Reflection- Rich Media Tutorial

Reflection - Rich Medial Tutorial
Topic: An audio/ video tutorial Presentation on Dropbox
Title: An overview of Dropbox
Software: Adobe Connect
URL: https://edtech.adobeconnect.com/_a768376479/p1s729zcxbd/?launcher=false&fcsContent=true&pbMode=normal
Objectives
A the end of the tutorial presentation on Dropbox, learners (colleuges) will be able to use Dropbox to:

1. Create, store, and share files in the cloud.
2. Upload files from computer and share them.
3. Invite participants to collaborate on files shared.
4. Use Dropbox as a convenient way of sharing content with students in an attempt to minimize the use of photocopied notes in the classroom.

My first comment is that Adobe Connect software is not user- friendly for novice users like me. Although I watched several videos and tutorials before I began to use it I was not able to do a ‘one-shot’ recording. I actually did about seven or eight recordings before acquiring a satisfactory one. Each time I tried to select the various settings, there are always something happening before time; for example, screen sharing, the mic, or recording taking place before I was ready to start the meeting. Honestly, setting up the meeting was cumbersome, mainly because I was unfamiliar with the software and I was uncertain which action I should perform first in order to have a successful recording of the meeting.
Unlike non- visual tutorials such as a podcast where I could read from a script, I was unable to bring a script to the meeting, because reading the script would definitely allow me to loose eye-contact with the audience. Additionally, as I’m not a competent typist I would definitely loose eye-contact, so to alleviate that foreseeable problem , I deliberately did not type much, because I know I will be looking at the keyboard when typing and not in the camera of the webcam.
However, after I became familiar with the interface, it gradually became very intuitive and I was able to navigate around the meeting room and make the necessary changes to various features such as, Pod, host name, web links, screen sharing, start meeting, record meeting, invite participants, block participants, create break out room, etc. I was then able to record a presentation on ‘the overview of Dropbox.’
Now I know exactly what I should do in the future when I go into Adobe Connect meeting; the setting- up of meetings should be fun. I think I will incorporate the software in my classroom to create meaningful tutorials as well as conduct live meetings with my students in order to optimize learning among my students.

When I go back to Adobe Connect in the future, the things that I will do differently are as follows:

• Familiarize myself better with the software before commencing meetings.
• Be very restful,calm, and relaxed before I start the meeting.
• Try to speak more slowly and fluently in order to lessen the occurrence of stuttering at times.
• Know my topic thoroughly before I enter the meeting.
• Position my face better in the webcam camera headspot to maintain eye- contact throughout the meeting.
• Invite at least one participant to each meeting.

Blog as an Online Teaching Tool

Blogging as a teaching tool
According to Wikipedia http://en.wikipedia.org/wiki/Blog, Blogging is a website or part of a website. Blogs are usually maintained by individuals with regular entries, commentaries, descriptions of events, and other materials such as graphics and videos. Entries are commonly displayed in reverse- chronological order. Most blogs are interactive, allowing visitors to leave comments and and even message each other via widgets incorporated on the blogs and it is this kind of interactivity that distinguishes them from other static websites. In the classroom, blogging can be a very effective tool to engage and empower learners. Situated in the context of student empowerment, open knowledge and democratic freedom, blogs provide the individual learner a worldwide forum for publishing or contributing their thoughts, writing, and expanding knowledge base Dawley, L. (2007). The author of the blog can post reflective writing, report of findings of a laboratory experiment, integrate hyperlinks to music, videos, podcasts, etc. The author is in control and is responsible for all the contents of the blogs, he/ she dictates the direction the blog takes which makes this approach student- centered in the classroom. Dawley, (2007) referenced Olson, (1994) stating that the nature of blog content provides the perfect forum for student expression of learning, thinking, and meaning making. In addition to the benefits of students publishing their own writing, students have the opportunity for additional cognitive scaffolding when receiving feedback or revisiting their own work. Dawley, (2007), also referenced Blood (2002), who describe a three- step process in the blogging process: scouring, filtering, and posting. This means that students locate the information, sieve through it and pick out what makes sense, then post it.
After posting the blog, the content becomes public, therefore anyone can view it and make comment where necessary. Often time the information can be objective rather than subjective because of the lack of authentic source provided to support the information posted. However, links in some blogs give the authors’ statements some form of credibility.
According to Dawley, (2007), the main strength of a blog is the ability to self- express in a public forum. Blogs are being used by instructors to support the writing process, reflection in the learning, provide student empowerment, and to promote the idea of students as experts in their own learning process. Blog promotes social and peer interaction and collaboration, increase positive student/ teacher relationships, and improves flexibility in teaching and learning. She further states that working with blogs gives students an authentic learning experience.
On the other hand, the weaknesses of blogs according to Dawley, (2007), are evident, especially when one considers an online teacher using an LMS, learning another tool outside the LMS costs time. Time is also impacted when the teacher and students have to learn to use the blogging tool. Extensive typing might be overwhelming for younger students and their privacy can be compromised. Negative comments or feedback to blogs can also have devastating effects on a student, therefore, steps should be taken to safegaurd what the students published. Once published, blogs have little potential to edit, hence, keen attention must be paid to information before posting.
Some common blogs sites are:

• Blogger

Blogger is a Google site where free blog sites can be set up.

• WordPress

WordPress is a free blogging site run by the makers of WordPress blogging software

• LiveJournal Another site where free blogs can be set up. In addition to blogs or journals, LiveJournal is a community with some social networking features.

References:
Dawley, L. (2007), The tools for successful online teaching.
Information Science Publishing, Hershey PA 17033

Blog. Retrieved: http://en.wikipedia.org/wiki/Blog

Linging Dot: Teaching tools. Retrieved: http://www.linkingdots.com/?content=tools

Reflection- Chat Session

Reflection
The communication tool I used to conduct the chat session was Skype.
Skype is a software application that allows users to make voice and video call and chats over the internet. Skype has also become popular for its additional features which include instant messaging, file transfer, and video conferencing.
The video conferencing aspect of Skype was used as the teaching tool which brought five group members from across the globe to discuss pertinent issues related to blogs and other Web 2.0 tools which were read and discovered for module #3 assignments. At least one person from the group must have a Skype premium account for my team to participate in the conference. Matt volunteered to sign up for a seven day trial version of Skype.
I observed the tips suggested by Dr. Dove and brought them with me to the chat session. They were very helpful because they allow me to facilitate the chat flawlessly. I was able to monitor the time limit of each presenter very effectively and there was a smooth transition from one speaker to another. I felt  empowered being the facilitator and it was a great accomplishment for me being placed in a managerial role where I was able to schedule and coordinate the conference. The chat session in the conference occurred in real time which created a community of learning and interacting with group members. We met face-to-face through the use of videos where visual cues were evident especially when a point was being emphasized by one of the group members. We were able to see the head shakes, the gestures, the smiles, the grins, etc. all displayed by each group member. This sort of setting provided a sense of connectedness with each other and we were able to collaborate on most points discussed during the session.
  
On the other hand, there are some negative things about the Skype being an effective video conference chat tool, one has to have broadband Internet service to make the connection before he/ she can be invited to the conference. When you are connected to Skype, you can be easily be disconnected due to narrow bandwidth or slow Internet connections. For example, I was ‘bumped’ during the chat session a couple of times and had was to be reconnected as quickly as possible because I did not want to miss out on any point being discussed. At one point I had was to reboot my PC before I could get reconnected.
Additionally, problems can arise when people come from different time zones resulting in setting a suitable conference time that is satisfactory for everyone. Other problems or drawbacks included, but are not limited to the need of participants to have prior training before joining the conference, the need to have a working webcam and or headset with microphone. At the same time, the rapid pace of presentation without instant playback can lead to cognitive overload, since participants at all times will be holding and processing information in their short term and long term memory respectively.

Although Skype video conferencing tool has several disadvantages, its advantages outweighs its disadvantages; as a result, it can be incorporated parallel to a LMS in the school system where instructors can meet students and deal with them on a one-to-one basis or in small groups to clear up a point, discuss a topic, etc. Feedback is spontaneous because the video conference happens in real time. “Through interactions, students are able to construct their own knowledge, develop schemas, and participate in their own personal meaning making. They are active participants in the learning process.” Dawley, L. (2007) p. 125 - 126.