Tuesday, May 13, 2008
Sunday, October 28, 2007
Writing Teaching Assistant (TA)
- managing student Elluminate registrations
Elluminate instructor (one of the TAs or myself)
- converting materials and workshop procedures
- recording workshop absentees and attendees
Writing Specialist (me)
- scheduling Elluminate workshop series
- advertising Elluminate workshop series
- emailing follow-up absentee questionnaire
- emailing attendees online feedback survey
- analysing questionnaire and survey data
Saturday, October 27, 2007
Ellminate Workshop Procedure:
- Moderator (workshop instructor) introduces him/herself, workshop title, and CTL
- Moderator tests the participants through the Elluminate microphone (optional), speaker, and orients the participants with various tools in Elluminate
- Participants introduce themselves
- Moderator teaches workshop topic using PowerPoint slides
- Participants interrupt with questions and comments; if no participants interject with questions, the moderator will call on participants by name to stimulate their engagement in the topic
- Moderator introduces practice exercises in Public Screen
- Participants complete practice exercises individually
- Moderator opens the session for additional questions
- Moderator sends participants workshop feedback survey
Thursday, October 25, 2007
- How would you rate this workshop on a scale from 1-5 (1 is lowest and 5 is highest)?
- What is your major?
- What is your class?
- How did you find out about this workshop?
- Would you like to join our CTL-write listserv?
- What time of day would you prefer to attend our workshops?
- What day of the week would you prefer to attend our workshops?
- What other writing workshops would you like to attend?
- What additional comments do you want to share with us?
Of the 78 attendees, 43 students completed the online survey. See data from questions 1, 2, 3, 4, 5, and 9:
Question 1: Rating
- Rating 5 = 15 students
- Rating 4 = 12 students
- Rating 3 = 12 students
Question 2: Students from 11 different majors (Bus Admin, CLS, ENG, CHE, COM, CRJ, PSY, Soc/Anthro, LES, LIS, and BIO)
Question 3: Class
- Freshman = 34
- Sophomore = 1
- Junior = 5
- Senior = 2
- Graduate = 1
Question 4: Thirty-two students found the advertisement for their workshop in their student email.
Question 5: Thirty-four students wanted to join our CTL-write listserv.
Question 9: Comments about workshop -
- This workshop helped me to brainstorm my essay better.
- I think the CTL Writing Workshops are a big asset to have on campus.
- I liked the online workshop a lot. I hope there are more like it.
- I had a fun time during the online workshop, which proved to be very helpful in helping me understand the topics covered.
- The workshops I've attended so far have been informative and served as good refreshers for a lot of different areas of writing and studying.
- Very helpful workshop; I learned a lot.
- Today was my first day attending an online class. I loved it! Would love to do it again. Jen, our instructor, was very informative and helpful. Thanks!
- I really enjoyed the online workshop; it is not as time consuming as a classroom workshop and it is very convenient.
- I really enjoyed the online workshop. I can say I pay more attention to the online workshops than the classroom workshops.
- I REALLY enjoy the online workshops. They are awesome!
- I really enjoyed this workshop and I learned a lot about APA and MLA, and the differences between them.
- I think the workshop went very well and the participation of everyone was good too!
- I believe the workshops are very helpful to me because I have learned so much.
- The online workshop helped me the most because it worked better with my schedule.
Watch the workshop recording here.
After viewing the workshop recording, you will find that:
- voices are distorted in the recording
- pauses of silence due to communication through the chat box
- viewers don't see the tool menus
- recording picks up background noises when the microphone is "on"
- moderator thanks students for their responses
- moderator stops instruction when students have questions
- when students use their microphones, the session is more "real" (15 minutes into the recording)
- practice session engages the students ( 15 minutes into the recording)
- students create and analyze their sentences in the public screen
- at the end of the session, students can complete the online survey in the Elluminate screen or in their own browser
Additional Elluminate 7.0 Resources:
To compare Elluminate with other virtual classroom technologies, I suggest beginning with the following technologies (vendor listing):
Wednesday, October 24, 2007
Universities who offer online writing workshops:
Research about online tutoring:
- Getting to Know Audiences in Cyberspace: A Usability Approach to Designing Skill Centers for Online Writing Centers
Sam Racine; Denise Dilworth; Lee-Ann M. Kastman Breuch
The Journal of the Midwest Modern Language Association, Vol. 33, No. 2, Computers and the Future of the Humanities. (Spring, 2000), pp. 58-78.
Stable URL: http://links.jstor.org/sici?sici=0742-5562%28200021%2933%3A2%3C58%3AGTKAIC%3E2.0.CO%3B2
- Learning with Technology
The English Journal, Vol. 90, No. 1, Teaching Writing in the Twenty-First Century. (Sep., 2000), pp. 131-134.
Stable URL: http://links.jstor.org/sici?sici=0013-8274%28200009%2990%3A1%3C131%3ALWT%3E2.0.CO%3B2-R
Help Seeking and Help Design in Interactive Learning Environments Vincent Aleven; Elmar Stahl; Silke Schworm; Frank Fischer; Raven Wallace
Review of Educational Research, Vol. 73, No. 3. (Autumn, 2003), pp. 277-320.
Stable URL: http://links.jstor.org/sici?sici=0034-6543%28200323%2973%3A3%3C277%3AHSAHDI%3E2.0.CO%3B2-1