The blog below shares my reflective thoughts throughout my participation within EDUC 762, Assessments in E-Learning. As blogs can tend to be text based, I have purposefully chosen a variety of communicative tools to share my thoughts. This breadth of tool choice usage represents my increased skills to be proficient in communicating in a variety of formats throughout online coursework and conversation as well as build online presence and connections within an online format.

Dual reflections are presented below. Reflections of my learning within EDU 762 as well as reflections of my learning with using the varied communication tools.

Being aware of my strengths and weaknesses, my revisions have focused upon grammar, language and viewer experience. When looking at text for extended amounts of time and revising for clarity, our brains may read text one way but in essence may overlook spelling, grammar and punctuation. I have elicited additional proofing eyes to review content to identify areas in need of revision and make suggestions for word choice. Feedback suggested I revise specific terminology that may not be familiar to the end viewer, or add links for further explanations. In its finished state, my final artifact of learning displays my understanding and effective use of assessments and evaluation within a student-centered e-learning environment.

Soon enough I will be shifting from the student role to the online facilitator role and cybercoach. I will take this knowledge and learning to extend constructivist experiences to class participants. Embedded assessments throughout the learning continuum will offer formative feedback via teacher-student, student-student, and self. One medium of feedback that I can offer is through monitoring and responding to student discussion posts.

I have been apprised of a new method in which to gleem insight into student understanding through discussion posts and online discussion board assessments termed discourse analysis. I am aware of, and have been interested in, the inclusion of learning analytics as another means to offer insight to individual and class interaction, Learning analytics focuses on patterns of activity and timeliness, yet discourse analysis focuses on sentence structure and presentation of meaning in language. Discourse analysis begins with critical reading. Kurland (2000) identifies key components to critical reading including recognizing the texts purpose, tone and persuasive elements as well as identification of bias and includes skill sets in what to look for in text and the interpretation of the content you reveal.

Discourse analysis ranges from simple to complex. Determining tone in communication through categories of certainty, activity, optimism, commonality, and realism coupled with identifying communication styles of informant, supporter and/or flamer can assist in seeking tone and sociability as well as building and sustaining a positive, online computer mediated discussion. These are indicative of simplistic measures. However, to truly begin to identify student understanding and learning, more complex analysis is required. Two methods discussed by Marra, R., Moore, J., & Mlimczak, A. (2004) that incorporate detailed analysis techniques include Gunawardena, Lowe, & Anderson (1997) Interaction Analysis Model (IAM) and Newman, Webb, & Cochrane (1996) Critical Thinking Model (p. 25). Both models employ coding of text to identify knowledge-construction. The IAM model uses 5 phases/category indicators in comparison to the critical thinking model which used 40+ indicators.

I thought I would review a thread I posted during Module 3 of this model. I found both IAM and the Critical Thinking Model analysis to be very challenging and ones in which further instruction is required before I could feel confident coding a post of a future student. Due to my limited knowledge base with these analysis techniques I chose to follow Tallent-Runnels (2004) discourse analysis model which uses Bloom’s taxonomy to identify levels of critical thought outlined by McFerrin & Christensen (2013) in Developing a Positive Asynchronous Online Discussion Forum. Through this activity I determined my posts included analysis, evaluation, application and metacognition, which were above the normative results of application and analysis founded by Tallent-Runnell (2004). This offered insight as to the higher-level cognitive thinking I was communicating. Tallent-Runnell (2004) suggested using a rubric for evaluation of online discussions could serve two purposes, 1) an evaluation rubric by the instructor and 2) an instructional guide for the class participants. (McFarrin & Christensen, 2013). Brandon (2004) concurs with using a rubric as a tool to help students discover how to reflect in action.

Through review of these models, I will begin my journey in using learning analytics to observe frequency, timeliness and breadth of participation, establish collaborative netiquette rules of communication, be cognizant of social tone throughout posts as well as develop and share a discourse analysis rubric (including participant interaction, audience coding and discourse function coding) at the beginning of the course as both an evaluation and instructional guide to encourage students to extend their thinking within our computer mediated communications and discussion.

Citations
Brandon, B. (2004, June 29). Applying Instructional Systems Processes to Constructivist Learning Environments. The ELearning Developers' Journal. Retrieved from November 1, 2015 from http://www.learningsolutionsmag.com/articles/296/applying-instructional-systems-processes-to-constructivist-learning-environments?_ga=1.215383127.1758579424.1449102142.

Gunawardena, C.N., Lowe, C.A. & Anserson T. (1997). Analusis of global online debate and the development of an interaction analysis model for examining social construction of knowledge in computer conferencing. Journal of Educational Computing Research, 17(4), 397-431.

Kurland, D. (2000). What is Critical Reading? Retrieved December 6, 2015, from http://www.criticalreading.com/critical_reading.htm

Marra, R. Moore, J. & Klimczak, A. (2004). Content Analysis of Online Discussion Forums: A Comparative Analysis of Protocols. (2004). ETR&D, 52(2), 23-40. ISSN:1042-1629.

Newman, D.R., Webb, B. & Cochrane, C. (1996). A content analysis method to measure critical thinking in face-to-face and computer supported group learning. Journal of the American Society for Information Science, 48(6), 484-495.

McFerrin, K. & Christensen, P. (2013). Developing a Positive Asynchronous Online Discussion Forum. In R. McBride & M. Searson (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2013 (pp. 769-774). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

Tallent-Runnels, M.K. (2004). Raising the bar: Encouraging high level thinking in online discussion forums. Roeper Review.

I will share my final thoughts with an Audioboom recording. As I have chosen to incorporate a variety of communication tools within my blog, ones I have never used prior, this tools was yet another new discovery for me during this final week. I thought it would be an appropriate tool as a closing to my learning blog.

AudioBoom: The account set-up was simplistic and of no cost. Recording was a 1-2-3 step process offering quick options to save, upload and embed. This web 2.0 tool could be useful for sharing building background knowledge prior to course activities or brief overview. I have also provided a transcript of the audio recording to provide access for those with hearing disabilities.

When time permits in the future I would like to take all the cards for each module and lesson and create an e-book as an electronic "kit" to pull from. Please take some time to review my final artifact of learning within my portfolio. This project can be located in Course Assessments and Alignment tab within this webiste. Please feel free to navigate through the various pages to learn about the course I am developing, the tools I am creating through the design process as well as connections to research to support best practices in education. Enjoy!

I would like to share my experience this week with the use of (2) new web 2.0 tools. Survey Monkey and Voki. I have created a pre-course survey for a future online professional development course using Survey Monkey. Of course I used the free membership. In the past I have used Google Forms, so to follow my desire to expand my skills I chose Survey Monkey. I found Survey Monkey to be limiting unless I paid for the membership. I could not add images, was limited to specific functionality, and could not print. Having a link to share via email or embedding it into a website was convenient. Google Forms is free so many of the limitations I experienced were non-issues with Google Forms. Though I am content with my pre-course survey using Survey Monkey for the experience it provided me, in future endeavors, I will return to Google Forms for the ease of use, reduced limitations, and strong analytics it provides at no cost.

This tool was very easy to learn and use. I signed up for an account and within minutes I was busy creating my custom avatar figure. There were many figures to choose from; of course selection was increased if purchasing a pro-membership for Voki Presenter with Voki Teach which costs a reasonably $30.00 USD per year. Free customizations include eye color, hair color, mouth shape, background image, clothing and accessories. I selected options that were aligned with personal attributes. Once the avatar was created I was able to record my audio track. I had the option to call from a phone, upload an MP3 file, or text-to-speech option. Since I had previous practice with recording an audio MP3 file, I chose to use the call-in feature. I was able to record and listen to my recording; chosing to save or re-record. There is a limit to the length of the recording however. As I was recording, it prompted me to save meaning I had exhausted the time limit which is approximately 2 minutes. I revised my content and began again. Once I was content with the audio recording I was prompted to save my file. At this juncture I was able to use a link to email or an embed code to place within my website.

I will definitely use this tool again! I felt it fit the intentions I was seeking and can understand how it can offer differentiation to convey information to students to keep engagement and excitement within a predominantly text-based environment. I have also provided an .rft file with the audio record to ensure I have provided an alternate option for students with hearing disabilities.

Final Project Status
I have chosen to use this website to present my final project. I will make links between the pages to encourage an intentional path of presentation. I have also decided to make activity cards for each activity to include objectives, assessment choice, selection rationale, taxonomy alignment as well as pros and cons. I will be able to use these cards as a job aid for myself when teaching this course. They will serve as a Guide on the Side. 
​
As I was creating my final activities, I have come to realize one of the assessments selected for use within my taxonomy table do not appropriately align with the objective outline. The learning outcome is for students to make connections to prior knowledge and research to form new understanding. My original intention was for a reflective writing assignment. However, I have realized my objective is for students to infer and draw conclusions. Understanding Ausubel's Assimilation theory, graphic organizers would be better suited. I am in the process of revising my taxonomy table and assessment tool.

M. Sivula (2012) in The Best Assessment Tools for the Online Classroom discusses the increased numbers of students at all educational levels submitting projects and papers by means of e-documents. Turning to web 2.0 tools, software and hardware educators can become more efficient providing feedback, direction and commentary. This week’s blog reflection has been created from my desire to learn how to extend such feedback through electronic annotation. Digital inking, is one component of electronic annotation. Wisegeek.com defines digital ink as a technology tools that allows handwriting to be added to an e-document via a tablet and electronic pen/stylus which then can be displayed on a computing device. As I have both a tablet and electronic pen/stylus, my interest is piqued as to exactly how this technology tool works and how I may use it for my benefit and efficiency in provided feedback and commentary. Additional annotation tools include highlighting, underlining, strike through, stick notes, and audio.
 
I have written this week’s reflection as a text document instead of directly writing within my blog. This format serves two purposes. One, this document is indicative how I will receive documents/assignments as a future online instructor from my students. I have added additional thoughts and highlighted key words within this document to share further my reflective insights however I have done so through a variety of annotation tools. These annotated notes represent how I will offer feedback on student electronic documents.

My search for an annotation tool needed to meet the requirement to annotate a pdf file. Images, slides, text documents, spreadsheets etc. can all be saved as a pdf format.  Using this format is one that is universal and eliminates compatibility concerns as well as respects the preferences and program access by the learner.

​Through my evaluation of a variety of programs, Adobe Acrobat Pro and Drawboard have moved to the forefront as tools that I will implement use in the future. For the annotated example shown here, I have chosen to use Adobe Acrobat Pro. A variety of annotation tools are available within the program including, underline, arrows, highlight, free write, sticky notes, image addition/stamp and sound. Each of these tools have been used and can be viewed by downloading the file to your computer. Adobe Acrobat Pro and Drawboard offered an array of tools that could be incorporated into a document to provide feedback. However, Drawboard, though it included a sound element, when sharing the document the sound did not transfer, unlike Acrobat where sound was successful when sharing. Drawboard did offer greater flexibility of color choice for the pen, line and arrow use. Navigation within Drawboard seemed more flexible as well. The placement of graphics were also available. If sound was not a feedback component I was seeking to add, Drawboard would reign as the choice tool due to the variety of color selection. However, with this example I wanted to experience the greatest breadth of use for incorporating feedback tools within a pdf file so I have selected Adobe Acrobat Pro.

The research and practice this experience has offered me has yet increased my understanding and proficiency with another assessment tool to communicate and share feedback electronically.

Visit my Assessment Taxonomy Chart webpage for further
information detailing its purpose, use and creation.

​My reflections with week are brought to you in a very unusual manner by the use of a simplistic tool that I have discovered, for FREE! The discovery was due to my need of organizing thoughts and to do lists in an easily accessible and viewable manner within my professional occupation. I began searching and I found LinoIt! As I began using it, I realized this tool held value in many uses; adding attachments, videos, text, and icons in one consolidated area. I further realized I could use the colored sticky notes to delineate content. This tool has allowed me to collect a variety of material in one platform/canvas that can be accessed on any computing/mobile device. It is readily accessible to me anywhere; compatibility issues are none that I can find.

As I hold myself accountable to my challenge of expanding my use of web 2.0 tools within an e-learning environment, I had the idea of using LinoIt as my blog reflective post for this week. It offers the ability to provide thoughtful statements and personal reflections in a timestamped manner yet in an unconventional manner or at least one that I have not seen used within a blog before. I felt the the quote by Abraham Maslow, pictured here, is indicative of my desire to move outside my zone of proximal development and reach towards expansion of knowledge and experiences.

The use of this tool allowed me the opportunity to record my thoughts and reflections in snapshot moments throughout the creation of our collaborative assessment toolkit. What better manner in which to blog, right? Our project followed a jigsaw technique for group collaboration whereby each member contributes information as parts to a whole. Individual research was completed by each team member and then synthesized together into a final culminating artifact. My experience participating within a jigsaw activity are shared above. My comments are short, yet offer viewers insight into my thought processes and experiences throughout this collaborative activity. You will notice that I have utilized the colored sticky notes to delineate the pre-planning, production, synthesis and reflection stages of my collaborative experiences this week. I also began to realize the value of adding key terms, or subject line, at the bottom of each note. This assisted in focusing my thought and also provided topic identifiers for quick navigation and content depth.

Each sticky note can be selected to read, can be moved around the board by the hand tool, and security settings can restrict editing by viewers. The canvas provides copious space to add information. Scrolling may be required as content is added. Embedding this tool to my website was effortless as well. I have enjoyed the use of this tool. It has been efficient, comprehensive and easily adaptive.

As I uploaded my LinoIt canvas to share, I have taken the role of the viewer. I have selected each sticky note, read the contents, reviewed my posted video and attachment and see that this tool has captured by collaborative experience, in an asynchronous timeline, to share with others. I am hopeful you enjoy reading my thoughts along my journey.

Further information regarding the Assessment Toolkit Collaboration artifact can be found on the Assessment Toolkit page within my website. The final artifact can be be viewed and/or downloaded on that page, by selecting the adjacent e-book or viewing the pdf file posted within my canvas.

The e-book was an additional challenge that I set for this week. Knowing the final artifact was a pdf document that included multiple pages, I was determined to present its content in a user-friendly, asthetically pleasing manner. My search was to discover an open-resource that would offer the ability to upload a pdf file into an e-book format. Being cognizant of device compatibility I was seeking a resource that was HTML-based and did not require a flash player. I arrived at the discovery of FlipHTML5. Sign-up was simple, uploading was fast and the generation of the e-book was instantaneous. Further more, this program offers me the ability to retrieve an embed code to place within my blog. Url links are also offered for sharing capabilities. This tool has yet been another valuable find in my challenge to expand my experiences with web 2.0 tools within an e-learning environment.

Please share your comments and any difficulties you may experience with viewing my blog canvas or e-book. I am eager to learn from your feedback! Enjoy.

Tips for LinoIt Canvas Navigation
Best viewing: 
Chrome, Firefox, or Safari

To move canvas around:
Move arrow/cursor to background;
hand will appear, click and pull up/down/left/right to see additional
areas of the canvas

To read notes:
Click on the sticky note of choice to read; layering of notes with change based upon current selection

I hope you have enjoyed my reflective slideshow. As I have challenged myself to offer a variety of communication tools to share my reflections I can say this week’s choice was not my first intention. I had a vision to provide a slideshow with embedded speech whereby the viewer could select a voice button and listen to my reflections while viewing the slide image. I searched throughout the internet in hoping to find an open source avenue that would offer me a viable tool to meet my expected task. I was sadly disappointed. This week’s content talked about open source content and sharing; the overarching perspective that there are an array of tools widely available. However, I was unsuccessful in locating an open source tool to fit me need in totality. Frustration would be a term that described my emotions.
​
The tool that I wanted to use was called Voice Thread, however the cost ranged from
$79-$99. If I was currently teaching in the online environment, the purchase would have been completed; it was the exact tool I needed, but it had a hefty price tag attached. Since I am not in the position to use such a tool at this time with regularity, I needed to sadly pass by the option.

It remained very important that a free resource could be used. As CGP Gray points out within Digital Aristotle: Thoughts on the Future of Education, for a technology tool to make a dramatic effect in education, it must be inexpensive, easily accessible and hold the potential for personalization. Though I am not aligned with CGP Gray's perspective that teachers will be in less demand in the future nor students can learn by a digital aristotle, his points for ease of technology accessibility, flexibility and customization are important in student learning within the setting. It is these features that I am seeking as an educator and student myself.

I discovered some tools that provided the slide show, but as a video. Since last week I uploaded a video, I wanted experience using another type of tool. I tried to use a few web-based programs but they didn’t include speech or would resize my images. I contemplated using PowerPoint presentation and embed speech, but there were issues with embedding it into a website. I could have shown an image of the first slide but the viewer would have needed to select and download the presentation to watch it. Once again, that was not the experience I was seeking for the end user. My grandiose vision what that the end user would select the slide, select the voice icon to activate speech and move through the presentation all while remaining on my blog site.

After tireless hours with no success, I chose to move to Plan B. The website I am using for my portfolio included a slideshow tool so I thought, “why not, I don’t know how to use this so this will still remain to be a learning experience”. I postponed my thoughts of speech and decided to use my graphic background to include visuals with text to share my thoughts. This presentation was created by using PowerPoint slides. I took screen shots of each slide and converted them to jpeg images. I then uploaded each jpg to my portfolio site and used the advanced features available to pick my format and transitions. I was pleased with the content and aesthetics. I thought I was finished...but that was not the case.

I began by blog post and could let go of my desire to add audio. I remain mindful to ensure my materials are appropriately aligned for ADA compliance. Adding my audio track would provide access to information for low vision learners. Since the text was embedded into the graphics, and I knew screen readers would not be useful. My last option, if unsuccessful with audio, was to upload a transcript file that could be used by a screen reader, but it truly was not what I wanted to offer. So, plan C went into action!
​
I returned to the drawing board, per say, to brainstorm how to add audio. I recorded my reflections using the standard sound recording software on my computer. I knew that my blog site had the option to upload a sound file, so I began the upload yet to be confronted by another obstacle. The sound file was .wav yet needed to be a .mp3. Ugh, frustration again.

I sought further to find and download (for free) a sound editor program that I could convert .wav to .mp3. Finally, a small success! I discovered Sound Editor in the Microsoft store. This program, not only converted files but also allowed me to record. So, I started again and recorded my audio track using the sound editor, saved my files and was able to upload my audio track to my blog.

In reflection, though not exactly what I intended I am pleased with the final product. I have visuals, text, and audio. I will continue to seek open source resources through the rest of this course to share my reflections weekly.