One component present within all eLearning environments is the discussion board. It is this very location where learner-teacher, learner-learner, and learner-content intertwine. It is here where the collaboration among the group begins, sustains, and ends within the course. For most online classes the discussion board is where first contact is made with classmates. Being new to this environment may cause undue stress and anxiety for those that are unfamiliar with the processes. With a variety of learning management systems available for use, it is imperative to provide a tip sheet for the basis process for students to collaborate together as each LMS has different procedures, graphic buttons, etc. for participating in the collaboration/discussion post process.
Purpose: The adjacent Edmodo Tip Sheet identifies the steps for students to collaborate together within Edmodo (LMS). Outlined procedures are provided to create a posting thread as well as replying to a post from another peer. Without the correct understanding of these steps, student collaboration will be thwarted and social, pragmatic and argumentative dialogue will be compromised. Screen shots with call out bubbles were included to support the visual learner. Steps are also individually defined below each screen for those whose learning preference is text/print. |
Reflection:
The Edmodo Tip Sheet is an example of a collaborative artifact. Working within a triad, I was able to experience the power of collaboration in working together yet also the difficulties with coordination of asyncronous schedules, the technology constraints of classmates and the impact of these on the final product. These experiences increased my awareness of trials and tribulations future students may incur when working collaboratively at a distance. I created the graphics and the design for this artifact. I was faced with the challenge to create a document that would view in a universal format where font display would not be compromised. I was unaware of my peers computer platform and the group needed to work in a universal document sharing platform. Drawing upon my graphic design background and understanding I was able to create the file, but needed to add additional steps to create a PDF file and then convert it to a JPEG file format to be able to import into a Google document for our collaboration with the text. Not all class participants possess this graphic knowledge and this experience further increases my awareness of the need to create future activities that reduce or eliminate these types of technological barriers or at the very least apprise my students of potential barriers to avoid.
Though familiar with accommodations for online artifacts, I overlooked the difficulty of viewing red for those who may be color blind. I completed further research to choose colors that could be easily distinguished by those individuals with color blindness. My research identified blue and black and colors appropriate for use. A purpose statement was added to clearly identify the use of this document for those readers who may be unfamiliar with the content.
The Edmodo Tip Sheet is an example of a collaborative artifact. Working within a triad, I was able to experience the power of collaboration in working together yet also the difficulties with coordination of asyncronous schedules, the technology constraints of classmates and the impact of these on the final product. These experiences increased my awareness of trials and tribulations future students may incur when working collaboratively at a distance. I created the graphics and the design for this artifact. I was faced with the challenge to create a document that would view in a universal format where font display would not be compromised. I was unaware of my peers computer platform and the group needed to work in a universal document sharing platform. Drawing upon my graphic design background and understanding I was able to create the file, but needed to add additional steps to create a PDF file and then convert it to a JPEG file format to be able to import into a Google document for our collaboration with the text. Not all class participants possess this graphic knowledge and this experience further increases my awareness of the need to create future activities that reduce or eliminate these types of technological barriers or at the very least apprise my students of potential barriers to avoid.
Though familiar with accommodations for online artifacts, I overlooked the difficulty of viewing red for those who may be color blind. I completed further research to choose colors that could be easily distinguished by those individuals with color blindness. My research identified blue and black and colors appropriate for use. A purpose statement was added to clearly identify the use of this document for those readers who may be unfamiliar with the content.