Please answer each part separately:
Part 1: apa style no cover or reference page: 1 and half pages
1) Choose ONE aspect of how data driven instruction decision making can be informed withing this environment. Be specific mentioning concepts shared by the presenter in the video.
2) Share ONE grading strategy shared by the presenter that is used in the MOOC environment. What are your thoughts on how might this strategy inform data driven instructional decision making?
Please provide perspectives, to both questions, that are distinct from those shared by students who have already posted. (A MOOC Example: UDEMY, if you are interested in exploring further)
active and collaborative learning. Covering various collaborative resources and strategies that would be most effective for the teaching/ learning process, and we will begin to understand how learners engage in the design process.
- Read about Integrating Educational Technology into Teaching,
- Read the summary/case study on Mr. Patels better approach to teaching statistics on pages 238 – 240 in Integrating Educational Technology into Teaching.
Answer the below question:
Using what you have read and learned in please discuss how you would use technologies Mr. Patel (from the summary of his class techniques may have overlooked, and/or how you would enhance this class? What would be best for learning statistics? Would there be an advantage to your enhanced class additions? How so?
Part2: Apa style cover and reference page needed – 1and half pages
Use the data collected from fellow classmates in response to the survey working to complete the questions below- survey is followed after the questions – stimulate or suggest answers for the survey and answer the questions below;
1) What does your data reveal about student reaction to the Bloom’s Taxonomy discussion thread activity?
2) Using your feedback obtained, how might you review the Bloom’s taxonomy discussion thread activity to better suite learner needs? Be specific. This is, your response to this question should include a brief revised discussion thread activity that can be facilitated in an online course. Discuss why your activity may better support learner needs based on the feedback you have received.
3) How might you measure changes in student reaction which may have occurred between the administration of the first Bloom’s taxonomy discussion thread activity to their completion of the activity that you have proposed in #2 above?
The schedule of students
Online learning is preferred by many students as it can be accessed at any time and from any geographical location (Burk, 2014). However, it is imperative that online students to dedicate ample time to their coursework each week.
- How can you describe your personal and professional schedule?
- Predictable: Each week, it is possible for me to plan, well in advance, and set aside time for my coursework.
- Generally predictable: There certain events, such a last minute meeting, that I cannot reschedule which tend to interfere with the time set aside for studying.
- Unpredictable: I am never sure when I will be free to devote blocks of time to my course work.
The time dedicated to online course
Just as traditional courses, online courses require students to dedicate ample time to their coursework. This means that online students may be required to dedicate from 5 to 15 hours or more per week to their week to their coursework. In certain situation, they me be required to be online each and every day (Burk, 2014).
- What is the amount of time you can dedicate to an online class?
- More than enough for either a traditional or an online class (Each week, any time of the day or night, I can dedicate 15 hours or more(Burk, 2014)).
- The same as that of a traditional class (10-15 hours each week mainly during daytime(Burk, 2014)).
- Less than that of a traditional class (not more than 10 hours each week(Burk, 2014)).
Time management skills
It is usually the responsibility of online students to complete tasks before deadlines. Coupled with the challenges of technology, last minute submissions are usually a big problem for both the student and the instructor. As such, an online student should always endeavor to finish tasks early.
- How can you describe your time management skills?
- Great: I submit assignments on time and keep up with the coursework without being reminded by the teacher.
- Okay: I usually complete my assignments on time but I sometimes need help to stay focused with the coursework.
- Poor: I heavily rely on the instructor’s assistance to remain focused and motivated to complete my coursework.
Reading and writing skills
Most of the communication in an online class is text based (Burk, 2014). A student should have the ease of communicating in writing and reading information and this entails more than responding and listening.
- How do you rate your reading and writing skills?
- Excellent: I can express myself clearly and I understand what I read.
- Average: There are certain occasions where I need help to express myself or understand what I have read.
- Poor: I often have trouble expressing myself and understanding what I have read.
In online courses, online discussions are the only means through which the instructor, the students, and course material interact. Although it may be a challenging task to actively take part in online discussions, it is one of the effective ways of learning in an online setting (Burk, 2014).
- What is your comfort level when it comes to holding online discussions with others?
- Comfortable: I often interact online with different people.
- Fairly comfortable: I have not been exposed to online forums for that long, but with practice I can be better.
- Uncomfortable: I find it weird and hard to discuss with people I have never seen or meet.
Burk, E. (2014). The Online Class: What Works. Abingdon: Routledge.