Guide+to+New+and+Revised+Activities


 * Guide to New and Revised Activities **


 * Below you will find a brief synopsis of each of the that the project team created as new or revised. Look for links to other pages providing more information or to help you understand the activities more completely. **




 * New Activity #1 Synchronous Class Meetings with Breakou ****t Sessions **

**Synopsis:** ** Our CRT developed a plan to incorporate activities in which IT 6230: “Internet in the Classroom” groups collaborate in break out sessions immediately following synchronous group lectures. In this activity, the facilitator will promote learning incentives by: **
 * **Creating an activity for individual and group guidance and support **
 * **Increasing confidence in exploring technology **
 * **Assuring all learners are on a level playing field for e-learning **


 * Facilitators tasks for implementation will include:**
 * Design a presentation thoroughly describing each task and outlining the facilitator’s own experiences or those observed from past learners
 * Request a virtual show of hands for learners who have minimal experience with each task and record the names for group assignment
 * Create a schedule for 10 to 20 minute breakout sessions after each task experience is presented during the lecture
 * Ask each group member to identify an obstacle in the task and discuss how they would resolve the issue in a “round table discussion”
 * Monitoring the group discussions by sitting in each breakout room for 5 minutes
 * Designate one learner from each group volunteer to be a spokes person to summarize the groups findings


 * Synchronous Class Meeting With Breakouts**




 *  New Activity #2 Library Activity **


 * Synopsis: A Wimba session with a liaison librarian that leads to the creation of an Online Resource Library was added as a new activity . The materials offered online from WSU can be overwhelming to students. A Wimba session followed up with the creation of an ORL will help students take advantage of the library's resources while simultaneously help foster collaboration and interaction.**


 * Library Activity**




 *  New Activity #3 Online Wiki Glossary **


 * Synopsis: The activity of an Online Wiki Glossary was added as a new activity because it is welcoming, supportive and encouraging for the students. If the students participate they can gain extra points. It allows the students to identify and define technological terms that are challenging for them. The interactive Wiki Glossary will be helpful in providing a framework for all students to look for definitions of terms quickly and conveniently rather than searching through numerous discussion boards. This activity addresses Salmon Model Stage One.**


 * Online Wiki Glossary Tool**


 * Sample Glossary Entries**




 * New Activity #4 Primer Course/Revised **** Activity #1 Content Authoring Software Component **


 * Synopsis: The Primer Course was added as a new activity, so the students could become familiar with using a type of online content authoring software in Virtual Schooling one week before the actual course begins. The activity shows support from the instructor concerning content overload. The links are stimulating and helpful. The course helps students with time management and confidence in working online. The students begin to interact with course content, the instructor and each other.**


 * The e-learning module exercise was added as a renovation. Together both activities work hand in hand to better prepare the students to complete the Virtual Schooling Laboratory Assignment. The renovation was added because the students need to become familiar with utilizing content authoring tools used to create Virtual Schooling courses online. It is important for them to know information and speak from experience when presenting information to a Board.**


 * Content Authoring**




 * Revised ****Activi ****<span style="background-color: #ffffff; color: #000000; font-family: Verdana,Geneva,sans-serif;">ty #2 School Board Reaction P ****<span style="background-color: #ffffff; color: #000000; font-family: Verdana,Geneva,sans-serif;">a ****<span style="background-color: #ffffff; color: #000000; font-family: Verdana,Geneva,sans-serif;">per to Virtual Classroom ****<span style="background-color: #ffffff; color: #000000; font-family: Verdana,Geneva,sans-serif;">Group Presentation **


 * Synopsis:**<span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;"> This activity was adapted from Activity #50 – Reaction or Position Papers (Bonk & Zhang, 2008, pp. 250-256). A reaction paper forces a student to take a stand on a controversial topic (in this instance, virtual schooling). The students are already working in groups to create a presentation to a fictional school board to "sell" the virtual classroom concepts. This revision has the students changes roles and become the school board. Each student, based on reviewing another group's presentation, has a chance to express their own opinion as a school board member. The reflection paper at the end, turned in individually, includes each student's conclusion on whhat the outcome of the virtual schooling debate should be.


 * <span style="background-color: #ffffff; color: #000000; font-family: Verdana,Geneva,sans-serif;">Reaction Paper **