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. 

Collaborative Interaction

As our society continually evolves, so does our collaboration with one another.  No longer does it take place in our classrooms or school conference rooms, but now collaboration can take place anywhere and anytime with anyone.  Siemens asserts that new technologies enable us to have more collaborative interaction than ever before (2008). Also, he postulates that people from around the world can have a distributed team working with one another (2008).  Because of Skype, web-conferencing, cell phones, and other innovative technologies, we are able to collaborate with people from around the world.  This empowers us to glean ideas from one another in order to bring to fruition things we have never dreamed of before. 

Laureate Education, Inc. (2008). Principles of Distance Education. Baltimore: Author

Module 1: Distance Education

Module 1: Distance Education

According to this module's assigned readings, vodcast, and discussions, it is easy for us to understand and appreciate the advantages of distance education.  Dr. Simonson (2008) states, "distance education is not identical to face-to-face education, but it is equivalent."  This correlation of the two provides us with a foundation as to what is meant by the term Equivalency Theory as mentioned in the vodcast.  Essentially, both face-to-face learning and distance education should be designed with the same learning outcomes even if there may be different learning experiences to meet those outcomes. 

Distance education provides learners with the opportunity to learn on their own time and pace.  The days of having to adhere to class times and commuting back and forth from campuses are long over.  Distance education is providing students with the skills they need and how they need them.  "Distance learning is rapidly becoming a popular choice for continuing professional education, mid-career degree programs, and lifelong learning of all kinds" (Moller, 2008). 

Distance education needs to be able to keep up with the demands of its learners.  There are an abundance of learners out there looking for quality distance education programs, however there are not  a lot of programs that exist due to a lack of interest of those who would be willing to pioneer such programs.  Unfortunately, distance education has be viewed in the past as an easier program and lacks the rigor that universities demand of its students.  However, this is not the case with all distance education programs and it is time that they begin being recognized.  As the articles alluded, distance education has the potential to be great modes of learning and will do so if there is enough faculty buy in.  On the other hand, Dr. Simonson doesn't find buy in necessary.  He feels that distance education is here and is rapidly becoming the way most effective and efficient means by which to learn. 


References:

Laureate Education, Inc. (2008). Distance Education: The Next Generation. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4930714&Survey=1&47=3145888&ClientNodeID=984645&coursenav=1&bhcp=1.

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.

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.

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.

Welcome

Hey ya'll,
My name is Elizabeth Scroggs and I am from Chickamauga, GA.  I currently teach at the Whitfield County Career Academy and I LOVE it!  I teach English to 12th graders.  I have my masters degree and now I am working on my specialist degree (hopefully I will make it).  Look forward to working with all of you.
E