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Using Web 2.0 and 3.0 Technologies to Augment and Improve Online Instruction and Learning
Many higher learning institutions have adopted a wide range of teaching methods. One of these approaches is e-learning. Students benefit from technological innovation due to increased access to information and enhanced personal communication. Teaching using Web 2.0 and 3.0 is common in many institutions. However, some instructors lack the experience required to work with these technologies (Abbasi and Hsinchun 69). Different online degree programs have varying requirements. A time and stress management unit may require discussion boards, blogs, and web activities (Aragon 65). One of the challenges faced when creating the asynchronous activity for time and stress management entails coming up with the correct measures to mitigate the two elements. The best way to get such an undertaking off to a good start and encourage student-to-student interaction and learning involves letting the learners know about conflicts in discussions (Brower 32). Disagreements are bound to occur during discussions. They can hinder learning if not addressed in the right way.
The time and stress management online discussion will involved different extraneous activities. Superfluous processing does not help in learning. It can be avoided through coherence, which involves deleting extraneous sounds. Generative processing can also be achieved by signaling important words in the discussion. Elimination of redundant words is another way of creating generative processing. The use of words and pictures, usually known as spatial and temporary contiguity, can reduce the extraneous processing. Introduction of new knowledge will be achieved through the use of new modes of learning and study materials from other course works. Engaging the learners in the board will be done by encouraging group answers and drafting questionnaires. It will enhance the participation of all students (Motiwalla 586). Web 2.0 Technology will be used in the discussion as the main pillar to support interaction. Web 3.0 will also be taken into consideration. It is an extension of Web 2.0. What this means is that it will improve connective intelligence, connection of data, and interaction among learners.
Interactive Reflections on Time and Stress Management’s Online Discussion
The project involves creating a discussion board that focuses on time and stress management. The presentation showcases some of the major topics discussed in the course. The first topic in the voice thread involves communication skills. The skills are important in every online discussion (Kearsley 34). Learning is affected negatively when the learners communicate poorly. The second major topic is conflict resolution. In every discussion or debate, there are opposing and proposing sides. Participants in the two extremes may differ in, among others, opinions. However, the learners and instructors for the online course should note that the important thing is to know how to resolve the differences (Brunvand and Byrd 32).
The third main topic involves ensuring the full participation of all students. The project involves creating an online discussion board for a university course in time and stress management. Participation of learners in the undertaking can be achieved through the creation of discussion groups and random posting of questions. Questionnaires can also be used to ensure that the learners take part in the discussion (Brunvand and Byrd 33). The choice of words to be used during the online discussion and learning is another major topic for this project. The terms to be used should be simple and clear. Redundant words should be avoided. It is also important to consider the use of pictures. The reason is that visuals make a discussion interesting.
Going by the analysis given above, it is apparent that there are four key takeaways for a student taking part in the online discussion. They include communication skills, conflict resolution, participation of students, and the correct choice of words.
The Web 2.0 technology used is the Voice Thread.
Works Cited
Abbasi, Ahmed, and Hsinchun Chen. “Applying Authorship Analysis to Extremist-Group Web Forum Messages.” Intelligent Systems, IEEE 20.5 (2005): 67-75. Print.
Aragon, Steven. “Creating Social Presence in Online Environments.” New Directions for Adult and Continuing Education 2003.100 (2003): 57-68. Print.
Brower, Holly. “On Emulating Classroom Discussion in a Distance-Delivered OBHR Course: Creating an On-Line Learning Community.” Academy of Management Learning & Education 2.1 (2003): 22-36. Print.
Brunvand, Stein, and Sara Byrd. “Using VoiceThread to Promote Learning Engagement and Success for all Students.” Teaching Exceptional Children 43.4 (2011): 28-37. Print.
Kearsley, Greg. Online Education: Learning and Teaching in Cyberspace, Belmont, CA: Wadsworth Thomson Learning, 2000. Print.
Motiwalla, Luvai. “Mobile Learning: A Framework and Evaluation.” Computers & Education 49.3 (2007): 581-596. Print.
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