Session 10: Final Project

2015-03-12 10.06.04-1

For my final project, I have created an outline for a hybrid faith-based course geared towards adults 18 and over. It is built as a six week course with sessions 1&6 being face to face. Student-Content interactions occur with the Input section of the table I provided on the course website. Course materials will be administered in the form of pdf, podcast using SmartNote Application, videocast using GodTube and YouTube, or screencast using QuickTime/YouTube and GodTube. Student-Student interactions will occur in the Google + Organization “Answers of Faith.” The sessions are designed so that students will post each week and interact with one another within the closed organization. Student-Facilitator interactions will occur through the end of course survey and email with feedback. Below is the link to the webpage I developed that has my clear outline and course description. I am really looking forward to working with some of my colleagues and parish priests on making this project come to life! You will note that the welcome states that each session will link to a page with the course materials. None of them link to materials, yet, because none have been created. For this project, I just outlined what the course design would be and I will work with other experts to compile the course materials.

Answers of Faith

Google +

Screenshot of Answers of Faith closed Organization in Google +

Posted in Uncategorized | 5 Comments

Session 9: Assessment and Survey

El Carmelo Retreat House- Redlands, California

El Carmelo Retreat House- Redlands, California

Survey creation and process:

I have created a survey to be administered at the introduction of the course I am designing. I have decided to use Google Forms since the platform I will use for the course is Google+ and because I am familiar with Forms. I like Forms because the data is then organized into a Spreadsheet so I could easily analyze participant responses. I used open-ended survey questions and gave instructions at the start of the survey.

Rubric creation and process:

The course that I am designing isn’t designed to have a pass/fail aspect, rather a complete/incomplete. The weekly assigned tasks will be similar across all sessions of the course. Participants will look at a scenario in which they are faced with a question pertaining to their faith. They will be given course material in various forms that would give some background on what their church says about each topic. The assignment is to then locate other sources to formulate their own responses to the questions in the scenarios. The rubric I have designed is not as involved as the rubrics I have designed for my sixth grade students, which include scores for writing mechanics and grammar. Rather than having a point system, I have designed a yes/no type of a rubric; with 3 out of 4 yes marks being the minimum for session completion. Participants may add to their initial work in order to earn a higher score at any point in the course.

Here is the link to the PDF in Google Docs:

Final Project Progress:

I have done a lot of preparation for this project. Last weekend, I was actually at a retreat so I was able to speak to some experts while I was there. One of the friars is actually teaching an undergrad theology course online for the first time, so we were able to share some tips with one another. He actually gave me some great points to focus on for the course I’m designing and more or less the format for participant output. This course has not been difficult to create as far as outlining the course material. The major challenge for me was developing the means to which participants would demonstrate their new knowledge.

2015-03-07 22.28.00

Aside from my research in andragogy, I have also obtained rich content material. I found a book called The Social Media Gospel by Meredith Gould (whom I now follow on Twitter). Her text covers the various social media that could be used in faith formation and how each one functions. I also found a new resource: YouCat. It is a youth version of the Catechism of the Catholic Church, which after the bible, is the most valuable resource for members of that faith group. It is laid out in the original text, with annotations explaining what the rich text means. I also purchased the study guide because it has valuable questions that go along with the text. I asked about copyright laws because I didn’t find any copyright material in the study guide. I would like to use some of the questions in that book, but might need to contact Igantius Press before doing so. That’s a bridge I will cross when I get closer to fully developing this course!

Lastly, I have spoken to a young adults core member from St. Paul the Apostle parish in Chino Hills. We had a conversation about the various groups within that age group (18-39) and how some on the older end of the spectrum really need something a bit different than those on the younger end. My initial idea was for this course to be geared towards RCIA participants who have been recently baptized and confirmed. Now, I am thinking this could also be opened up towards a young adults group. The core member is willing to work with me in order to make this course outline come to life in the near future.

Posted in Uncategorized | 14 Comments

Annotated Bibliography: Andragogy and Online Communities

Annotated Bibliography 

 The topic I  chose to research was andragogy and online communities among adult learners. Most of my research during this graduate program has been in the terms of childhood learning up to the middle school level since I teach sixth grade. However, outside of my paid profession, I have spent many hours volunteering at my church teaching adult faith formation and even adult citizenship classes for those preparing to take the exam that will help them become US citizens. I am interested to find what the research says about adult students’ motivation to participate in online communities as well as what strategies or technologies will be more suitable for adult learners. I used EbscoHost in order to locate the articles below. The keywords I used were distance learning, andragogy, online learners, adult learners, online communities, and social media in learning. I located over twenty useful articles but chose five for my annotated bibliography.

Galbraith, D. D., & Fouch, S. E. (2007). Principles of Adult Learning. Professional Safety, 52(9), 35–40.


This article examines adult learning theory as well as andragogy in order to find a better suited training system for adults in the area of work safety. This was a limited study that was performed in Carnegie Mellon University. The researchers measured behavior changes in laboratories after employees had received safety training. The researcher used OSHA violations as a means to measure laboratory behaviors. In the literature review of this study, Malcom Knowles’ characteristics of adult learners are cited. There are six: 1) self-directed; 2) accumulation of life experience; 3) goal-oriented; 4) relevancy-oriented/immediacy; 5) Practical; 6) respect. There are similarities between the way adults and children learn. For example, both need to play, take initiative, and have choices. The difference lies in the amount of life experiences that adults and children bring to training or class. The actual research conducted in this study aimed to decrease the number of accidents reported in the labs. There was an existing training program that did not include accommodations for adult learning theories as discussed in the literature review, thus there were many accidents. The new program was designed to include the learners in the process, material in smaller chunks, and an explanation of relevancy. Twenty lab employees were broken up into two groups- one group used the “old” training program while the other group used the “new” program. Researchers looked to OSHA standards for measurement and only looked at post-training behavior rather than learner surveys to determine whether or not the new program was of a stronger value for this group of employees. After analyzing the data, the new training program resulted in a decrease of safety violations.


        This article informed me on the various characteristics of adult learners. It is a common misconception that with age, there should be less planning to make lessons come to life for learners; that learners could be given textbooks and even audio versions of books and they will learn and apply the learning. Being an adult learner, I know that I appreciate courses that emphasize problem solving rather than textbook questions. This article confirmed that a commonality between adult learners and child learners is the need to play, discuss, and be involved in the learning process rather than given reading material in book form or even on a PowerPoint presentations in order to master learning objectives. In an adult course such as the one I aim to outline and eventually develop, this is a highly valuable article because it describes the effects of not using teaching strategies that are appropriate for an age group. Poor developed training programs could result in poor learning and even horrendous accidents.

Manganello, F., Falsetti, C., Spalazzi, L., & Leo, T. (2013). PKS: An Ontology-based Learning Construct for Lifelong Learners. Journal of Educational Technology & Society, 16(1), 104–117.


This paper focused on self-directed Life Long Learners (LLL) and the integration of social media in their online courses. This paper uses the term “Personal Knowledge Space” (PKS) as a description for the learning architecture self-directed LLLs utilize and demonstrates how Web 2.0 tools (social media) may be useful within. The PKS model is based on the social-constructivist learning theory in which the learner is empowered with control over his/her learning. The purpose of this article was to define the tools a LLL could use to develop their own Personal Learning Environment. They looked at LinkedIn as a location to develop their own learner profile and share files within a community of similar LLLs.


        I was a bit confused by the end of this article because I didn’t really find any actual results from the study. What I did take from this article was the importance of selecting the Web 2.0 tool that will be tailored to your needs as an online social learning community. It is necessary to develop your online profile and to be explicit about the fields you are interested in learning about.

Sierra, C., & Folger, T. (2003). Building a Dynamic Online Learning Community among Adult Learners. Educational Media International, 40(1/2), 49.


This is an action research to promote adult learners’ participation in online communities as well as effective strategies to build strong online communities. This study was on Instructional Design students within an online community using a web-based chat, email, and one-way podcasts. The researchers used the transcripts from the chat, emails, and log-in times of podcasts in order to find evidence of participation, sharing of identity, and establishment of social network. The web chats had the highest level of participation from students, mostly because it was more interactive than the webcasts/podcasts and email. More studies need to be conducted on the differences between the ways men and women interact in web-based discussion. This study confirmed that small group collaboration helps build and solidify a social network within the learning community. That social network, in turn, results in positive learning outcomes for students.


        This article was very creative in investigating the building blocks of a dynamic online learning community of adults. I will take the lessons gained from this article to design authentic learning output for an adult course I develop in the future. When designing learning tasks for adults, I must integrate a balance of independent tasks and collaborative tasks. This will help build a social network, which in my case, is essential to community building.

Thompson, E. W., & Savenye, W. C. (2007). Adult Learner Participation in an Online Degree Program: A program-level study of voluntary computer-mediated communication. Distance Education, 28(3), 299–312.


The researchers of this article sought to answer the following question: Do learners participation levels vary by experience with previous courses, the course, or the instructor? This team found that students who are given the task to participate in online discussion will only post the minimum that is required, while the counterparts, self-selected and voluntary participants will incorporate high level, deep thinking in their posts. The researchers of this study selected 149 participants in an MBA program who were on average of 32 years old, and self-selected one of three sections. The three sections were set up into 5 weekly sessions/modules. The courses were composed of delivered course materials on the LMS, textbook readings, electronically delivered articles and case studies, voluntary interaction on the discussion board, and 2 assessments. The researchers gathered data from the discussion boards of the three courses: a total of 15 threads were evaluated for participation. Student participation was measured by the message per course count. It was found that experience in other courses would determine the level of participation in an online discussion. The more experience, the more a student would post. The type of course also impacts the level of participation. In this study, Accounting courses scored lower in participation than Logistics, no matter who the professor was.


        This article reaffirms that adults need to find relevance in the topics in order to participate in their learning. What I hadn’t thought of before was the relationship between experience and participation in the community of inquiry. I am looking to build an online course for a church group with mixed experiences in online learning. That will be a factor I will need to take into account when designing the course and assignments.

Zembylas, M. (2008). Adult learners’ emotions in online learning. Distance Education, 29(1), 71–87.


This study focused on adult learners in their first experience of distance learning and aimed to investigate how these learners engaged in discussion of emotions in the learning community. There is not much study on the correlation between emotion and learning, though adult educators are now beginning to understand that there is a relationship between the two. Although much of the research in online learning regards eLearning as lacking emotion, quite the opposite is true. This project analyzed adult learners’ emotion talk and unveils how the learners experience during the online course evolved throughout the learning process. The researcher sought to answer three questions: 1) How do adult learners talk about their emotions as they learn how to become online learners? 2)How does this emotion talk change over a long period/does it change? 3) What is the relationship between adult learners’ emotion talk and their social and gender roles and responsibilities? The participants of this study were extracted from the researchers online courses that she taught entirely online at Open University in Cyprus. It was a qualitative study in which journals were kept and then collected, face-to-face semi-structured interviews were held, email messages were coded, research field notes were analyzed, and learners’ work was analyzed. It was found that the negative feelings on anxiety and stress about learning online decreased as the course continued. Learners were open about positive emotions when discussing the collaboration components of learning, while stress and anxiety surfaced when discussing exams and content. There was a high level of stress when talking about the various means of communication within one online course (emails, discussion, LMS announcements).


        Since I am looking to design an outline for my first adult course, I need to ensure that my students are not overloaded with stresses that would make them want to drop the course. This article served as a warning to allow students to give me feedback throughout the course in order to determine if I need to alter my content delivery, or even slow down on the use of various communication methods. This is the second article that I review that includes a highlight on the differences of gender roles within an online community. It stresses the need to build an equitable online community where both genders are comfortable and confident to participate.

 Pfau Library

Posted in Uncategorized | 1 Comment

Session 8: Distribution of Materials and Use of Existing Materials

Discuss your investigation into distribution methods. Name the distribution methods you investigated, how you learned about them and how you might use each one you investigated. is the basic website people go to when they seek upload a video to the world. It has been around since 2005, although I didn’t begin uploading any videos to this website (or any other website) until last year, 2014. It is free and doesn’t have many restrictions as far as types of content. I have used YouTube to upload instructional videos I have created so that I could link or embed the videos onto a Google Slide Presentation or my own e-portfolio.
Retrieved from “About Us”- Launched in May 2005, YouTube allows billions of people to discover, watch and share originally-created videos. YouTube provides a forum for people to connect, inform, and inspire others across the globe and acts as a
distribution platform for original content creators and advertisers large and small.– I learned about GodTube from a friend who likes to forward inspirational videos via email. It is a free video sharing website that could be used to upload or view content. This would be a great location to upload videos I create for my virtual apologetics course or to even gain some ideas from. I could direct my students to specific videos on this video sharing website rather than because it wouldn’t have the same types of ads or other traffic.
Retrieved from “About Us”- is a video sharing platform offering online Christian videos with faith-based, family friendly content. Popular video sections on Godtube include; Christian bands and singers in Christian music videos, Christian comedians and comedy skits, spoofs and parodies in funny videos, cute videos featuring kids and animals, sports videos, Christian news videos and inspirational videos. Be inspired in your walk with Jesus Christ and grow in your knowledge of the Bible with videos highlighting inspirational messages and verses. Start uploading your Christian video, reading and commentating on Bible verses at the online Bible, and posting your prayer requests to the Prayer Wall!– Again, I have that one friend who likes to forward inspirational videos. It is a project website that stems from a larger entity that is dedicated to inspiring the world in meaningful and positive ways. It is not necessarily a religious video sharing website like GodTube, although some religious videos may be found on this website as well. allows members to volunteer in various ways. For instance, you could volunteer to develop scripts for others to use for future videos.
Retrieved from “About Us”- KarmaTube is a project of ServiceSpace, an all-volunteer run organization. Our aim is to enable individuals to contribute in meaningful ways to the world around them. Together, we hope to “be the change we wish to see in the world.”

Discuss your investigation into sources of information. List the sources you investigated, what you found and how you might make use of them. provides a grand library of very clear instructional videos on multiple subjects including Math, Health, Art, History, and Language. It allows members to join for free. The motto on the page is “you can learn anything.” Though it houses various instructional videos and tutorials, it is not a two-way video-sharing platform, meaning, you cannot upload your own content. When looking at the team, there is a wealth of technology gurus from designers to software developers to engineers. Digging deeper, I found that they have the equivalent of three schools worth of teachers as subject matter experts ranging from various grade levels (k-and beyond). The experts design and create video lessons that are specific to the targeted standard. They use screencasting as their method of video recording and are mostly consistent with the themes (black screen, bright colored pens). The video information from is highly credible as they implement the Common Core Standards (although I’m not sure they are the California Common Core State Standards) and can be used in a flipped classroom where lessons are pre-taught online so that students have more time to work on authentic projects in the classroom. is an informational platform of digital educational that contains video content, PDF, and curriculum. It also allows you to build your own content for your class. I learned about this website six years ago when another colleague directed me to it in order to find videos that tied into our content. It is not a free website but you could check it out for free for a limited time. Learn more about below.

Annotated Bibliography is still in progress. I will create a separate post for it when it is completed! My topic is Andragogy and online social communities. This topic flows very well with my final project as I am developing a course outline for a potential online Apologetics course for recently baptized adults in the Catholic Church.

Posted in Uncategorized | 7 Comments

Session 7: Project Preparation

Photo Credit: The Rapid e-Learning Blog

For our final project, I have selected option 2: Develop a Course Outline. I am going to use Google Plus as a platform to disseminate course objectives, assignments, and materials using the Organizations feature.

 Project Prep Notes

Course Description and rationale:
Although I am a sixth grade teacher in an elementary school setting, prior to entering the masters program in Instructional Technology, I was an active catechist in my parish community. For our catholic parish, I taught first and second year Confirmation students as well as the Rite for Christian Initiation for Adults (RCIA). This course has helped me broaden my view of how far my skills in instructional design could lead me; therefore, I would like to create an online course for apologetics, which could be used as an extension for the RCIA community. Since these individuals are baptized on Holy Saturday (right before Easter Sunday), I would like to focus on some of the questions they may be faced with as newly baptized and what the bible and tradition says. This course will be designed in a manner that the newly baptized would continue to be engaged in learning about their faith and walking in their faith journey. This will be tricky as with most church communities, the big focus is closeness within the community. I am not aware of any parochial program that utilizes distance or online learning (other than the mandated reporter course I had to take when I worked as Youth Director!). I will face the challenge of designing a course that provides the feel of a faith community, yet is flexible for the working adult.

I would speak to subject matter experts in order to obtain rich course content and to develop relevant questions. Materials will be in the form of a podcast, screencast (using slides), shared photos, slideshows or videocasts.

Delivery Schedule:
6 weeks (beginning on Easter Sunday and ending on Pentecost Sunday). I am looking at two possibilities: daily or weekly. I want short, but frequent interactions, but some more in depth reflection sharing as well. Participants will be coming to a consensus to formulate a final response to the question that was posed (either in small groups or a whole group, depending on the size of the whole group).

Student Characteristics:
Adults ages 18 and over who are part of the RCIA community. These individuals are novice bible users, experienced bible users, or somewhere in between. I could also open the course to other individuals who would like to join the course. Students will be comfortable enough with technology to engage in social media frequently.

I had to refresh my memory on andragogy since I have mostly dealt with elementary aged students and hybrid learning. I used the following website as a reference:

Adults will learn best if the lessons apply to their own lives. They should also be involved in the planning and material should be problem-based rather than content based. I would like to present this course on the social media platform because RCIA is usually taught in a discussion-type format when it’s F2F. I would present a variety of questions they may be faced with as well as some points of reference. It would be up to the participants to formulate a common final response after conducting their own research on the topics. The big motivation would be at the end of six weeks when the participants are recognized in front of the parish community for having completed this online apologetics course.

Instructor Preferences:
My preference for interacting with students would be using multiple means. I don’t mind podcasts or screencasts, but I get more self-conscious when video recording myself for videocasting. However, I am very comfortable with video chatting and would like to integrate that into my program. I would prefer that students interact with a short amount of instructional material, do some reflective thinking, extended research, and participate in reflective discussion each week. I would also need to gain some background information about the learners and what their level of technology knowledge is. If they are enrolling in an online course, I think it safe to assume that they have the basics (email/internet).

project prep

Image Created using


The following website is an existing online course delivery system. It is a great place for me to start because it allows me to see an existing example of what I am interested in creating for my own parish.

Since I am looking to design an online faith-based course, I need to revisit some strategies that will maintain a high level of motivation and participation. The course is more user-driven than content driven so we need to have a solid community established. I also needed to consult research that discusses the use of social media and strengthening online communities.
A Student’s Guide to Strengthening an Online Community. (2010). TechTrends: Linking Research & Practice to Improve Learning, 54(5), 69–75. doi:10.1007/s11528-010-0439-7

Fan, W., & Yeung, K. H. (2015). Similarity between community structures of different online social networks and its impact on underlying community detection. Communications in Nonlinear Science and Numerical Simulation, 20(3), 1015–1025. doi:10.1016/j.cnsns.2014.07.002

Posted in Uncategorized | 12 Comments

Session 6: New Media/ Social Media, Collaboration and Sharing

Photo Credit: Huffington Post

  1. New media is not considered “new” based on its release date. Rather, new media is a term used to describe non-mainstream technologies that communicate information that are mostly found on the Internet. It is a less costly way to disseminate information, as opposed to television and radio productions. New Media can include social media if that technology fosters collaboration and two-way communication.
New Media Social Media
Podcasts Google Hangout
Blogs Instagram
Video Sharing (YouTube) Whats App

  1. Advantages and Disadvantages of integrating newer technologies.

Teacher Perspective:

Advantages of integrating newer technologies into an online class: Disadvantages of integrating newer technologies into an online class:
·      Dissemination of information and course material is simple

·      Time stamped assignments

·      Evidence of collaboration

·      Organization

·      Reach more learners

·      It is a lot of work to keep organized

·      Your responsible for keeping current with new technologies and updates

·      Since assignments are time stamped, you are also accountable to provide feedback in a timely manner

·      Cheating is easier so you have to be familiar and able to identify your students’ work

Student Perspective:

Advantages of integrating newer technologies into an online class: Disadvantages of integrating newer technologies into an online class:
·      Rich media to gain information from

·      Engaging lessons and assignments

·      Time stamps hold you accountable

·      Flexible learning through asynchronous technologies

·      Portable learning possibilities allowing you to listen to lessons while driving, walking, working out, etc.

·      Collaboration with others via media technologies rather than meeting up in person

·      Assignment turn-around is quicker with an organized instructor

·      You are responsible for learning how to use the technologies needed in the course

·      Occasional technical difficulties

·      Not all technologies are free

·      Cheating among students is a possibility so you have to protect your work

·      Too much flexibility could result in major procrastination


  1. Examples of New Media and Social Media

New Media

In a podcast, a speaker can give information in a short audio recording. The recording usually lasts between 5 minutes to about an hour. It is an example of one-way communication because podcasts do not always require feedback or for someone to talk back to the speaker. It can become two-way communication if the creator of the podcast asks for comments or questions. It is asynchronous.

Media Richness( 2/4):

  1. Ability of the medium to permit the communicator to use natural language
  2. The personal focus of the medium

This term came to be through the blending of the words web and logs. This is an outlet for people to contribute thinking and reflection about a given topic. It is asynchronous and may become two-way communication if the blog is made public to comments.

Media Richness (3/4):

  1. Availability of instant feedback
  2. Ability of the medium to permit the communicator to use natural language.
  3. The personal focus of the medium.

Video Sharing (such as Youtube):
This is also an asynchronous media where the video creator communicates information via video recording.

Media Richness (4/4):

  1. Availability of instant feedback
  2. The capacity of the medium to transmit cues such as facial expression, body language and tone of voice
  3. Ability of the medium to permit the communicator to use natural language
  4. The personal focus of the medium.

Social Media

Google Hangout:
This media allows multiple people to meet with one another online via webcam and audio features. It is a synchronous technology, allowing users to communicate back and forth. It is a rich media source as it I have never experimented with Google Hangout, but a lot of bands I follow have held web chats through this media.

Media Richness (4/4):

  1. Availability of instant feedback
  2. The capacity of the medium to transmit cues such as facial expression, body language and tone of voice
  3. Ability of the medium to permit the communicator to use natural language.
  4. The personal focus of the medium.

This is a picture sharing application/ website that allows users to share photos or 15-second video clips. It is asynchronous, however it does allow for comments. I use Instagram regularly to share photos and videos. There is hashtag feature which allows the user to create, in a sense, a group to categorize their photos/videos into.

Media Richness (4/4):

  1. Availability of instant feedback
  2. The capacity of the medium to transmit cues such as facial expression, body language and tone of voice
  3. Ability of the medium to permit the communicator to use natural language.
  4. The personal focus of the medium.

Whats App:
The following information is found on the website- I love using Whats App with my family overseas. I could really see this being a great tool for distance learners because it allows for easy and free. communication
How it works WhatsApp Messenger is a cross-platform mobile messaging app which allows you to exchange messages without having to pay for SMS. WhatsApp Messenger is available for iPhone, BlackBerry, Android, Windows Phone and Nokia and yes, those phones can all message each other! Because WhatsApp Messenger uses the same internet data plan that you use for email and web browsing, there is no cost to message and stay in touch with your friends.
In addition to basic messaging WhatsApp users can create groups, send each other unlimited images, video and audio media messages.

Media Richness (4/4):

  1. Availability of instant feedback
  2. The capacity of the medium to transmit cues such as facial expression, body language and tone of voice
  3. Ability of the medium to permit the communicator to use natural language
  4. The personal focus of the medium.
  5. High Quality Examples for the use of new media/social media in online learning.

  1. High Quality Examples for the use of new media/social media in online learning.


Public High School Campus in Victoria, Australia

Although this article does not focus on the topic of online learning, I felt it was appropriate to my current profession as a face-to-face teacher in a public school setting. This teacher uses a social networking site called Ning to create a platform where students could interact via blogs, videos, and photos. provides information on how the website operates. It protects privacy a lot more than using the typical Facebook or Instagram media. Casey’s premise was that students are already engaging in some sort of social media network. Her three arguments for integrating social media into her grade 8 math courses are that literacy is changing; youths bring multimodal practices to school; multimodal practice can reframe at-risk students as learners of promise. She did not want to integrate social media just to give in to the “hype” rather, she wanted to provide authentic learning experiences where students were connecting math to their own lives.

Casey, G. (2013). Interdisciplinary Literacy Through Social Media in the Mathematics Classroom: An Action Research Study. Journal of Adolescent & Adult Literacy, 57(1), 60–71. doi:10.1002/jaal.216


Although there are hurdles such as student privacy to bypass, Twitter is a great source to give quick review on previously taught lessons, preview what will be taught, announce project deadlines. Twitter is limited to 140 characters. One way to get students to collaborate with such a limited amount of characters is to have them collaborate on building stories. That is what an eighth grade teacher from Maryland does. Hype? I think it would be very difficult to manage something such as a collaborative story via Twitter!

Online Language Instructor

This free-lance instructor uses Instagram as a way to foster language learning. She provides language instruction via Skype, however she has begun integrating the use of Instagram by creating a hashtag for language challenges. For February, she has set up a calendar of words that people will upload pictures for. For instance, today’s word is “outside” so students would take a picture to illustrate outside in the language they are learning. There is a lot of hype with using this social media, but done carefully, the results could be great!

  1. I found Lindsay does Languages to be very inspiring for applying a social media technology with online students. She uses Instagram as a tool for teaching and practicing languages. MIT uses instagram with the user name Mitpics for various reasons as well. For example, they recently asked followers to locate the number two all around campus. With their caption, they gave multiple facts about the number 2. With these two examples, I could see myself using Instagram to create a type of scavenger hunt with my students. However, I teach sixth grade and the minimum age to have an Instagram account is 13 years old. Therefore, Twitter would be the way to go if I wanted students to share photos via social network media. Twittter allows users to share photos and text of 140 characters or less.
Subject Grammar/Word Work
Grade Level 6th Grade
Social Media Twitter
Reason Students will be able to post photos that illustrate the vocabulary words we have studied using a class designated hashtag and appropriate captions.
Teaching Guidelines I would post the Twitter Terms of Service on our LMS. According to some of the websites I visited, there are options such as grouptweet and partytweet that allows multiple users to share a Twitter account. I am unsure how students would be held accountable for posting their own original work in a group account, so I would have students create their own Twitter accounts and allow me to follow them. There are a few other resources I can look into to give my students a clear written list of guidelines for using Twitter. This gives a list of FAQs that will be very helpful. This is an article that gives ideas of how Twitter could be use for research projects. Info on signing up for Twitter, creating group accounts, basic rules for students to follow, initial activities for Twitter in the classroom.

Longevity of Program Students could use Twitter over the time of a ten week course, tweeting photos at least once a week (or once for every lesson).
Types of Interaction Students would interact with one another, with the instructor, and essentially with the world by uploading photos or videos they have shot to illustrate words that we are studying.
Evaluation I would need to develop a rubric to grade their tweets objectively. Basic criteria would be that tweets were made on or before the deadline, the photo related to a word we studied, that a caption was created to give information about the word, and the hashtag was used in the tweet.
Posted in Uncategorized | 8 Comments

Session 5: Presentation Forms

  1. You have been asked to create a podcast. Which of the above tools (or name another) you would use? Briefly explain the procedure you would use to create the podcast.

I researched a few voice recording apps for an iphone and I really like the features of SuperNote. They offer a free version and one that you can purchase. I chose the one to purchase because there is an unlimited length of voice recording, you could pause the recording, and you could upload the recording to dropbox, which is a file storage system I use.

Podcast creation procedure:

  • Create a script or written document of what you will read in your podcast.
  • Practice reading out loud, note intonation, pauses.
  • Open the app and select “lecture.” Title your lecture appropriately so it’s easy to find later.
  • Record all the way through and listen to it. This is your first run.
  • Record again until you like what you hear!
  • Upload file to dropbox
  • Open the file in iTunes, but then create a new version (mp3)
  • If using a Weebly drag and drop website (that’s what I use with iPage), drag the audio icon where you want it and upload your mp3 file.
  • Update the caption of your podcast with the title and your name.
  1. You have been asked to help create a presentation that demonstrates how to resize a photograph using Adobe Photoshop. Which of the above tools (or name another) would you use? How would you go about creating the presentation?

Based on the list that was given to us, Camstasia would be the way to go about this type of project. It allows you to create a video presentation with the feature of recording on your screen. The Camstasia website provides several tutorials to help anyone get started on creating an instructional video. As with a podcast, you want to prepare and outline or script. You also need a storyboard before you begin recording. Once you have recorded your video, you will go into the editing stage. You can also add captions to your video either using the speech to text feature or by entering the captions manually.

  1. What are tools like Articulate and Captivate for? What features do they offer that would be hard to replicate with less expensive tools?

Articulate and Captivate are tools to create Learning Management Systems. They offer quiz builders, collaboration tools, and much more. They also have animation building features which gain learner attention, video production tools. Captivate even offers a simulation builder.

  1. Create a presentation! Your presentation must include the following:

Please look at my ePortfolio at

I acknowledge that my responses to numbers 1-3 above are brief, to say the least. However, I have been preparing for the Comprehensive Exam for this program which I am taking tomorrow (2/14). As a way to prepare for my comp, I have created audio podcasts to some of the practice questions we answered in ETEC 542D. It was a lot of work, but it has helped me study and get this assignment done all at once.

  1. Explain your presentation development method, procedures and technology. This is to be posted on your blog. Cover the following:

5a) What did you do to prepare to develop the presentation? First, I had to find a recording app that I could use with my phone since I can adjust how close or far I hold it from my mouth. I chose SuperNote because it had the least poor reviews. I also had to prepare my phone by making space for my recordings.

5b) Did you create the transcript first? Why or why not? Yes I did. I had my papers already written and there were some pieces on my website that were already there (like the Seymour Papert text) that I decided to audio record as well. I am glad that I had the transcript because there was no way I would be able to articulate so much information without pausing, stumbling, etc.

5c) Explain your development process. Opened files, read files out loud, recorded first run, listened for editing purposes, re-recorded, uploaded to dropbox, opened in itunes, changed file to mp3, uploaded to website.

5d) Explain how you addressed (or would address) ADA considerations in your presentation. I addressed ADA considerations by providing text for hearing impaired, audio and contrasting colors for vision impaired.

5e)What did you learn about creating presentations? Holy Cow! It is a lot of work to record myself! I found myself having to stop several times at the beginning to clear my throat, stop being nervous, annunciate better, stick to the script! The one feature I disliked about the app was that if I made a mistake at the end, I would have to start all over again because I couldn’t record over something that was already there.

Posted in Uncategorized | 17 Comments