EL7010-8-6

__** Communicating with the Online Middle School Student **__ Communicating with students in a traditional classroom environment is often demonstrated through lectures, verbal and written exchanges, and face-to-face dialogue. These forms of communication often occur during real time or what is also considered synchronous communications. However, communicating in the online classroom is mostly asynchronous and requires purposeful and thoughtful planning for effective learning to occur. Online communication is often demonstrated through classroom discussions, written exchanges, and collaborative learning activities. The student level upon which this paper focuses is that of a middle school student, an adolescent between the ages of 11-14 years old. The issues that can be present when teaching this particular student population online are vast, and vary greatly depending on the students’ comfort with technology, prior educational online experience, and the ability to be a self-motivated learner (Best, Manktelow, & Taylor, 2014; Levin-Goldberg, 2011). The issues in communicating with the middle school will be addressed here along with specific methods of online instruction and supporting technology that will closely align with the learning needs of a middle school student.

**Online Communication** Many of the teaching and learning activities found in an online learning environment are similar to those found in a traditional classroom. However, unlike a traditional classroom where communicating happens primarily in a synchronous fashion (Dede, 1996), in an online environment communication is delayed and happens in both synchronous and asynchronous ways (Warschauer, 2001). Communicating in an online learning environment is typically demonstrated through product based learning activities using information technology applications and Web 2.0 tools and resources (Cook & Pachler, 2012). Synchronous and asynchronous communication techniques are important to the online classroom and serve specific purposes in supporting instruction (Lalonde, 2011; Ravenscroft, 2011). Both forms of communication can be effective if the instructor carefully considers the learning objectives, grade level, and expected technology use prior to planning instructional activities (Lalonde, 2011; Ravenscroft, 2011; Best et al., 2014).

Both synchronous and asynchronous online instructional delivery methods have benefits (Best, Manktelow, & Taylor, 2014; Dede, 2012). The term used for online learning situations that include both, synchronous and asynchronous learning strategies, is called “distributed learning”. Distributed learning is a term used to describe and educational learning experience dispersed across a wide geographical range and across various interactive media (Dede, 1996). In a study conducted by Dede he noted many students indicated that synchronous online media, such as simultaneous postings and interactive media, helped them understand content more easily and form learning relationships with others (1996). Additionally, other students reported that the use of asynchronous tools such as online discussions and e-portfolios also positively influenced their participation and learning when attempting to master learning objectives, Dede adds. Based on the research it appears that digital teaching and communication applications enhance learning process in innovative ways.

The instructor’s responsibilities in an online middle school learning environment require effective and engaging dialogue (Levin-Goldberg, 2011; Warschauer, 2001). Teaching online requires a pedagogical philosophy, which adheres to meeting students’ educational needs and learning goals (Lalonde, 2011). Instructors should explicitly state the learning objectives to help aide in the learning process Warschauer (2001) noted. As the emphasis of online learning environments grow in the 21st century, so too does the responsibilities of the instructor (Levin-Goldberg, 2011). Finally, the instructor must serve as facilitator and guide for productive online teaching, communication, and learning to occur (Ravenscroft, 2011; Siriaraya, Tang, Ang, Pfeil, & Zaphiris, 2011). The student responsibilities also require frequent and engaging dialogue (Ravenscroft, 2011). Learning online requires students to be self-motivated, engaged, and reflective learners (Cook & Pachler, 2012).
 * Communication Responsibilities **

Web2.0 Tools & Resources See examples and explanations below for Web2.0 tools and resources effective for communicating online with the K-12 student.

**Online Communication Tools** There are several Web 2.0 tools and resources specific to communicating online suitably geared for the K-12 student (Dede, 2012) and more importantly the middle school student. As with any teaching strategy or learning tool, the results are only as good as the planning and performance task expectations (Levin-Goldberg, 2011). Web 2.0 communication tools and resources used by the middle school student are typically project-based and collaborative in nature. It is becoming routine for online instructors to offer students the resources and tools needed to be successful in online learning environments (Dede, 2012; Porter, Donthu, MacElroy, & Wydra, 2011; Ravenscroft, 2011). These kinds of authentic online learning tools enhance a student’s learning experiences, which connect students to real world problem based learning situations (Berg, 2011; Cook & Pachler, 2012; Levin-Goldberg, 2011). With this understood, below are some Web 2.0 resources and ways they can effectively be used to enhance online communication with middle school students. Resources described below include, where possible, middle school student examples of Web 2.0 applications used to positively enhance their online learning experiences and demonstrate mastery of the stated learning objectives. According to Dede (2012), there is over 20 years of supporting research, which demonstrates the effectiveness of Web 2.0 resources when used to enhance online learning experiences.

Visual Thesaurus The Visual Thesaurus helps middle school learners to communicate using vocabulary and language content by using an interactive dictionary and thesaurus. This web-based tool helps learners create word maps that blossom with meanings and branch to related words. This innovative communication tool encourages exploration and learning online.
 * Communication Aides **

Wordle This web-based communication tool helps learners identify main ideas or themes within informational texts and then communicate their understanding of these themes through images created from words that repeat or have patterns. Wordle is able to isolate words that appear more frequently in the source text. Students can edit their images with different fonts, layouts, and color schemes. These tools can be used with middle school students to demonstrate inference standards. An example image is provided here demonstrating the frequency of words communicated most often during this assignment.

Glogster  This communication tool provides students with an online resource where they can create interactive posters using images, video, audio (uploaded or recorded), and apply a wide range of text effects to communicate their thoughts or ideas. The link provided demonstrates a student created Glogster created to interactively communicate facts about Dalmatians - @http://www.glogster.com/cogdog/dominoe/g-6odiqe92do7qmduscuo3krf?old_view=True.
 * Collaborative Communication Tools **

Google Drive This web-based communication tool provides learners and instructors a way to collaboratively create, edit, and share Google documents, spreadsheets, and presentations. There are also web-based editors to create drawings, forms, and fusion tables. These online documents are tightly integrated with other Google App services and provide very powerful real-time collaboration features. These tools can be used with middle school students to synchronously collaborate on content and performance-based standards. Students can also use Google documents to take collaborative online notes, which will help aide in processing and learning content objectives with others. If taking notes using a collaborative Google Doc is an online course expectation, instructors must ensure to provide students with individual and group performance expectations.

PhotoPeach This communication tool allows students to communicate new ideas and concepts via an easy to use slide show maker. This online tool allows the learner to import photos from flickr, picasa, or Facebook and arrange them to music provided by an embedded music library. Additional music selections can also be integrated into presentations via Youtube. PhotoPeach will also allow learners to incorporate zoom effects and captions to enhance student created stories. Additionally, students are able to publish their work, potentially communicating their knowledge to more than fellow students and the instructor. Middle school students can use this communication tool to quickly demonstrate thier understanding of a concept or idea. The links provided gives examples of teacher, student, and collaboratively created PhotoPeach presentations used to communicate mastery of learning.

Teacher examples - @http://photopeach.com/album/19sai2b, @http://photopeach.com/album/xpoam5 <span style="font-family: Arial,Helvetica,sans-serif;"> Student examples - @http://photopeach.com/album/19m4e4o, @http://photopeach.com/album/17jnx4i <span style="font-family: Arial,Helvetica,sans-serif;"> Class example - @http://photopeach.com/album/170s77h

<span style="font-family: Arial,Helvetica,sans-serif;">Voicethread <span style="font-family: Arial,Helvetica,sans-serif;"> This communication tool allows learners to weave uploaded or flickr imported images into a media presentation with multiple ways to interact with new information and ideas. Voicethread enhances online communication by providing students and instructors multiple ways to communicate about content via annotations, voice comments, recorded video, and text. Using Voicethread effectively requires constant monitoring by the instructor to ensure student interactions and feedback are communicated in a constructive and supportive way. The link provided gives an example of a student created Voicethread used to communicate a story - http://ed.voicethread.com/?#q.b1391.i15629 by Emilie.

<span style="font-family: Arial,Helvetica,sans-serif;">Animoto <span style="font-family: Arial,Helvetica,sans-serif;">Animoto is a communication tool that allows students to analyze uploaded or imported set of images used to create a video presentations. This tool also allows the learner to upload music and apply video effects to enhance the communication. Middle school students can use this communication tool to demonstrate their understanding of the content or skill. The link provided gives an example of a teacher created Animoto presentation used to communicate facts about the Great Depression - @http://animoto.com/play/pkLB9aq7JQFO5n5qSpeaQw by Amanda Beck.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Presentation Only Tools **

<span style="font-family: Arial,Helvetica,sans-serif;">GoAnimate <span style="font-family: Arial,Helvetica,sans-serif;">This communication tools allows teachers to engage the online learner. Students are engaged by animated learning content and become motivated learners when given the opportunity to create their own GoAnimate videos. Online instructors can use GoAnimate with students to communicate lesson objectives in a creative and engaging way, while allowing students to use it to demonstrate mastery of those objectives.

<span style="font-family: Arial,Helvetica,sans-serif;">Teacher math example - @https://www.youtube.com/watch?v=5QN6Qw6JQ-8 <span style="font-family: Arial,Helvetica,sans-serif;"> Student math example - @https://www.youtube.com/watch?v=Ig1lA-At_VM created by Jerome Johnson

<span style="font-family: Arial,Helvetica,sans-serif;">Storybird <span style="font-family: Arial,Helvetica,sans-serif;">Storybird allows students to communicate visual stories using artwork from illustrators and animators around the world. These images inspire middle school writers to create and communicate original stories using a vast library collection of artwork from all over the world. Through the storytelling process middle school students develop reflective learning skills to understand history, for example, in relation to their own personal experiences. Then students can communicate these learned skills by creating narratives that demonstrate their knowledge and learning to write for an audience and understand the concept or new ideas. The link provided gives an example of a student created assignment using Storybird to communicate a personal story @https://www.youtube.com/watch?v=2p8p_SOa74w.

<span style="font-family: Arial,Helvetica,sans-serif;">ToonDoo & Make Beliefs Comix <span style="font-family: Arial,Helvetica,sans-serif;">Middle school students can use either Web2.0 tool to create and share single paged- multi-panel comic strips. The cartoon application tool offer students a vast amount of creative control when communicating and demonstrating content mastery. This tool also allows students to interact with one another's cartoons by "liking" other users' cartoons or adding captions. This feature is very important for middle school students because it provides a way for students to peer edit and learn to provide constructive feedback. Using this tool students will be about to create stories with a logical beginning, middle, and end. Additionally, students using this tool could also demonstrate content knowledge using personal illustrations.



**Conclusion** <span style="font-family: Arial,Helvetica,sans-serif;">Realizing the full potential of online communication technologies takes an instructor who is open to multiple forms of learning strategies and one who will allow learners to communicate mastery using a variety of online tools and resources. It will also require a comprehensive understanding and knowledge about the fundamental best practices of effective e-learning. The online instructor must understand how to utilize online learning techniques to best support the instructional task and encourage middle school students to communicate their learning through Web 2.0 applications. These applications must support engaging, collaborative, and reflective learning outcomes through social learning communities where students are engaged in purposeful dialogue and exposed to different learning perspectives, which is a critical element in a K-12 online learning environment (Best et al., 2014; Dede, 2012; Levin-Goldberg, 2011; Porter et al., 2011).

References Berg, M. (2011). On the Cusp of Cyberspace: Adolescents' Online Text Use in Conversation. //Journal Of Adolescent & Adult Literacy//, //54//(7), pp. 485-493. doi: 10.1598/JAAL.54.7.2

Cook, J., & Pachler, N. (2012). Online people tagging: Social (mobile) network(ing) services and work-based learning. //British Journal Of Educational Technology//, //43//(5), pp. 711-725. Dede, C. (1996). Emerging technologies and distributed learning. //The American Journal of Distance Education,// pp. 1-27. Retrieved from @http://www.msmc.la.edu/include/learning_resources/emerging_technologies/ajde.pdf

Dede, C. (2012). Digital teaching platforms: Customizing classroom learning for each student. //Teachers College, Columbia University//. Lalonde, C. (2011). Courses that deliver: Reflecting on constructivist critical pedagogical approaches to teaching online and on-site foundations courses. //International Journal Of Teaching & Learning In Higher Education, 23//(3), pp. 408-423.

Levin-Goldberg, J. (2011, December). Are students tuning you out or downloading you in? improving online instruction for 21st century skills. //eLearn Magazine//. Retrieved from @http://elearnmag.acm.org/featured.cfm?aid=2077317

Paul, B., Roger, M., & Brian, T. (2014). Online communication, social media and adolescent wellbeing: A systematic narrative review. //Children And Youth Services Review, 41,// pp. 27-36. doi:10.1016/j.childyouth.2014.03.001

Porter, C., Donthu, N., MacElroy, W. H., & Wydra, D. (2011). How to foster and sustain engagement in virtual communities. //California Management Review//, //53//(4), pp. 80-110.

Ravenscroft, A. (2011). Dialogue and connectivism: A new approach to understanding and promoting dialogue-rich networked learning. //International Review Of Research In Open And Distance Learning, 12//(3), pp. 139-160.

Siriaraya, P., Tang, C., Ang, C., Pfeil, U., & Zaphiris, P. (2011). A comparison of empathic communication pattern for teenagers and older people in online support communities. //Behaviour & Information Technology//, //30//(5), pp. 617-628. doi:10.1080/0144929X.2011.582146 Warschauer, M. (2001). Online communication. [web page]. //The Cambridge guide to teaching English to speakers of other languages,// pp. 207-212. Cambridge: Cambridge University Press. Retrieved from @http://gse.uci.edu/person/warschauer_m/oc.html