Group+A+Characteristics

Donald Baxter Course: Introduction to computer start up, trouble shooting and repair Task: View the following You Tub videos:

1. Chapter 1 Video Training: [] 2. Chapter 2 Video Training: [] 3. Chapter 3 Video Training: [] 4. Chapter 4 Video Training: [] 5. Chapter 5 Video Training: [] 1. Hard drive video: []

Objective: Write a compare and contrast critique of two different videos on the same subject. Anchor || Method: Asynchronus
 * Author: Donald Baxter**

Instruction: Submit your assignment as a word.doc attachment using your college email.

View the video in order then write a two page paper describing step by step to computer start up process. Brake down the five steps for a computer to start up.

A. Start up and self check?

B. Starting the operating system Windows XP, what is happening?

C. How each of the videos selected informed or helped you understand the subject of Computer startup?

D. Whether or not you would recommend each of these selected videos to others interested in the subject of Computer Trouble Shooting?

E. Be sure to provide the URL address or a link to all of the videos selected for your paper.

Donald ​Donald Baxter -(dbaxter2) Marcelo N. Pires** Aneta Dorhout Monique Coombes
 * Linda Morris Freshwater

Thank you, Marcelo and Monique. This is my first wiki experience.

Linda--Marcelo is correct: the 2 page assignment is an individual assignment.. thankfully. (I'm not a fan of 'team' assignments... the University of Phoenix runs most of their classes that way). As Professor Stone points out in her announcement she actually wanted us to draw from our readings to derive the factors that drive students to become online learners and instructors to teach online. Originally I had posted from the perspective of "ideal" characteristics for both sides... so now we seem to have answers that address both which I think is good and the Professor said is acceptable. Thanks for the links. :) -Monique Coombes

Monique, I agree with your reasons why students desire to take online courses and the reasons why instructors seek to teach online courses; however, I am not sure how to combine our ideas in a two page document. *** (Linda - I think we are only supposed to come up with a list as a group; the 2-page paper is an individual assignment. Forgive me if I am wrong and am creating unnecessary confusion, but this is what I understood from the assignment instructions - Marcelo)** * I am still thinking about the characteristics of online learners and teachers, and I would like to reiterate the aspect of creating authentic assignments that can be publicly shared. Joshua Kim, who blogs for //Inside Higher Ed// offers many suggestions for educational uses of technology. His blogs discuss the ways and reasons to use blogging, Ning, Twitter, etc. It can be found at [| http://www.insidehighered.com/blogs/technology_and_learning/blackboard_microsoft_and_the_education_tech_conversation] [| http://edublog.techsmith.com/2009/12/why-jing-to-twitter-matters.html]
 * Linda Morris Freshwater**

I also found an article he wrote that may add to our information: = · The Purposes of Learning Technology  = **By** [| **Joshua Kim**]   **December 15, 2009 8:38 pm** --To challenge the status quo in teaching and learning. --To make big classes act and feel like seminars. --To help move courses towards an active learning model, where students construct their own learning. --To help the faculty teach to their strengths. --To allow our students to play to their strengths rather then worrying about correcting their weaknesses. --To move the development of courses to a team approach that combines subject matter, librarian, technical and pedagogical professionals. --To create learning environments that are appropriate for multiple intelligences and learning styles. --To funnel inputs directly into the learning and teaching process. --To provide mechanisms to evaluate and improve learning. --To increase educational transparency. --To develop mechanisms to share teaching materials with our communities and the world of life long learners. --To help make the curriculum and the method of teaching relevant to the lives of our students. --To move students from consumers to creators of knowledge.

Donald Baxter dbaxter2 I was quoting from the "Design with the learning mind. Monique Coombes--Donald--I am just not seeing it then. I read the assigned reading as well and then read it again and I can't seem to locate your quote. Thanks for responding though. The assignment says for the "team" to create a document. I know some people haven't posted yet... but I will keep checking back to contribute to the "team" work in any way I can. :)

Monique Coombes Sorry it has taken me so long to get around to re-posting my answers. I'm not sure why this assignment has been difficult for me?! I guess it is easier to give characteristics of 'good' online learners and teachers rather than motivations. Maybe if we were given more reading material about it?! Anyway...

What motivates students to take an online course vs. a F2F course?

1. Scheduling/Time restraints--We are all busy with work, kids, running a house, other functions that require our time and so. "With everyone working at their optimum time of day, both the course and the participation in the course are more likely to be the best effort possible" (Smith, 2008, p.13). 2. Flexibility--24/7 access to courses to review and do the work when we have time to dedicate instead of a scheduled weekly time that we 'have' to be available. "Students can access the course content when you are not available. In classroom courses, access to information is typically available during class time and druning the faculty member's office hours. With content and other course matials online, this information is available around the clock" (Smith, 2008, p.14). 3. Online offers the ability to balance a full-time career with a full-time education... etc. "Your students are extremely busy individuals and need to be able to plan their lives in advance" (Smith, 2008, p. 17). 4. Student-centered teaching approaches (Why Do Students Like Online Learning? article) I like this because it address the simple fact that we don't all learn in the same way. For me personally I lose focus and get bored if someone is standing in front of me... lecturing for too long. With long online assignments I can break them into chunks that are manageable for me. 5. Drive--Personal motivation to learn in an altered work environment. Also, a lot of online courses are condensed which allows to work through courses much faster than traditional classroom settings.

Why Do Students Like Online Learning? [| http://www.worldwidelearn.com/education-articles/benefits-of-online-learning.htm]

What motivates teachers to teach online courses vs. F2F courses?

1. Scheduling/Time restraints--Just as with students that choose online courses vs. F2F courses... teachers have the same busy schedules. 2. Flexibility in course design/Creativity--Teachers can have a lot more variety in their online courses with all the technology that is available verses regular face to face classroom environments. "You'll need to make a few alterations in your course materials in order to accomplish the same learning outcomes in a very different environment. And as you do, you will have numerous opportunities for teaching in more effective ways" (Smith, 2008, p. 13). 3. Prefers to be able to spend more one on one time with students--Online offers more one on one time rather than a F2F class with 20 students that are all gathered for the same amount of time each week. 4. Up for the challenge--Online classes are more challenging to design than F2F courses with a teacher lecturing and writing on the whiteboard. 5. More employment opportunities--Online teachers can live in one area and have the opportunity to teach anywhere.

Donald Baxter (dbaxter2)
 * 1) Active knowledge-generators who assume responsibility for constructing and managing their own learning experience.
 * 2) In a learner-centered environment, the traditional instructor responsibilities such as generating resources and leading discussion shifts to the learners.
 * 3) Success in an online learning environment depends on the use of instructional strategies that support the shift in role and the development of self direction.
 * 4) If the learners are to succeed in their new role as an active partner in knowledge generation, Weimer (2002) contends that the power inherent in a learning environment should be shared so that "faculty still make key decisions about learning, but they no longer make all decisions and not always without student input" (Weimer, 2002, p. 28). The benefits of power sharing include energized learners who are motivated to stay with a course when the going gets rough.
 * 5) Five Characteristics
 * Students establishing their own learning goals
 * Students working together in groups
 * Exploring appropriate resources to answer meaningful questions
 * Task that are multidisciplinary and authentic, with connections to the real world
 * Assessment that is ongoing and performance-based
 * Products that are shared with an audience beyond the classroom so students are able to add value outside of the learning environment (Johnson, 1998).

Donald--Those are all great characteristics of students. They hold true for online students and F2F students. What two references are you quoting? Monique Coombes

Linda Morris Freshwater
==== **These are the five key characteristics that I have found to be consistent with individuals who take and teach online courses.**====

**5. Creative**
==== Studying Donald's list, I combined similar characteristics and formed a revised list.====

==== **1. Increasing self-discipline through the establishment and maintenance of learning goals.**====

==== **2. Showing a high level of motivation by assuming a leadership role in online group discussions.**====

==== **3. Portraying intellectual curiosity by exploring appropriate resources to answer meaningful questions.**====

**4. Demonstrating collegiality through working together in groups.**
==== **5. Accomplishing authentic multidisciplinary assignments that can be creatively shared beyond the classroom and add value outside of the learning environment (Johnson, 1998).**====

[| http://www.uwsp.edu/natres/rwilke/eetap/Tips.htm] mentions it as well as the CSUF site.**
 * After reading some of the information, there is an additional trait that deserves mentioning. It is the ability to seek assistance and self-advocate. This site

Marcelo I was only recently able to access the reading assignments, so I apologize for coming late into the discussion. Much has already been said, so I will keep my contribution to the point. 5 characteristics for online learners:


 *  Value a flexible way to meet their program requirements; online courses make it easier to add units towards graduation when someone works while studying (National Online Learners Priorities Report)
 * Enjoy the ability to access material more than once (Smith, Ch, 1, p.5)
 * Benefit from the availability of learning guides and more extensive written instructions (Smith, Ch, 1, p.5)
 * Work at a time, place and pace of their own preference (Smith, Ch. 1., pp. 13-14)
 * Familiarity with technology and online environment (Smith, Ch. 1, p.5)

5 characteristics for online instructors:


 *  Are willing to change their teaching strategies and to be trained (Smith, Ch, 1, p.5)
 * Must be organized (Smith, Ch. 6, p. 85-86)
 * Similarly to students, instructors also value the ability to create their own work schedule (Smith, Ch. 1, pp. 13-14)
 * Open to criticism (Smith, Ch. 1, p. 6)
 * More likely to be sensitive to different learning styles. Because time constraints in an online environment are of a different nature than that of a face-to-face environment, it seems that teaching online facilitates making material available in ways that are appealing to more students (Smith, Ch. 1, 9-10). As a consequence, instructors may spend more time thinking about this.

Step Three: Annotate the list with references, additional informational sites, education statistics, etc.

This assignment due by 11:55 on Sunday.

Baxter_week_3 Course Outline**
 * Don Baxter

Course Title: Beginning Computer Trouble Shooting Module A-1 Building a Computer Competency/Outcome View Online Video at [|www.computer] 101.com 2 Shows each part installed and then removed process Quiz on naming parts and what they do 3 Show that you can name each part and what it does. **
 * Read Chapter 1-5 Basic Computer Skills 1 Understand the basic computer parts and their function

Module A-2 Windows XP Operating System Competency/Outcome** Read Chapter 6-9 Understanding Windows XP 1 Understand what the operating system does during start up Write a two page paper describing the start up Process for Windows XP 2 This will help with understanding the start up process

** Module A-3 RAM and Hard Drive space Competency/Outcome** Read Chapter 10-12 Understanding Random Access Memory 1This will help you understand RAM View Online Video at [|www.RAM.com] 2 Gives the history of ram and the key role it plays View Online Video at [|www.harddrive.com] 3 Gives the history of the hard drive and role Write a two page paper about RAM and Hard Drive roles 4 This will help with the two key parts of a computer