assignment+4

Activity 1

Title: A Grain of Truth

Task: Activity 1 is an introductory activity requiring participants to engage in an asynchronous guessing game. This activity attempts to introduce wiki participants to facts about other wiki participants. Like the other introductory activities, //A Grain of Truth// is also explicitly oriented towards creating a community among participants.

Method: asynchronous

Tool(s): group wiki

Instructions: Each wiki member will list three interesting things about him/herself. However, only one of the three statements can be true. Other wiki participants will then have to guess which statement is true and which two statements are false. Each correct answer earns one point.

1. use the wiki to make a posting that includes three interesting statements about yourself--make sure to include your name; 2. use the wiki to review posts made by other wiki members; 3. use the wiki to reply to posts--make sure to sign your initials;

Due: end of week 1

Course connection: The participant is expected to: A) use a group wiki to make a post and reply to posts B) practice using wiki e-signature after each posting C) increase familiarity with basic keyboarding and computer literacy skills

Activity 2

Title: Where in the world is (participant name)?

Task: Activity 2 is an introductory activity requiring participants to successfully find a web image and upload it to a wiki. It also attempts to introduce participants to each other and the greater geographic scope of the wiki community.

Method: face-to-face (steps 1-2); asynchronous (step 3)

Tool(s): group wiki

Instructions: Many of the wiki users only know each other in the context of being fellow housemates in recovery from addiction and homelessness. This activity allows wiki users an opportunity to share another feature of their identity with other participants. In using the wiki to describe their heritage with one another, participants will better understand how the broader geographic community lends a diverse richness to our learning. In this activity, participants will:

1. post a minimum of one image to the group wiki that is representative of their ethnic heritage; 2. post a introductory greeting to the group wiki in the language of their ethnic heritage; 3. respond to at least one wiki participant by commenting on something you know about their cultural heritage.

Due: end of week 1

Course connection: The participant is expected to: A) use a major search engine to find images B) save images to uploaded to wiki C) embed an image in the group wiki D) post to the group wiki E) increase familiarity with basic keyboarding and computer literacy skills

Activity 3

Title: A Place At The Table

Task: Activity 3 is an introductory activity requiring participants to engage in a synchronous and asynchronous dinner party. This activity attempts to introduce wiki participants to each others favorite meal and local restaurants. Like the other introductory activities, //A Place At The Table// is also explicitly oriented towards creating a community among participants.

Method: face-to-face (steps 1-3); asynchronous (steps 4)

Tool(s): group wiki

Instructions: Many of the wiki users only know each other in the context of being fellow housemates in recovery from addiction and homelessness. This activity allows wiki users an opportunity to share personal interests with other participants. In using the wiki to describe their favorite foods and local eateries, participants could be potentially introduced to a new restaurant by virtue of another wiki participant. Such situations could reinforce the connectedness among participants. In this activity, participants will:

1. use the internet to find their favorite restaurant's homepage and menu; 2. post information to the group wiki regarding their favorite local restaurant and meal; 3. embed the link to their favorite local restaurant or menu; 4. respond to at least one wiki participant by commenting on something you know about their favorite restaurant or meal.

Due: end of week 1

Course connection: The participant is expected to: A) use a major search engine to locate the web site for a favorite local restaurant and menu B) embed a link in the group wiki C) post to the group wiki D) increase familiarity with basic keyboarding and computer literacy skills

Reflection: Brad Egan ELT7003-4 Reflection: Icebreaker Activities

The learners for whom these activities were designed live in a transitional living facility for individuals dealing with HIV, homelessness, and addictions. Many of the residents have limited to no basic computer literacy skills. As such, I believe that these icebreaker activities are designed accordingly. Because of their limited familiarity with personal computers, I have chosen to designate both a face-to-face and asynchronous component to each icebreaker activity. While these activities were designed to reinforce elementary computer skills, icebreakers are also used to build relationships and a learning community among learners (Watkins, 2005). By requiring participants to reveal a part of themselves in a non-threatening way, the likelihood that learners will form bonds and engage in the learning experiences is increased. Because students in asynchronous environments often equate a lack of physical presence to a non-presence, it is important for online facilitators to design activities that create a social presence (Watkins, 2005). Using icebreakers as an opportunity for learners to introduce themselves to one another helps develop a social presence among learners (Conrad and Donaldson, 2004). Icebreakers, according to Conrad and Donaldson (2004), are also important because they allow students to begin using the technology that will be their tools for learning. In particular, this seems to be especially important for individuals who are very limited in their familiarity with basic computer skills. These learning experiences ensure that learners will not only become more familiar with using the course wiki, but will also develop practice in negotiating the World Wide Web and with basic word processing functions. I also feel my icebreaker activities will be well received because they provide learners with an opportunity to reflect on personal topics rather than ones primarily selected by the facilitator. In designing my three initial activities, I referenced Conrad and Donaldson’s (2004) icebreaker checklist: · Fun and non-threatening; · Person-focused as opposed to content-focused; · Required reading of one another’s entries; · Required learner’s to find commonalities with other members of the learning community; · Required imagination and/or openness; and · Required a response I believe that each of my activities meets these criteria. I was particularly focused on designing activities that did not seem too personal and had nothing to do with being homeless, HIV positive, or in recovery. References:

Conrad R. and Donaldson, J. (2004). //Engaging the online learner: Activities and resources for creative instruction.// San Fransisco: Jossey-Bass. Watkins, R. (2005). //75 e-Learning activities: Making online learning interactive//. San Fransisco: Pfeifer.

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