Module 4: Tools

When thinking about content, communication, and collaboration, there are several tools that are very useful for both inside and outside of the classroom.  Effective tools for content include:  a syllabus, course description, discussion boards/class café with updates, rubrics with expectations, and document sharing /technology resources that would be beneficial to the learner, as well as, an idea of what to expect in a class.  Tools that are effective for communication include programs such as Skype, email, mobile phones, discussion boards, and instant messaging/chat.  These tools are great for allowing students/teachers access to peers/colleagues for communication purposes that go beyond the traditional classroom/school setting.  In order to collaborate effectively and efficiently, teachers and students  are now using tools such as wikis, blogs, and social bookmarking sites to share information and resources that they find useful, as well as, a platform to share information, bounce ideas off of each other, and discuss things that are happening inside and outside of the classroom.  Such tools are being integrated slowly into classrooms around the globe and are allowing students and teachers to have access to more resources and experiences, which are providing opportunities for profound learning. 

Virtual Worlds Storyboards

Please see link:
https://docs.google.com/document/d/1WjnWOm9C4T8Az014LMFbvmbgZsWfuWW55tk39wnbQ8w/edit?hl=en&authkey=CMiBj8oJ#

Module 3: Assessing Collaborative Effort

Module 3: Assessing Collaborative Effort

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?

I think our vodcast this week on Assessment of Collaborative Learning with George Siemens was very clear on where we should stand with our ideals of assessment and how the paradigm has shifted from being focused on individual learning to a model based on collaborative learning.  With this shift students would be assessed by other peers, receive feedback from online communities, and the facilitator or instructor could also assess based on user contribution to the community. 

If a student does not want to network or collaborate in a learning community for an online course, what should the other members of the learning community do? What role should the instructor play? What impact would this have on his or her assessment plan?

I guess I am going to jump on my soapbox for this one, but if someone is not willing to network or collaborate in a learning community for an online course, then why did they decide to take the online course in the first place?  However, I do understand that circumstances may arise that may impede a learner at one point or another during a program of study or course.  I know that during my master's program (also online through Walden), I had a death in the family that prevented me from contributing to the week's discussions, assignments, etc. while I was traveling to attend the funeral.  I also know that a friend of mine also recently had a health scare that took her out of the ball game of Walden for week.  Luckily, in both cases, our Walden professors and colleagues were very gracious and understanding of our circumstances and allowed leniency.  I feel that this was due, in part, to our previous contributions to our learning community.  However, if someone is taking advantage of their group of community, I think that it is important for someone to make this person aware before the issue is taken to the professor.  Once it has been communicated to the person, if they still continue to be lackadaisical, then the professor should address the issue.  Worst case scenario, they withdraw from the class or fail the class, but in the end, their actions (or lack there of) was the direct cause of such an effect.