Preparation for Online Instruction

In regards to the technical preparation for school, my cooperating teacher focuses greatly on programming languages, PHP, HTML, and CSS. I learned HTML back in like 2005 and still use it off and on, depending on what I choose to involve myself in. Sometimes, just to brush up on things, I will choose the raw code view for the posts to D2L and see can I see it before hand/predict and also, look for new things. Interestingly enough, codes for line breaks, font attributes, picture orientation and size, etc, have changed drastically since then, or have become completely obsolete and now are controlled/set with CSS.

PHP stands for Hypertext Preprocessor; it is server programming language. HTML, Hyper Text Markup Language, is website language that can be interpreted by a browser, no server needed. CSS, Cascading Style Sheet, affect the way a web page's text looks. So, for instance, when I learned HTML, I was learning to write a web page for my parents. When I did this, HTML was used to determine the placement and orientation of everything on the screen, images, text, 'add to cart buttons', checkout, etc. Then CSS was used to change the way text looked, this way, Titles, product descriptions, item quantity, etc. was different. PHP was used to set up the shopping cart, order generating, logins, etc. It took a lot to learn HTML, and I didn't have the energy or time to move forward to PHP, because that was the end of the summer.

HTML has since gone through 5 different transitions. Thankfully, much of the language's essence is still the same, but the changes must be kept up with if I am to stay current. The website that I used, which is excellent, is http://www.w3schools.com/. Just as they said, I recommend those wanting to learn use notepad to write the code, not a program like DreamWeaver, because you need to KNOW the language by the text, not by what you see. It always reminds me of the Matrix movie, when he was like I don't even see code anymore, I see a blonde, brunette, red head. DreamWeaver does certainly have its place, for instance, I needed it to create the clickable polygons, that overlaid my pictures. I could have just used a clickable square, but I was trying to produce a great quality site.

Anyway, while typing I received his response. He has definitely had a lot of divine directing towards online instruction. His on the job experiences built a strong foundation for online instruction. Also important, is the development of online pedagogical skills. He spent years learning more and more about online instruction in its creation. This has surely made a great difference in his practice. I think it is cool to see how similar his preparation has been. To tell a little about how my experiences mirror his is somewhat coincidental to the point of being uncanny.

Like him, I too was imbibed in technology as soon as it was made available to people. As in, my parents bought one of the first IBM PC's for the house. The case and monitor were altogether. There was a 5.25” floppy drive as well as 1.44” hard disk drive slot in the front. The screen was 16 colors and DOS based. I learned DOS commands, about text editing, Basic commands, and more. After that, my brother helped found the technology club at Banneker High school and established a partnership with, Tech Corps Over GA. This non-profit organization would take old business computers, normally trashed after an upgrade, wipe them, repair them, strip them, rebuild two types of machines, base and special/custom, give them free internet access, word processing capability, Windows, monitor, and whatever necessary peripheral devices and give the base models to impoverished communities and sell the special/custom models for next to nothing. My brother and I, (he the most) learned so much from that. Learning things from the inside and out.

Since my brother decided to pursue a career in technology, then I, as his loving and dedicated older brother, have also had to keep up with technology to be close to my brother. We have worked together on lots of things. We fix computers, reprogram them, flash phones, mod Wii's, and all kinds of other stuff. Clearly he is much more proficient than myself, but I try my best to keep up. Anyway, I have been able to develop a solid technology background working at GA Tech, helping them upgrade their accounting software, and also working for Intelliteach, which provides 24 hour help desk services for law firms all around the world. All this time I have been tutoring, during undergrad and at Sylvan Learning Center, working on education degrees, and have been in the classroom for six years.

Like I would imagine he was, I was completely blown away when I heard about instructional technology, because it allows me to combine two important areas of my life together into one. I am continuing as he does to perfect the merger between the two by developing a better understanding of what online learning is and how it takes place. I hope to be as successful, knowledgeable, dedicated, and effective as he is in this field.

His response is below....

As requested, here are my responses to:

·         a short reflection upon my training for online learning environments

·         additional training I would like to pursue in order to become an effective online teacher

My training for online learning environments:

As I’ve stated before, my preparation for teaching in online learning was largely self-directed. Since my undergraduate and graduate experience occurred prior to the existence of now common and ubiquitous components of the internet, I strayed into the nascent movement toward online learning and teaching via a series of serendipitous circumstances. Key events that helped me build skills for conceptualizing, constructing, and delivering digital learning experiences included:

·         working with one of the best Media Specialists early in my teaching career. I had the great luck to begin my first professional teaching in a school where there was a well-known and innovative Media Specialist by the name of Paula Galland. Paula was ever looking for an trying new ways to develop efficient, effective, engaging, relevant, and deeply meaningful learning experiences for students. Less than a week into my brand new teaching career, Paula delivered four (at that time) state-of-the-art Macintosh computers to my room and encouraged me to participate in a National Geographic program in which middle school students used telecommunication resources to electronically learn with a partner school from another location on the globe. Paula also rustled up a computer and modem that I could use to explore the early 1990s (pre-World Wide Web) version of the internet. Paula and I collaborated to construct an online presence for our middle school and she continued to lead to and through all manner of rich foundational experiences for communicating and teaching online.

·         working with a district-wide project in the middle school where I began my career and strengthened my pedagogical skills. In the early 1990s (around 1992-1993 or so), I was fortunate enough to be part of a group of middle school teachers who were (thanks to funding from the district, one of the district’s community Partners in Education, and a wealthy individual) able to explore and learn about using dynamic mathematical modeling software. We plunged into the study of systems thinking. Along with my colleagues, I was able to attend extremely powerful professional development, national conferences, and mathematical modeling software industry meetings. Being steeped in the potential of constructing digital simulations, I found myself continually communicating and learning with people from all over the world via email, telnet sites (early hypertext internet directories), and dial-in servers. I was cognizant of the fact that people were engaging in training/teaching sessions without being in the same location. I saw the implications, that learning could and was moving into online frontiers. After that, I began to research, read, and practice any and everything I could that would sharpen my skills as a teacher beyond the confines of the traditional brick-and-mortar school.

·         being asked to deliver professional development in my school district. As I was working with my peers in absorbing and integrating the precepts of Systems Thinking and the meaningful use of mathematical modeling software (in our case, a resource known as STELLA), I was increasingly relying on tools and resources from the internet to communicate and collaborate with writers, educators, researchers, industry leaders, and scientists. My district’s professional development director noticed and asked me to share what I was learning with others in our district. Being unable to go to all of our district’s schools all of the time, I advocated and taught others to go online to communicate, share,and learn. I was also teaching students in my 6th grade classroom to do the same. Parents began to ask me if there would be opportunities for students to learn or go to school online. I knew the answer was yes. Soon, I was reaching out (via online tools) to like-minded educators and teachers around the world to help me refine my approach to creating and delivering online learning experiences.

·         changing my occupation from classroom teacher to instructional technology consultancy. Around 1999, I left the classroom and went to work for a Regional Educational Services Agency that maintained an onsite Educational Technology Center. When I went to work for the First District RESA ETC I wanted to blend my love for teaching with my desire to help classroom educators at all grade levels to meaningfully integrate technology in a more efficient and effective manner. As I had imagined, learning had begun to move online. During my years with First District RESA ETC, I frequently communicated and worked with Georgia Department of Education officials who were beginning to recognize that learning and teaching would no longer be confined to physical classrooms.

·         working with the Virtual High School program. Around 2000 (or thereabout), the Georgia Department of Education partnered with a nationally recognized Virtual High School program. The DOE sought Georgia educators who wanted to develop online courses. I jumped at this opportunity. My opportunity to develop a high school course was extremely rewarding. I developed the course but did not get to teach it. It’s safe to say a newborn daughter necessitated a few lifestyle changes. Even so, my work generated positive feedback from the instructors who taught the course I had developed. I resolved to explore all manner of learning management/content management systems and how they could be used to facilitate richer, more robust online learning. Blackboard, Moodle, etc.

·         being immersed in an environment where others shared a desire to learn as much as possible about online learning. As a favor to the school districts that First District RESA ETC served, I began a blog and collected and disseminated advice for and about online/digital learning. I was able to attend local, state, regional, and national conferences focused on enriching and perfecting online pedagogical practices. My colleagues lauded and enthusiastically supported my efforts. During this time I was surrounded by the best, brightest, and loyalest colleagues I have ever known. Everyone of my colleagues explored and shared the same desire I did. We had a work environment that became a veritable Camelot of best online teaching practices. Sadly, despite our innovative experiences and successes, state funding cuts left me no choice than to move on. Even so, I was still determined to perfect my online teaching skills.

·         working in other occupations dedicated to the perfection of online learning. After leaving District RESA ETC, I began working for Georgia Southern University (part-time) and Georgia Virtual School. Though these entities support differing communities both use similar resources and approaches. Being able to develop and implement content for GSU and GaVS has continued to allow me to pursue training to acquire more knowledge and skills for teaching and learning online.

Additional training I would like to pursue in order to become an effective online teacher:

I am currently exploring research and experiences that give me more of an understanding of learners and what educators need to do to better meet the needs of students as fellow human beings. Although content and courses are important, the needs of people are even more so. I want the knowledge, tools, and resources that let my learners know that I fervently believe that they are important, that their well-being and success genuinely matter to me. Toward this end, I have been studying literature and research that explores how to help people develop grit (see: Duckworth’s work). I like to think that this and related information will guide my thinking about how to construct online learning experiences where students acknowledge and build the wherewithal and skills to cognizantly, consistently, and conscientiously dig in and become a lifelong learner.

In addition to a better understanding of the psychology of helping students develop a sustainable passion for learning, I want as much training/professional development as I can get in regards to assessment. Assessment should drive learning. I want to know about the best methods for ascertaining what online learners know and are able to do. I want to know about new resources, tools, and practices that will allow me to give students timely and rich feedback. I want ways to help my learners track their performance and improve upon what the discover and do.

I want to acquire a deep and useful knowledge of the tools and skills necessary for arranging an inviting environment for online learning. I want to learn as much about programming as possible. Having a strong understanding of HTML5, CSS, PHP, and database driven resources will be key to allowing me to construct digital resources that load faster, work on multiple platforms, and across different devices. I want  to make my content available and accessible any and everywhere.

Modern Day Instructional Environment

I want to start this off saying that my student was on Scared Straight last night, November 8, 2012.  His name is Quantavious.

http://www.aetv.com/beyond-scared-straight/video/fulton-county-ga-3823683579#3823683579

I broke up a fight between him and another student on the last day of school.  This fight, against all odds, took place just behind me, a known martial arts practitioner, and the cops.  I have been told to my face in an honest conversation that students don’t want what we are offering.  They don’t want to stop living that life.

Dr. Calvin Mackie says that in this day and age, Education is Useless, because as the old saying goes, you can lead a horse to water, but you can’t make him drink.  

http://schoolsofthought.blogs.cnn.com/2012/09/19/my-view-education-is-useless/

I think about the education and training that I received prior to and that which I am receiving now, and I wonder how do we combat this?  I see the attrition of those who care; wittled down by those who show up, to be seen portraying a ‘thug’ like they see on TV or on the music videos.  People think that this is just a stereotype.  This is just something that people say to sell diversity literature or lectures.  No Sir; No Ma’am.  The effect of the media, the loss of the black man, the resulting pressure on the black woman, and the culminating effect on the black youth is NOT at all a farce, cliche, or exaggerated.  It is true.  I see it everyday.  I grade it every day.  I tell it to go to class everyday.  I teach it everyday.  I hope anyway.

Insert...Just after posting this to facebook, I saw one of my former students post a picture of his new tattoo. Are you ready...

I am not writing this to be a kill-joy or a ‘nay-sayer’.  I am just stating my reality.  I am saying this to speak upon the overwhelming importance of being a role-model, father-figure, Uncle, Big Brother, Mentor, Confidant, and ‘good’ man/woman, who also happens to be a teacher.  Those who hope to venture into a majority minority school in certain communities with a certain SES need to truly be aware of what they are going to face and exactly what kind of teacher that they need to be for the students that they will be entrusted with.  Ladies and gentlemen, they need light.  They need us to be exactly what they need...A relief, an example, a hope, a reason to believe and move on.  

So many times I think about what Jesus must have felt, when my students come to me, in need, tired, hungry, hurt, and/or curious.  We think we have problems...One student in my class is struggling with HIV, another is an adopted young lady who has a mother who just died a prostitute, yet others still are spoiled brats, some are trying to do their best just because that is the right thing to do, while there are others that don’t believe that they can change their situation.  

I, as their leader, am not ashamed to share with them my pitfalls, my drama, and less than perfect past.  I tell them of hunger, of cold showers and doing homework by candlelight.  I share with them stories of domestic abuse, of molestation, and more to be a living example that there are NO EXCUSES!  There are NO UNRECOVERABLE MISTAKES!  There are NO DEAD ENDS for those who are passionate and dedicated to making a better life for themselves.

Nothing defines you, but what you allow to.  In my classroom hangs the following, which I penned,  “You are not your money, your devices or your environment, instead, you are what you know, what you believe in, and what you fight for.”  To offer them an alternative as a representative of a person who has overcome is the answer to many of my students prayers, I hope.  My goal is to always open up a slat in the lantern of pride and passion, courage and tenacity, providing them with a light of hope and a model/path to follow.

I leave you with this.  I always tell young adults or anyone going someplace I have been what is ahead both as a warning and as a call to preparation.  Parents, teachers, officers, adults of all kinds can tell you what to do, but cannot make you do anything.  No adult can make you do anything; all we can do is make sure that you are not surprised.

Peace and blessings,

CEH

Diversity in the Classroom

I always try to be a well rounded person, taking care of myself intellectually, physically, emotionally, and spiritually.  By doing so, I hope to be prepared and capable of handling a multitude of situations, regardless of the circumstances.  As a result of having such an expansive sense of identity, in my mind diversity is so much more than a concept.  Evolving past the point of just wearing a piece of clothing, or playing a song, how about making sure that you excuse the absence and extend the deadlines for the Islamic kid, who just missed a this past Friday in observance of Eid, wishing her a wonderful and blessed holy day.  Diversity is not about temporary presentations; diversity is all about perpetual respect.   

You could compose mathematics word problems, stories, and scenarios with different names, circumstances, events, foods, types of music, etc.  Even a mention makes a difference.  A concrete example, I have a word problem below about a runner, I could easily inject a sentence into this problem saying he switches his mp3 player from Duod’s Chase, to Samuel Barber’s Adagio for Strings to help him relax, but this is not enough.

Get into a small group, 3 people max.
1.) Organize information by what it measures
2.) Make sure all the units match up.
3.) Draw a diagram and label it.
4.) Find or create a formula that uses the info you have.
5.) Work it out.
A runner is on an outdoor course. Going through a forest. He has been running at a constant rate of 8 mph for 15 min, so far. He is tired. When he trains, he closes his eyes from time to time to calm himself down and relax. He wants to try this today during the long race. There is a stream 75 ft ahead of him. He is going to close his eyes until he gets to the stream. When he closes his eyes, he slows his pace to 85% of his normal speed. How long should he close his eyes? How long is the race distance-wise, if he has one more mile to the finish after the 4ft wide stream and resumes the 8 mph pace? What was his final time?

EXTRA CREDIT! What if I then said that he had his eyes closed 3% of the entire race? How does that change things?

The true goal of diversity, in my opinion, and the true root of the demand for diversity is for every teacher to possess a genuine curiosity and desire to be a true citizen of humanity and sincerely know the students who depend on them.  In doing so, you become a better teacher and secure the vital bond between mentor and apprentice, which in turn secures their confidence in you as a leader and ensures their desire to appease and perform to the standards you set.  You become someone they respect and look up to.  And from their perspective move beyond some generic adult who teaches at me, to a caring mentor who teaches for me.  Think about that for a moment.  The concept of moving from teaching AT me, to teaching FOR me.

Diversity is not just a box to check on an evaluation form or a legal/civil right.  The essence of diversity as a human, should compel us to understand and realize that diversity to a teacher, is a student's way of life, their passion, their daily ritual, their security blanket, their family, and their reason for living.  To lose sight of this, for the sake of trying to avoid getting dinged on an evaluation is tragic.  Just as one man’s trash is another man's treasure, one man’s diversity is another man’s soul essence.  

As indicated earlier, diversity must be accompanied by a perpetual desire to learn more about all things, because as classrooms become global communities, more and more will be expected of teachers in terms of diversity.  Knowledge breeds respect, and respect precedes learning.  I believe that the keys to diversity are the acceptance of the understanding that a learner’s reality is the key to garnering a relationship that will propel them to greater and greater academic achievements.  The second key is the acceptance of the responsibility that a teacher must always learn and grow as a learner of humanity and culture his/herself.   

“No man is an island’  And ‘Bubble Boy’ is not highly qualified or certified.  We ask students to expand their horizons, but you can only give what you first possess yourself, so we must always lead the way academically, but also philosophically, intellectually, and spiritually, because diversity is a function of all of these.  So, in closing, let us be role models in all ways intellectually, physically, emotionally, and spiritually.  For in doing so, we will have prepared students capable of handling a multitude of situations, regardless of the circumstances, culture, region, ethnic group, sexual orientation, or creed.  

Legalities and Ethics

Legalities and ethics

One thing that I also just thought about, is how can I accommodate people who may be attempting to complete an online class or their entire degree online, but by say, using the computer facilities at a library, internet cafe, or the connection at a Starbucks/Barnes and Noble. In essence, how can we as future online instructors accommodate those not only with maybe physical disabilities, but limited access to technology and limited time to use those resources. For this reason, I believe that it is great to use programs like Google Docs, because it makes it possible to use their tools with a minimum bandwidth (phone and/or mobile data plan compatible) as well allows people to export pdf (portable document format), rtf (rich text format) doc (MS Word) txt (plain text) and other formats. The versatility offered here allows for people with limited time or access to be able to interact and study the content provided without always having to be in front of a machine, even allows them to print copies and or have them be read using the tts service/feature in Adobe Acrobat. As Dr. Giddens said, the preparation of what if, also prepares you for the trouble that inevitability can create trouble in everybody’s life. No matter how prepared we think we are. These accommodations which are unfortunate necessities for those with disabilities are actually helpful additions to others. I mean consider what happens when a laptop crashes, or when a virus happens and you then need to access your work on a device that either has limited functionality or time. At this point, you realize the importance and necessity of such accommodations.

Ethically speaking, I do certainly agree that it is rather important for people to encourage students to do their best, encourage openness, and the sharing of ideas. When this is done, it helps truly create the healthy, supportive, and inviting environment that makes the wonderful and previously mentioned hallmarks of a healthy class possible. Teachers need to be on the lookout for intellectual bullies. Those people who know that they are right and leave no room for differences of opinion, no matter how valid they are. People who undercut posts that take attention away from them as the “star student”. We need to be prepared to reach out to the quiet one as well and protect them if need be. We need to be vigilant to monitor communication so that we can allow everyone’s voice to be heard in a non-threatening and non-judgemental environment.

That is not to say, however, that we restrict a great mind, but show them how to be brilliant but not boisterous and sensitive instead of secretly sarcastic. We also must ensure that when we grade, that we are careful not to lend too much benefit of the doubt, as in, this is a star student and they may just be having an off day, or offer too much sympathy towards the weaker ones. We can be merciful without being enablers. As with anything, balance is very important. As educators, we must be sure that we abide by all rules and regulations applicable, not only to do the right thing, but with the realization that we are examples and role models for those who will be examples, role models, parents, therapists, counselors etc. to so many others.

Access and Equity

Think about the learning environment in which you are interning. How does access to and equity in this learning environment impact students' learning in their overall education experience?

Well, considering the orientation of GA View, I believe that it is better for those who are visually challenged. My reason for this is the fact that all of the information that you need to access, grades, dropbox, email, discussions, etc., are all on the left side of the page, which is rather different from the Desire 2 Learn/Folio environment. THe information that you need is split up into actually three places, left panel, top panel, and the very top of the screen. Anyway, a person that is visually impaired, in my opinion would have trouble searching to find the information that he/she needs. This also may ring true for those with memory problems; I normally have trouble remembering what is where, and do not, at all, like the design of its GUI. Just imagine for a moment, that you are dealing with a person like Stephen Hawking, a quadriplegic. Can you fathom the irritation, time, effort, and concentration that it would take for a person with limited to no hand-eye coordination to move back and forth on the page. Anyway, just a thought to consider.

Moreover, those who are not great/good communicators and/or strong writers will unfortunately be at a disadvantage in any online setting because of the heavy reliance on discussion boards. I mean, really, whether it is the dissertation or the thesis, I do believe that non-writers are at a disadvantage.

I have used my phone, a tablet, and a laptop/pc to access both sites, and have been successful in performing the major functions of the site. I would therefore imagine that those using TeleTYpewriter (TTY) -sound to visual text- and other things would be used to such an interface, but, I think that it would be also great to provide those with vision trouble with a similar pleasant experience. Many people have used TTS (text to speech) services, but realize how harsh and artificial that voice is. Therefore, though it would only take a little while, it would be very beneficial for instructors to take a little additional time to attach an audio version of the assignments to the text version. This would help those who are visually impaired become more connected to the professor, as we normally attempt to through pictures and video. Our voice is just as important to people with visual impairments as our visuals are to those who wish to bond with us ‘normally’ or visually.

It is important that we realize that we owe a great opportunity and experience to all students regardless to their ability or disability. Therefore, with respect to audio and visual equity, it is important that we do our best to provide an equal opportunity and the best presentation possible for all students.

In an attempt to practice what I preach, I attached an audio recording of my post, as well as a picture of the cross country team I coach.  We won the first trophy in school history and placed 2nd as a Double A school, 600 student body, against 5A schools in excess of 2000 students.

Link to audio files

http://www.yousendit.com/download/WUJZb253T01uSlJMWE1UQw

Photo of the victorious team

Peace and blessings.

Assessing communication in the online classroom

In regards to the assessing and providing feedback for students, it is again highly important that teachers seek out communication not just for the conveyance of learning, understanding, and mastery, but also for struggles with content, life, emotions, etc.  I am known to be a nice person, and that comes out in my communication, such that many of you, that are familiar with me from other classes, were able to pick up on that from my tone.  Also, the manner in which things is turned in is also telling.  For instance, I write my posts late, but do them exactly as I am supposed to, which indicates that though things are rough for me, I am doing the best that I can to get them done as right as I can as soon as I can, but this is very very difficult for me.  This also shows that I value quality over time.  There are others who you can tell that they may value time over quality.  Or for instance, patterns in the posting times, can tell you whether someone is a list/steady/predictable person, or whether they are a night owl/get-R-Done/I'll do it when I can make time type.  That said, the assessing of language can be as telling as a personality profile if you read deeply and intimately enough into it.

The tone part is very cool, because as an English major, I know how words can convey many things.  I found out the other methods when Dr. Green showed me that communication also tells us what is going on by patterns.  In many ways, we are our writing.  For instance, in one class with Dr. Green.  I was normally one of the first ones to post, however that changed suddenly.  She noticing the change, emailed me expressing concern and curiosity about that change.  It was needed, because it was then that I was trying to help my neighborhood after a home invasion spree that affected 3 homes in one single weekend.  It was horrible.  Needless to say, she was professional and understanding, handling things in the best way, while still holding me accountable.  I learned a lot then.

My old Principal says that “Every time a kid enters into the building, that parent is sending us the best that they have got.”  That means here that we as educators have to understand that each of our students are giving us the best that they have, as are we, given their circumstances.  This also ties along with Dr. Giddens, who I paraphrase as saying, so long as I can make my students better human beings, then I have done my job and anything else is icing on the cake.   The most important lesson that we, as instructors of instructors, can teach is the value and imporance of being human, because like an exponential reaction, that will grow into something greater through the lives they impact in accordance with our guidance/training.

Though that was very personal and humanistic, communication can show us also what students value whether it be the theory or the application or usability.  I value the usability of the information, research, techniques, tools, and advice that I receive at this school.  Such that when I post I tend to gravitate towards anecdotes and narratives that capture the essence of just how that modules purpose is valid and valuable to me as a teacher and how I have/do/will use(d) it to enhance my craft.  There are others who post that value facts and evidence.  Such people may be viewed as more dogmatic or orthodox.  The trouble can be how to assess all these different styles and approaches properly.

I personally believe, know, and have experienced the power of trust, honesty, equity, respect, and integrity in terms of grading.  For instance, I ask my students, to honestly rate themselves on say a notebook check.  I state to them what I am looking for, what time period I am interested in, and then say, we all know what constitutes an 'A', 'B', 'C', and an 'F'.  Tell me what you truly believe that you should have.  If you lie, I will request proof, and if your proof is lacking, I will grade you automatically as an 'F'.  Not only are the grades always what I would have given them, it does wonders for their integrity and for their self-awareness.  I say that to everyone reading this, when we assess communication, we already know what A, B, C, and F work looks like.  We know the effort according to the quality; we can read the passion in between the beauty of lines; we can feel the intensity through the diction; and we all know BS when we read it.

Words are but black and white skeletons with all the identifying and descriptive power of the DNA in our blood.  When I assess communication/posts, I look for patterns, focus, tone, organization, time stamps, etc.  All these help us to assess and properly identify those who are truly working to learn and develop best practices and those who are looking simply for a raise.

Reflect on your experience facilitating a discussion.

To facilitate a discussion I would make sure to use open ended questions, which require multiple layers of thought and encourage help and feedback. For instance, take the following question: What role does technology have in your classroom? This question, while open ended, does not allow the latitude for discussion that you, as an online professor, are hoping for. You would want to encourage the processing of not only the learner's usage of tech, but others as well. To do so you change your question to the following, What role does technology have in your school? This has more scope, but is too vague as they could talk about the new metal detectors and or HD CCTV (high definition closed circuit television) cameras at the school. Whereas this is technology, it is not INSTRUCTIONAL technology (IT).

How about this one? What role does instructional technology have in the classrooms at your school? Better, add to that though. For instance, prompt them to again assess and analyze the usage so that they can see the do's and don'ts, pro's and cons, etc. You want them to understand that technology, though a boon, can be a bane as well, if not applied properly. SO, What role does instructional technology have in the classrooms at your school? Discuss, teachers who use it well, don't use it at all, don't use it enough, use it badly, or over use it. Here we have given them some talking points which can not only direct their communication, but their communication as a manifestation of their deliberate and critical analysis about the instructional technology in the school. Always remember that learner's communication is to provide you, the instructor, with a window into their understanding and mastery or lack thereof regarding the content, so your questions must always be crafted in a way that achieves that purpose.

Furthermore, consider this addition:

What role does instructional technology have in the classrooms at your school? Discuss, teachers who use it well, don't use it at all, don't use it enough, use it badly, and/or over use it. What category do you fall in now? Where do you want to be? After assessing the state of IT at your school, what realistic goals and time-lines can you set to improve your own dynamic and inspiring practice? What differences and similarities do you see between and amongst the other schools documented by your peers?

This final prompt, I believe, while asking a lot, will spur not only excellent opportunities for inter-student communication, but also intra-student communication, by having the student not only analyze and critique others, but also themselves. If “we are our own worse critics”, then the introspection inherent here will make that more productive via planning for improvement. Additionally, the healthy competition with others in the building and others in the online course will make an amazing difference in the learner's class and the school.

Though I took a while to explain my train of thought in terms of this prompt development, I felt it very important to model, exactly what I am implying 'good' communication does for the teacher-student relationship, it begets understanding of understanding and mastery or the lack thereof. Therefore, I made sure to document my development of the prompt and my reasoning behind the changes. Let us all make sure that every time that we communicate, regardless of the relationship, that we our language is to convey and transmit a message whether that of love, sorrow, understanding, struggle, success etc. So it is up to us as educators to communicate exactly what we want from our students, so that they have no choice, but to analyze and assimilate, think and reflect, as well as perform and produce.