Redesign of MATLT Activity
The MATLT activity chosen for redesign comes from the Week 3 Assignment for the course, Fundamentals of Educational Research. The assignment instructions for the Week 3 Assignment, Draft Action Research Plan, required students to construct a draft of an action research plan, to include content discussing an area of focus statement, interest of the problem, background of the problem, prior interventions of the problem, participant description, participant justification, and research questions.
----------------------------------------------------------------------------------------------------
Original Activity/ Assignment:
Intervention- Proposal
The proposal for intervention is to determine if the learning context for application sharing provided in Blackboard CollaborateTM Open Learning System meets the needs of students enrolled in online K-12 courses. The overall goal or anticipated outcome is to instill confidence in students by providing them with necessary tools that enable file sharing from computer desktops with other members of the virtual classroom. Students will benefit from this enhanced learning experience as they will be afforded the opportunity for individualized presentation, with extra credit incentives. According to Blackboard K-12 Innovative Classroom (2014), “The Blackboard CollaborateTM platform provides web conferencing, enterprise instant messaging, and voice authoring capabilities that offer a wide spectrum of collaboration” (para.1). System requirements for the use of this platform include a compatible operating system, such as Windows XP, Vista, or Windows 8. Also, the system calls for a supporting version of Java, stable internet connection, a microphone, speakers, and optional headset. When students are provided with instruction for loading content such as Microsoft Word documents and PowerPoint presentations during class or training sessions, they are empowered with leverage for sharing information and knowledge, and various learning styles are displayed and accommodated. Often, sharing of information promotes the learning of new ideas and concepts that perhaps, the instructor may not have been familiar with. The need for intervention to promote learning of the Blackboard CollaborateTM application sharing functions will accommodate multiple learning styles, supplement instruction solely provided by the teacher, and create an environment where students will discover new learning innovations in real time.
Intervention- Literature Review
The literature review will inform the proposed intervention of the necessity for researching technology in distance learning that shows enhanced student outcomes resulting from student-to-teacher and student-to-student collaboration. Technology is thought by educators and the general public to play a more integral part in students’ education - especially in the last decade – yet, the educational community is still experiencing extreme debates over whether technology in the virtual or traditional classroom has a significant impact on teaching and learning. This action research will provide a review of a specific technology – Blackboard CollaborateTM - in the virtual classroom, and it will further discuss some of the advantages and disadvantages to technology integration. Furthermore, and investigation into the use of application sharing tools within Blackboard CollaborateTM will provide insight into student engagement, success, and confidence with virtual classroom collaboration and learning activities. Blackboard Inc. is one of the largest providers of technology and services to K-12 education. This global leader in enterprise technology and innovative solutions improves the experience of millions of students and learners worldwide, on a daily basis. According to PR Newswire (2014), “Blackboard solutions allow thousands of higher education, K-12, professional, corporate, and government organizations to extend teaching and learning online, facilitate campus commerce and security, and communicate more effectively with their communities” (p.3). Today, technology is an integral part of curriculum, and organizations like the International Association for K-12 Online Learning (iNACOL) are committed to providing students with access to world-class education and quality blended and online e-learning opportunities that prepare them for a lifetime of success (Fast Facts About Online, 2013).
Intervention- Benefits
The specific use of Blackboard CollaborateTM builds a sense of community, individual confidence, and improves attitude and motivation. Often, students who struggle to understand course content or the teacher’s style of instruction tend to experience isolation or lack motivation to complete individual study or assignments when there is minimal contact with teachers and other students. An extension of that isolation is often the reluctance to participate in live session activities that require individual attention, especially when there is lack of confidence in knowledge of the virtual classroom tools and features. The benefits of technology for distance learning is that it provides reusable content from virtual classrooms that ultimately yields improvement in retention, higher test scores, and increased coursework completion rates (Blackboard K-12 Innovative Classroom, 2014) . In terms of e-learning benefits, there is a revolution occurring in the educational sector that is constantly altering our view of knowledge and skill acquisition. The primary benefit of application sharing tools for Blackboard CollaborateTM is the development of new skills, increased confidence, and the interchangeable knowledge gained between students and teachers.
Intervention Plan
Implementation of intervention will begin with processes that address the needs of the student. Meetings will be conducted to provide parents with information that provides adequate evidence of matching the intervention to the needs of the students. In order to ensure there is a solid plan for addressing students’ needs within the core curriculum, accommodations must be made to variables such as instruction, curriculum, and the learning environment. Continued benefit for the students from the core instruction will stem from the ability of teachers to provide instruction for Blackboard CollaborateTM application sharing processes that results in continuous motivation to perform throughout the intervention process and into the core curriculum.
A hypothesis of the underlying cause of poor achievement/ performance in the area of application sharing is that students lack confidence with their abilities to perform tasks within Blackboard CollaborateTM that will enhance individual learning and accommodate a variety of learning styles. Developing a solution to providing tutorial sessions or targeted scheduled instruction to provide guidance for application sharing processes will accelerate student performance and learning rates. Providing unlimited access to guided solutions in the form of live or recorded instruction will ensure the intervention is matched to the needs of students impacted by the learning deficit. The frequency of intervention will be twice a week, where instruction will be provided to students requiring targeted assistance with performing application sharing functions in Blackboard CollaborateTM. The intervention will be announced on weekly Class Connect schedules with a time identified for 3:00 p.m. every Tuesday and Thursday. Progress monitoring data will consist of recordings from each live session, which teachers can save by creating a link of easily accessible, interactive, indexed recordings. The key functionality of Blackboard CollaborateTM, as with most virtual classroom environments, is the ability to record and playback sessions, creating reusable learning objects to maximize access and leverage resources. Recorded classes are used for exam review, and information sessions can be pre-recorded to present prior to the start of a course. Most conveniently, pre-recorded training for faculty, students, and staff on topics such as application sharing in Blackboard CollaborateTM can be developed along with library resources (Blackboard K-12 Innovative Classroom, 2014). After the completion of training sessions, students will receive individual web conference sessions, where the student, learning coach, and teacher can meet simultaneously to review progress. Another option for immediate progress monitoring is for teachers to provide live feedback to individual students during the demonstrations, either through the chat box or the File Transfer feature. With File Transfer, an individualized grading rubric or performance checklist can be transferred to the student with corrective feedback. Data collection will be performed by teachers and compiled for submission to research team. Performance goals and targets for student growth across intervention include confidence with skills and abilities to perform all application sharing functions in Blackboard CollaborateTM; Positive collaboration with peers on group and individual assignments or presentations shared during live class sessions; active engagement in hands-on learning activities; and the receipt of immediate feedback on performance. The start date of intervention in January 6, 2015, and the data review will be conducted on February 3, 2015. The intervention plan will consist of improving student participation, feedback, and interaction through targeted individual and group training sessions that will allow the student to explore features of the Blackboard CollaborateTM application sharing tool at a self-paced rate.
Ethics- Philosophy
This intervention fits into my philosophy of teaching by aligning with my belief in creating the most supportive virtual learning community with a balanced set of dialogues. It is essential to create virtual learning where there is equality between the three dialogues of student to resource, student to student, and faculty to student interaction. Encouraging peer-to-peer, student-to-student engagement requires a social presence, a teaching presence, and a cognitive/ content presence (Boettcher, 2007). It is essential to include variety in teaching, where the learning community thrives on activities and experiences when they have the opportunity to brainstorm with peers, solve problems, and learn new concepts – whether through collaboration or individual learning.
Ethics- Social Principles
This intervention aligns with my social principles as an educator, because I believe in interaction that enhances the individual and group learning experience through social interaction and community building, where students gain a personal and an intellectual acquaintance with peers and with their educators. It is important to create a learning environment that encourages critical thinking that gives the learner a sense of accomplishment and camaraderie throughout the learning experience. Finally, I believe in a social principle where students receive the highest level of support for sharing their personal reflections and posing questions in a learning environment. Instilling a sense of security for students in the social realm of learning creates an atmosphere of success and superb achievement.
Ethics- Harm
Careful review and consideration of literature accessed leads me to believe the intervention proposed is appropriate because there is substantial evidence that supports the use of technical resource tools to meet student needs. Review of student records and cataloged recordings determines the need for an intervention designed for providing instruction that increases student satisfaction and confidence with the use of technology tools related to application sharing in Blackboard CollaborateTM. The literature review indicates that researchers have identified numerous strategies that contribute to the success of virtual learning technology through solid leadership, parent and community involvement, and comprehensive planning. It is equally critical that educators enhance and implement a continuous improvement process for professional development, because they are subsequently equipped with the tools to integrate technology to positively impact peer collaboration, self-directed learning, and student motivation and engagement.
Ethics- Protection
Planned measures to ensure no harm comes to the participants, they will receive protection through first ensuring there is a voluntary informed consent process that takes place. There must be respect for persons. According to Landrum (2013), “Respect for persons suggests that those electing to participate in research have the right to make decisions and know what they are doing; additionally, those persons who may not fully understand the research context (e.g., the mentally ill, children) need additional protection to preserve their autonomy” (p 1.6). Securing the privacy and confidentiality of participants ensures the protection of personal information and sets restrictions or limitations on personal information shared with the public for the purpose of research.
Participants of this action research must receive considerations for beneficence, whereby they receive assurance that the benefits of the research will outweigh the risks.
Ethics – Bias
Planned measures to ensure the study yields unbiased results include obtaining informed consent to access student records and live or recorded virtual class sessions, in addition to surveys administered as interviews. There will be no bias in the selection of subjects, because the intervention will be for my son’s student performance in his K-12 online courses. I am currently unemployed, studying under the MATLT program, but I am familiar with the K-12 online learning setup, as I am the assigned learning coach, responsible for monitoring my son’s courses. The primary focus will remain on technology tools, and the rights and safety of my son will be safeguarded. I will provide a written consent form as the parent of minor child, and my son will complete the written assent document as the minor child.
Data Collection Procedures
Research Questions
Data Collection Tool
Why this tool? Justify its use in your study. How does it match with what you are attempting to find and to measure?
Do online learning tools presented in Blackboard Collaborate™ Web Conferencing live class sessions – instant messaging, two-way voice, and interactive whiteboard - aid in accentuating various learning styles of high school students?
Elluminate Session Administrator System (SAS) recorded session links
This research question requires quantitative data collection. As a result, data collected will be retrieved through SAS, which allows teachers to record Elluminate Live! Sessions, manage class session recordings, and the recording URLs. Recorded sessions will provide a firsthand account of interaction between teachers and students. Researchers can measure the effectiveness of sessions on individual learning styles (Blackboard, 2014).
Will the inclusion of online tutoring and targeted study sessions aid in the improvement of student success rates for my son?
Pre-tests and post-tests
Pre-tests and post-tests provide quantitative data on recorded and reusable tutoring session content. The pre- and post-tests also provide examination statistics that reinforce the success rate with higher test scores, improved retention, and an improve coursework completion.
How will live instruction eliminate feelings of isolation and improve confidence levels for my son’s student-to-teacher and student-to-student interactions requiring the Blackboard Collaborate™ application sharing tool?
Questionnaires in Survey Monkey
This questionnaire application will provide the researcher with qualitative data that reveals teacher evaluation of student performance in the learning environment, and it will display a clear set of expectations for the student, and indicate how those expectations have / have not been met.
References
Blackboard K-12 Innovative Classroom. (2014). Retrieved November 23, 2014, from http://www.blackboard.com/k12/teaching-and-learning/innovative-classroom.aspx
Boettcher, J. V. (2007). Ten Core Principles for Designing Effective Learning Environments: Insights from Brain Research and Pedagogical Theory. www.innovateonline.info/index.php?view=article&id=54. (December 13, 2014).
Fast Facts About Online. (2013). INACOL: International Association for K-12 Online Learning, (October 2013). Retrieved December 14, 2014, from http://www.inacol.org/cms/wp-content/uploads/2013/11/iNACOL-Fast-Facts-About-Online-Learning-October-2013.pdf
Landrum, R. E. (2013). Research design for educators: Real-world connections and applications. San Diego, CA: Bridgepoint Education, Inc.
--------------------------------------------------------------------------------------------------
Redesign of MATLT Activity/ Assignment
The MATLT activity was redesigned to include technology in the form of videos that describe how to share applications during live class sessions in Blackboard Collaborate. Videos added included a tutorial on application sharing, a tutorial on collaborating, and one on sharing recorded sessions from Blackboard Collaborate.
Principles and Theory Chosen
Principles chosen for the redesign of the activity were learner, objectives, methods, and evaluation. Applied principles will assess student behavior and confidence level before and after learning procedures for sharing applications using Blackboard Collaborate in a live Web Conferencing platform. Providing assistance to one or more students during live collaborative sessions ensures that other participants are benefitting from engagement and learning opportunities. Classroom time can be significantly impacted by the time taken to demonstrate or share information using Blackboard Collaborate tools. The primary focus on methods for demonstrating the use of sharing tools for all students is essential for performing an evaluation of skills.
The theory chosen for the redesign of this assignment was the theory of interpersonal intelligence, which involves student interaction while sharing applications during the live sessions in Blackboard Collaborate. Because this research directly examines the impact of application sharing on an individual student’s level of confidence and behavior when prompted to share with classmates during live sessions, it directly ties into the theory of interpersonal intelligence, as the researcher must consider the student’s moods, motivations and desires to build solid relationships with other students in the online learning environment.
Design and Implementation Challenges Experienced
The only design and implementation challenges experienced were determining the best technology tools to demonstrate the use of online application sharing in Blackboard Collaborate.
Videos were added to the design of the activity to provide students with demonstrations for application sharing, collaborating, and the sharing and recording of live sessions. In addition, a link to a survey created in Survey Monkey was added to supplement the pilot tested survey for research. Providing these technology tools create ease of understanding the process for application sharing. In addition, the research questions are readily available to support learning in a technology-enhanced environment.
The MATLT activity chosen for redesign comes from the Week 3 Assignment for the course, Fundamentals of Educational Research. The assignment instructions for the Week 3 Assignment, Draft Action Research Plan, required students to construct a draft of an action research plan, to include content discussing an area of focus statement, interest of the problem, background of the problem, prior interventions of the problem, participant description, participant justification, and research questions.
----------------------------------------------------------------------------------------------------
Original Activity/ Assignment:
Intervention- Proposal
The proposal for intervention is to determine if the learning context for application sharing provided in Blackboard CollaborateTM Open Learning System meets the needs of students enrolled in online K-12 courses. The overall goal or anticipated outcome is to instill confidence in students by providing them with necessary tools that enable file sharing from computer desktops with other members of the virtual classroom. Students will benefit from this enhanced learning experience as they will be afforded the opportunity for individualized presentation, with extra credit incentives. According to Blackboard K-12 Innovative Classroom (2014), “The Blackboard CollaborateTM platform provides web conferencing, enterprise instant messaging, and voice authoring capabilities that offer a wide spectrum of collaboration” (para.1). System requirements for the use of this platform include a compatible operating system, such as Windows XP, Vista, or Windows 8. Also, the system calls for a supporting version of Java, stable internet connection, a microphone, speakers, and optional headset. When students are provided with instruction for loading content such as Microsoft Word documents and PowerPoint presentations during class or training sessions, they are empowered with leverage for sharing information and knowledge, and various learning styles are displayed and accommodated. Often, sharing of information promotes the learning of new ideas and concepts that perhaps, the instructor may not have been familiar with. The need for intervention to promote learning of the Blackboard CollaborateTM application sharing functions will accommodate multiple learning styles, supplement instruction solely provided by the teacher, and create an environment where students will discover new learning innovations in real time.
Intervention- Literature Review
The literature review will inform the proposed intervention of the necessity for researching technology in distance learning that shows enhanced student outcomes resulting from student-to-teacher and student-to-student collaboration. Technology is thought by educators and the general public to play a more integral part in students’ education - especially in the last decade – yet, the educational community is still experiencing extreme debates over whether technology in the virtual or traditional classroom has a significant impact on teaching and learning. This action research will provide a review of a specific technology – Blackboard CollaborateTM - in the virtual classroom, and it will further discuss some of the advantages and disadvantages to technology integration. Furthermore, and investigation into the use of application sharing tools within Blackboard CollaborateTM will provide insight into student engagement, success, and confidence with virtual classroom collaboration and learning activities. Blackboard Inc. is one of the largest providers of technology and services to K-12 education. This global leader in enterprise technology and innovative solutions improves the experience of millions of students and learners worldwide, on a daily basis. According to PR Newswire (2014), “Blackboard solutions allow thousands of higher education, K-12, professional, corporate, and government organizations to extend teaching and learning online, facilitate campus commerce and security, and communicate more effectively with their communities” (p.3). Today, technology is an integral part of curriculum, and organizations like the International Association for K-12 Online Learning (iNACOL) are committed to providing students with access to world-class education and quality blended and online e-learning opportunities that prepare them for a lifetime of success (Fast Facts About Online, 2013).
Intervention- Benefits
The specific use of Blackboard CollaborateTM builds a sense of community, individual confidence, and improves attitude and motivation. Often, students who struggle to understand course content or the teacher’s style of instruction tend to experience isolation or lack motivation to complete individual study or assignments when there is minimal contact with teachers and other students. An extension of that isolation is often the reluctance to participate in live session activities that require individual attention, especially when there is lack of confidence in knowledge of the virtual classroom tools and features. The benefits of technology for distance learning is that it provides reusable content from virtual classrooms that ultimately yields improvement in retention, higher test scores, and increased coursework completion rates (Blackboard K-12 Innovative Classroom, 2014) . In terms of e-learning benefits, there is a revolution occurring in the educational sector that is constantly altering our view of knowledge and skill acquisition. The primary benefit of application sharing tools for Blackboard CollaborateTM is the development of new skills, increased confidence, and the interchangeable knowledge gained between students and teachers.
Intervention Plan
Implementation of intervention will begin with processes that address the needs of the student. Meetings will be conducted to provide parents with information that provides adequate evidence of matching the intervention to the needs of the students. In order to ensure there is a solid plan for addressing students’ needs within the core curriculum, accommodations must be made to variables such as instruction, curriculum, and the learning environment. Continued benefit for the students from the core instruction will stem from the ability of teachers to provide instruction for Blackboard CollaborateTM application sharing processes that results in continuous motivation to perform throughout the intervention process and into the core curriculum.
A hypothesis of the underlying cause of poor achievement/ performance in the area of application sharing is that students lack confidence with their abilities to perform tasks within Blackboard CollaborateTM that will enhance individual learning and accommodate a variety of learning styles. Developing a solution to providing tutorial sessions or targeted scheduled instruction to provide guidance for application sharing processes will accelerate student performance and learning rates. Providing unlimited access to guided solutions in the form of live or recorded instruction will ensure the intervention is matched to the needs of students impacted by the learning deficit. The frequency of intervention will be twice a week, where instruction will be provided to students requiring targeted assistance with performing application sharing functions in Blackboard CollaborateTM. The intervention will be announced on weekly Class Connect schedules with a time identified for 3:00 p.m. every Tuesday and Thursday. Progress monitoring data will consist of recordings from each live session, which teachers can save by creating a link of easily accessible, interactive, indexed recordings. The key functionality of Blackboard CollaborateTM, as with most virtual classroom environments, is the ability to record and playback sessions, creating reusable learning objects to maximize access and leverage resources. Recorded classes are used for exam review, and information sessions can be pre-recorded to present prior to the start of a course. Most conveniently, pre-recorded training for faculty, students, and staff on topics such as application sharing in Blackboard CollaborateTM can be developed along with library resources (Blackboard K-12 Innovative Classroom, 2014). After the completion of training sessions, students will receive individual web conference sessions, where the student, learning coach, and teacher can meet simultaneously to review progress. Another option for immediate progress monitoring is for teachers to provide live feedback to individual students during the demonstrations, either through the chat box or the File Transfer feature. With File Transfer, an individualized grading rubric or performance checklist can be transferred to the student with corrective feedback. Data collection will be performed by teachers and compiled for submission to research team. Performance goals and targets for student growth across intervention include confidence with skills and abilities to perform all application sharing functions in Blackboard CollaborateTM; Positive collaboration with peers on group and individual assignments or presentations shared during live class sessions; active engagement in hands-on learning activities; and the receipt of immediate feedback on performance. The start date of intervention in January 6, 2015, and the data review will be conducted on February 3, 2015. The intervention plan will consist of improving student participation, feedback, and interaction through targeted individual and group training sessions that will allow the student to explore features of the Blackboard CollaborateTM application sharing tool at a self-paced rate.
Ethics- Philosophy
This intervention fits into my philosophy of teaching by aligning with my belief in creating the most supportive virtual learning community with a balanced set of dialogues. It is essential to create virtual learning where there is equality between the three dialogues of student to resource, student to student, and faculty to student interaction. Encouraging peer-to-peer, student-to-student engagement requires a social presence, a teaching presence, and a cognitive/ content presence (Boettcher, 2007). It is essential to include variety in teaching, where the learning community thrives on activities and experiences when they have the opportunity to brainstorm with peers, solve problems, and learn new concepts – whether through collaboration or individual learning.
Ethics- Social Principles
This intervention aligns with my social principles as an educator, because I believe in interaction that enhances the individual and group learning experience through social interaction and community building, where students gain a personal and an intellectual acquaintance with peers and with their educators. It is important to create a learning environment that encourages critical thinking that gives the learner a sense of accomplishment and camaraderie throughout the learning experience. Finally, I believe in a social principle where students receive the highest level of support for sharing their personal reflections and posing questions in a learning environment. Instilling a sense of security for students in the social realm of learning creates an atmosphere of success and superb achievement.
Ethics- Harm
Careful review and consideration of literature accessed leads me to believe the intervention proposed is appropriate because there is substantial evidence that supports the use of technical resource tools to meet student needs. Review of student records and cataloged recordings determines the need for an intervention designed for providing instruction that increases student satisfaction and confidence with the use of technology tools related to application sharing in Blackboard CollaborateTM. The literature review indicates that researchers have identified numerous strategies that contribute to the success of virtual learning technology through solid leadership, parent and community involvement, and comprehensive planning. It is equally critical that educators enhance and implement a continuous improvement process for professional development, because they are subsequently equipped with the tools to integrate technology to positively impact peer collaboration, self-directed learning, and student motivation and engagement.
Ethics- Protection
Planned measures to ensure no harm comes to the participants, they will receive protection through first ensuring there is a voluntary informed consent process that takes place. There must be respect for persons. According to Landrum (2013), “Respect for persons suggests that those electing to participate in research have the right to make decisions and know what they are doing; additionally, those persons who may not fully understand the research context (e.g., the mentally ill, children) need additional protection to preserve their autonomy” (p 1.6). Securing the privacy and confidentiality of participants ensures the protection of personal information and sets restrictions or limitations on personal information shared with the public for the purpose of research.
Participants of this action research must receive considerations for beneficence, whereby they receive assurance that the benefits of the research will outweigh the risks.
Ethics – Bias
Planned measures to ensure the study yields unbiased results include obtaining informed consent to access student records and live or recorded virtual class sessions, in addition to surveys administered as interviews. There will be no bias in the selection of subjects, because the intervention will be for my son’s student performance in his K-12 online courses. I am currently unemployed, studying under the MATLT program, but I am familiar with the K-12 online learning setup, as I am the assigned learning coach, responsible for monitoring my son’s courses. The primary focus will remain on technology tools, and the rights and safety of my son will be safeguarded. I will provide a written consent form as the parent of minor child, and my son will complete the written assent document as the minor child.
Data Collection Procedures
Research Questions
Data Collection Tool
Why this tool? Justify its use in your study. How does it match with what you are attempting to find and to measure?
Do online learning tools presented in Blackboard Collaborate™ Web Conferencing live class sessions – instant messaging, two-way voice, and interactive whiteboard - aid in accentuating various learning styles of high school students?
Elluminate Session Administrator System (SAS) recorded session links
This research question requires quantitative data collection. As a result, data collected will be retrieved through SAS, which allows teachers to record Elluminate Live! Sessions, manage class session recordings, and the recording URLs. Recorded sessions will provide a firsthand account of interaction between teachers and students. Researchers can measure the effectiveness of sessions on individual learning styles (Blackboard, 2014).
Will the inclusion of online tutoring and targeted study sessions aid in the improvement of student success rates for my son?
Pre-tests and post-tests
Pre-tests and post-tests provide quantitative data on recorded and reusable tutoring session content. The pre- and post-tests also provide examination statistics that reinforce the success rate with higher test scores, improved retention, and an improve coursework completion.
How will live instruction eliminate feelings of isolation and improve confidence levels for my son’s student-to-teacher and student-to-student interactions requiring the Blackboard Collaborate™ application sharing tool?
Questionnaires in Survey Monkey
This questionnaire application will provide the researcher with qualitative data that reveals teacher evaluation of student performance in the learning environment, and it will display a clear set of expectations for the student, and indicate how those expectations have / have not been met.
References
Blackboard K-12 Innovative Classroom. (2014). Retrieved November 23, 2014, from http://www.blackboard.com/k12/teaching-and-learning/innovative-classroom.aspx
Boettcher, J. V. (2007). Ten Core Principles for Designing Effective Learning Environments: Insights from Brain Research and Pedagogical Theory. www.innovateonline.info/index.php?view=article&id=54. (December 13, 2014).
Fast Facts About Online. (2013). INACOL: International Association for K-12 Online Learning, (October 2013). Retrieved December 14, 2014, from http://www.inacol.org/cms/wp-content/uploads/2013/11/iNACOL-Fast-Facts-About-Online-Learning-October-2013.pdf
Landrum, R. E. (2013). Research design for educators: Real-world connections and applications. San Diego, CA: Bridgepoint Education, Inc.
--------------------------------------------------------------------------------------------------
Redesign of MATLT Activity/ Assignment
The MATLT activity was redesigned to include technology in the form of videos that describe how to share applications during live class sessions in Blackboard Collaborate. Videos added included a tutorial on application sharing, a tutorial on collaborating, and one on sharing recorded sessions from Blackboard Collaborate.
Principles and Theory Chosen
Principles chosen for the redesign of the activity were learner, objectives, methods, and evaluation. Applied principles will assess student behavior and confidence level before and after learning procedures for sharing applications using Blackboard Collaborate in a live Web Conferencing platform. Providing assistance to one or more students during live collaborative sessions ensures that other participants are benefitting from engagement and learning opportunities. Classroom time can be significantly impacted by the time taken to demonstrate or share information using Blackboard Collaborate tools. The primary focus on methods for demonstrating the use of sharing tools for all students is essential for performing an evaluation of skills.
The theory chosen for the redesign of this assignment was the theory of interpersonal intelligence, which involves student interaction while sharing applications during the live sessions in Blackboard Collaborate. Because this research directly examines the impact of application sharing on an individual student’s level of confidence and behavior when prompted to share with classmates during live sessions, it directly ties into the theory of interpersonal intelligence, as the researcher must consider the student’s moods, motivations and desires to build solid relationships with other students in the online learning environment.
Design and Implementation Challenges Experienced
The only design and implementation challenges experienced were determining the best technology tools to demonstrate the use of online application sharing in Blackboard Collaborate.
Videos were added to the design of the activity to provide students with demonstrations for application sharing, collaborating, and the sharing and recording of live sessions. In addition, a link to a survey created in Survey Monkey was added to supplement the pilot tested survey for research. Providing these technology tools create ease of understanding the process for application sharing. In addition, the research questions are readily available to support learning in a technology-enhanced environment.