I wanted to let everyone know that I am currently in the process of uploading my presentation to google docs and will post it as soon as the upload is complete. I apologize that I may not meet the 11:59 pm deadline. However, it will be posted before I get to bed this evening. I hope you enjoy my presentation. Please do not hesitate to leave feedback and let me know your thoughts.
I have edited my video to play in mp4 format. I believe this will assist most of you to now view the document. The mp4 also reduced the size of the file from 303MB to just over 100+MB.
Video Presentation:
https://docs.google.com/leaf?id=0B7DtyQOG_TQ_ZDNlMDBhODMtOWFlMC00YWQ5LWFlM2MtY2RiMTM2MmVjZTBl&hl=en
Here is the annotated bibliography:
http://docs.google.com/Doc?docid=0AbDtyQOG_TQ_ZDMyamZ3Y182OWRwZGQycXc5&hl=en
Monday, May 17, 2010
Sunday, May 9, 2010
Concept Map
What is the best way to education students in an online environment?
Should results base themselves on static communication and delivery or through dynamic delivery. I think that both items are necessary for a successful distance education environment. Terry Anderson (2008) cites the following multimedia principles that are important to successful online delivery:
1. Multimedia - Students learn from words with graphics and pictures.
2. Spatial contiguity - Students learn better when words and pictures are closer together on a page or screen.
3. Temporal contiguity - Students learn better when words and pictures are simultaneous.
4. Coherence - Students learn better when unnecessary material is excluded.
5. Modality - Students learn better from animation and auditory response, not animation and text.
6. Redundancy - There is a limited capacity to process visual and auditory material that is presented simultaneously.
7. Individual Difference - Design affects are more effective for low-knowledge learners than for high-knowledge learners.
To go with this weeks blog, I have added a Concept Map for course members to review a static versus dynamic environment. The information is broken into three areas of concentration; collaboration, communication, and content.
https://docs.google.com/fileview?id=0B7DtyQOG_TQ_NjhlZDQyNmUtZWQ1Ny00OGY0LTg3YjMtNWRlOTk4ZTM2Yjhh&hl=en
Should results base themselves on static communication and delivery or through dynamic delivery. I think that both items are necessary for a successful distance education environment. Terry Anderson (2008) cites the following multimedia principles that are important to successful online delivery:
1. Multimedia - Students learn from words with graphics and pictures.
2. Spatial contiguity - Students learn better when words and pictures are closer together on a page or screen.
3. Temporal contiguity - Students learn better when words and pictures are simultaneous.
4. Coherence - Students learn better when unnecessary material is excluded.
5. Modality - Students learn better from animation and auditory response, not animation and text.
6. Redundancy - There is a limited capacity to process visual and auditory material that is presented simultaneously.
7. Individual Difference - Design affects are more effective for low-knowledge learners than for high-knowledge learners.
To go with this weeks blog, I have added a Concept Map for course members to review a static versus dynamic environment. The information is broken into three areas of concentration; collaboration, communication, and content.
https://docs.google.com/fileview?id=0B7DtyQOG_TQ_NjhlZDQyNmUtZWQ1Ny00OGY0LTg3YjMtNWRlOTk4ZTM2Yjhh&hl=en
Wednesday, April 28, 2010
Engaging Learners with New Strategies and Tools
Attached to this evenings post is a Graphic Organizer that displays technological tools and strategies that I believe are essential to a positive online education environment. The strategies and tools are built from three primary essentials:
1. Content
2. Communication
3. Collaboration
I have chosen to break the model into categories that include the Learning Environment (Content), Discussion Strategies (Communication), and Wiki and Blogs (Collaboration). The information presented within the graphic organizer is established through the research of Vance Durrington, Amy Berryhill, and Jeanne Swafford (2006).
In order for an online education environment to be successful, there must be content that is suitable for the environment. The content included within the learning environment should include, at a minimum, the following information:
1. Discussion areas for student and the instructor to present ideas
2. Established timelines for communication between instructor and student
3. Materials that allow students to present varying perspectives
4. Subject matter that allows students to elaborate
Because communication is a vital part of the online environment discussion strategies should be established with guidelines that allow students to:
1. Promote superficial and substantive responses
2. Set minimum contribution standards
3. Relate topics to the content of the exercises
4. Provide direct expectations of the discussion material
Finally, collaboration is essential. Wikis and Blogs provide a solid foundation for collaboration within an online environment. For these products to have a successful impact on the groups involved either will:
1. Include small groups set up to encourage more discussion and less confusion of who is involved
2. Promote Interaction within the groups
3. Allow asynchronous discussion based
4. Understand that there may be group error and self-correction that occurs
Link to Graphic Organizer:
https://docs.google.com/leaf?id=0B7DtyQOG_TQ_Y2ZjZGYxNmUtZjgyNy00M2I2LWJhYTAtZWFhZmI3ODk1NjUx&hl=en
Reference:
Durrington, V.A., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190-193.
1. Content
2. Communication
3. Collaboration
I have chosen to break the model into categories that include the Learning Environment (Content), Discussion Strategies (Communication), and Wiki and Blogs (Collaboration). The information presented within the graphic organizer is established through the research of Vance Durrington, Amy Berryhill, and Jeanne Swafford (2006).
In order for an online education environment to be successful, there must be content that is suitable for the environment. The content included within the learning environment should include, at a minimum, the following information:
1. Discussion areas for student and the instructor to present ideas
2. Established timelines for communication between instructor and student
3. Materials that allow students to present varying perspectives
4. Subject matter that allows students to elaborate
Because communication is a vital part of the online environment discussion strategies should be established with guidelines that allow students to:
1. Promote superficial and substantive responses
2. Set minimum contribution standards
3. Relate topics to the content of the exercises
4. Provide direct expectations of the discussion material
Finally, collaboration is essential. Wikis and Blogs provide a solid foundation for collaboration within an online environment. For these products to have a successful impact on the groups involved either will:
1. Include small groups set up to encourage more discussion and less confusion of who is involved
2. Promote Interaction within the groups
3. Allow asynchronous discussion based
4. Understand that there may be group error and self-correction that occurs
Link to Graphic Organizer:
https://docs.google.com/leaf?id=0B7DtyQOG_TQ_Y2ZjZGYxNmUtZjgyNy00M2I2LWJhYTAtZWFhZmI3ODk1NjUx&hl=en
Reference:
Durrington, V.A., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190-193.
Wednesday, April 14, 2010
Assessing Collaborative Learning
The following responses are associated with the questions presented in EDUC-8842-2. The answers reflect my views of the subject matter and are solely based on my experiences.
How should participation in a collaborative learning community be assessed?
A successful learning environment should include discussions that require classmates to communicate and present credible (referenced) ideas through reading and research. Upon completion of these discussions, each class member should be encouraged to post a response to different group members posts. Assessment from the instructor is based on the collaboration of these students with each other.
Students that do not present valuable feedback to their classmates receive grades less than those of their cohort.
How do the varying levels of skill and knowledge students bring to a course affect the instructor's "fair and equitable assessment" of learning?
Fair and equitable assessment should not be based on the level of skill and knowledge of the student, rather, how the course is set up. If the instructor and administration set up the course based on content and outcomes, all students regardless of skill level should be successful.
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?
Students within the group should make an attempt to collaborate with the student and continue to work together as a unit. If the the individual does not wish to participate in the group by providing additional feedback to classmates, the instructor will see this and should grade accordingly.
What role should the instructor play?
In a collaborative environment, the instructor should consider him/herself the observer and evaluator.
What impact would this have on his or her assessment plan?
The goal is to view the work presented by the team, with occasional commentary, and to assess the contribution that is being presented by each team member. Through his/her experience and position as the instructor of the course, it is his/her responsibility to provide a grade to each individual based on the presentations of the team.
How should participation in a collaborative learning community be assessed?
A successful learning environment should include discussions that require classmates to communicate and present credible (referenced) ideas through reading and research. Upon completion of these discussions, each class member should be encouraged to post a response to different group members posts. Assessment from the instructor is based on the collaboration of these students with each other.
Students that do not present valuable feedback to their classmates receive grades less than those of their cohort.
How do the varying levels of skill and knowledge students bring to a course affect the instructor's "fair and equitable assessment" of learning?
Fair and equitable assessment should not be based on the level of skill and knowledge of the student, rather, how the course is set up. If the instructor and administration set up the course based on content and outcomes, all students regardless of skill level should be successful.
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?
Students within the group should make an attempt to collaborate with the student and continue to work together as a unit. If the the individual does not wish to participate in the group by providing additional feedback to classmates, the instructor will see this and should grade accordingly.
What role should the instructor play?
In a collaborative environment, the instructor should consider him/herself the observer and evaluator.
What impact would this have on his or her assessment plan?
The goal is to view the work presented by the team, with occasional commentary, and to assess the contribution that is being presented by each team member. Through his/her experience and position as the instructor of the course, it is his/her responsibility to provide a grade to each individual based on the presentations of the team.
Sunday, April 11, 2010
Project Assignment - Video Presentation
Good Afternoon Everyone,
I have included links for a Power Point Presentation and Video to discuss the project topic that I will cover this quarter. I encourage everyone to provide feedback and critique my blog as needed. Remember, we cannot be successful if we do not know where may have flaws, so please let me know. The video was created through IMovie and I hope you can view or have the ability to convert the product into a viewable format. Have a great afternoon.
http://docs.google.com/leaf?id=0B7DtyQOG_TQ_YjM1NzcwZWItNGI2ZC00MGFhLWIxODEtMTBiYTQ1MDUwMDE4&hl=en
http://docs.google.com/present/edit?id=0AbDtyQOG_TQ_ZDMyamZ3Y182ZHdqaHZraG4&hl=en
I have included links for a Power Point Presentation and Video to discuss the project topic that I will cover this quarter. I encourage everyone to provide feedback and critique my blog as needed. Remember, we cannot be successful if we do not know where may have flaws, so please let me know. The video was created through IMovie and I hope you can view or have the ability to convert the product into a viewable format. Have a great afternoon.
http://docs.google.com/leaf?id=0B7DtyQOG_TQ_YjM1NzcwZWItNGI2ZC00MGFhLWIxODEtMTBiYTQ1MDUwMDE4&hl=en
http://docs.google.com/present/edit?id=0AbDtyQOG_TQ_ZDMyamZ3Y182ZHdqaHZraG4&hl=en
Wednesday, March 31, 2010
Elements of Distance Education Diffusion
Distance Education's acceptance in the field of Education and in the Workplace has seen a growing acceptance of the product in more recent years. Several factors including global diversity, communication, and collaborative interaction are vital components to the success of online/distance learning.
Communication is a wonderful example of how distance education can thrive. Prior to the increased acceptance of distance education, instructors and students scheduled face to face meetings. Although F2F communication is still important, if either party had to reschedule, it could take weeks to reorganize and meet. In most education arenas, time lines are short, there is no time to reschedule appointments.
The following are just a few examples of communication tools used in distance education:
1. Skype
2. Google Groups
3. Facebook and MySpace
4. Course supported chat rooms
5. Email
6. Blogs
7. Wikis
A research of recent blogs has provided additional insight into distance education, including some discussion of communication between students. The following blog provides advise on working with classmates:
http://www.productreviewssite.com/education/college-and-university/how-you-can-succeed-with-distance-learning-education-while-you-work/
This blog focuses on the importance of communication for the adult learner in distance education:
http://community.elearners.com/all_blogs/academic_advice/b/enrollment_advice/archive/2010/03/28/online-social-networking-a-must-for-adult-students.aspx
Communication is a wonderful example of how distance education can thrive. Prior to the increased acceptance of distance education, instructors and students scheduled face to face meetings. Although F2F communication is still important, if either party had to reschedule, it could take weeks to reorganize and meet. In most education arenas, time lines are short, there is no time to reschedule appointments.
The following are just a few examples of communication tools used in distance education:
1. Skype
2. Google Groups
3. Facebook and MySpace
4. Course supported chat rooms
5. Email
6. Blogs
7. Wikis
A research of recent blogs has provided additional insight into distance education, including some discussion of communication between students. The following blog provides advise on working with classmates:
http://www.productreviewssite.com/education/college-and-university/how-you-can-succeed-with-distance-learning-education-while-you-work/
This blog focuses on the importance of communication for the adult learner in distance education:
http://community.elearners.com/all_blogs/academic_advice/b/enrollment_advice/archive/2010/03/28/online-social-networking-a-must-for-adult-students.aspx
Wednesday, March 17, 2010
The Next Generation of Distance Education
The focus of this blog will be on Part II of Moller, Foshaey, and Huett (2008) article on "The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web". Although the other Part I and III discuss significant roles of Distance Education on the future of learning, Part II discusses the impact of Distance Education in the field of Higher Education (my field of choice).
A focal point of the article is the increase in the number of institutions offering some form of online, e-learning, distance education opportunity to students and how the course designs and delivery are not similar to courses developed for ground based instruction. The "craft approach" to course development, as described by Moller, Foshaey, and Huett (2008), discusses this evolution and further dictates that instructors/administrators/schools believe that developing a course in this environment requires writing up a syllabus (for example) and teaching it the same as you would in a face to face environment with your students.
I think that the primary reason this article lends itself to me so well is that recently, my organization decided that we would take our existing General Education courses and deliver them to our students online. With the optional course delivery occurring in June 2010, I find that I am going to have to work with the LMS provider to make sure that we can make the syllabi, they have already built, work in the online environment.
It will be up to us to make sure that the material provided to the instructors, that will be hired, allows them the academic freedom to make the changes necessary for online delivery while keeping the components similar to the course developed for ground delivery. This will be necessary to maintain compliance with any authorizing/accrediting entity.
Some may feel that the information I have provided deviates from the point of this blog, however, its relevance is constituted by the need for valid educational objectives and compliance.
Reference:
Moller, L., Foshay, W., & 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. doi:10.1007/s11528-008-0179-0.
A focal point of the article is the increase in the number of institutions offering some form of online, e-learning, distance education opportunity to students and how the course designs and delivery are not similar to courses developed for ground based instruction. The "craft approach" to course development, as described by Moller, Foshaey, and Huett (2008), discusses this evolution and further dictates that instructors/administrators/schools believe that developing a course in this environment requires writing up a syllabus (for example) and teaching it the same as you would in a face to face environment with your students.
I think that the primary reason this article lends itself to me so well is that recently, my organization decided that we would take our existing General Education courses and deliver them to our students online. With the optional course delivery occurring in June 2010, I find that I am going to have to work with the LMS provider to make sure that we can make the syllabi, they have already built, work in the online environment.
It will be up to us to make sure that the material provided to the instructors, that will be hired, allows them the academic freedom to make the changes necessary for online delivery while keeping the components similar to the course developed for ground delivery. This will be necessary to maintain compliance with any authorizing/accrediting entity.
Some may feel that the information I have provided deviates from the point of this blog, however, its relevance is constituted by the need for valid educational objectives and compliance.
Reference:
Moller, L., Foshay, W., & 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. doi:10.1007/s11528-008-0179-0.
Wednesday, March 10, 2010
Welcome to my blog
It has been a while since I have posted a blog. As I move forward within my studies at Walden University, I will post thoughts, comments, and items related to my courses. Happy reading everyone.
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