Overview
Ashford
University’s online classroom would promote further interaction among students
and retention of ideas presented if the ability to insert images into
discussion pieces were given to students.
The following proposal addresses this topic. Because Ashford University
places a priority on “institutional effectiveness” and promotes the development
of creativity and effectiveness “relevant to leadership in the 21 century”
(Ashford, 2012) action should be swift in this matter.
Background
I began
classes at Ashford University late in 2010 and have been pleased with my
curriculum and the staff I have worked with. I have made the Dean’s List for
each full semester I have been enrolled and have maintained a 3.76 GPA
throughout my Communications Major.
Statement of Problem
Early in
my school career here at Ashford I have been attaching a photo of myself to my
introduction so my new classmates would be able to place a face with my name.
It was not until COM 340: Technical Writing that I learned about student’s
inability to place images within the discussion pieces. This knowledge came
after an attempt to insert a diagram of an item I was attempting to describe
using one of the suggested methods (visuals as an appropriate way to
technically describe an item or process) in the text assigned to the class
(Lannon, 2008). After creating an image and labeling the various parts of an
item I use daily in work I was forced to attach the image as a word document to
my discussion piece, taking away from the entire point of my post which was how
an effective visual adds to the descriptive process.
There
have been many other instances were inserting an image into my discussion piece
would have added to the content and may have spurred further interest among my
classmates, resulting in further discussion and exploration of the topic.
Information from U.S. Department of
Labor (1996). Graph by Jonathan Connaughty, 2012.
The
United States Department of Labor reported in 1996 that visual aids help
presentations “make things happen,” (U.S. Department of labor, 1996). Visual
aids provide emphasis for what is being said and can increase the audience’s
level of understanding for that information. “With pictures, the concepts or
ideas you present are no longer simply words - but words plus images,” (U.S.
Department of labor, 1996).
Further
studies indicate that:
1)
Retention
of information is greater with that information is presented in visual, as well
as oral, means,” (U.S. Department of labor, 1996).
2)
Three
days after an event, studies show that 10% of information is retained from an
oral presentation, 35% is retained from a visual presentation, and 65% from
both oral and visual presentation combined ,” (U.S. Department of labor, 1996).
Need
The
students at Ashford University need the ability to insert images into their
discussion pieces. This simple change would add a new dimension to the online
classroom including clearer understanding of topics and grabbing the attention
of readers.
Scope
The
following plan includes
1)
Incorporation
of current capabilities by staff at Ashford University with the capabilities of
the students.
2)
Regulation
of information to be shared following the same procedures already in place with
regards to discussion pieces.
3)
Testing
the new capabilities with classes to gauge results
Proposed
Plan
The
following is a plan to incorporate the use of images into the capabilities for
students in online classrooms at Ashford University.
Method
Transferring of Technology. The method of incorporating the
use of images into the online classroom is a simple one; transfer the
capability already in place for instructors at Ashford University to the
students. There will have to be some retooling of the code that allows this
process which will give instructors the ability to remove any distasteful or
inappropriate images that do not comply with rules that will be set in place
for governing the use of images.
Regulation. Ashford University has in place a series of rules, netiquettes, in place that ensure a positive learning community. Netiquettes are described by Laurie Patsalides in Top Five Rules of Netiquette in an Online Course as: (Patsalides, 2011).
1)
Being
friendly, positive, and self reflective,
2)
Using
proper language and titles
3)
Use
effective communication
4)
Professionalism
5)
Asking
for clarification
These
rules can be applied to images being shared in the discussion boards with the
same actions to be taken if images were to go over the line or be offensive.
The size
and resolution of the image could also be regulated to save space on servers by
only allowing for a specific amount of data to be placed in to every discussion
piece.
Testing. To test the new functions
Ashford University could select several classes to study. The study would
consist of a two groups taking the same class: a test group (class who informed
of the new technology) and a control group (class without new technology). To
measure how effective the new technology is Ashford University would monitor
the number of posts made to initial discussion pieces with particular attention
to posts which have images attached to them to see if the presence of images
encouraged further discussion. GPA’s could be measured between the two classes
to measure if information learned from the class with imaging technology was
retained more than information from the class without the new technology.
To be
sure the scenarios were as close to each other as possible there would be more
requirements such as:
1)
Using
the same instructor for both classes to ensure equal classroom participation
from the instructor.
2)
Being
sure to only change the capability of inserting images. Any further changes
could skew results.
3)
Incorporate
in to each class (test class and control class) a survey of how images in the
class could have been used to further the education process.
Limitations. The may be a concern about the
amount of space required to house the number of images that could be placed on
University servers. Because the average image is much larger than the average
text file these concerns are well founded. However, new technologies such as
cloud technologies (an ability to share and save information on virtual servers
(Computer Sciences Corp., 2012)) the need to house and own all the required
servers for the storage of that information can be a problem of the past.
Conclusion
By
incorporating the ability to post images within discussion pieces, as opposed to
saving them as an attachment, Ashford University will be able to advance their
students learning capabilities. When images are used in addition to text the
retention of information presented is far greater than that of text alone.
Ashford University considers itself to be a leader in the online learning
experience. To continue in this belief, Ashford University should advance their
capabilities within the online classroom by allowing students to incorporate
images in to their discussion posts.
Resources
Ashford University (2012).The
Ashford Mission. Retrieved April 9, 2012 from
http://www.ashford.edu/about/ashford_mission.htm
Computer Sciences Corp. (2012).
Future-Proof Your Infrastructure. Retrieved March 26, 2012 from
http://www.csc.com/cloud/ds/78761-future_proof_your_infrastructure
Lannon, J. M. (2008). Technical
Communication (11th ed.) Ashford Custom. New York : Pearson
Longman.
Patsalides, L. (2011, Dec. 14).
Top Five Rules of Netiquette in an Online Course. Retrieved March 26, 2012 from
http://www.brighthub.com/education/online-learning/articles/26946.aspx
U.S. Department of Labor (1996).
Fall Prevention: Construction Safety and Health Outreach Program. Retrieved
March 26, 2012 from http://www.osha.gov/doc/outreachtraining/htmlfiles/traintec.html