Gilly Salmon’s Five Stage Model of E-learning

 Models of on-line learning are still being developed and one model presented by Gilly Salmon (2000) and describing an individual learners experience is presented here: 

STAGE	STUDENT ACTIVITIES	TUTOR ACTIVITIES
Stage 1            Access and motivation	Setting up system and accessing	Welcome and encouragement Guidance on where to find technical support
Stage 2            On-line socialization	Sending and receiving messages	Introductions Ice-breakers Ground rules Netiquette
Stage 3            Information exchange	Carrying out activities Reporting and discussing findings	Facilitate structured activities Assign roles and responsibilities Support use of learning materials Encourage discussions Summarize findings and/or outcomes
Stage 4 Knowledge construction	Conferencing Course-related discussions Critical thinking applied to subject material Making connections between models and work-based learning experiences	Facilitate open activities Facilitate the process Asking questions Encourage reflection. Tutor is very active at this stage.
Stage 5            Development.	Use of conferencing in a strategic way Integration of CMC into other forms of learning Reflection on learning processes Students become critical of the medium	Support Respond only when required Encourage reflection Tutor is less active and hands over to the students

This model can be used to identify the typical activities tutors may be involved in at different stages of the students’ learning processes. 

Here are responses to some some questions related to this model:

How could you build the first stages of Salmon's model into the online class?

Response: Salmon’s model recognizes the fact that the key issue at stage one of this model is motivation and access. An obvious approach would be to provide links for the help and FAQs as a part of announcement, so that learners get an access to the solutions for any kind of technical problems they may come across. I also plan to create a video using camtasia showing how to move on with the course, and guidance on where to find technical support. This stimulates and scaffolds constructive activity.

I wish to include an icebreaker so as to help learners move to the stage two - Online socialization.  I’d make it clear from the first day that participation from all students is expected and last minute appearance will not be appreciated. I'll explain students that participation in this kind of forum is a skill that will be useful in their community building and careers in long run. I’d make participation in discussion a part of the students’ grade. This will help learners move towards the second stage of the theory.

Are there contexts in which the model is more important than others?

Response:The model is more important in the areas like science, technology and management. The given article describes, “stage three, a form of co-operation occurs, i.e. support for each person’s goals. At stage four, course-related group discussions occur and the interaction becomes more collaborative.” In the subjects like Chemistry a few concepts can be better understood when there is an academic discourse promoting increased student engagement. It may open unprecedented opportunities for educational interactivity among learner. Moreover, first time e-learners and undergraduates may need more support from peer as compared to other learners. The role of a facilitator here is to take care of the  'social' aspect of learning and promoting ‘deeper level engagement’ among the participants.(Sherry et al. 2001; Ambrose 2001).

Are there contexts in which you would not encourage students to form social networks with each other? 

Response: Yes. I’d discourage learners  getting involved into  too much details of their personal life. This is to forestall any kind of misuse of the private information.

Are there particular students who will be challenged by encouraging social networking, and if so, how do you support them?

Response: I think international students might become a little conscious of  covert and implicit messages, and find heavy use of metaphor and reading between the lines, an issue while networking with the foreign e-moderator and fellow learners. For me, “Language should be an asset, not a liability.” My role would be to welcome shared language, metaphors, rituals and jokes. I’d adapt a flexible approach and use open grouping patterns to enhance learning outcomes for such students and provide adequate time for communication and coordinated planning.

References

Ambrose, L 2001, Learning Online Facilitation Online, Moving Online Conference II, 2-4 September, Gold Coast, Australia. http://flexiblelearning.net.au/leaders/fl_leaders/fll00/lyn_ambrose.htm

Sherry, L, Tavalin, F & Billig, SH 2001, Good Online Conversation: Building on Research to Inform Practice, Journal of Interactive Learning Research. Vol 11 (1).
http://www.webproject.org/pdf/oeri.pdf.

Salmon, Gilly.  Psychological and Group Learning Perspectives: Their relevance to e-learning. 
http://oubs.open.ac.uk/gilly

Social media in classroom

o    Which social media do you use? What do you use them for? 

o    Have you had any negative or unexpected experiences with social media? 

o    Do you think social media can be used effectively in educational or workplace settings or should it be limited or even prohibited? If so, at what grade level or circumstance? Please give specific examples about appropriate and inappropriate use of social media and look for articles to share with the class. 

We are heading towards web 3.0 where browser will be a personal assistant thus, it is absolutely essential that students grasp on the social media and other similar tools to cope up with the information technology boom. Young people are using these social media for variety of reasons-sharing good articles, music, videao and ideas. As mentioned in Beloit mindset List 2014, the facebook and similar sites are fastest means to communicate the message after text messaging. The great idea of revolution in Syria was spread through these networking sites only. This is an impressive fact that technology brought people together, and helped in information sharing, which the security apparatus failed to prevent.

But, parents and teachers have to supervise their children all the time so that technology is not misused. A report published in LA times(Nov 8, 2011)  claims that, ’The majority of teenagers who use social networking websites say their peers are mostly kind to one another online, but 88% still say they've witnessed people being mean and cruel on such sites. According to a new study, fifteen percent say they've been the target of bad behavior on social media sites.’  Young children, especially, face some issues related to privacy, inappropriate content and cyber bullying.

Researches and think tanks are repeatedly emphasizing the fact that teachers/instructors should be aware of the critical issues related to the use the social media. While the online discussion threads via  Twitter or Facebook can provide excellent opportunity to teach and, but one should never forget that the personal information posted on these websites are permanent and searchable everywhere. The profile information, pictures and video  can be accessed by anyone. As educators, we should make sure that students understand what are they writing, is public, and potential employers will be able to see any kind of negative comments or tweets.

Personally, before signing up for any kind of newsletter, or any website, I always uncheck the box-Share my information with partner websites. Many of the websites share and spread the personal information to other partner websites, that keep you sending the spam/junk. You might not even know how  your personal information is being used. Youngsters need to know ins and outs of this. The main reason is that the privacy policies of these websites/companies change often and we might not be even notified about it!

Once, I discussed these issues with my next door neighbor, Jeana, a mom of 13 years. She said that sometimes she feels helpless how to tackle these issues. She is too busy with job and other responsibilities. I have found a very useful pdf for parents: “How Does Social Networking Help Children (PDF)” Surf Net Parents. Thus, it is teachers’ responsibility to educate the learners about all privacy issues related to social media, blogs, and other similar applications.

I think children can start using any kind of social media tool only after 14-15 years because after this period they become aware of ‘metacognition’ and demonstrate ‘contextual intelligence’. They also demonstrate conventional morality (Kohlberg). So, they can be educated regarding potential risks related to social media and its overuse.

Social media can be effectively used for discussions and brainstorming with the tools such as twitter, blogs or wallwisher. The other social networking sites can be used to reach out parents, receive feedbacks and connecting with alumni group. While education is delivered electronically where students have to use computers, PDAs, tablets or other similar gadgets, there are greater chances of distraction, which may lead to time management issue and misuse of internet access.

I personally use facebook and twitter. I also have an account with linked in networking sites, which is mainly used to professional tie-ups. I use facebook to connect with friends and family. I have been blogging since 2008 and blogspot is my favorite. My experience has been good till date!

Reference:

Kohlberg, Lawrence (1981). Essays on Moral Development, Vol. I: The Philosophy of Moral Development. San Francisco, CA: Harper & Row

Building community in online course

Assignment 3: Write one paragraph in which you explain how you will design your course to build community. Write a second paragraph about how the way you will facilitate learning will help build community. Relate each to the kind of student and content you will be working with

Response:

In order to build effective community, students first need to become comfortable with responding to their classmates and instructor. I’ll give personal response to the participants’ introduction thread during the first week of my course- ABC’s of Chemistry, and help students to develop candlepower within the context of an online class. In the beginning of the course, I’ll clearly mention that the course will encourage thoughtful personal postings within the forum, and discourage “me too, I agree” contributions. I’ll include the group work and peer review to discuss topics such as periodic table and using online tools like unit converter. One way to involve students in discussion is to lead questions that encourage participants to invest in concerns held by other learners, and to share ideas and possible solutions. I think this will be helpful in writing equations and solve thermodynamic problems because these two areas are usually considered to be difficult for the students those are new to chemistry. One/two students will be assigned the role of ‘ice-breaker’ each week. They will initiate the discussion in DB on the given topic. For example, ice-breakers can initiate the discussion on how they performed the experiments in the virtual lab, due in that particular week. They can use storytelling to describe their experience also.  I’ll include role play in organic chemistry in which, students will perform the role of organic and inorganic compounds, and discuss the characteristics of each compound they are playing role of.

Students from high school are most likely to take up this course, so this course might be one of their first online asynchronous learning. The way an instructor facilitates learning helps to build community. According to Moore (2007) initial in‐person contact and a sustained group better enabled students to develop a learning community in an online environment and enable instructor to make interpersonal connection with students. When learners are a part of a group work, a common sense of responsibility exists among participants towards the assigned task and/or in group discussion. This common sense of responsibility acts as a motivational force to work as a community. Ice breakers will promote thoughtful interaction and introduce their classmates to a new procedure or concept. The ice-breakers will use candle power to tell stories about what they learnt through their experiments, helping the ones who have never done any chemistry experiment. Such intellectual discourse can effectively give students the opportunity to show that they have truly learned a concept by sharing with others their ideas. Assigning participants to moderate online discussions, engage in debates, summarize results and reflect on their postings promote interaction too. The storytelling and role play will encourage more student participation and community building, helping especially, those who learn through ‘interpersonal’ learning styles (Gardner, 1995).

References:

1. Jodi, S. (2012, May). [Online forum comment].

2. Moore, J. (2007) Web institutes. Retrieved November 4, 2008, from Sloan Consortium Web site: http://sloanconsortium.org/node/423

3. Gardner, H. (1995). How Are Kids Smart: Multiple Intelligences in the Classroom—Administrators' Version. ISBN 1-887943-03-X

Learning styles in online learning

In what ways, if at all, do you think the concept of Learning Styles can be useful to the online instructor?

I personally feel that no one approach or single presentation style maximizes learning for all students. As an instructor, one may  never know the learning styles of all the students. Thus, it is best to bring a variety in the content and expose students to multiple ways to interact with it. Try and include reading, lectures, journaling, listening to recorded podcasts or watching short screencasts.

 An online instructor should consciously choose diversified teaching material and assignments (visual, auditory, kinesthetic-depending on the class) and integrate different LS modes in classroom interaction and presentations.

I think assorted study material would enable  online learners to study smartly,  utilizing the time more productively. Sometimes minimal adjustments in teaching learning process can impart enormous improvements in students' learning and involvement. The goal of an instructor should be to equip students with the skills associated with every LS, regardless of the students' personal preferences because they will need all of those skills to function effectively.

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Discussion-

Hi Savneet,

Very nicely stated!

But, you missed the best part. While the instructor is creating content that will integrate LS modes in the classroom, the instructor is also working on improving their own learning styles. For example, I registered an 11 in visual and almost nothing on verbal. I think that while I'm working on creating something interesting for my verbal students, it will be a fantastic opportunity for me to improve my listening skills.

Catherine

Yes, we can learn to teach only to our own learning style preferences, but to all of them, just "mixing it up".

Concept of IQ is outdated

Yes. In Frames of Mind , Gardner argued that the concept of IQ was completely outdated and that it represented largely (Western) cultural values for language and math skill. He made the point that different cultures may well value different skills, and thus consider someone "intelligent" in their cultural setting who might not be considered so in another setting. Somehow, his notion of the cultural influence on our definition of intelligence became misappropriated into the identification of intelligence by ethnicity. I can only imagine how outraged he must have been!

Multiple intelligence in an online course

In what ways, if at all, do you think the concept of Multiple Intelligences can be useful to the online instructor?

Gardner (1983) proposed the  theory of multiple intelligences , which claims that there are seven autonomous brain systems that work together in complex ways; no intelligence exists by itself. Knowledge of multiple intelligences helps instructors to find ways to enhance the interplay of all of the intelligences. This is particularly true for the online courses as well. Online instructors can use this concept to make their teaching approach more comprehensive to engage the different types of learners.

The given reading,  "Orchestrating Multiple Intelligences" emphasis the need of group work, “Students with compatible profiles (exhibiting the same patterns of strengths and weaknesses) can work together to solidify and build on strengths”. The group work should be an integrated part of an online course. Students with different intelligence can team up to compensate each other’s weak areas. 

Also, knowledge of multiple intelligence can be used to develop a more inclusive teaching environment by an instructor. The given reading advocates the creation of  ‘ rich experiences in which students with different intelligence profiles can interact with the materials and ideas using their particular combinations of strengths and weaknesses’. 

The instructional strategies and course material should be designed in such a manner that they match with the intellectual strengths of individual students. The inclusive design of an online course will provide a greater access to the curriculum for all students, helping them to excel in their learning. 

References:

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.

Gardner, H. (1993). Multiple Intelligences: The theory in practice. New York: Basic Books.

Discussion:

Savneet

I agree that group projects/work that include people with multiple intelligences can compensate for other team members weaknesses.

When we did our team project last quarter, there was a natural hierarchy that ensued based on the selection of the team lead ( Don't misunderstand, our team was excellent). Do you think that those in the group who may be weak in a few areas will be overshadowed by those with strengths in the same particular areas?

How do we as instructors make sure that the "team" actually does encourage developing those weaknesses?

Lisha

 Lisha

You have raised an important issue. I think that in order to avoid any such situation, the instructor should lay an emphasis on shared responsibility rather than on individual competition. The instructor can include different interactive or non-interactive material, that requires all team members to give some kind of input/comment. There should be a division of labor among  team members. Instructor should monitor students' progress closely. Further, it is important for all team members to know the details including what will happen if the given task is not completed. Instructors should discuss the importance of distribution of the workload overtly and early on in the process of team formation. For younger learners, a teacher can even assign roles to be performed, keeping in mind the learning styles of individual learners.

----

One interesting way to give credit for group performance is to proceed to an exam or other final assessment and, then...for every student who receives a score above the cutoff you choose (say 90%), everyone in his/her group gets some bonus points. In this way, excellent group work can add to one's grade, but there is no downside risk.

If the reward is for the whole team doing well, it's a great incentive to work in groups in the future

-Jodi

Writing objectives

Assignment 2
After you have seen the critique of your paper in DB 2c, you are to submit one well written (observable) learning objective for the course you are planning to teach. Identify its level on (the new) Bloom's Taxonomy and explain why you think so. Describe the way you propose to assess the attainment of this objective and explain why. At the end, please note who served as your critique partner for this assignment.
Points to be assigned as follows:
Objective meets all four criteria listed in this week's lecture materials  0-5 points
Identification of level on Bloom's and explanation 0-3 points
Description and alignment of the assessment 0-4 points
Professional level, clear writing 0-3 points



Name of the Course-ABC’s of Chemistry

Chapter 3- Atomic number and mass number

Objective:  At the end of this chapter the students will be able to define, inter-relate and determine atomic number and mass number of an atom.
Bloom’s Taxonomy: This above stated objective falls into different categories within Bloom’s Taxonomy-Remembering (define), Understanding (interrelate) and Applying (determine). Remembering is a low level of critical thinking only in the sense that it comes first but it provides the basis for all higher cognitive activity. Only after a learner is able to recall information, is it possible to move on to the next level. Thus, defining the terms atomic number and mass number would help them retrieve the relevant knowledge from long-term memory and find the relation between atomic number and mass number (understanding). As a part of assessment, the students will also label the diagram of an atom to represent the electrons and neutrons using mass number and atomic number. This question requires students to show more in-depth understanding of the terms atomic number and mass number.

The learner at the third level, Application, solves practical problems by applying information comprehended at the previous level. Students will determine the atomic number and mass number of given atoms in the assignment. The given assessment will also help students to infer (analyze)  that, in order to calculate the number of neutrons in a given atom, both -mass number and atomic number- must be known. Analysis includes the ability to distinguish relevant information from irrelevant information. Thus, according to the Bloom’s taxonomy, they will break material into its constituent parts and determine how the parts relate to one another and to an overall structure.


Assessment: The students are required to answer the following questions. Each question is worth 2 points and a score of 8 or greater indicates the student has met the objective.
Question No Question Bloom’s taxonomy level
1) Define atomic number and mass number.(one point  for each definition)
Remembering.
2) Show neutrons and electrons in the given diagram of Carbon atom. (2 points)



 12C6

Remembering.
3) What is the relation between atomic number and mass number? (2 points) Demonstrate understanding by finding relation between the two terms.
4) From the information given, can you determine the number of neutrons in following atoms (Choose the right answer): (2 points)
a)  24 12 A                                                                
i) 12
ii) 24
iii) Can’t be determined

b) 42X                                        (2 points)                                                                    
i. 42
ii. 25
iii. Can’t be determined Application as it requires participants to know how to determine the atomic number.



Analysis because thinking about the parts of an idea and their functionality in the whole is involved (The number of neutrons can’t be calculated because atomic number is not given in the question).




There is some excellent thinking here, and some fine evaluation. The objective is rather large and probably should be divided up. You have two general Understanding level objectives and one more specific Application level objective. For example:
Define atomic number and mass number.
Describe the relationship between atomic number and mass number.
Diagram the neutrons and electrons in a given atom.
The simpler the better when it comes to objectives. The rest of what you have said is quite good and your assessment is really excellent.