A representation of Virtual Cultural Spaces

I have taken great care to so structure this representation of the study in HTML code such that the final nodes to each link will be raw data; data either from the student portfolios, themselves, of original sources and resources of information, rather than my reworking or synopsis. So, rather than a summary of Bakhtin's influence in this study, I have offered a well structured article from the Semiotic Review of Books for your interest and use. Though at first, this might seem like a rather lengthy and cumbersome technique, I have found it to perhaps be better for you, the reader, to get as much (or as little) as you need from the data. Correspondingly, the reader might think the Resources Shared by me and/or the students in the class as much, much, too long. Instead, I submit that by simply browsing and reading the links, much might be had concerning the context, content, and nature of the work engaged by us across the syllabus. Of course, these links are offered the reader as resources shared and available for your own use, again, by saving the page to your disk, or by bookmarking these sections in your own browser.

Indeed, were this study to be downloaded and printed (you are welcome so to do, keeping fair use in mind) in a real-world, real-time, linear fashion, it would be a bit too much, as one of my seminar mates at first suggested. But, it is precisely due to the fact that a reading is intended on-line, in-situ, that I feel rather that there is just enough data and material for any given reader, you included, to arrive at a pretty good assessment of not only the intent of my design. In short, it is the ultimate aim of my inquiry, for a reader to be able to dialogically assess for themselves the integrity of the design and the student work and presence, as well.

Study Description

Framework and Design

Please see Appendix VII: Framework and Design for an illustration of the study framework and representation as described in detail in the following sections.

Site Description

In Computers in the Schools, Robert Taylor (1980) described three ways in which computers could be used in classrooms: (a) as tutors, to deliver instruction, explicate subject matter, and provide practice in diverse skills; (b) as tools, to automate certain lower level tasks and so (theoretically) extend thinking and learning in a variety of educational enterprises; (c) as tutees, to be programmed by students that they might explore the structure of knowledge in a many domains, problem solving in general, and, (theoretically again) their own thinking. These categories have tended to blur in practice, more so as computing technologies have evolved to incorporate diverse media. And today, to the list must be added the use of computers: for telecommunications, to communicate with people and sources of information around the world. With this addition, the categories remain a useful way of thinking about computers in the schools, a set of functional lenses, if you will, through which we can view educational computing.

ETAP 426/526, at its most basic, is concerned with the pedagogically sound integration of computing technologies into educational activities, wherever and whenever they take place. It provides an overview of the range such usage currently takes (by function as above) and asks you to consider how it might be changing the ways in which we engage and conceive the educational enterprise. Each category of potential use of computers in schools -- telecommunications, tutor, tool, and tutee -- is represented as a section in these pages. Each section contains (in varying configurations of linked pages): (a) an overview of the topic; (b) scholarly readings to be critiqued; (c) practical skills to be demonstrated (practicum) or learned (tutorials); (d) an application project (lesson plan) to complete; and (e) ideas and issues to be reflected on (personal journal) and discussed with your classmates.

At a meta-level, ETAP 426/526 explores educational computing in practice. I believe this course should be online because it is only through struggling with the design (instructor) and the completion (student) of this course that students can begin to understand how the unique characteristics of this new medium might support (and constrain) teaching and learning.

That is why ETAP 426/526 emphasizes personal reflection and class discussion. Students are required to make weekly postings to both personal journals and the class discussion. I urge them to take these assignments seriously and to follow the discussion conscientiously. Many have argued that the most important thing about the academe is the culture of thinking and learning it fosters. A major question for us this study and others like it is whether and how we can evolve a virtual culture of the academe online.

All cultures are essentially social. A place to begin building the ETAP 426/526 culture, our culture, might be by Meeting Your Classmates, and introducing yourself to them. We suggest you do that now and then return to this Orientation section and carefully finish reading all the documents in it.

Techniques

Pedagogic - throughout this study, I maintained the voice and presence of a reflective practitioner. I had this study in mind from the time I was offered the instruction by Dr, Karen Swan. It served as my six-credit internship requirement in my dissertation work in ETAP. Accordingly, I used the following pedagogic techniques both according to my instructional methods and as my study interventions, as well:

as per the course expectations, the portfolio assessments are currently only criterion referenced, accordingly

assignments were scored and evaluated on a point-wise basis,

points were awarded for minimally fulfilling the major objectives indicated in each assignment prompt from the course syllabus and lesson plans,

sub-critical work was offered each student for reediting and revisions in order to receive full-credit; and

comments (liberally offered) to the student from me, the instructor, (notes in red or dark blue in the sample data) are designed in order to:

formal literate remarks, grammatical & spelling corrections, and other structural commentary was offered free of charge to the students and the work was not scored accordingly, except when and if the work was unintelligible (rarely), (after Garner & Gillingham, 1996)

emulate the to & fro present in real-time classrooms and are as dialogically constructed as possible with this intent in mind (after Hancock, 1999), and

serve as vehicles to shape & scaffold the development of on-line voice and presence on the part of the student, most of whom have had little or no prior experience in asynchronous communications on-line. (after Johnson, 1998)

Analytic - I used the following techniques and tools while sampling and displaying the data:

The portfolios were developed and analyzed using Lotus Notes/Domino software (on line) (off-line);

all work was saved and replicated to the SLN network server and reserved for my laptop and desktop

workstations where I actually did my work, and

all coding and analytic memos as well as the final data analysis, manipulation, and displays in the respective matrices were done in the accessioned portfolio artifacts using the query full-text structured SQL keywording searches present in Lotus Notes Relational Database;

I used Netscape Navigator Composer to set the codes and analytic memos in situ within the artifacts of interest; and

I used Lotus Millennium Edition to compose my own templates and materials and to supplement the Notes capacity for analytic work on the portfolios.

Representational - in order to best represent this study in its dialogic form, I used LotusNotes 4.6.1, Netscape Navigator Composer, LotusSuite Millennium, and MSOffice97. In keeping with my studies in Ethnographic and Qualitative Research, I have been liberally informed and inspired by Miles And Huberman (1994, data displays, esp), Strauss & Corbin (1998, methods, coding, and analytic memos), Ronell (1989, boldness in genre selection [the WEB representation]), Godman-Segall (1998, sensitivity to the learning in informatics-based environments), and Wolcott (1990, the writing up, and structuring representation through frameworks):

I made a direct copy of the instructor portfolio as of 15May99;

I used the SQL query functions present in Notes in order to sample and select the data and to assemble all useful artifacts in a separate Module I entitled Research, which remains as a part of my instructor portfolio;

because of transporting irregularities from Notes back and forth to HTML code and Word Processing representations (this representation's source code), I used MSOffice97 and LotusSuite Millennium as filters to preserve the formatting and embedded codes as best as possible true to the original data and artifacts;

Lotus WordPro was used to compose the final representational pages which you are presently viewing.

Case Description: The Helping Dyad

Introduction of Sheila by Instructor, Rick

(from Field Journal: 4May99)

Sheila is a spry, energetic student. I remember her as having been the very first to engage the syllabus. She was fully engaged by the time I assumed the instruction for this section in the middle of the first week which was a period of acclimation and not intended to result in any output.

She introduced herself to me early on in the course, ETAP526, from the SUNY Learning Network (SLN). She was familiar with many of the interns who shared an office in the Learning Technology Lab (LTL). She is quite sociable with whomever she has met, makes an introduction readily, and is quite a friendly person. She enjoyed time spent together, readily sought help from myself and others. I helped her at first in the time I scheduled for myself in the LTL Lab every Tuesday. There was not a day of the week that she was not present in the lab for some time or not for several hours.

She has quite impressive career plans, seeking a degree (on-line for the first time in the Fall99 from SLN) in Curriculum Development and Instructional Technology (CDIT) in addition to the MS in Educational Administration she is earning in the semester of this study (Spring99). She was pleased in her interview, when I explained that the whole degree was on-line).

I introduced Sheila in late April to Masi and asked if she would mind serving as a peer mentor for her. She readily agreed, though she mentioned that it would need to be soon or else her work on her thesis would be interfered. They began working together on 4May99. Consequently, Masi has fully engaged the syllabus and hopes to finish by the end of May.

Introduction of Masi by Instructor, Rick

(from Field Journal: 4May99)

Masi is a reserved, yet engaging student attempting to take this course for a second semester. She entered the course early, posted one item to the Discussion Section in Module I and then shut down and disappeared from my notice for almost two months. Early in April, my supervisor, Dr. Karen Swan mentioned to me that she had met Masi in a professional development fair for Masters Students at the Campus Center. She indicated that Masi was eager to meet with me. She also indicated that she was having a unique difficulty engaging the syllabus. She mentioned that Masi would e-mail me to set up some time with me to meet personally.

She finally got in touch with me a few weeks later in an e-mail posting. We set up some time the next week. She introduced herself to me quite late on in the semester for this course, ETAP526, from the SUNY Learning Network (SLN). She was familiar quite shy. In fact, we met for less than a half an hour for three weeks in a row. She was very formal at first. In fact, she left the office completely and waited all the way at the far hallway door, 50 feet from my office any time I was distracted by a phone call or a colleague's question. In the first appointment, she indicated to me that her prior cultural experiences in her native Japan had made it impossible for her to overcome the cultural barriers represented to her in this virtual cultural space which was our asynchronous classrooms.

Based upon the first interview (not recorded), I reflected for a few moments while Masi began to work in the syllabus as I watched. I told her at the end of our first session that I had someone in mind (Sheila) who was not only quite capable working the curriculum, but seemed eager to help others, as well. We decided that Masi and I would continue to meet informally once a week and that she would like to be introduced to Sheila (in person) as soon as possible. Masi was not averse to receiving help. She became more and more relaxed as the session progressed and expressed to me at the end how relieved she was and how much she looked forward to meeting me on the WEB...

She has quite impressive career plans, seeking a degree (on-line for the first time in the Fall99 from SLN) in Curriculum Development and Instructional Technology (CDIT) in addition to the TESOL she has already earned (Spring98). Masi hopes to work as a developer of curriculum, perhaps in a textbook or CD-ROM development office. As such, she acknowledges her need for experience in Distance Learning and Multi Media Curricular Technology, as well as general communications skills. This course is essential for her career plans.

Across the sessions in which I worked with or near Masi, I found her to be quite sociable after having ample opportunity for making formal and informal acquaintances. Though quite reserved, I watched her make friends and become familiar with many students in the Lab, several quite well, one or two intimately enough to laugh and joke and to make time for one another out of class. She also had many friends at all levels of study in the School of Education, particularly among the foreign language speaking community.

I introduced Sheila in late April to Masi and asked if she would mind serving as a peer mentor for her. She readily agreed, though she mentioned that it would need to be soon or else her work on her thesis would be interfered. They began working together on 4May99. Consequently, Masi has fully engaged the syllabus and hopes to finish by the end of May...

Analysis of the Discourse

The Data Displays: Arrays & Matrices

The Arrays: (Arrays: 2 students X 2 arrays X 2 samples from 2 portfolio types X Interview Data)

Masi's Data Arrays - As was mentioned in the my introduction to Masi, we have a student who, exhibited the profile of having engaged the course early on in a quite authentic fashion, but for whatever reasons, dropped away from the course for two months. As this was her second time attempting this course, I had resolved to seek to repair her disengagement and to help her to develop her sense of presence, once more. Accordingly, Masi's data Matrices (Figures 4 & 5) are

The Appendices: The Portfolio Sampling

Sheila's Internet Technology (IT) Skill - Sheila's IT skill greatly increased over the span of this semester. A quick look at Figure 1. from the portfolio sample reveals a typical writing passage across four paragraphs. Structural errors abound. I am attempting to shape her voice by indirect prompts with respect to spelling, grammar and other structural deficiencies as well as how well she is attending to the prompt for this project, a lesson plan. Notice particularly the density of such errors while her technical skill and insight with respect to the constructivist objectives and framework explained in the course overview shows through, nevertheless.

Sheila's Informal Voice - Meanwhile, her private post to her journal reveal almost a happy-go-lucky, nonchalant attitude and voice in the first sample, while her voice declines to a formal, technical presence in the second sample (Figure1.). I indirectly attempted to draw her attention to this by asking her to repost it to the discussion section. By the later Modules (Figure 2.), Sheila's voice had found itself, rather her voices (informal/formal) had become distinct. Notice the distinction in the two samples. The phrasing is much more relaxed and natural in the first journal sample as compared with those from Figure 1.

Sheila's Informal Voice - Sheila's formal and informal presence was extremely lacking in the earlier work, Figure 1. Each of the students, to a greater or lessor extent, exhibited a blending of formal and informal voice in the early assignments. Sheila's voice took some time to set up. By the later discourse, Sheila's work had improved dramatically. The later samples reveal one or two, if any, structural, formal errors while her IT and pedagogic skill were inspired and well constructed.

Sheila's Helping - In the latest reflections, Sheila shows a great deal of sensitivity to her fellow student whom she is mentoring. She shares a great depth and insight in a voice that is both authentic and compelling. This impression has radically changed in the two weeks that had elapsed since the interview on 4May99 (Figure3). Now, I had structured this interview expressly in order to glean from Sheila her initial impressions of not only her charge to help, but of Masi, herself. I am particularly interested in lines 60 - 67 where she almost appears on the verge of mutiny: "In my home, I have been paid to do it." (ln. 60), "Yeah, she needs to get herself together" (ln. 64 & 66). It seems that two weeks shared time together in the lab have had a remarkable effect upon Sheila's impressions of her mentee: "She learns things differently in her country", "Rick she is a nice young woman." (Figure 5. second journal entry, ln. 1.)

Masi's Informal , Reflective Voice - Masi's voice is quite stilted (Figure 2) and the cultural barriers evident in her apprehension to remain engaged in the course are evident (Figure 4, Interview segment). She professionally informs the instructor in the second journal entry that, though behind, she will "do her best" to catch up. Notice, that after two month's absence from the course, and only one or two weeks working with Sheila, her voice has come back. These passages are relaxed, self-assured, and quite congenial. They are full of thanks and gratitude.

Masi's Informal, Public Voice - Masi's informal public voice was initially quite strong, despite her misgivings as shared in the interview (Figure 4., lns. 64 & 66). It was only after this study had reached its present state that I realized what had "shut her down". It was probably my interjection contradicting her statement about her views concerning the relative colorblindness of the WEB that forced her withdrawal. I had thought it to be based upon her fears as stated in the interview regarding her previous cultural and on-line experiences. It was, however, indeed, revealed in her last posting for two months (Figure 2., second Discussion posting) that it was due to my own attempts to shore up the voice of a few minorities who had broached the topic that she most likely felt I had come down against her view point: "I should have said...", I just never thought that way because..." (ln.3). This awareness on my part--that it was my voice that stilled Masi" was not revealed to me until I was examining the data matrices prior to this write up--a most intriguing aspect of this study for me, the reflective practitioner.

Masi's Help - Masi revealed in her throughout her interview (Figure 4. And Appendix VI) that she was open for help. It is readily apparent in her last journal entries (Figure 6.) That she is not inhibited from sharing not only her joy, but her indebtedness to those who offered help. Notice, even in her latest public discourse (Figure 6., First discussion posting) how relaxed she is about sharing her ignorance, as it were: "I am glad to know I wasn't the only one who has no teaching experience..."--in marked contradistinction to her stated fears about being found to be wrong (esp. By the professor): "...because making mistakes is wrong and I don't want to be asking stupid questions in front of everyone". My, what a change a few weeks of sharing and helping can do for one...

Reflections

This study as described in the abstract ended up being more and less than anticipated. In its current state, this naturalistic inquiry is less than a formal study, certainly not a quasi-experimental framework. As a pilot study and field test, it is less than the form it will take when it is presented at The Eleventh Annual Conference on Ethnographic & Qualitative Research in Education at Teachers College, Columbia (June 12 & 13, 1999) or at The Fifth Annual Conference of the Asynchronous Learning Network (ALN) at the University of Maryland (October 8 - 10, 1999). In those presentations, these results will be augmented by a complete array and analysis in the data displays (i.e., an on-line version of this aspect of the study to be added to the present arrays).

As a naturalistic study, it is more than what I had hoped. I had initially thought to more clearly identify the environmental factors and instructional pedagogic techniques essential in developing voice, presence, and identity in these spaces and how it is that these factors, as well as academic growth in the curriculum might better be assessed in the portfolios developed by students and the instructor. What this study represents in its present form is a vision of a way in which a dialogic assessment and evaluation of student and small groups might be had. That is, it is hoped that by browsing across this study while on-line (after reading this representation in a mode traditional genre), the reader might actually be engaged in a dialogue with the correspondents through this medium. Across this dialogic tour de forc, the reader will meet the study in as close a form to the original data as possible. The reader is given as much of the real data, in situ, in the form in which it was originally expressed. I do not seek to represent an objective analysis of the student work, nor their presence.

Rather, it is hoped that by spending as much time as the reader has to offer, a pretty good idea will be obtained by you as to these factors with as little intervention and interpretation as possible on the part of me, the reflective practitioner presenting this study. Most of me that you will see is in the design of the structure and networking of the representation in its present WEB-based form, and selection of the data samples and the displaying of them across my data matrices in their arrays. Hopefully, this experience will leave you, the reader, with more than an objective report, even that of an ethnography or more traditional case study might offer. In this fashion, I hope to have effected a representation that is both more authentic and more trustworthy than more traditional genres or frameworks might.

Figure 1.

From Sheila's Early Portfolio
 

Artifact	Personal IT Identity (Informal Voice)	Formal IT Skill/Identity (Literate Voice)
First Sample	Hello Professors,   How are you doing. I just wanted to let you know a little bit about myself. I am a graduate student in the Educational Administration Department. I am very interested in the school system and enhancing the ability to help students. My interest lies in the areas of developing software to help students get a better sense of learning. I hope this course will provide me with the ability to do just this. This semester i will be working with an afterschool program which enhances children skills in reading, writing and interpersonal skills.   When I learned about this course, it I felt would be helpful to develop my skills as an individual working towards a career in education. Children need someone to help them. As an educator, my goal is to help them, ... Artifact ref: Journal (1st Entry, Appendix I).	Part 5: This lesson fits into the curriculum because the previous classes before was speaking on the topic of geography of other countries. Therefore, this lesson fits, as into in the sense the students will get to know about the rainforest, as well. The curriculum would link with the outcome of the lesson, in the sense of to the extent that what the students did not know before, they would learn it through this lesson. I, as the instructor, would base (ground? reinforce?) their knowledge of the topic, through by constantly repeatedly(?) going over with them the points of the lesson. Ln9.  Part 6:... Besides history, these students would understand a topic that is not usually spoken much about in the classroom. The skills acquired would be both not only computer literacy, since they surf the net, but, concepts of the life and history of the amazon, values (is learning about the different people living in the Amazon) as well. and The attitudes of the students should be positive for they are learning about something that could broaden their knowledge. Ln 10.  ... On the other other hand, they would learn to work together in groups to answer questions relating to the topic. They would demonstrate their attentiveness, open-mindedness, and thier ability to work together with others who may not have paid close attention in the class and who may have different opinons about the topic. Very nice appeal to peer mentoring and constructive pedagogy. This medium seems to bring out these quality aspects of instruction, no? Ln12.  Artifact ref: Portfolio Sample (piii&iv, Appendix I).
Second Sample	This journal responds to the Question in the Discussion. The question is Who Controls the "Information Superhighway"? Ln1.  The world wide web is not free because..... [611 words written in technical, formal style]... Therefore, people have their choices to what matters to them the most and what is done to keep their images alive. Lns2-3.  Sheila, please repost this into the discussion area. There are one or two more who may feel the same/differently than you. Thanks... ;-} rap. Ln4.  (1st Entry, Appendix I).	Also, they would be given a warm-up on the keys on the computer. Ln27.  This section is quite treadbare and devoid of content, Sheila. Ln28.  Sheila: reflect for a minute upon the process by which you constructed this lesson plan. Then, go back and review the one you did NEXT for the Extra-credit Project Lesson Plan, this Module. Do you detect a difference, as well? Ln33.  After reading this plan, I still had little idea of how the software was constructed, what were its features, and pretty much ignorant of what it was that you were useing. If you prefer, I can release this for your editing and a second assessment on my part. It's up to you. I know how much pride you take in your work AND what your potential is. Let me know by e-mail or journal entry whether or not you need to revise this plan. ;-} rap. Ln34.  Artifact ref: Portfolio Sample (p ix, Appendix I).
Comment

 

Interview #2 RGD715

Rick: Okay, thank you. In addition, though, you've been one of the one's that's offered help...

Shei: That's because most people don't understand the course, I think. Some people might have been taught a certain way and they're going by the way that they always have been taught but a lot of people, I guess, are confused by some of the material, some people have no experience on computers, so those who are asking for help are those who might not understand how to use equipment, programs or computer so ...

Rick: Its kind of you. Now you've offered several kinds of help, I know you've been actively helping people in person. That's one aspect, have you been...you've offered help on line, have people taken you up on line?

Shei: No. It's not good. Not here. No.

Rick: No...you have offered.

Shei: In my home I have been paid to do it. I have not all the "space" to do it. But if you need help and ask and I give it to you and you don't take the help I can't do anything for you.

Rick: Well, that's a good point. And the people you've rubbed shoulders against down in the lab, you've found them coming to you or you've offered help there on a couple of occasions?

Shei: M....M... [Masi]

Rick: She's been very appreciative of that, I know.

Shei: Yeah, she needs to get herself together.

Rick: Yeah.

Shei: To be honest about it.

Rick: Yeah, she was receptive. Her work has started showing up now online. I have to thank you personally for that. One or two more. Do you know anyone who's dropped the course here or last semester, anybody at all?..

Figure 4.

From Interview with Masi by Instructor (4May99) [Appendix II]

Interview #3 RGD715

Rick: Now you came to me right after seeing Dr. Swan and I invited you to come in and you mentioned about facial gestures and things like that being important, even though the discursive format in the American university is still a little strange for you. Having seen me a couple of times now and...how do you feel now? I'm going to score some of your work tomorrow and give you some feedback too. How do you feel? Did that help?

Masi: Yes, actually that helped so much. I was so intimidated by just reading messages or reading online discussions. We had a similar problem when I was taking a linguistics class last semester. This was an in class class, but the Professor ****, where we had a weekly discussion on line. [Rick: I see] We actually had one small problem, between an American student of German descent and a Chinese student. We were talking about, the Chinese student was just reporting the fact of what she found out from the study or something, but this woman, American woman took it personally as a German, as a person of German descent, that no, all German people are not like this or things like that and there was a discussion going on there, but it was like blaming each other. The Chinese student felt really, really uncomfortable and felt like she should maybe apologize to her because she didn't mean that. But then it's not the point of apologizing to somebody. Many people felt that she was just presenting the truth. She was just presenting what she read in China about this particular history.

Rick: Did you see reinforcement online too, or in the class as well.

Masi: Because it turned out that way, it had to be discussed in class. And the professor said that you have to be careful that when you are talking about certain topics, you have to understand that you are not seeing the person face-to-face so that you are reading it in whatever mood that you are in, so that you can take it in whatever way you want. So that even if this Chinese student wasn't saying it in a particular way, she can take it personally or whatever, and make it a big trouble.

Rick: So that exchange, did that help you get ready more for this semester...?

Masi: Yes, so I would try to be very careful about it. But then I felt that I hit the wrong button. And then I was reading some other student's comments and felt even more uncomfortable that maybe I had started something and I felt that maybe I shouldn't have said that.

Rick: That was in one your earlier discussions.

Masi: Yes, that was my earliest discussion, that Internet thing...[Rick: Yes, I remember] And that actually made ma feel really uncomfortable and I just backed off for a while because I didnt want to say anything anymore.

Rick: Then after that you came for help and now you're being helped by the other individual so it seems to be a little more comfortable. So you talked a little bit about the public discourse, you feel comfortable to ask a question in the question area or not? Would you rather keep with the instructor?

Masi: I haven't....I do feel more comfortable asking the professor questions [Rick: I see, or in your journal] or in my journal. I think this is more like where I come from because making mistakes is wrong and I don't want to be asking stupid questions in front of everyone.

Rick: Well, bless your heart. So have you used the help desk, you know, they have the electronic help desk?

Masi: No, no I haven't.

Figure 5.

From Sheila's Later Portfolio
 

Artifact	Personal IT Identity (Informal Voice)	Formal IT Skill/Identity (Literate Voice)
First	I am enjoying this module already. Rick, I think I have finally got what this class is helping me achieve. The lesson for this module, was not as hard as I taught. All I had to do was sit back, relax and breathe. Things worked out just fine. I think this class is wonderful and should be offered not only in ETAP, but in other departments as well. It can help a lot of people who are not computer literate, becoome more comprehensive about the computer and other technologies out here in society. I would recommend this class to anyone. Things are going great now, and I am pleased to be enrolled in your class  Ln 1.  Artifact ref: Journal (8 of 15, App. II).	Life is about taking chances, but the chances you take must be valuable to you in many ways. This game would give the child the motivation and determination to never give up, but stick it through no matter how many trials and tribulations going against them. Ln 7.  This game is one of a kind. I'm gonna hafta check it out. Your review was compelling, Sheila. Ln 8.  Sheila, I am impressed with the wide variety of voice and presence you've developed in your wrtten style. It comes across nicely in this medium. Remember: you can review software, and submit it to manufacturers and developers. Ask if they will be interested in sending you their beta stuff to use (for free) and become part of their development team, thereby. The only thing I think you left out here is the platform requirements for which it was written, like you did in the last module lesson plans... ;-} rap. Ln 9.  Artifact ref: Portfolio Sample (p xi, Appendix I).
Second	.... working with Masi has been interesting. She learn things differently in her country, so it is difficult for her in the course. I told her that she could complete the course in the week ahead. i hope she does it and not take the incomplete. also, she has done a lot more since I started to help her. i gave her an outline and thought that she could complete the work she has to do for the course. Rick, she is a nice young women it is just doing the online course is different to her from being in the classroom. she will be alright though because she has gotten the hang of it. Also, i sat down with her and showed her what was needed from her in the tool module. she then realized she had the potential to do the work onlinel. Thank you rick for a productive semester. i enjoyed the online course a whole lot and wished that i would have taken two of them. Ln 1.  Have a good summer and God Bless. Ln 2.  Artifact ref: Journal (15 of 15, Appendix II).	The success of the lesson would be successful based on the number of diplomas each student gets after finishing each stage. Since there are six stages, if the student gets four to six diplomas, you know they enjoyed and completed each stage. If they get three or less, you know that the student needs help identifying certain objects and shapes. Also, the lesson could be successful if the students would like to play it in their free time or recommend to their parents. Sheila: this is an effective use of mastery cut scoers for determining proficiency. Is there a rationale you used to determine the cut scores? ... Now, this does nor preclude YOU as being the expert Reflective Practitioner. My point is that some rationale would be good here. ... Nice assessment rubric, all in all... Ln 44.  Sheila: I hope you get the job you like AND the peer and administrative support for your insights. You are intensely perceptive of the dynamics of learning & instruction. Make sure you interview prospective employers as they interview you to ensure your milieu to be the most supportive of these demanding lessons that you design! Ln 45.  Artifact ref: Portfolio Sample (p xiii&xiv, Appendix I).
Comment

 

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