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

Elements of Distance Education Diffusion

According to Dr. Siemens (n.d.) in the Laureate Education video, the growth in technology has given distance education a chance to become more accepted in today’s corporate and educational realms.  The area in distance education that I believe has benefited the most is communication.  This has occurred because of the growth of technology in communication tools such as webmail, chat rooms, and instant messaging.  These tools have allowed people to communicate in new and profound ways. 

These communication tools have allowed people to not only connect asynchronously but synchronously as well (Bilger, 2012).  Communication tools such as Skype, blogs, and even wikis have given people new and exciting ways to work cooperatively (2012).  Students can be more flexible not only in the times they can set aside to study but also when they can work collaboratively with other students (Sikkim Manipal University, 2012, a and b).  Also the quality in these tools has improved enough where people are becoming more comfortable using them when communicating with other students (Laureate Education, n.d.)

In the area of communication, distance education is helping students to enhance their verbal and written skills as well (Sikkim Manipal University, 2012, a).  These skills arise from the need to complete online correspondence, project work, research papers, and discussions with fellow students (2012, a). These enhanced communications skills allow students to not only interact with others but the content in a more diverse and unique way.    

 

Resources:

Bilger, L. (2012).  Distance education:  Collaborative blog.  Retrieved from http://lukebilger.blogspot.com/2011/12/distance-education-collaborative.html

Laureate Education, Inc. (n.d). The future of distance education. 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

Sikkim Manipal University (2012) Inculcating effective communication through distance education.  Retrieved from http://smude.edu.in/blog/distance-education/distance-education-promises-better-reach-through-information-and-communication-technology-ict

Sikkim Manipall University (2012).  Distance education promises better reach through Information and Communication Technology ICT.  Retrieved from http://smude.edu.in/blog/distance-education/distance-education-promises-better-reach-through-information-and-communication-technology-ict

Module 1: The Next Generation of Distance Learning

Distance education has the potential to change the face of education.  In order to reach this potential, instructional designers not only need to “evolve the field but also to assure that the products of sound professional design practice lead the e-learning enterprise” (Moller et al, 2008, p. 66, a).  However, I agree with Simonson’s (n.d.) statement that distance learning will not replace traditional school.  Traditional schools are too ingrained into our society for it to ever be replaced.  However, distance learning can provide new opportunities that the traditional classroom cannot provide (Laureate Education, n.d.).  , 

Both Moller et.al (2008, b) and Simonson (n.d.) believe that distance education should not be identical to the traditional classroom.  I do agree with their opinion in this matter.  As a teacher, I know that even though all of my students need to meet the same learning goal or standard; I cannot expect the same activities to work for every student in my class.  I may have to use different activities to help some of my students to reach that learning goal.  My instruction for each student may not be the same but it would be equivalent.  This equivalence provides a better education for all students involved. 

Resources:

Laureate Education, Inc. (n.d). Principles of Distance Education. 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

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.

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), 70-75.

Looking Back

Over the last seven weeks I have been involved with a course instructing me on different learning theories and styles.  It has been more of a review of knowledge that I have tucked away in my memory.  As an educator, I will hear about these learning styles or theories occasionally in workshops or courses.  I also need to be aware of them as I create my lessons for my students.  Since I have previous knowledge of these theories and styles, my reflection on how I learn did not change much with this course.  Even though I knew the importance of social interaction and how it affects learning in my classroom, I myself never thought it was important to me as a learner.  I now know that I cannot fully create meaning without some type of social interaction (Kim, 2001).  This is one area I will need to work on so I can fully process new information and be able to transfer it to a new situation (Davis, Edmunds, & Kelly-Bateman, 2008).  As for my preferred learning style, I still believe it is through visual and auditory.  However, I do agree with the idea that my learning style may change depending upon the concept (Gilbert & Swanier, 2008). 

Technology has played a major role in my learning.  Internet resources have provided working adults a way to continue their education (Spencer, 2004).  The internet provides a way for me to pursue professional development or engage in meaningful conversations about subjects that are of interest to me (Ferriter, 2009).  I can create or join blogs.  I can locate tutorials on different types of programs or technology devices.  Technology has opened doors for me as a learner.  I can now locate, process and apply information quicker than ever before (Davis, Edmunds, & Kelly-Bateman, 2008). 

Resources:

Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Connectivism.

Ferriter, B. (2009). Learning with blogs and wikis. Educational Leadership, 66(5), 34–38.

Kim, B. (2001). Social constructivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Social_Constructivism.

Connectivism

My network has opened my world to new ways to obtain information.  When I was young, my learning network consisted of teachers, peers, and libraries.  Information took longer to obtain and learn.  By the time I was able to apply the information it may no longer be of use because the information may have become outdated ( Davis, Edmunds, & Kelly-Bateman, 2008).  However, in the nontraditonal learning resources of my network, I must be more self-directed and take an active role in my own learning (Conlan, Grabowski, and & Smith, 2003).  The growth of technology has allowed me to search for and learn information at a quicker rate.  The digital tools available today provide a more flexible way to gain new information.  People can look up information when it is convenient for them.  We no longer have to work around a school's or even the public library's schedule.  We can write emails and even post questions on blogs.  We can join social networks that cater to our personal interests where we can interact with others on the topic that concerns us.
My learning network supports connectivism.  I must be willing to continue my learning and make it a daily part of my life ( Davis, Edmunds, & Kelly-Bateman, 2008).  Technology within my learning resources provides a way for me to interact with information in a whole new way.  I must decide what is important and not important so I do not spend more time than necessary on information that I may not need.  Being a member of a social community gives me an opportunity to make connections between fields and how the information can be applied to my field of study (Davis, Edmunds, & Kelly-Bateman, 2008).  On-line resources also help me to stay connected with the most current research or discussions on most topics.

Resources:
Conlan, J., Grabowski, S., & Smith, K. (2003). Adult learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning
Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Connectivism

Mindmap

Mindmap