Amelia Robinson

Some important aspects of serious games are allowing the user the right aount of control to navigate, change views or access learning notes. Social presence is particularly important, and can be added to the game through synchronous participation, chat rooms, or avatars who respond with non-verbal communication cues as well as verbal or textual feedback. Virtual worlds may be the best way to achieve this, as users actually compete against each other.

I have learned many chaaracterisitcs of gaming and simulations, their similarities and differences. I've learned it is probably better to call it an immersive environment to get it authorized and take advantage of the practice opportunity, increased engagement, and therefore increased retention that games provide. However, in my own practice, I seldom use them because of the time constraints of developing them. For instance, a siimple branching scenario game requires extensive wireframing of responses, feedback and navigation before even going to a developer, who programs extensively. Setting up the environment can be very media-intensive. I find it most helpful to… >>>

It is essential to manage discussions effectively. The first discussion post should introduce students to each other. Guidelines for what is expected for postings, how often they occur, and the duraton of the discussions should be posted. Instructors should not be too quick to provide correct answers or intervene in a way that prevents students from thinking things through annd discussing them for thmselves. Rubrics are an effective tool for clear and fair grading and may include format, contribution, justification and responses to the posts of others.

You must consider the generational characteristics of learners in developing  a course communication plan, assist those who need it, and respect their different styles. You must alo ensure that your own messaging is positive, respectful, and creates a safe and positive learning envionment. Those who are silent or non-participative may be drawn in by assigning various roles, such as moderators, that require them to play a more active part. Conflicts can arise in group projects, regarding roles, contributions, timing, or differences of opinion, and these must be addressed quickly and effectively.

It is important to set guideliines for electronic communication, including netiquette rules and expected content. Students should be explicitly told the expected timing annd format of posts, what type of language should be used, and guidelines for the type of content required (e.g., responses must add to the body of knowledge). Postings may be graded by rubrics that include points for timing, formatting and generall contribution. Instructors must consider their time boundaries for communicating with students, including providing times shortly before assignments are due to handle questions, and make these hours and preferred communication types known to students.

I'v learned that may technology tools are available to provide communications in online learning settings. These technologies should be carefully chosen based on the characteristics and pros and cons of each. Some provide asynchronous communication, such as email andn Facebook or Instagram groups and posts. Other technologies, such as Skype annd Blackboard Collaborate provide synchronous settings for group disussions. Designers must also consider the size of the group that will be communicating and choose the best forum with the best tools for that collaboration. Formative and summative evaluations must address how affective and appealing each of these technology tools each… >>>

We must go beyond assessing objectives to allowing students to demonstrate that they have acheived the learing outcomes. while standard forms of assessment, such as Cloze and multiple choice can accurately measure results in terms of recall of concepts and facts, they cannot measure outcome aspects such as critical thinking, organization, and communication. To do this, new forms of assessment are needed so that as students customize their learnning, adding content from resources, other students and outsiders, it can be effectively captured and demonstrated.

Work products in online learning takes various forms, and may consist of group or individual assignments. New teaching methods are required for this, particularly, starting with the end in mind. When planning online learning products, we must be sure to analyze and verbalize what is expected, what the criteria will be and the options with which it may be presented. Group projects maximize learning among and from peers, and portfolios allow students to present their best work, demonstratiing their knowledge and illustrating thei individual learning paths.

The well-managed use of internet, printed, and media resources can be more incusive thann traditional learning models, as learners with plethora learning styles can access content in the way they prefer, and accomplish learning production through the medium best suited to their specific learnning style. The internet can also produce increased opportunity for communication and interaction. This changes the role of instructor from presenter and assessor to that of facilitator, increases social learning, as students see their peers utilizing technologies in myriad ways, and enpowers the demonstration of multiple forms of intelligence.

I have learned that dynamic learning allows use of the internent to provide student-to-teacher, student-to-student and content-to-student interactivity that increases engagement by allowing users to make more decisions about how and how much they learn. Scaffolding, often provided during synchronous sessions, and is critica to the effective use of these resources. Online resources can provide research, communications, and a platform for learnning production. I will incorporate these resources into my online learning.