This week’s discussion was similar to the Final Post discussion protocol used in week 6. This time around our group was much smaller, with only three of my classmates (including myself) participating. Our topic was Exposition, using chapter 11 from the
Driscoll and
Carliner text.
Scrolling was one of the topics a peer posted about. The text selected stated that designers should strive to place their important points above the fold so that readers did not have to scroll. The quote selected made me recall a recent article that I had found in “Boxes and Arrows” website. I was able to provide the link,
http://www.boxesandarrows.com/view/blasting-the-myth-of, in my response to my peer and I think that all found the article to be useful. Because it was a timely and applicable source I considered this to be my best contribution for the week. The article states that while the above the fold theory is widely subscribed to, there is ample evidence to show that readers do indeed scroll. The article cited research that noted completion rates for surveys and ratings located below the fold did not point to mass drop outs in readers not going beyond the fold.
The contribution which provided me with the biggest smile was being able to award a Karma point to everyone in the group this week as it was such a small group. When I noted how small the group was I decided that in the name of encouragement, and out of a sense of belonging I wanted to recognize the value in each of my peer’s contributions. I found something positive to say about each of their postings. I think that through the discussions we are helping each other to distinguish what are the important points of the readings. It was nice to be able to share a Karma point with each group member. Had the group been larger this week I don’t know that I would have thought to award Karma points in such a manner, but I’m glad I was able to this week.
We were presented with two discussion options this week. I participated in the role playing discussion option. Our assignment, practice responding to learners having difficulties in an eLearning context. Problems not unlike the problems, the attendees to our web conference might have. I had so much fun role playing that I consciously limited the number of my responses. I didn’t want to be a discussion hog.
I enjoyed this activity for several reasons. First, I respond to people in crisis not infrequently at my job, so I’m comfortable listening and trying to redirect people to what can be done to help them out. Second, I could work on each learner’s questions with a short burst of energy at my computer. [I’ve been told my Internet usage fits the profile of a “snacker.” ] The time period it took me to reflect a learner’s comment and formulate a response fit comfortably into my “snacker” span. The activity provided a nice change of pace compared to some of the discussion weeks where the time requirements were greater and there was a need for a sustained focus on one topic.
My best comment was probably one that I’m still wondering about. In responding to one unhappy learner about the work load which was too heavy, I identified with the fictional participant’s feelings of frustration and then asked what was causing the most frustration for them. Nothing too profound in that response, but it got me thinking that maybe there should be a section in our web conference shell (per each group) wherein attendees can seek help. I noted that Joni and Dave have structured two places in the web shell for our class to get help (weekly and under the “course home” heading). Joni’s liked my second response to the learner, to bring the discussion between the participant and facilitator out to other attendees. This would start a larger dialogue on how others were handling the work load.
Another realization that hit this week, I’m in a whole new learning curve. As I’m creating learning experiences I am as much a learner as my students will be. It’s a little scary and humbling.
This week’s discussion was similar to the Final Post discussion protocol used in week 6. This time around our group was much smaller, with only three of my classmates (including myself) participating. Our topic was Exposition, using chapter 11 from the Driscoll and Carliner text. 
