F.I.T.-Group Project Reflection

This course activity seemed to flow quite easily based on the required text reading and practicum in our IT 6135 FIT assignments. Our group consisted of Michele R., Velda, and myself. The team project consisted of breaking the required components of the presentation and following paper into manageable parts based on our individual observations and experiences within our assigned facilitation training. After a few brief face-to-face brainstorming and discussion sessions, we were off and running. Since we all enjoyed different aspects of the FIT component, and brought different strengths to the group, we divided the work accordingly. 

For my part, I began to reflect on the IT 6135 course activities from the beginning, as to what seemed to make sense and those aspects which confused me. As the weeks progressed, I found myself thinking about which activities would work for this course, and those that would not. The readings seemed to point to some that had potential. With this in mind, I approached my two colleagues with suggestions for new activities that I found would accentuate the IT 6135 experience and improve my own understanding of the readings and content in our course (IT 7130). Next, I carefully selected strategies and E-learning activities from Bonk & Zhang, that reflected different stages in Salmon's Five-Stage model. 

Our team did not seem to struggle with the content or requirements of the project, other than the usual time constraints endemic to working adults with families! Among the noted aspects of the project that were somewhat challenging was what secondary resources to include in the written portion of the assignment, if any. Perhaps, a more descriptive requirement in the course syllabus might have assisted us in this endeavor, or we were just overthinking the content. Another noted feature of this project was the ability to hand in the written report a week after the presentation, which was greatly appreciated. 

Overall, I found this project to be quite useful and one aspect that I think would also help in future IT 7130 courses, would be to have some time to "tinker" within the Blackboard LMS course design features. This would allow us to see some of the constraints, tools, and workable features that would bring to light many of the E-learning activities within the context of IT 7130 course components. Basically, this could be included as part of this assignment since we are already assembled in groups. Additionally, we could present the team project in Bb to highlight our suggested improvements or new activities.

Brad.

Course Materials Reflection

After filling out many course critiques over the long and winding road that was and is my academic experience, I must admit that my faith in such evaluation devices is suspect. I know institutions of Higher Learning read them, but beyond that, I have never believed that much change comes from them. More specifically, the system of evaluation does not allow for acute shifts in paradigm when it comes to curriculum changes or course improvement. To that end, I have made a point to provide commentary and personal feedback for several of my Grad courses at Wayne, and each time, whether the info was good or bad, the professor at least acknowledged the feedback. During the semester, Dr. Zhang has allowed for timely feedback about the readings or the course content and even took a shot at her own book! Very courageous indeed!

Well, here goes...

On the topic of assigned texts and related articles, I found both books to be complimentary to each other. The Empowering Online Learning picks up where Salmon's 5-Stage Model leaves off. The cases presented in E-moderating can be brought to life using many of the activities suggested by Zhang & Bonk. As an instructor, I especially like the suggested alternatives and lesson extensions and timeframe estimates. 

Conceptually, as a teaching and learning framework, R2D2 allows the instructor to select the appropriate point to infuse their lessons or units using many of the suggested activities. For me, R2D2 allows me to understand where it is appropriate to put planned activities and thus, to maximize the learning. I think of the diagram as a "Learning Compass". While R2D2 lacks the model hypothesis and test rigor of other teaching learning models, it more than makes up for it by offering very practical and authentic assessment options. As a Business teacher, I rely on portfolio types of assessment, which calls for multiple forms of assessment, with more and more reliance on technology. With a few modifications, many of the suggested activities can be used in more blended classrooms or even traditional face-to-face settings.

I don't have a great deal to say about the articles except to state that I have saved most of them to my electronic library. I did like the option of only having to read one of the suggested titles for each week. I was able to find at least one each week that caught my interest level, or at least made sense for my own learning preferences. 

Finally, on the course structure... 

I really enjoyed the seminar type structure of the class. It is in this environment that I really learn best, regardless of whether the session was face-to-face or Online. For graduate classes, expression of shared ideas, meaningful dialogue with following activities, and proper modeling of technology and techniques are very important and reflect a more diverse learning environment. These Androgogical approaches to curriculum development were certainly appreciated. Thank-you fellow FITs and to our "E-moderator" Dr. Zhang, I have really enjoyed this group.

Brad.