Trying to find music for the video! This will need a lot of graphics work and I am having problems uploading my talking head videos to movie maker?
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and ten tons of clothes on!
A blog for reveiwing Best Practices in Online Discussion Groups and Corresponding Theories BY M. Wert
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and ten tons of clothes on!
Hi Marcia,
ReplyDeleteIt looks like you have a good start. For the purposes of this assignment, your storyboard should be a fairly complete representation of your project. It is great that you have a start to your video, but the storyboard, as a tool, can allow you to plan the rest of the elements you will need to complete the assignment. Good luck with it and let me know if you have questions.
Tim.
Professor,
ReplyDeleteI just got the other computer and am working on the scripts for "talking heads" videos to include but at this point, I am unsure of what graphics that I will be using on the other video portions. Slightly stressed on this!
Marcia
Here is the text that I have started for the talking heads videos to include in the my video.
ReplyDeleteStory line
The greatest complaint in any collaborative work online is the uneven participation of group members in the community. (Palloff & Pratt, 2005)
Domineering or Talkative Student
Online communities are principally spiritual communities. The spirit of the community or that drive to stay connected can be damaged by an overly talkative student. Spiritually allows us to be open and aware; this can not occur if only one student is voicing their opinions in the discussion forums. The domineering student does not allow close and various relationships to form among all group members. They can actually become irritated by others who are not as active in the forums. (Palloff & Pratt, 2007)
Lazy Student
“When members do not participate or respond to messages, it might be that they are too busy, overwhelmed, ambivalent, apathetic or whatever” as stated by Palloff and Pratt. (2007)
It may only be experiencing technical difficulties. ) Other factors that might lead to a lazy student are technological information overload. This could be a result of a poorly organized classroom or an older returning student that is not technology savvy.
Personal contact is deemed essential to determine first the situation. Students can also experience communication anxiety when a moderator does not immediately respond. (Palloff & Pratt, 2007)
Inset :Palloff and Pratt states that attention should be paid to the four phases of activity: (1) set the stage (2) model the process (3) guide the process and (4) evaluate the process (Palloff & Pratt, 2005). The instructor’s role is just as important in the collaborative process. He/she sets the expectations and examples for students to follow in the community in the distance education learning environment. Leading questions, e-mails by the facilitator
A word of encouragement and supportive responses can alleviate such distress via phone, e-mail or discussion post. (Bach, 2006)
Shy Student
The goal in discussion forums is to reduce isolation and maximize learning outcomes by creating a social presence to the group. (Palloff & Pratt, 2005) It will always be the case that some students are introverted and others extroverted. “Further, people who are very socially active online appear to be very socially active offline as well.” (Sage Reference Online) Stressing that the development of a strong learning community revolves around communication a social presence can help to draw out the student and emphasizing that their voice is needed in the group. (Palloff & Pratt, 2007) Also, a moderator might pose leading questions to invite more responses from the shy learner.
Challenging students
are of the form that addresses every point of the facilitator or of the technologies in the classroom. Their disruptive behaviour has a negative impact on the discussion forum and should be dealt with promptly. The student might actually believe that they are benefiting the whole class by addressing tiny technology flaws or a mistyped word. It should never be taken to the point of a battle ground over irrelevant issues. The challenging student needs to be gently but firmly reminded that “your teaching style and class management should show your students that rudeness, interruptions, and ignoring or dismissing other students' contributions will not be acceptable”. (Wilson, 2006)