Engaging learners is a vital component in any learning environment. Educators must design creative, challenging, and exciting activities for their learners to ensure they are motivated and engaged in their classrooms and online programs. According to Durrington, Berryhill, and Swafford (2006), learning can be effective whether students are participating in traditional face-to-face classrooms and/or in online programs. Educators can incorporate technology devices, software, and strategies into their curriculums that will assist their learners in being higher-order thinkers, and successful in their learning experience. Learning and instruction must provide opportunities for students to collaborate and build relationships with others and promote positive attitudes as well as increase student participation.
In order for learners to be successful in the learning experience, instructors must provide a clear outline of what is required and how students will be assessed within their course of study. Learners need to feel a sense of comfort, supportiveness, and respect with the learning environment, so they can be successful. Instructors can provide a discussion board for students to collaborate and discuss concepts within the course to build relationships with other students. Students will become more comfortable with others, and develop meaningful connections through dialogue and positive feedback from their peers. Eventually, students will begin to ask knowledgeable questions about course related concepts, tasks, etc., and this will foster opportunities for collaboration within the learning community. Students an also connect through email, telephone calls, computers using facebook, instant messaging, smart phones with twitter, You Tube, ooVoo, iPods, iPads. For more strategies and tools used to engage students in a traditional face-to-face classroom and/or in Distance Learning Programs, see information located at http://www.redorbit.com/news/technology/433631/strategies_for_enhancing_student_interactivity_in_an_online_environment/.
Reference
Durrington, V. A., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. Information retrieved from http://www.redorbit.com/news/technology/433631/strategies_for_enhancing_student_interactivity_in_an_online_environment/
Friday, January 27, 2012
Sunday, January 15, 2012
Module 3: Story Board: Learner Engagement
Thursday, January 12, 2012
Module 3: Assessing Collaborative Efforts
According to George Siemens (2008b), participation in a collaborative learning community should be assessed by learners’ participation, learners’ knowledge of the content of courses, assigned tasks/projects/class discussion, feedback provided to members within the learning community, and social interaction with the instructors and other members in the learning community. Instructors can also assess students how many hours they spent completing their assignments, how many times students logged on the various websites and resources for the courses, how much time students spend in group-related activities, and how may posts the students contribute to during a specific task or
The varying levels of skill and knowledge students bring to a course affect the instructor’s “fair and equitable assessment” of learning are based on the degree of the students’ growth. When students can demonstrate their knowledge and understanding by engaging in the learning community, instructors are then able to assess them fairly and equally.
According to George Siemens (2008a), if student does not want to collaborate in the learning community for an online course, other members within the learning community should make sure he or she understands what each member is being assessed on. Students can participate in role-play activities to get the student who is reluctant to participate in the collaborative community. Students must feel a sense of trust within the learning community to ensure all members feel comfortable to express their views and/or thoughts with others. Information retrieved from http://www2.unca.edu/et/br052605.html also says that communication is vital to any teaching endeavor. Collaboration fosters effective learning environments. Members can email that person to see why he or she hasn’t participated in any of the collaborative activities with the learning community. A telephone call from members of the learning community may also encourage and/or motivate that student to participate in the groups’ tasks. When all members reach out to assist the students who may be reluctant to participate, he or she will gain the confidence to interact with other members in the learning community. According to Palloff & Pratt (2007), students must feel a sense of trust, sense of belonging, sense of support, and a sense of membership. Students want to feel comfortable in a collaborative learning community. By doing so, students are then able to demonstrate their understanding of what they have learned by socializing and providing constructive feedback to their peers and instructors. Once collaborative efforts are made among members within the learning community, they can achieve the desired outcomes.
Instructors’ most important role within a learning community is to assist students in forming, shaping, and empowering their learning community. As a result of this, students will nurture, extend, and use their learning community to developing and share meaningful knowledge with others. Learning communities are more productive when they possess social interaction rather than individual exploration. Once collaboration among members in the learning community exists, students are then able to achieve and show their goals for learning. Instructors must also get community leaders involved in learning environments in order to provide students with real life experiences. Instructors need to exposed students to different learning activities, so they will gain a better understand of the courses’ concepts. Whether students are to use Wiki or any other social networking website, educators need to model what is expected of them in order for positive communication and relationships to develop.
The varying levels of skill and knowledge students bring to a course affect the instructor’s “fair and equitable assessment” of learning are based on the degree of the students’ growth. When students can demonstrate their knowledge and understanding by engaging in the learning community, instructors are then able to assess them fairly and equally.
According to George Siemens (2008a), if student does not want to collaborate in the learning community for an online course, other members within the learning community should make sure he or she understands what each member is being assessed on. Students can participate in role-play activities to get the student who is reluctant to participate in the collaborative community. Students must feel a sense of trust within the learning community to ensure all members feel comfortable to express their views and/or thoughts with others. Information retrieved from http://www2.unca.edu/et/br052605.html also says that communication is vital to any teaching endeavor. Collaboration fosters effective learning environments. Members can email that person to see why he or she hasn’t participated in any of the collaborative activities with the learning community. A telephone call from members of the learning community may also encourage and/or motivate that student to participate in the groups’ tasks. When all members reach out to assist the students who may be reluctant to participate, he or she will gain the confidence to interact with other members in the learning community. According to Palloff & Pratt (2007), students must feel a sense of trust, sense of belonging, sense of support, and a sense of membership. Students want to feel comfortable in a collaborative learning community. By doing so, students are then able to demonstrate their understanding of what they have learned by socializing and providing constructive feedback to their peers and instructors. Once collaborative efforts are made among members within the learning community, they can achieve the desired outcomes.
Instructors’ most important role within a learning community is to assist students in forming, shaping, and empowering their learning community. As a result of this, students will nurture, extend, and use their learning community to developing and share meaningful knowledge with others. Learning communities are more productive when they possess social interaction rather than individual exploration. Once collaboration among members in the learning community exists, students are then able to achieve and show their goals for learning. Instructors must also get community leaders involved in learning environments in order to provide students with real life experiences. Instructors need to exposed students to different learning activities, so they will gain a better understand of the courses’ concepts. Whether students are to use Wiki or any other social networking website, educators need to model what is expected of them in order for positive communication and relationships to develop.
Once the students within the learning community are able to demonstrate true collaboration amongst members, instructors will be able to provide the necessary feedback for members to be successful. Students can also provide other members of the learning community feedback that will assist them in gaining the desired outcome of the group.
References
Comeaux, P. (2005). Assessing online learning. Bolton, MA: Anker Publishing Company information retrieved from http://www2.unca.edu/et/br052605.html. Laureate Education, Inc. (2008a). Principles of distance education. Baltimore: Author.
Laureate Education, Inc. (2008b). Principles of distance education. Baltimore: Author.
Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco: Jossey-Bass.
Shannon B.Casimier
Saturday, December 31, 2011
Module 2: Diffusion of Distance Education
According to Dr. George Siemens, acceptance of distance education is growing due to the increase of online communication between people, whether they are family members, colleagues or strangers with whom they need to collaborate. Communication and collaboration with diverse and global groups has become much easier and more efficient in these last years. Dr. George Siemens believes that distance education will be impacted by new communication technologies, and that the higher education institutions will all gradually adopt distance education technologies although he also believe that face-to-face education will not be abandoned. Dr. Siemens did nevertheless not believe that k12 education would adopt national requirements for distance education. I also believe that online communication has become very important, and that people whether they are young or old are starting to use this technology to communicate among themselves.
Tools that are used to facilitate interactions among learners are Web 2.0, wikispaces, Skype, videoconferencing, facebook, email, websites, blogs, and twitter. These devices allow students to collaborate with one another and share files which will enhance distance learning in a learning community.
Reference
Laureate Education, Inc. (Producer).(n.d.). The fuure of distance education [Video program]. Available from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6200912&Survey=1&47=4786670&ClientNodeID=984645&coursenav=1&bhcp=1)
Tools that are used to facilitate interactions among learners are Web 2.0, wikispaces, Skype, videoconferencing, facebook, email, websites, blogs, and twitter. These devices allow students to collaborate with one another and share files which will enhance distance learning in a learning community.
Reference
Laureate Education, Inc. (Producer).(n.d.). The fuure of distance education [Video program]. Available from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6200912&Survey=1&47=4786670&ClientNodeID=984645&coursenav=1&bhcp=1)
Thursday, December 29, 2011
Is distance learning evolving to the next generation?
· After reading the three articles by Moller, Huett, Foshay and Coleman, and listening to the Simonson video programs, compare and contrast the reasons these authors believe there is a need to evolve distance education to the next generation. Do you agree with their positions? Why or why not?
According to Moller, Huett, Foshay, and Coleman (2008), e-learning and the Internet can bridge the gap for students who attend K-12 schools. Due to the teacher shortage and overcrowding of schools, new facilities are not being built and new teachers are not being hired. Once educators are trained to use technology, they will be able to use it successful in online learning. As an alternative educational experience, distance learning can offer a variety of courses such as remedial, credit recovery, advanced, and elective courses. Administrators can provide course content which aligns with the standards and resources for students who are labeled “high-risk” students. Teachers are able to contact students better through the use of technology. Parents are able to assist their students with assignments, reading assignments, and use relevant resources. Learners tend to work collaboratively when the learning community is supportive, sharing and building knowledge, and social interactions are reinforced. Students are able to access the online course content from anywhere in the world. Students will have access to tools and resources in one setting, and they can practice/study at their own pace. The student population is varied. Students maybe home-schooled, homebound, in prison, hospitalized, working full-time, travel for a living, and/or just want to better their educational career. Smaller schools can provide rich various courses/options that other larger schools offer. Virtual schools can meet the needs of the students by offering courses online and in a monitored computer lab. Educators have an opportunity to use technology to deliver instructional information in their field of expertise. In order for distance learning to be successful, educators must collaborate with their colleagues and students, and share a common goal. Educators must design instruction that will meet the needs of its diverse group of students.
According to Dr. Michael Simonson (2008), distance learning is formal education in which learners, teachers, and resources work collaborative to link teaching and learning together. Distance learning has increased in the United States. Distance learning will not replace traditional classroom settings, but it will be integrated into most learning environments. Distance learning is different from traditional face-to-face education, but it is equivalent. Learners receive the same outcomes with distance learning, and it meets the needs of the students. Students are motivated to learn, do not have to quit their jobs, do not have to drive to campus to attend classes, and there is a return on the investment for universities and colleges.
There are also disadvantages to online education as well. According to Moller, Huett, Foshay, and Coleman (2008), policyholders do not understand online learning, and as a result funding may be limited in some states. Students may not feel comfortable in online class discussions and other activities. Students may be reluctant to interact with other participants in online courses. Younger students may not be independent learners, and they may not meet the necessary requirements to complete online courses. Online education may not meet the needs of the individual student who needs reinforcement, one-on-one assistance, and/or encouragement to complete the courses. Student may not be able handle the instructional design in nontraditional classroom environments. There is little to no research that online learning for K-12 schools is effective. Studies show there are not any significant difference in face-to-face learning and online learning. Educators are not well-trained in their subject matter, technology, and their duties and responsibilities in online learning, and training those educators can be very expensive to do. E-learning needs to be evaluated to ensure it successful in the desired outcome. There are not enough training programs available for the demand of e-learning development.
In conclusion, I agree with Moller, Huett, Foshay, Coleman, and Dr. Simonson that distance learning must evolve to the next generation. Distance learning offers a variety of courses to meet the needs of its learners. Learners are also able to participate in asynchronous, knowledge building, and supportive community to enhance their learning experiences. Learners have access to their professors as well as the necessary resources to assistance them in being successful.
References
Huett, J., Moller, L., Foshay, W. & Coleman, C. (2008, September/October). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 3: K12). TechTrends, 52(5), 63–67. Information retrieved from
Huett, J., Moller, L., Foshay, W. & Coleman, C. (2008, September/October). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 3: K12). TechTrends, 52(5), 63–67. Information retrieved from
Laureate Education, Inc. (Producer). (2008a). Distance education: the next generation [Video program]. http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5701353&CPURL=laureate.ecollege.com&Survey=1&47=4769372&ClientNodeID=984645&coursenav=0&bhcp=1
Laureate Education, Inc. (Producer). (2008b). Equivalency theory [Video program]. http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5701353&CPURL=laureate.ecollege.com&Survey=1&47=4769372&ClientNodeID=984645&coursenav=0&bhcp=1
Moller, L., Foshay, W., & Huett, J. (2008, May/June). The evolution of distance education: Laureate Education, Inc. (Producer). (2008b). Equivalency theory [Video program]. http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5701353&CPURL=laureate.ecollege.com&Survey=1&47=4769372&ClientNodeID=984645&coursenav=0&bhcp=1
Implications for instructional design on the potential of the Web (Part 1: Training and Development). Tech Trends, 52(3), 70–75. Information retrieved from http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?sid=e43f7d9d-167e-4cd8-9816-66cf82980333%40sessionmgr113&vid=15&hid=105
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), 66–70. Use the Academic Search Premier database, and search using the article's title. Information retrieved from http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?vid=28&hid=105&sid=e43f7d9d-167e-4cd8-9816-66cf82980333%40sessionmgr113
Simonson, M. (2000). Making decisions: The use of electronic technology in online classes. New Directions for Teaching and Learning, 84, 29–34.
Shannon
Subscribe to:
Posts (Atom)