Videos I Responded to

I responded to the following videos/blogs:
Sabrina: http://smcdow.blogspot.com/
Michael: http://michaelkirsch.blogspot.com/
Lou: http://loumorris.blogspot.com/
Kimberly: http://educ7102-1.blogspot.com/
Erica: http://ericaeduc8842.blogspot.com/

Fixed the link/embedded the video

Learner Engagement Video

Link to video

Module 5 Responses

I responded to:

Lou: http://loumorris.blogspot.com/
Erica: http://ericaeduc8842.blogspot.com/

Static Vs. Dynamic Technologies

Link to Concept Map

At this point, I believe that I fall somewhere in the middle of the static/dynamic continuum of technology in distance education. Static technologies are those that allow learner to gather information, where dynamic technologies engage learners in demonstrating and reflecting on what they know through the active construction and understanding of knowledge (Moller, 2008). I can still see benefit to using both types of technology in a distance learning setting. I think moving more towards the dynamic end of the spectrum requires application and manipulation of learning and knowledge. Use of the more static tools may be necessary to provide the information base that learners need to perform higher-level thinking tasks with their knowledge. Instructors could require assignments that utilize the dynamic tools to have students demonstrate their learning. In my opinion, blogs, wikis, educational games, and virtual worlds are great, engaging and dynamic tools to provide students with a way of constructing and demonstrating knowledge gained through the use of more static tools.

References:
Moller, L. (2008). Static and dynamic technological tools. [Unpublished Paper].

Module 4 Blog Responses

I responded to the following blogs:
Sabrina: http://smcdow.blogspot.com/
Lou: http://loumorris.blogspot.com/

Module 4- Engaging Learners with New Strategies and Tools

Engaging learners can be challenging in a face-to-face environment. In an online environment, engaging learners presents its own set of challenges that can make this an even more difficult task for an instructor of an online class. There are several tools and strategies available to learners that instructors can use to enhance the online learning environment.

In order to involve learners in building content knowledge, instructors can utilize Google Scholar and other online research databases to provide access to scholarly writings. Students are able to access many of these resources for free and can expand on the knowledge base that they already have by conducting research and reviewing the available literature on a topic. Another way to engage learners in building content knowledge is to utilize problem-based learning. Problem-based learning is a when a small group of learners are given a scenario based on real-world problems and need to come up with solutions to the problem (Durrington, Berryhill, & Swafford, 2006). By giving students assignments that apply to the real-world, students will be more engaged and will be more active in constructing knowledge related to the task.

In order to engage learners in communication with their peers and instructors, instructors can make use of the many social software options available, including Skype, instant messaging applications, blogs, and wikis (Siemens, 2008). These are generally all free tools available to that can make communication and collaboration amongst peers and instructors more accessible. Instructors can also make use of asynchronous discussion forums within the online learning environment. Discussions can be mediated by the instructor or by a student moderator using rubric with clearly stated rules and guidelines for posting (Durrington, Berryhill, & Swafford. 2006). It may also be useful for the instructor to break the students into smaller discussion groups to prevent students from feeling overwhelmed by the number of posts within the course discussion. 

In order to engage students in collaborative tasks within the online learning environment, instructors should focus on Problem-Based Learning. An asynchronous discussion area, chat room, email or other social software can be used by group members to come up with a solution to a real-life based problem. Instructors may also want to consider setting up a Frequently Asked Questions area (similar to our Class Cafe) where students and the instructor can interact in a question/answer format which can help to create a supportive learning environment (Durrington, Berryhill, & Swafford, 2006).

Link to Graphic Organzier

Durrington, V. A., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190−193.
Siemens, G. (2008, January). Learning and knowing in networks: Changing roles for educators and designers. ITForum.

Responses this week

I responded to the following blogs entries and storyboards this week:
Sabrina: http://smcdow.blogspot.com/2011/01/collaboration-in-learning-communities.html
Michael: http://michaelkirsch.blogspot.com/

Assessing Collaborative Efforts- Module 3 Blog Assignment

Participation in a collaborative learning community should be assessed in a variety of ways. Students can be assessed based on their participation in wikis, blogs, dicussion boards, and chat rooms. Students should be provided with the opportunity to rate each other and provide feedback to each other in order to facilitate assessment (Laureate Education, 2008). Students should not be penalized for a lack of prior knowledge or experiences as compared to their classmates, but rather should be rewarded for growth in their personal knowledge base. Students will be able to demonstrate this growth through seeking out feedback and responding to any feedback provided. They can add new ideas on to the feedback provided and expand upon their prior learning and experiences.

If the learning community comes across a student who does not want to interact, the instructor and community should encourage at least a minimal amount of interaction. They could perhaps encourage the student to post their initial thoughts with the learning community providing feedback. The instructor might then encourage the student to try to collaborate with one person to start out if the student was perhaps feeling uncomfortable collaborating online. I don't think the student should ever be forced into something that they are uncomfortable with. If the student gradually became more comfortable then they could be encouraged to communicate with two, three, four or perhaps even more as their comfort level increases with collaborating. If they do not become more comfortable collaborating over time, the instructor should work with the student to come up with a fair way to evaluate the student. However, since collaboration is an important factor in distance education, perhaps the student should even be encouraged to explore other modes of learning that would benefit their learning style.

Reference:

Laureate Education, Inc. (2008). Principles of Distance Education. Baltimore: Author.

Learner Engagement Storyboard

Link to Wiki with storyboard

Very rough draft! Any feedback would be greatly appreciated!

Module 2 Responses

I responded to Lou: http://loumorris.blogspot.com/ and Sabrina: http://smcdow.blogspot.com/