Course Update

Here’s the second to the last of my discussions for Designing Instruction for eLearning. I really learned a lot in this class and enjoyed my time and interactions with my classmates on the discussion board. This week, we had to post a best practice theme related to the design of engaging and fair collaborative experiences within an eLearning course. Below is my response.Ohhhhh… you should see some of the responses to my posting.

FM Laster

“Only the educated are free.” – Epictetus


Discussion 5

Best Practice Theme

The best practice I have selected is to group students by ability in the online classroom.

Ability grouping refers to a practice of placing students into different small groups based on their initial achievement skill levels, readiness, or abilities (Hu, Makel, & Olszewski-Kubilius, 2016, p. 850). Teachers in different grade levels may use ability groups for any number of reasons. Some teachers may wish to use ability grouping to personalize teaching. Some may want to use ability grouping as a form of competition between students for academic standing (Life, 2015, p. 690).  The reason I selected grouping students by ability is that ability grouping can encourage team building among students.

The most effective teams, no matter the hobby, profession, or sport, the best results are usually found when people’s strengths and weakness are utilized in for the good of the team (Eisenhauer, 2017). The same logic can be found when it comes to students and how they collaborate in the classroom, either online or in a brick and mortar setting.  When students participate in a collaborative project, the classes where students are grouped by ability will have an advantage (Helgeson, 2017, p. 43). This is because of how each member of the group is categorized and identified by their abilities.

  For a particular group project like a science experiment, students who are strong writers or readers may work on finding literature for a project. Teachers can also do the opposite of the above suggestion. Students who are strong in certain areas can be placed intentionally in a weaker position to help the student grow and learn instead of having the student stay in a place where they are strong.

Discussion Prompt

   Is a teacher’s attitude or predisposition an indicator of how they will group students, or will teachers rely on individual student abilities as a factor when placing students in groups according to the students’ ability?


Eisenhauer, T. (2017). 5 ways to effectively determine employee strengths and weaknesses. Retrieved from

Helgeson, J. (2017). Differentiating through literature circles. Kappa Delta Pi Record53(1), 41-44.

Hu, S. S., Makel, M. C., & Olszewski-Kubilius, P. (2016). What one hundred years of research says about the effects of ability grouping and acceleration on K-12 students’ academic achievement: Findings of two second-order meta-analyses. Review of Educational Research 86(4), 849-899.

Life, J. (2015). Success in higher education: the challenge to achieve academic standing and social position. Interactive Learning Environments 23(), 683-695.



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Meme of the Day

This is SOOOO Me!   images

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Course Update

Hello All;

It has been a while since I had a course update, but I still have the same course and still working on trying to make this fake online class work. I really shouldn’t call it a fake class, well it is, but it’s not. I’m designing a class for my course in which I hope to receive a passing grade.  Anyway, we are required to do updates to our course from week to week and to include information for our discussions. Below is my discussion for Module 4 where we are introducing some possible apps to use in our eLearning classroom.  Since I am working on designing an online English camp for Korean students, I selected the Naver app. Enjoy and feel free to respond to the prompt.

FM Laster

“Only the educated are free.” – Epictetus

Module 4 Discussion

The mobile application app for discussion is the Naver Translator App. Information about the app can be found here:

How is the app intended to be used?

Due to the language difficulties of the students in the online elearning course, having a mobile translator would be helpful for the students.  The Korean students are very familiar with Naver’s search engine, so using a translator app developed by Korea’s best search engine (Ballatore, Graham, & Sen, 2017) is helpful.  The students would be able to have the most complete and accurate Korean-English and English-Korean translations in an instant. What is special about this app is that it can be used for a variety of ways. First, the app can help with collaboration when students want to share documents or translations with each other. Secondly, the app is content-based because the students will need at some point to use the mobile translator in order to complete and understand the assignments.

How can you envision using the app in your eLearning course?

This app would be a time saver for the designer of the elearning course.  When there is a language issue and neither the instructor nor the students are native speakers, there can be some confusion about what to do.  Instead of having the instructor translate each and every assignment, the instructor can provide general instructions in either their native language or the students’ native language and have the translator assist with comprehension. While no translating app is 100% perfect, the Naver translator app does a fairly good job with providing the most accurate translations possible (Norberg, 2014).

Prompt for your classmates regarding the use of this app in eLearning courses

The Naver app is designed to provide instant translation from Korean-English and English-Korean for both native and nonnative speakers. If someone is teaching any type of course, would using a translator app be seen a necessary tool for learning goals (Walling, 2014, p. 79) or something which would hinder learning goals?


Ballatore, A., Graham, M., & Sen, S. (2017). Digital hegemonies: The localness of search engine results. Annals of the American Association of Geographers107(5), 1194-1215.

Google Play Apps: Korean Dictionary and Translate . (2018).

Naver English Dictionary. (n.d.).

Nordberg , S. (2014). Naver’s English-Korean translator now available. Retrieved from

Walling, D. R. (2014). Chapter 13: Are apps a good fit for learning goals? . In Designing learning for tablet classrooms: Innovations in instruction (pp. 75-80). New York, NY: Springer.

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She’s Backkkkk!!!

phd meme

Hello and welcome to another edition of the procrastinator. When I last left, I was still not sure what I wanted to do, and I can pretty much say, I still have no clue. On the positive side, this term is the last of my stipend and the fun begins!  More updates during the week.

FM Laster

“Only the educated are free.” – Epictetus

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Course Project Update: Introduction Video

Well, another week into my course and I still do not feel like I really know what I am doing. Anyway, here is the introduction video I made for my online eLearning classroom. I am getting better at this and hopefully, this will be something I can add to my resume in the very near future.

FM Laster

“Only the educated are free.” – Epictetus

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Meme of the day

If only it was that easy.  Soon grasshopper..soon.


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Friday Morning Musing: D-Day


Yep, this is me. Not even close to what I needed to do. Yes, I had some time, but not enough time to figure out what the hell I wanted to do for my premise.  This thing needs to be written during my next to last class.  Then I take my final research course and then dissertation and the rest of my residencies.  Breathe, Felicia. You can do this.


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