courses. //International Journal of Emerging Technologies in Learning, 3//(4), 60-69. Retrieved from http://www.online-journals.org/i-jet
 * Ruey, S. (2010). A case study of constructivist instructional strategies for adult online learning. //British Journal of Educational Technology, 41//(5), 706-720. doi:10.1111/j.1467-8535.2009.00965.x
 * Shea, P., Fredericksen, E., & Pickett, A. (2006). Student satisfaction and perceived learning with on-line courses: Principles and examples from the SUNY learning network. //Journal of Asynchronous Learning Networks, 4//(2), 2-31. Retrieved from http://sloanconsortium.org/publications/jaln_main
 * So, H.-J., & Bonk, C. J. (2010). Examining the roles of blended learning approaches in computer-supported collaborative learning (CSCL) environments: A Delphi study. //Educational Technology & Society//, //13// (3), 189–200. Retrieved from http://www.ifets.info/
 * Watkins, R. (2005). //75 e-learning activities: Making online learning interactive.// San Francisco, CA: Pfeiffer/John Wiley & Sons. ||
 * 23-25 points || * A minimum length of 100 words per entry.
 * Discussion is substantive and related to course content or objectives.
 * Uses personal or professional examples demonstrating application of principles.
 * Submitted according to the course deadline.
 * Language is clear and easy to understand.
 * Uses terminology properly and is logically organized. ||
 * 20-22 points || * Length of entry between 50 and 100 words.
 * References course content or objectives but are not integrated, or well developed in the entry.
 * Uses personal or professional examples, but is not integrated in the entry.
 * Submitted according to the course deadline.
 * Adequately written, but needs to be re-read to be understood.
 * Sometimes uses terminology improperly, or is not logically organized. ||
 * 17-19 points || * Less than 50 words.
 * Contains no reference to course content or objectives, or does not demonstrate understanding of principles.
 * No reference to personal or professional examples in the entry.
 * Entry is not submitted according to the course deadline.
 * Poorly written; cannot understand learner’s ideas even after repeated readings.
 * Terms are consistently used incorrectly. ||
 * 0 points || * Failure to write an entry. ||