For my reflective post this week, I would just say I CANNOT believe this semester is nearly over. From the standpoint of coursework, what I've learned most is that although I'm relatively disciplined with time management on a micro-level, I clearly need to put more thought into planning out the entire semester as a whole. One habit of mine that I need to work on is not looking ahead to other assignments until the one I'm working on is complete. This practice does help me stay focused on my current task and avoid feeling overwhelmed - assignments that require longitudinal planning tend to suffer. Nevertheless, progress is being made and not too much longer to go ya'll!
As pointed out in Kim et al.'s reading for this week "Effects of Group Reflection Variations in Project-Based Learning Integrated in a Web 2.0 Learning Space," participants for their study consisted of young adults who were very familiar with Web 2.0 tools, but conceded that conducting the same study with certain age groups - namely older adults and very young children - may have yielded very different results. This caused me to wonder - as instructors, to what extent should programs that rely extensively on Web 2.0 tools and technology be tailored to specific age groups? While children may not be expected to engage with an extensive amount of interactive web-based tools, the skills of older adults are likely to be much more varied. With that in mind, how can we accommodate those with more experience without losing the interest of or overwhelming older adults that may not have much experience? It seems like it would be a delicate balancing act to account for the needs of...
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