Module 4 Graphic Organizer on engaging learners with new strategies and tools

Updated Storyboard for video assignment

Frame 1	Video a computer lab with children.    As educators, we are always looking for ways to bring technology into the classroom.  We ask ourselves, how can our children get more out of this technology?  How can students still be part of a community while working on individual computers?  What skills can we help develop in our students when they are using technology? (0:30)
Frame 2:	Today we are going to take an adventure to learn how virtual worlds may help educators to overcome some of the challenges created by the burgeoning technology of today. .  What is a virtual world?  According to Dass, Dabbagh, and Clark (2011), “a virtual world is online, persistent,  interactive environment by many users simultaneously” (p. 96)
Frame3:	The growth of Virtual worlds:    The continuing growth of processing power of PCs, increased bandwidth in residential communication, widespread use of internet has allowed virtual worlds to move from the “trough of dislliusinoment” to the “slope of enlightenment” (Wasko et. al, 2011, p. 645) (Marcelino et. al, 2013).  This growth in technology has permitted people from all over the world to come together and collaborate (2013) (0:30)
Frame 4: Video different classrooms settings	As educators, we know the traditional classroom setting has many benefits.  Teachers can give direct instruction to every student.  Teachers can have groups of students work together on problems.  Teachers can give individualized attention to students when needed.  Even with all we do as teachers, it may not be enough to prepare our students for an unpredictable and uncertain future (McGuigan et. al, 2012).    Virtual worlds may provide a component to education that would help teachers narrow the gap between the school setting and the real world.
Frame 5: Dewey Kolb Vygotsky	The instructional approach best related to virtual worlds is constructivism (Dass et. al, 2011).  Constructivism theorists believe that learning is an active process where the learner constructs knowledge rather than acquiring it (2011).  The works of many of these theorists believe that reflection is an important part of the learning process (Dickey, 2011).
Frame 6: Pictures of virtual world; clip of someone using a virtual world	Virtual worlds can provide a “safe” place for students to take risks.  There are no material costs.  Time does not become a problem (Dass et. al, 2011).     Learners in virtual worlds are not passive but are very active participates (Uzun & Aydin, 2012).  The avatar in the environment allows students to have “sense of presence and awareness of others, the ability to communicate and collaborate” (Dass et. al, 2011).  Not only can students enter an already created world, but they also can create.   Virtual worlds can provide a “richer, more immersive experience” (Wasko et al., 2011, p. 648).  Many users have stated that they lose track of time because of being so focused on the task at hand (2011).
Frame: 7	We are entering into an age where generations of people will have grown up never knowing a life without a computer, the internet, a mobile phone, or virtual worlds (Wasko et. al, 2011).  As educators, we need new methods that will reach them (Marcelion et. al, 2013).  Ask yourself, can virtual worlds help you create a learning environment that will prepare our students for their future?   In association with Sigve Virtual Environments, we welcome Scott Merrick.
Frame: 8 Resources

Module 3:  Assessing Efforts

According to Dr. Siemans, finding new ways to assess students is a difficult task (Laureate Education, n.d.).  This is especially true for the growing collaborative learning communities in education today.  As educators, we would fail our students if we did not include collaborative assessment (Marcinek, 2001).  There are fewer professions today that rely on individual competencies (2011).  Instructors need to change the assessment models they use (Laureate Education, n.d,). 

Instructors need to move beyond mark-based assessments (Laureate Education, n.d.).  Marcinek (2011) supplies several steps to help instructors create collaborative assessment.  The instructor should set clear objectives, allow for open collaboration, access to resources, limit explicit direction, and give clear expectations (2011).  It is also important to teach students on how to give each other meaningful feedback (Palloff & Pratt, 2005).  The instructor also needs to be fair, direct, and equitable (Laureate Education, n.d.).  Rubrics would also help students to know what is expected of them (n.d.). 

However, even with great planning and learning outcomes, an instructor may come across a student who does not want to work collaboratively.  Clear guidelines for participation need to be established (Palloff & Pratt, 2007).  The instructor needs to become a cheerleader.  Discuss with the student what is expected and explain how working collaboratively would be beneficial to the student overall.  Group members also have responsibilities to one another (2007).  Group members can discuss amongst each other on what will be expected, any limitations that may occur, and preferred styles of communication (2007).  If problems continue, then group members should contact the instructor for guidance on how to handle the lack of participation (2007).

Resources:

Laureate Education, Inc. (n.d). Assessment of Collaborative Learning. Baltimore, MD: Author. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2643771_1%26url%3D.

Marcinek, A. (2011). Importance of Collaborative Assessment in a 21st Century Classroom. Retrieve from http://www.edutopia.org/blog/collaborative-assessment-digital-classroom-social-media-tools.

Palloff, R. & Pratt, K. (2005).  Collaborating online.  San Francisco, CA:  Jossey-Bass.

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

Storyboard for video

Title Slide: 1 Attention grabber
Title Slide: 2	How the growth of technology has changed the face of virtual worlds:  clips from Second Life or other virtual worlds
Title Slide: 3	Creation in virtual worlds
Title Slide: 4	Using virtual worlds
Title Slide:5	Virtual world environment compare to other learning environments
Title Slide:6	Using virtual worlds in K-12 education:  would the benefits out way the negatives?
Title Slide: 7 Conclusion	Introduction of Keynote Speaker
Title Slide: 8 Resources