Module 6 responded to:

William Goldstein-http://billgoldstein.blogspot.com

Amy Cantymagli-http://acantymagli.blogspot.com/

Christine Rand-http://walden-crand.blogspot.com/

Aretha Coley-http://arcoley.blogspot.com

Christine Wallo-http://cwallo.blogspot.com

Andree Simmons-http://andreesimmons.blogspot.com/

Asynchronous versus synchronous video - feeble attempt

MODULE 5 Reflection

As Moller (2008) states technologies, "on the static end are efficient at broadcasting information but do little to help learners to build their own knowledge." I have to agree with Moller in that these technologies appear to be similar to the lecture classroom method in conveying information to the learner and not helping them create their own. I must say that I fall in between static and dynamic. With these summer classes I am learning more about the dynamic technology and media which has really piqued my interest and help me become more creative in my lessons. The classes have forced me to be more creative especially this semester with all the new technologies that I was unfamiliar with. I am learning and discovering a wealth of media and technology that I would not have if it weren’t for these classes.

I posted to William Goldstein http://billgoldstein.blogspot.com
and Christine Wallo http://cwallo.blogspot.com

Module 5 Concept Map

Concept Map

Module 4 Posted to Blogs

Posted to Amy Cantymagli http://acantymagli.blogspot.com/
and
Christine Rand http://walden-crand.blogspot.com/

Module 4 Map

Modul 4 map -

Responded to storyboard:

Andree Simmons
http://andreesimmons.blogspot.com/

Nicole Harris
http://nyharris.blogspot.com/2010_07_01_archive.html

Cristine Rands
http://walden-crand.blogspot.com/2010/07/storyboard-social-presence.html#comments

Module 3

Module 3
• How should participation in a collaborative learning community be assessed? How do the varying levels of skill and knowledge students bring to a course affect the instructor's "fair and equitable assessment" of learning?

There are several ways to assess participation. One way is to assess the number and frequency of student posts. When one assesses student posts they must take into account the quality as well as quantity of posts. There is no doubt that there are diverse personalities and learners in every classroom and must understand this. While assessing one student different than another one must consider their abilities as well as how much they have achieved.

When assessing my first grade students in their collaborative learning community I assess via rubric and portfolio assessment. Social skills are one thing that we assess.

Siemens suggests allowing students to access each other. When I taught fifth grade we used rubrics where the students assessed each other using criteria given on the rubric.

• If a student does not want to network or collaborate in a learning community for an online course, what should the other members of the learning community do? What role should the instructor play? What impact would this have on his or her assessment plan?

I have only been teaching 7 years. In teaching eighth and fifth grade I used rubrics for collaborative learning environments. I had a rubric for me and one for my students to use on each other. I found the students to grade lower than I did. I am old school and believe that one should try to work with a student that is not holding up their end of the agreement. I would want the same treatment if I had a problem. I would email which sometimes can go down, if I had a phone number I would call. I believe that every means of communication should be tried before seeking the professor. Palloff & Pratt (2005, p, 150) states, “Be willing to make phone calls to people who are not participating and ask why to draw them back in.”
Flexibility is the key to a successful classroom whether online or in a traditional classroom. If you have a student that is new to some of the technology you are using many not participate because they are unsure. Communication is the key to helping all feel welcome in the class.

Palloff & Pratt (2005, p. 214) states, “some students may take longer…if they are experiencing technical difficulties or adjusting to the use of technology for the first time.” Encouragement through prompt and courteous feedback is key.

The impact on the assessment should be based on what the student did. You can’t compare a technically savvy student to a student that is new to online classes. Assessment is not a one size fits all approach.

References:

Laureate Education, Inc. (Producer). (2010). Distance Education: Learning communities featuring Dr. George Siemens [DVD]. United States: Walden University.

Palloff, R. M. and Pratt, K. (2007) Building online learning communities: Effective strategies for the virtual classroom. (2nd ed.). San Francisco CA: Jossey-Bass.

Palloff, R. M. and Pratt, K. (2005) Collaborating together: Learning together in community. San Francisco CA: Jossey-Bass.


I RESPONDED TO Bradley Gogan's Blog and Amy Cantymagli's Blog.

Asynchronous vs. synchronous

MODULE 2 POSTED TO BLOGS

Bill Goldstein
http://billgoldstein.blogspot.com/

Katherine Crawford
http://kat-edutech.blogspot.com/

MODULE 2

Week 4 “New technologies offer new opportunities for educators to increase learner engagement and improve the overall value of the learning experience." (Source: George Siemens)

George Siemens discussed the growing acceptance of distance education in today’s corporate and educational spheres, including three possible elements of distance education that are creating more effective learning experiences and giving distance education an identity of its own distinct from F2F courses: (a) global diversity, (b) communication, and (c) collaborative interaction.

Do you agree or disagree with his view?
I do agree with Siemens, and I am strongly interested in the element of Collaborative Interaction/Communication. I feel that these two elements are intertwined and necessary to get the most out of distance learning today.
How has this element evolved?
(Laureate, Inc., 2008). George Siemens (2008) stated, “"we're recognizing that the notion of distance, or geographical separation, isn't as significant a factor as we might have thought it was even five years ago.” The potential of distance education is growing rapidly. People are starting to realize that f2f communication isn’t the only way to communicate. Siemens points out that the “Triple Helix model” Bridge the gap of comfort so that learners are comfortable they will quickly find distance learning collaboration the way to communicate. Siemens (2008) states, “that as technology grows in quality we will see increased use of distance collaboration.”

What online tools are available today to facilitate these interactions among learners?

In order to ensure success in any distance education class one must create a deep and meaningful (collaborative-constructivist) learning experience by using these three interdependent elements social, cognitive and teaching presence.

There is so many ways to collaborate and communicate line I will name a few that I know. Cell phones, text chat, Wiki, bookmarking, Facebook, Twitter, Skype, email, instant messaging, web conferencing, YouTube, and numerous other communication conveniences.

George Siemens made a comment about the “Triple Helix Model” with government, education, and business coming together for the good of all. What an innovation if we could put the differences aside for the good of mankind.

I found some interesting concept maps;
*community of inquiry
http://communitiesofinquiry.com/files/coi_model.pdf
* practical inquiry
http://communitiesofinquiry.com/files/practicalinquiry.pdf

POSTING TO THE FOLLOWING BLOGS:

Katherine Crawford
http://kat-edutech.blogspot.com/

Bill Goldstein
http://billgoldstein.blogspot.com/



Laureate Education, Inc. (Producer). (2008). The future of distance education featuring Dr. Michael Simonson. United States: Walden University. Podcast retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4199707&Survey=1&47=4862829&ClientNodeID=984645&coursenav=1&bhcp=1

After reading the three articles by Moller, Huett, Foshay and Coleman, and listening to the Simonson video programs, compare and contrast the reasons these authors believe there is a need to evolve distance education to the next generation. Do you agree with their positions? Why or why not?

Moller, L., Foshay, W., & Huett, J. (2008, May/June) states that, “the motivating factor for corporate e-learning are predominantly economic. “ “E learning is instantly available, providing timely and on-demand learning access impossible in a traditional training center.”

Anderson (2008, p. 52) found that, “distance education has attracted students who value freedom and independence.”

Simonson (2000) states that, “the key to success in distance learning isn’t what’s used its how it’s used.” He advocates for a 4 step equivalency theory outline, “to ensure online students and those in face-to-face classes learn in fundamentally different environments.” Simonson on the DVD points, “out that there was 1 1/2 million students in distance education 5 years ago and that there are over 6 million now a 300% increase.” What do you think the numbers will be 5 years from now?

After all isn’t this why most of us are taking distance classes? I am taking them because of the freedom and independence I have in completing the class work. Why are you taking them?

All of the articles we have read and video we have heard advocate for evolving distance education for the next generation. They all feel that there is a need to evolve distance learning for the benefit of using all learning strategies which aren’t always available in the regular education classroom.

All the authors feel that distance education hold promises for the here and now as well as the future. I agree with them. I want to be ready to meet the changes that are coming in education. No Child Left Behind was just the beginning of educational change.

References:

Anderson, T. (Ed.). (2008). The theory and practice of online learning. (2nd ed.). Edmonton, AB: Athabasca University Press.

Moller, L., Foshay, W., & Huett, J. (2008, May/June). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 1: Training and Development). TechTrends, 52(3), 70–75.

Moller, L., Foshay, W., & Huett, J. (2008, July/August). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 2: Higher Education). TechTrends, 52(4), 66–70.

Huett, J., Moller, L., Foshay, W. & Coleman, C. (2008, September/October). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 3: K12). TechTrends, 52(5), 63–67.

Simonson, M. (2000). Making decisions: The use of electronic technology in online classes. New Directions for Teaching and Learning, 84, 29–34.

DVD: Laureate Education, Inc. (2008). Principles of Distance Education. Baltimore: Simonson, M.

Educational Technology

Just setting up a blog for my class at Walden University. New to blogging and my subject is Educational Technology.