- Explain Media Richness in your own words.
In education, Media Richness refers to how effective the telecommunications medium an instructor uses is in relaying the necessary messages.
- What are the four criteria used to judge Media Richness?
In this week’s study notes/podcast, Dr. Newberry listed four criteria to judge Media Richness:
- Availability of instant feedback
- The capacity of the medium to transmit cues such as facial expression, body language and tone of voice
- Ability of the medium to permit the communicator to use natural language
- The personal focus of the medium.
- Choose 4 or 5 technologies you might use in an online class and rate them on the four criteria. Using these ratings suggest some eLearning activity that might or might not be appropriate for each technology you rate. Explain your reasons.
Email- If I were to use the four criteria that Dr. Newberry listed, e-mail covers three out of four categories. An instructor could send a message relaying information about learning material or grades and the student would get that message instantly. It is personalized and provides an open source for instant feedback and the use of natural language. What is missing is the capacity to transmit facial expression, body language and tone of voice.
Video Podcast- A video podcast would be an excellent medium to provide a lesson to online learners. It would capture the instructor’s body language, tone, and facial expressions. The instructor could use natural language, and there is a sense of personal focus through a recorded video message. I am not quite sure how instant feedback would be possible. Video podcasts would best be used in situations where feedback isn’t a necessary component. For instance, I would use a video podcast to teach a lesson and model examples if I were teaching an online math course.
Audio Podcast- I would use an audio podcast in the same manner that one would use video podcast. The downside would be that the instructor’s natural language would be lacking because when recording, the voice tends to sound monotone or robotic because the instructor is reading from a script. Another piece that would be lacking would be instant feedback. The use of an audio podcast would be similar to the video podcast, in situations that do not require much feedback or two-way communication. I would use an audio podcast to deliver instructions on a project or notes about content area. One aspect of this course that I appreciate is that Dr. Newberry includes the written script with the podcast he shares with us. This provides multiple methods of accessing information for our course, thus reaching multiple types of learners.
Video Chat (SKYPE)- This media is extremely rich, scoring a four out of four using the categories to measure media richness. Since the video chat is occurring in real time, facial expression and tone of voice are transmitted. A video chat allows both the instructor and student to participate in two-way communication effectively using a natural tone.
- Explain Social Presence in your own words.
Social Presence is how active a student is within the Community of Inquiry. It is subjective to the learner and the instructor based on previous experiences and class expectations.
- Explain the difference between Social Presence and Media Richness.
According to the Randy Garrison in E-Learning in the 21st Century: A Framework for Research and Practice, the function of social presence is to “support inquiry and the achievement of specific learning outcomes” (Garrison, 2011, p.31). Much of the research in the area of social presence is focused on the social-emotional states of online learners and what active social presence looks like. Social presence is mostly concerned with the community of inquiry and collaboration with others, while media richness is concerned with the communication medium that an instructor chooses to use in a course.
- Provide some Issues or Trends in eLearning that you are interested in pursuing for your annotated bibliography. Remember, the annotated bibliography is NOT due this session!
Last quarter, I began using blogging as a means of getting my students to practice reflective learning. For this quarter, I would like to learn about motivation and engagement strategies for younger students when it comes to eLearning and blogging. I have found that students are making very superficial comments to one another, if they are commenting at all. There is also the issue of students not posting at all. I know a large part of that is the lack of technology at home and the lack of time to complete blogs in the classroom. However, there are many students who do have the technology, yet are not participating in their blog assignments even though it is graded.
- Possible articles for Annotated Bibliography.
Morrison, D. (n.d.). 3 Reasons Students Don’t Participate in Online Discussions. Retrieved from https://onlinelearninginsights.wordpress.com/2012/09/03/3-reasons-why-students-dont-participate-in-online-discussions/
Since my focus will be on finding strategies to keep my students engaged and motivated in blogging, I thought an article about why students do not participate would be valuable. It is important to find examples and nonexamples of what I want to see happen in my own class, so I think this article will provide some helpful feedback.
Ripp, P. (2013, June 2). Get Your Students Blogging! Retrieved February 2, 2015, from http://www.middleweb.com/7921/get-your-students-blogging/
I skimmed through this article and found that it was interesting the author also uses kidblog as their class blogging platform. There were some suggestions on how to give students that sense of ownership of their blogs, which results in high participation.
Waters, S. (2014, August 28). Step 4: Teach Quality Commenting Skills. Retrieved February 2, 2015, from http://teacherchallenge.edublogs.org/step-4-teach-quality-commenting-skills/
Another area of focus is teaching my students to use deeper, higher quality comments when addressing one another. I find that many students are writing “good job” or “I agree” and not attaching anything else that is useful to the original poster. I though edublog would be a rich source of information on how to assist me in guiding my students to deeper and more reflective comments and posts.