Video Presentaion Virtual Worlds

To view the presentation please click on title to be directed to the page

Mind Map Static vs. Dynamic Technologies

Please follow the link to my wiki page to view graphic organizer for Module 5.

http://dewittwiki.wikispaces.com/EDUC+7102


Moving Toward Dynamic Technologies


In relation to the static-dynamic continuum I believe I fall somewhere in the middle ground. With the technology requirements for my Walden courses, I have set up wikis, blogs, and collaborated with group member using Skype, live chats, and googledocs. These are all things that prior to advancing my education I most likely would not have had the opportunity to utilize. According to Moller, many criteria should be considered when selecting specific technology for a given lesson (Moller, 2008). To date I have not set up these technologies for my personal classroom, but intend to begin setting up pages for my students to access while working on class projects. If I do not take the opportunity to show my students what is available to them, then I am not fulfilling my obligation as a 21st century instructor.

As a result of what I have learned in this course I feel I am better equipped and more knowledgeable about what technologies are available. In order for me to begin to move to the Dynamic side I would have to begin to explore the use of mind tools and how I could adapt it to the existing curriculum. For as Moller states, without exploring, thinking, analyzing, creating, and experimenting, powerful, higher-level learning is not possible (Moller, 2008).

Moller, L. (2008). Static and dynamic technologies. Laureate Education Inc.

Module 4 Engaging Learners

http://dewittwiki.wikispaces.com/EDUC+7102
Please access the graphic organizer on my wiki page as I could not upload the file here.

Online instruction provides opportunities for students to build interactive relationships among themselves and with the instructor to help bridge the physical and psychological gaps that occur in online learning courses (Durrington, Berryhill & Swafford, 2006). Students bring with them a plethora of technological knowledge and tools that can be utilized and integrated in to the classroom. These tools can further enhance the learning and collaboration of students and instructors alike. The insructor is no longer considered, as stated by Siemens, the sage on the stage, but is rather a guide on the side (Siemens,2007). As technology becomes more widely spread and cost effecient, more people in the mainstream embrace it, and the classroom is no exeption. Tools such as interactive boards and LCD projectors permit students to collaborate and share knowledge. Discussions via email, chat rooms, wikis and blogs permit collaboration from virtually anywhere, making he classroom walls obsolete. With the click of a mouse, students and instructors can gain access to the world wide web, overflowing with information. Tools like ipods and cell phones keep students informed and engaged, anywhere. As technology continues to advance, the role of the classroom educator will continue to evolve and the role the students play in their own learning will continue to grow.

The following are additonal blogs related to engaging the learner:

http://www.articulate.com/rapid-elearning/engage-your-learners-by-mimicking-the-real-world/

http://blog.nelsoncroom.com/nelson_crooms_blog/engaging_learners/

http://conversants.ning.com/page/one-course-one-community

Jane

References:

Durrington, V.A., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190-193. Retrieved 10/20/2009 from http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/detail?vid=3&hid=105&sid=4a0ea457-7370-4952-aa96-111e0902c0b8%40sessionmgr104&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=aph&AN=19754742.

Siemens, G. (2007). Curatorial teaching. Retrieved 10/20/2009 from http://www.archive.org/details/10MinuteLectures-GeorgeSiemens-CuratorialTeaching.

Video Presentation Storyboard

I was unable to upload the file so access the storyboard via my wiki space.

http://dewittwiki.wikispaces.com/EDUC+7102

Please comment as this is a work in progress.

Module 3

Module 3
Assessing Collaborative Efforts

Collaboration is a form of constructivism in that the process promotes initiative, creativity, critical thinking skills, and dialogue on the part of the learners (Palloff & Pratt, 2005, p.6). Traditional modes of assessment are not designed to account for group work, participation and collaboration in a learning community. Alternate assessment guidelines need to be established and presented prior to students working in a collaborative situation. Siemens refers to this as a participative pedagogy, creating a shift from individual evaluations to a group participation activity (Laureate Education Inc., 2008).

Prior to assessment, the teacher needs to design learner-centered activities that permit group participation and self-reflection for the learners. One way to accurately score collaborative activities is to establish distinct roles within the group and to use a rubric designed for the specific task. By utilizing a rubric, the teacher accounts for the varying skill levels each member brings to the group, further ensuring a “fair and equitable assessment” in the end. Individual group members can select roles, based on individual strengths, furthering the success of the group.

In order for collaborative assignments to be a successful endeavor, all members of the group need to establish rules, roles, and consequences. This may be more successful in an adult learning environment, but is essential for the ultimate success of the group. If a student refuses to participate, the other group members will need to pick up the slack, as their grade will be in jeopardy as a result. The members of the collaborative group will need to notify the instructor and who will ultimately determine the consequences. Collaboration is a skill that is required in virtually all aspects of life. Students benefit from learning how to collaborate and work in teams and may be more successful adults as a result.


The following are links to blogs that are related to collaboration and assessment.

http://cilass.group.shef.ac.uk/?p=153

http://www.connectionseducationresearch.com/blog/2009/07/24/collaborative-learning-and-cognitive-load/

http://blog.educationbug.org/2009/09/collaborative-learning.html

http://www.aln.org/publications/magazine/v4n1/clark.asp

References:

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

Siemens, G. (2008). Assessment of collaborative learning. [Motion picture]. Laureate Education Inc. Baltimore: Author.

Elements of Distance Education Diffusion

Elements of Distance Education Diffusion
Module II

Distance education has gained acceptance in both the corporate and educational sectors. In his video, George Siemens discusses this growth and three possible elements of distance education that are creating more effective learning giving distance education its own identity, distinct from the customary face-to-face(F2F) learning environment.

While Siemens discusses global diversity, communication, and collaborative interaction as the three elements, I feel that collaborative interaction has evolved greatly as a result of distance learning. This increase in interaction is most likely caused by our increased comfort level in using computers and communicating online. As people become more confident with online communication, the process is able to evolve and include collaboration. As Siemens points out, people are more apt to be open because of the anonymity of online collaboration as compared to F2F learning.

In the past, if people wanted to collaborate schedules had to be coordinated, arrangements made etc. With the diffusion of online collaboration, groups of people, in the corporate and academic settings, can meet, share ideas, agree/disagree, revise, and formulate an entire project all with a few clicks of the keyboard. Several tools and devices are available for collaboration/communication including Skype, Googledocs, Elluminate, and Dimdim. Students can also collaborate via online forums, class discussions, blogs, and wikis to name a few. Being able to connect, communicate and collaborate with cohorts from diverse backgrounds people are able to share and the world becomes a smaller, hopefully more understanding place.

Jane

Laureate Education, Inc. (Producer). (2008). The future of distance education [Motion picture]. (Available from Laureate Education, Inc., Baltimore)

The Next Generation of Distance Education

After reading the three articles by Moller, Huett, Foshay, and Coleman and listening to Dr. Simonson, there is a distinct comparison on many viewpoints in relation to distance or e learning. Simonson compared distance learning and traditional face-to-face learning (F2F) and rationalized that the two cannot be considered the same, but equivalent. His equivalent theory is based upon the idea that education, when practiced at a distance, should not be identical to F2F, but equivalent (Laureate Education, 2008). Having experienced distance learning first hand, I believe this theory is spot on.

All articles stressed the importance of access, and greater flexibility involved in distance learning as compared to the traditional brick and mortar environment. In addition, Moller, Huett, Foshay and Coleman theorized about reputable leaning situations and how distance learning is not always perceived as worthy when compared to F2F experiences. I can personally attest to the credible education I received via distance learning, but it required a tremendous amount of hard work and diligence on my part. I believe you only get out of education as much as you put into it, regardless of the delivery method.

Distance learning will continue to grow in popularity as people forgo the traditional environment for one that is flexible, portable, cost effective, and reputable.

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. Use the Academic Search Premier database, and search using the article's Accession Number: 33281719.

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 2: Higher education). TechTrends, 52(4), 66-70. Use the Academic Search Premier database, and search using the article's Accession Number: 33991516.

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, Michael Equivalency theory. Video posted to
http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=3649019&Survey=1&47=3951732&ClientNodeID=984645&coursenav=1&bhcp=1 viewed September 13, 2009.

EDUC 7102

I will be using this blog as part of my course work in the EdS program and to collaborate and share ideas with my cohorts.