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Learning the "online language" is like learning a foreign language. I must admit that terms like: synchronous communication, chat, whiteboard, web resource area, thread discussion, new thread, conferences, faq, upload, bookmark, post, and create have taken on new meanings for me since I began taking online courses. Chapter five presents tools and language for using tools as an online instructor. I would like to concentrate this week on "chat and whiteboard" because I have found that I dread that aspect of online learning, probably because I never used either before taking classes. Chat allows students from anywhere in the world to have a conference and discuss topics at the same time, considering they all decided on the same time in the same time zone to begin the discussion. A whiteboard is a feature where students can discuss a topic in real time by typing their comments into a small window. The advantages of a chat with a whiteboard are: students can type in answers or draw symbols with a drawing tools (handy depending on the subject discussed, i.e. math or science); students can collaborate easily if in the same time zone; chat can be recorded sometimes and available for everyone to view later, for review; leadership can be fostered for learners by assigning a group leader or taking turns presenting information. The main disadvantages of a chat with whiteboard is: different time zones for students around the world can become a problem when finding time to get together. (p. 89) I think having the chat with whiteboard available first during a class would be a good way to get students to know each other and then lead up to chatting with a webcam, which would require more work and time for the student new to that technology.
Chapter 12 Integrating Online Elements in a Traditional Classroom
The most important comment I found in Chapter twelve was regarding incorporating the web into a traditional classroom, in other words creating a hybrid class. "Making the use of the Internet optional rather than incorporating it into the curriculum dooms it to failure." (p. 258) By this I assume the authors mean that a hybrid teacher should make certain Internet research or readings mandatory for the traditional classroom learners, or they are missing out on valuable learning opportunities. Teachers not really using the resources of the web in teaching and learning are doing an injustice to the learners.
I read very carefully the paragraphs about establishing virtual office hours (p. 254) because once again, I myself have not participated in any virtual office hours that have been offered me through Boise State. Something about real time I have been denying. The teacher of a hybrid class (or fully online class) can set times to be available for real time chat. The teacher just opens the chat tool and leaves it on their desktop. If they see a message starting in the whiteboard, he or she can respond and the chat begins. It sounds very easy for the teacher and I presume a lot of multi-tasking can be done while waiting for a student to possibly enter the chatroom whiteboard. The whiteboard can also be made mandatory for the student to attach files or show presentations. The authors also indicate that improvements are coming for this type of technology and that much more sophisticated video-conferencing will be done in the future. I think this would be a good tool to use for adult learners who have not necessarily grown up using chat rooms or instant messaging.
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