EDUC 8842 Module 4 Reflection
Some tools for managing content in the online environment might include text reading, video lectures, podcasts, and audio/vodcasts. An advantage to using podcasting is that it gives the listener the freedom to choose when and where they will listen to lesson content. Tools for collaboration might include Skype, synchronous/asynchronous instructor mediated or student moderated discussions, Wikis, Blogs, and video conferencing. Tools for communication might include social networking such as Wikis, Blogs, Skype, discussion boards, email, smartphones, and YouTube. Some of the advantages to using these social networking tools such as Wiki and Blogs are that they encourage student collaboration, promotes team activities, and allows flexibility and ease of use. Skype allows for synchronous, real-time discussions among students on opposite sides of the planet, and it is a free download.
A technological tool that is often used in the online platform is a learning management system. For instance, the system known as "Blackboard" enables instructors to have a web-enhanced classroom for integrating course materials as well as face-to-face with web cams. Some of the advantages of using a learning management system is that it increases student productivity through discussion boards whether synchronous or asynchronous, video lectures, podcasts, and emails. Blackboard may also be used to post case studies for discussion among small groups of students. In this way, student interactivity is fostered through problem-based learning (Durrington, Berryhill, & Swafford, 2006).
Reference:
Durrington, V.A., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190-193.
A technological tool that is often used in the online platform is a learning management system. For instance, the system known as "Blackboard" enables instructors to have a web-enhanced classroom for integrating course materials as well as face-to-face with web cams. Some of the advantages of using a learning management system is that it increases student productivity through discussion boards whether synchronous or asynchronous, video lectures, podcasts, and emails. Blackboard may also be used to post case studies for discussion among small groups of students. In this way, student interactivity is fostered through problem-based learning (Durrington, Berryhill, & Swafford, 2006).
Reference:
Durrington, V.A., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190-193.
EDUC 8842 Module 3 Reflection
According to Palloff and Pratt (2005) collaborative learning should be assessed collaboratively. Students should be given a rubric at the beginning of the online course with the gradable activities clearly defined, both individual and group work. Through the use of the rubric, students can monitor and assess their individual performance as well as their group members performances. Included in the evaluation process, Palloff and Pratt (2005) suggested using self-assessment, instructor assessments, and peer assessments, but to be aware that some students may grade peers unfairly based on personal difficulties. Students should be encouraged to remain professional with their online feedback and should certainly observe proper netiquette at all times.
It is frustrating for members of a learning group when there are slackers in the group who refuse to do their share of the workload. One of the tasks of the instructor in distance education is to empower the learners and to help prevent unequal contributions of the group members. Collaborative learning activities and self assessments are ways to empower the learners (Palloff & Pratt, 2007). Assessment should align with "learning objectives and collaborative activities" to make the task of assessment much easier (Palloff and Pratt, 2005, p. 54). Online learners should provide continuous feedback to each other and to the instructor. Although self-assessment and peer assessment are considered, the final course grade is up to the instructor. Course management systems allow instructors to monitor individual participation of students as to who is logging on and how long they are staying. This should help the instructor to be fair and just when considering final grades for an online course.
References:
Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco: Jossey-Bass.
Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom, (2nd ed.). San Francisco: Jossey-Bass.
It is frustrating for members of a learning group when there are slackers in the group who refuse to do their share of the workload. One of the tasks of the instructor in distance education is to empower the learners and to help prevent unequal contributions of the group members. Collaborative learning activities and self assessments are ways to empower the learners (Palloff & Pratt, 2007). Assessment should align with "learning objectives and collaborative activities" to make the task of assessment much easier (Palloff and Pratt, 2005, p. 54). Online learners should provide continuous feedback to each other and to the instructor. Although self-assessment and peer assessment are considered, the final course grade is up to the instructor. Course management systems allow instructors to monitor individual participation of students as to who is logging on and how long they are staying. This should help the instructor to be fair and just when considering final grades for an online course.
References:
Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco: Jossey-Bass.
Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom, (2nd ed.). San Francisco: Jossey-Bass.
EDUC 8842 Blog Post #3
I was unsuccessful at posting my storyboard to this blog so I have it in outline form instead:
What Motivates Adult Learners in Distance Education?
What Motivates Adult Learners in Distance Education?
- Life changes trigger personal educational pursuits
- Increased interactive features: simulations and animations motivate adults
- Encouragement, support, and assistance from family and peers
- Learning will enable economic competitiveness and meet personal development needs
- Role of learner emphasized: self-learner, self-directed
- Learning has applicability to real life tasks: task-centered or life-centered
EDUC 8842 Blog Post #2
George Siemens discussed three possible elements of distance education that create effective learning experiences and separate distance learning from F2F experiences. These include global diversity, communication, and collaborative interaction. I have selected global diversity as the topic for this reflection post.
In the video "The Future of Distance Education", (Laureate Education, Inc. 2008) George Siemens stated that the key challenge of distance education was to bridge the gap of comfort so that as learners get comfortable with distance education, it becomes almost a preferable learning medium. Distance education provides learners with diverse and global groups. Online tools that are available today to facilitate interactions among learners include email, facebook, Skype, YouTube, blogging, Wikis, to name a few.
I Googled to search for other educators blogs about global diversity and was surprised to find two Walden University students' blogs that were posted last year. The first blog http://wondergemprinciplesofdistanceed.blogspot.com/2010/04/global-diversity-in-distance-education_01.html
described a lack of globalization in distance learning and the author stated that although most universities open their doors to international students, their curriculum is mostly geared for American students. The author felt that we were a long ways from creating a "world university" and bridging the gaps in education. Another blog that I found was http://blogs.lib.ncsu.edu/educ8842/entry/elements_of_distance_education_diffusion
and this author noted that most technologies are designed and deployed in developed countries, and this is information is limited in countries that are developing. According to this author, our potential to bridge the gaps in language, education, and culture will be possible through distance learning but that developing countries would lag behind.
References:
Carter, M. (2010, April 4). Re: Elements of Distance Education Diffusion [Web log message]. Retrieved from http://blogs.lib.ncsu.edu/educ8842/entry/elements_of_distance_education_diffusion
Laureate Education, Inc. (2008). The Future of Distance Education. Baltimore: Author.
Wondergem, K. (2010, April 1). Re: Global Diversity in Distance Education [Web log message]. Retrieved from http://wondergemprinciplesofdistanceed.blogspot.com/2010/04/global-diversity-in-distance-education_01.html
In the video "The Future of Distance Education", (Laureate Education, Inc. 2008) George Siemens stated that the key challenge of distance education was to bridge the gap of comfort so that as learners get comfortable with distance education, it becomes almost a preferable learning medium. Distance education provides learners with diverse and global groups. Online tools that are available today to facilitate interactions among learners include email, facebook, Skype, YouTube, blogging, Wikis, to name a few.
I Googled to search for other educators blogs about global diversity and was surprised to find two Walden University students' blogs that were posted last year. The first blog http://wondergemprinciplesofdistanceed.blogspot.com/2010/04/global-diversity-in-distance-education_01.html
described a lack of globalization in distance learning and the author stated that although most universities open their doors to international students, their curriculum is mostly geared for American students. The author felt that we were a long ways from creating a "world university" and bridging the gaps in education. Another blog that I found was http://blogs.lib.ncsu.edu/educ8842/entry/elements_of_distance_education_diffusion
and this author noted that most technologies are designed and deployed in developed countries, and this is information is limited in countries that are developing. According to this author, our potential to bridge the gaps in language, education, and culture will be possible through distance learning but that developing countries would lag behind.
References:
Carter, M. (2010, April 4). Re: Elements of Distance Education Diffusion [Web log message]. Retrieved from http://blogs.lib.ncsu.edu/educ8842/entry/elements_of_distance_education_diffusion
Laureate Education, Inc. (2008). The Future of Distance Education. Baltimore: Author.
Wondergem, K. (2010, April 1). Re: Global Diversity in Distance Education [Web log message]. Retrieved from http://wondergemprinciplesofdistanceed.blogspot.com/2010/04/global-diversity-in-distance-education_01.html
EDUC 8842 Blog Post #1
In the video program Dr. Simonson stated that distance education will grow but will not replace traditional schools and predicted that eventually distance education will become incorporated into most learning environments. Because distance education will become so prevalent, Dr. Simonson stated that distance education and face to face education should have the same learning outcomes but that distance education should provide equivalent learning experiences to meet those outcomes (Laureate Education, Inc., 2008).
Moller, Foshay and Huett (2008) stated that distance education would become mainstream and quoted the Distance Education and Training Council (DETC) figures from 2004 that predicted a 300% increase in the number of students who would receive this educational delivery method. Most of the development work in distance education is done by faculty members with no experience in instructional design and they adopt the related materials that worked in their traditional classroom and put it on the web. This is known as the "craft approach". Unfortunately, models of classroom delivery and online delivery are not the same, so one can see how the craft approach will not lead to many positive results.
Huett, Moller, Foshay, and Coleman (2008) stated that distance learning is one of the fastest growing areas for K-12. The No Child Left Behind Act warrants the need for qualified online teachers for site-based distance learning to instruct students in areas where there is a teacher shortage or overcrowded schools.
These are just a few of the reasons that I believe distance education should be evolved for the next generation. I agree with the positions of Simonson, Moller, Huett, Foshay, and Coleman.
References:
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.
Laureate Education, Inc. (2008). Distance education: The next generation. Baltimore: Author.
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.
Moller, Foshay and Huett (2008) stated that distance education would become mainstream and quoted the Distance Education and Training Council (DETC) figures from 2004 that predicted a 300% increase in the number of students who would receive this educational delivery method. Most of the development work in distance education is done by faculty members with no experience in instructional design and they adopt the related materials that worked in their traditional classroom and put it on the web. This is known as the "craft approach". Unfortunately, models of classroom delivery and online delivery are not the same, so one can see how the craft approach will not lead to many positive results.
Huett, Moller, Foshay, and Coleman (2008) stated that distance learning is one of the fastest growing areas for K-12. The No Child Left Behind Act warrants the need for qualified online teachers for site-based distance learning to instruct students in areas where there is a teacher shortage or overcrowded schools.
These are just a few of the reasons that I believe distance education should be evolved for the next generation. I agree with the positions of Simonson, Moller, Huett, Foshay, and Coleman.
References:
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.
Laureate Education, Inc. (2008). Distance education: The next generation. Baltimore: Author.
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.
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