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.
Wednesday, October 21, 2009
Sunday, October 11, 2009
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.
http://dewittwiki.wikispaces.com/EDUC+7102
Please comment as this is a work in progress.
Wednesday, October 7, 2009
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.
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.
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