Summer 2003

Transcript of conversation with Kim Fitzer
July 7, 2003

JimL: You here Kim?
KimF: I'm here!
JimL: Great! Welcome!
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KimF: The trials and tribulations of online instruction!
JenniferCM How are the twins?
BarbaraEd: Greetings, Kim!
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JimL: ok, let me introduce Kim Fitzer, who I mentioned has just finished her masters online,
teachs, and had twins.
KimF: They are doing fine, thanx for asking.  12 weeks today.
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JimL: Kim we just talked about web design, the Yale guide, the Hinn guide, and the Gestalt site.  
Anything you want to add about any of those (or about the twins?)
CristyM: What were the perks of recieving your masters online?
JenniferCM Thank you for taking the time to talk to us, when you are so busy!!
ChristinMC: Was it difficult to not meet face-to-face often?
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JoB: Congratulations on  your twins and your completion of your on-line program!
KimF: I'll address Jim's question first, and then talk about the online aspect of the program.
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SallyN: Much less confusing, answering the questions one at a time!
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JimL: You there, Kim?
KimF: I think that the most rewarding aspect of producing an online portfolio is being able to 
see all of your work and how it fits into a professional context.  We really had to focus on 
who our audience is, and then tailor our selections for the portfolio to fit that group.
AgustinA: what criteria did you select to narrow your audience?
JimL: People were very impressed with your eportfolio Kim. Who was your audience?
KimF: Luckily, we had produced enough work along the way (during the course work), that 
reinventing the wheel wasn't really necessary.
SallyN: What is the link for Kim's eportfolio?
JimL: http://students.ed.uiuc.edu/fitzer/edpsy387/eportfolio/eportfolio.htm
JenniferCM Your program (CTER) links technology and curriculum.  To what extent did 
you find yourself focusing your curriculum on the technological aspects?
KimF: Actually, Jim, that link has changed.
JimL: so that's the "pre-makeover" link?
JimL: What's the new one?
MeganR: How did the dynamics of the way the online class functioned affect or alter 
how you conduted your classroom environment or procedures with your students at  school?
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Room: Tep231_Grp

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KimF: MeganR, it had a tremendous impact.  I used a lot of what I was investigating in 
the classroom, like the Online Instructional Environments (Blackboard, and such).
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JimL: How did you integrate the demands of teaching and family with your masters program?
KimF: JoB, no.  I felt comfortable with the program always.
PhilE: It seems as though this chat room discussion is in need of leadership.  Which question 
is Kim supposed to answer? Does fastest typist dominate? How has this been handled in other online courses?
JimL: Variously, Phil.
KimF: Well, you have to set aside time each day to work.  I found that if I put things off, 
it made catching up very difficult, because, there's always something to do with your family.
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BarbaraEd: So, the big question for me is...how do you learn without regular the human contact?
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KimF: We did have chat times.  That helped a lot, because we learned from each other.
BarbaraEd: Live chat times?
KimF: Yes.
SallyN: Kim- How did you integrate the Blackboard with your students...did you pre-arrange a 
time for them to meet you after school?  How did students without Internet access at home manage 
to participate in these discussions?
KimF: Both synchronous and asynchronous discussions
JenniferCM what would you consider the greatest impact of the program on your classroom teaching?
StephaniL What would you consider was the most beneficial aspect of the online program?  
What would you have changed?
KimF: SallyN, Blackboard was a great experience.  Since I teach technology classes, 
I had a full lab at my disposal.  Students were able to use BB in the classroom and outside 
(at home or in the open labs).
JoB: How much computer knowlege did you have before you started the program and was it a 
prerequisite when you applied to the program?
KerryE: I know you have several questions to answer, but I'm curious about the 
limitations of an online course.
KimF: StephaniL, I learned so much about using web development.  It actually helped me to 
obtain a job at a very prestigious school due to my experience in web development.
JillW I see that you teach tech classes where all students (I'm assuming) have access to 
computers in the classroom making it easier for your students to have access to computers.  
Was this typical of the online masters program?  What other subjects did members of your class teach?
KimF: KerryE, there are some limitations.  Not meeting face-to-face was problematic in some 
of the elective courses.  For instance, I had Math classes for which there was no online support.  
Made it very difficult.
JimL: There's a lot of variability among the online masters group - some are in schools with 
students with lots of access and some are in schools with very few students having access.
DebraAR: Do you know of teachers who used web-conferencing using computers at home?
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MeganR: How did you recieve hands on help when (and if ) it was needed?
KimF: JillW, many of the teachers had limited access, and were able to make things work.  
Some CPS (Chicago Public Schools) teahers were poorly funded and equipped for technology.
PhilE: How does one establish commaraderie in anonline class? I have taken one myself, 
but I always felt detached from the other members. Also, we did group projects but it was 
very awkward to discuss details via internet bulletin boards due to long turn around times. 
How have you solved these problems?  (This was several years ago, and perhaps technology has advanced?...)
KimF: MeganR, yes, help was always available, and prompt.  We also kept a log of problems 
we encountered and then talked about them during chat.
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KimF: PhilE, it seemed that our cohorts bonded well.  I think we could credit our instructors with 
that, because when we did meet face-to-face, they made it a point to get us involved with one another.
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PhilE: Would you say that face-to-face meetings, then, are important? My class never met.
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KimF: Of course, I didn't become best friends with anyone, but I did make some connections 
that proved to be very productive.
ChristinMC: So a certain amount of  face-to-face contact is necessary for everyone to 
feel involved?
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JoB: Are there any onl-line programs that you would recommend for 4th grade teachers 
that you have heard of that are geared for the eager to learn beginners?
KimF: PhilE, I think so.  Its good to be able to put a name with a face, and learn a 
little about that person.  Share a meal, or a drink, helps, too.  We did that.
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BrookeK: How often did you typically meet face to face?
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KimF: JoB,  I'm not sure wht's available in CA.  Jim would know more about that.
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KimF: We only met twice.
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PhilE: It seems as though this chat room discussion is in need of leadership.  
Which question is Kim supposed to answer? Does fastest typist dominate? 
How has this been handled in other online courses?
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PhilE: That was a mistake.
JimL: Ok, thanks Kim.  We need to finish up our lab session.
PhilE: How come something old just printed, when I meant to send a new message?
JimL: I'll address Phil's accidentally repeated question.
MeganR: thanks kim! this was great
JimL: Many thanks.
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PhilE: Thanks Kim
KimF: Is that all?  Let me show my profile, if anyone needs to see my portfolio.
JimL: Best of luck with your summer and next academic year.
JimL: Can you post your URL?
BeckyP: I made several friends through the MA program.  Did you become personal friends 
with anyone in you class or did it  stay pretty professional?
KimF: Can you see my home page?
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KimF: http://students.ed.uiuc.edu/fitzer/Finaleportfolio/index.htm
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KimF: I hope that my answers have helped all of you.
KimF: It was great to talk to you.
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KimF: Goodnight, all.
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