Monday, August 20, 2012
Sunday, August 12, 2012
Concept Map for Technology and Media for Distance Education
In teaching and developing
online courses, there are many technologies that can be used to facilitate
learning. Moller (2008) suggested that as an instructor or instructional
designer makes decisions regarding the technology to use in order to support
knowledge building and to achieve specific learning outcomes. For example, if
an instructor selects a static technology, little is performed in assisting a
learner to build on his/her knowledge. Instead, static technologies provide
learners with the opportunity to capture information. Further, static
technologies are popular because they copy the face-to-face classroom or
teacher-led instruction. Based on these findings, I have concluded that I am in
the middle of the continuum. Through the continuous use of wikis, blogs,
discussion boards, chats, and other similar and new technological approaches at
Walden University, I will be moving closer towards the dynamic end of the
interactivity that includes: a) virtual simulations and gaming, b) multi-user
environments, and c) mind tools. These technologies will assist me in
developing a precise, clearer, and deeper cognitive level. Further, mind tools
are computer applications that, when used by learners to represent what they
know, which in turn engage them in critical thinking about the content they are
studying (Jonassen, 1996). For instance, using databases to organize students’
understanding of content organization necessarily engages them in analytical
reasoning, where creating an expert system rule base requires them to think
about the causal relationships between ideas. Therefore, students cannot use mind
tools as learning strategies without thinking deeply about what they are
studying.
References
Jonassen, D.H., Carr, C.,
& Yueh, H. (1998). Computers as mindtools for engaging learners in critical
thinking. TechTrends. 43(2), 24-32.
Moller, L. (2008). Static
and dynamic technologies. Unpublished. Laureate Education, Inc. Retrieved from http://sylvan.ecollege.com/ec/courses/14936/CRS-WUEDUC8812-3730064/8842_MS_Paper.pdf.
Sunday, July 29, 2012
Reflection of Graphic Organizer
Reflection of Graphic Organizer
Technological tools available today allow facilitators and learners to enhance the learning environment with differentiated instruction characterized by interactivity engagement. Widely adopted innovations such as email and instant messaging equip users with the ability to communicate and collaborate at real time speed. These adoptions are considered norms in any workplace setting and still are seen as relevant. Another innovation becoming more prominent in school environments are the use of podcasts and online video for classroom facilitation and professional development for instructors. These tools allow individuals to access information at their convenience.
In addition, these tools equip users with the ability to pause and replay when clarification is needed. Also, user-generated tools such as blogs and wikis allow users to present information and perspectives in a manner that is individualized and useful. Bringing these tools into classrooms (online or traditional) will allow users to access a wealth of insight and knowledge on designated topics and aid in collaborative efforts facilitated by instructors. In addition, social networking innovations such as Skype allow users to chat, SMS, call, or video call peers or cohort members to network, discuss, and collaborate regarding project based learning assignments and discussions. This innovation is useful to classroom (online and traditional) because it allows users to participate in collaborative activities with global users.
Thursday, July 12, 2012
Assessing Collaborative Efforts
Assessing Collaborative Efforts
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?
In most
collaborative learning communities it’s imperative that the individuals know
how they are being assessed. According to Dr. Siemens, “the assessment has to
be changed in order for it to work”. He also states, “That there must be a way
for individual to stand out” (Siemens, 2008). He states that “blogging can help
contribute to the learning community” (Siemens, 2008). This is stated because
it gives the individual a change to express their opinions and still
participate with the community” (Siemens, 2008). I totally agree with Dr. Siemens on all his
opinions. There is a way for all individuals to stand out even though they are
being graded with a group. Active and progressive learning will not occur if
the student cannot function with the group.
If a student does not want to network or collaborate in a
leaning community for an online course, what should the other member of the
learning community do? What role should the instructor play? What impact would
this have on his or her assessment plan?
Some
students don’t like to participate with group assignments. If a student does
not want to participate with the group the educator should find way for that
student to participate without making them feel uncomfortable. Feedback is
always good for students to receive. The group members should also provide
feedback to the instructor on how they feel about various issues. This change
can sometimes assessment plans can give a level of comfort. Students who like
working alone should receive the same equal treatment and assessment that their
classmate receives.
Reference:
Siemens,
G. (2008). Learning Communities. Laureate Education
Siemens,
G. (2008). Assessment of Collaborative Learning, Laureate Education
Wednesday, July 11, 2012
Wednesday, June 27, 2012
Elements of Distance Education Diffusion
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?
Do you agree or disagree with his view?
I agree
with Siemens, and I love the elements of collaboration interaction/communication. I have witness that these two components that
are compatible and willing to get a great deal out of distance learning today.
How has this element evolved?
George
Siemens stated, “we often recognize that notion of distance isn’t as
significant factor as we might have thought it was five years ago” (Laureate,
Inc., 2008). Distance education is growing rapidly. More people are starting to
realize that there are many ways to communicate. Siemens creation of the Triple Helix model
helped to bridge the gap of comfort so that learners are comfortable they will
quickly find distance learning collaboration best way to communicate. Siemens
(2008) states, “technology is always growing in quality and the results will
show an increase in distance collaboration”.
What online tools are available today to
facilitate these interactions among learners?
There are
many online tools that are available today that will facilitate these
interaction among learners. Some of the
online tools are iPhones, iPod’s, cellular phones, wiki, twitter, Facebook, and
you tube.
Reference:
Laureate Education, Inc. (Producer). (2008). The future of
distance education featuring Dr. Michael Simonson. United States: Walden
University.
Thursday, June 14, 2012
Distance Education
Distance
education has provided diverse elements and dimensions. According to Dr.
Simonson, there have been significant growths in distance education. Dr. Simonson
also expresses that even with high growth rates he believes that distance
education will not replace the traditional schools (Laureate,
2008). I totally agree with this
statement because distance learning is not for every learner. Some learner’s
need more hands on and not visual accommodations. Distance education will not be successful for
students that need to interact with other students.
Moller, Foshay, and Huett (2008) focus on
training development, and higher education. Comparison to Simonson (2008) who
defines distance education as the way education should accommodate in learning
groups (teachers, students, and resources) are separated by geography and sometimes
by time. Simonson also discuss and
believe in the Equivalency Theory. This theory states that distance education is
not identical to face to face education; it is equivalent (Laureate, 2008). There
can be some advantages to face-to-face education and distance education. These
two objectives can be different ways of achieving the same learning outcome.
Moller, Foshaym and Huett (2008) distance educational
courses and the accreditation should be lead by an instructional design
faculty. The faculty members should be someone interacting in the consultation
and design of the course. The fear is “the train is leaving the station, but it’s not
clear that instructional design, as a field, will be on board” (Moller, Foshay,
& Huett, 2008). While Simonson (2000) denotes that the Equivalency Theory
is the framework that distinguishes the difference between distance education
and face-to-face traditional education. Simonson also states that the
Equivalency Theory and face-to-face traditional education should have the same
learning outcomes and provide equivalent learning experiences to meet those
outcomes.
After reading the articles and
reviewing the webcast/video, I favor the Equivalency Theory. Although, all
authors stated that distance education will become incorporated into most
learning environments, Simonson’s theory appears to be the more compatible with
the educational pedagogies. Thus, distance education and its dimensions will
become essential to the 21st century reform of K-12 education.
Reference
Moller,
L., Forshay, W. R., & Huett, J. (2008). The Evolution of Distance
Education: Implications for Instructional Design on the Potential of the Web. Techtrends:
Linking Research & Practice To Improve Learning, 52(3), 70-75.
doi:10.1007/s11528-008-0158-5
Moller,
L., Foshay, W. R., & Huett, J. (2008). The Evolution of Distance Education:
Implications for Instructional Design on the Potential of the Web. Techtrends:
Linking Research & Practice To Improve Learning, 52(4), 66-70.
doi:10.1007/s11528-008-0179-0
Huett,
J., Moller, L., Foshay, W. R., & Coleman, C. (2008). The Evolution of
Distance Education: Implications for Instructional Design on the Potential of
the Web. Techtrends: Linking Research & Practice To Improve Learning, 52(5),
63-67. doi:10.1007/s11528-008-0199-9
Laureate
Education, Inc. (2008). Distance Education: The Next Generation. Principles
of Distance Education. Baltimore, MD: Author.
Laureate
Education, Inc. (2008). Equivalency Theory. Principles of Distance Education.
Baltimore, MD: Author.
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