For the second in my trilogy of reflective posts this week, I'd like to explore ways in which I could have gotten more out of this course. First, although I'm typically very good at time management, for some reason, this semester got away from me. I did start a Summer C course midway through that greatly increased my workload, but I think that was only part of it. One thing I know I will change in the future is making sure I read the entire syllabus very early on in the semester. Usually, I only refer to the syllabus if there is specific information I need, and I don't typically look ahead to assignments until it's the next one on the list. Many times this strategy is helpful because it keeps me from feeling overwhelmed and helps me focus on one assignment at a time. Unfortunately, when there are projects that require pre-planning and a longitudinal effort, this strategy falls flat. So, lesson from this semester - make sure you explore all the assignments early on!
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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