Bill Kerr questions learning theories on his Blog, and especially asks how can we choose from all of the learning theories? We should cherry-pick different useful ideas out of the various theories according to what and who we are educating. Theories do evolve and interlace; the behaviorist aspects can even be observed through games associated with cognitive and constructivist theories. A game’s intent depends on understanding the motivation verses the reaction behavior of the player. An example is a player’s decisions in the game which are proportional to the rewards gained. Games teach behavior by reinforcing positive rewards. George Siemens underlines this on his website: “Constructivism suggests that learners create knowledge as they attempt to understand their experiences (Driscoll, 2000, p. 376). Behaviorism and cognitivism view knowledge as external to the learner and the learning process as the act of internalizing knowledge.”
My goal is to enhance knowledge through understanding and interest rather than pure memorization. I would like my students to be able to learn how to construct knowledge independently and be able to place it in context. To achieve this goal, I evaluate the outcomes through assessing the learning progression of the students and by evaluating the students’ interest through their engagement in the class. Some projects are done individually and some are done as part of a collaborative effort to simulate the working environment outside of the classroom. I provide the guidance on how to use and assess the needed tools and take on the role of an adviser and guide for the students to achieve the optimum results. Since each student comes to the class with a varied knowledge base, through individualized and collaborative projects, they construct and enhance individual knowledge skills.
The information technology age and especially the advancement of mobile devices have changed the working environment. Neither the employee nor the students are confined to a particular location or time to work or study. Due to the ubiquitous and mobile nature of technology, work and school have become “anytime and everywhere.” With that, the expectations of the employee have changed. The employee is required to have cognitive skills, be problem solvers and able to work in a collaborative and dynamic communication driven environment. Therefore, Karl Kapp is correct to state on his blog: “We need to take pieces from each school of thought and apply it effectively.”
Reference:
Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston: Pearson Education, Inc.
Kapp, K. (2007, January 2). Out and About: Discussion on Educational Schools of Thought. Retrieved December 23, 2009, from : http://karlkapp.blogspot.com/2007/01/out-and-about-discussion-on-educational.html
Kerr, B. (2007, January 1). Retrieved December 23, 2009, from : http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html
Siemens, G. (2004, December 12). A Learning Theory for the Digital Age. Retrieved December 23, 2009, from : http://www.elearnspace.org/Articles/connectivism.htm
Wednesday, December 23, 2009
Monday, December 14, 2009
Learning Theory and Educational Technology
Critique Siemens’s “metaphors of educators.” Which of these metaphors best describes the role you believe an instructor should take in a digital classroom or workplace? Is there a better metaphor to reflect your view of the role of instructors?
As I read Siemens (2008) “metaphors of educators,” the metaphor that especially grabbed my attention was “educator as curator” and “educator concierge,” by Curtis Bong. The reason is because although the information on the web is available online, it is fragmented, unlike a textbook where the information is collected in an organized manner. In online education, an instructor can bring together resources for the student in order to have an effective learning and teaching environment. The resources can be posted in a class “library” as a suggestion. It is the instructor’s responsibility to be present as an expert or a “curator” who presents a “map” by providing clear instructions and enhancing the education of the student by navigating the student to new resources or learning devises that the student might not be aware of (p.16). In order to do so, an effective instructor has to create opportunities for the learner to express his standpoint in a more engaging form, thereby allowing him to reflect on the reading and to emphasize his point-of-view. I compare Siemens’ (2008) metaphor to my own instructions in the classroom. At the end of the eBusiness Technology class, students have to create a fictitious eBusiness. Throughout the semester, I provide them with tools in-class and online, but the students are the ones who generate new ideas and approaches and thus build upon acquired knowledge. When a student is an active participant, I believe there is also a better understanding of a subject.
References
Siemens, G. (2008, January 27). Learning and Knowing in Networks: Changing roles for Educators and Designers. Retrieved December 7, 2009, from Presented to ITFORUM for Discussion: http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf
As I read Siemens (2008) “metaphors of educators,” the metaphor that especially grabbed my attention was “educator as curator” and “educator concierge,” by Curtis Bong. The reason is because although the information on the web is available online, it is fragmented, unlike a textbook where the information is collected in an organized manner. In online education, an instructor can bring together resources for the student in order to have an effective learning and teaching environment. The resources can be posted in a class “library” as a suggestion. It is the instructor’s responsibility to be present as an expert or a “curator” who presents a “map” by providing clear instructions and enhancing the education of the student by navigating the student to new resources or learning devises that the student might not be aware of (p.16). In order to do so, an effective instructor has to create opportunities for the learner to express his standpoint in a more engaging form, thereby allowing him to reflect on the reading and to emphasize his point-of-view. I compare Siemens’ (2008) metaphor to my own instructions in the classroom. At the end of the eBusiness Technology class, students have to create a fictitious eBusiness. Throughout the semester, I provide them with tools in-class and online, but the students are the ones who generate new ideas and approaches and thus build upon acquired knowledge. When a student is an active participant, I believe there is also a better understanding of a subject.
References
Siemens, G. (2008, January 27). Learning and Knowing in Networks: Changing roles for Educators and Designers. Retrieved December 7, 2009, from Presented to ITFORUM for Discussion: http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf
Saturday, November 14, 2009
Cyber-Language in Education
Final Video Project Posted on YouTube
Annotated Bibliography
Baron, N. (2005). Instant Messaging and the Future of Language. Communications of the ACM, 48(7), 29-31. Retrieved from Academic Search Complete database.
In collaboration with her students, Baron (2005) conducted exploratory research at the American University in Washington D.C on the use of Instant Messages (IM) by students which spans over three years. The purpose of the research is to explore the question whether computer-mediated-communication (CMC) degrades the language. Baron states that viewing CMC as either good or bad is twofold. Online communication reflects on gender, age, educational level, cultural background, personality and experience with CMC platforms or the purpose of use. Furthermore, Baron writes that adolescents have long been a source of linguistic and behavioral novelty. They often use language to express group identity. However, Baron’s research concludes that the use of IMs is unlike to play a role in altering writing standards unless parents and educators allow it to happen.
Derk, D., Bos, A., & von Grumbkow, J. (2008). Emoticons in Computer-Mediated Communication: Social Motives and Social Context. CyberPsychology & Behavior, 11(1), 99-101. doi:10.1089/cpb.2007.9926.
The study examined the social motives for emoticon use and other aspects that might influence emoticon use in computer-mediated-communication (CMC). The participants were subscribers of Psychology Magazine Web site in the Netherlands. This group consisted of 789 women and 136 men for a total 925 participants who filled out the questions handling the background variables. The questionnaire focused on motives for emoticon use. The emoticons used were big smile, smile, sad, wink, confused, and cry. Through statistical analyses, the study demonstrates that people use more emoticons in communicating with friends than in communicating with strangers. Furthermore, more emoticons are used in positive contexts than in negative contexts. Emoticons are mostly used for the expression of emotion, for strengthening the verbal part of a message, and for expressing humor. These purposes correlate with the functions of nonverbal emotional expression in face-to-face communication. The study only concentrated on the senders’ perspective and not the receiver.
Fox, A., Rosen, J., & Crawford, M. (2009). Distractions, Distractions: Does Instant Messaging Affect College Students' Performance on a Concurrent Reading Comprehension Task? CyberPsychology & Behavior, 12(1), 51-53. doi:10.1089/cpb.2008.0107.
The research purpose is to investigate whether the use of Instant Messages (IM) affects cognition in student’s performances when used simultaneously while studying. The study sprouts from other qualitative studies which investigated the effects of media on cognition during study and work time. Sixty-nine undergraduate students participated for course credit in an introductory psychology course using AOL Instant Messenger (AIM). Researchers tested their reading comprehension in order to test recognition memory and a survey of computer and web use and attitudes were also evaluated. Overall, the authors concluded that their results were inconsistent with prior research indicating: “that interaction negatively affects task performance;” however IM usage did affect negatively performances on reading comprehension.
Lee, C. (2007). Affordances and Text-Making Practices in Online Instant Messaging. Written Communication, 24(3), 223-249. doi:10.1177/0741088307303215.
The purpose of the qualitative study conducted by Lee (2007) is to examine the factors that influence “text-making practices” in IM within a social theory of literacy. In addition, the study seeks to understand the changing nature of practices through analyzing IM texts and people’s perceptions associated with these texts. The data was collected over a 2-year period and is based on a study that examines the everyday uses of IM by conducting qualitative and semi-structured interviews, including observations, logbook keeping, face-to-face and online interviews. The sample group consisted of 19 participants, all located in Hong Kong, who shared similar linguistic backgrounds and were aged 20-28 years. Lee’s (2007) study concluded that the participants’ familiarity with their linguistic resources and typing speed justified their choice of language use in IM (English or Cantonese). Moreover, Lee (2007) states that environmental factors impact people’s decision what to do and how to act within an IM.
Lo, S. (2008). The Nonverbal Communication Functions of Emoticons in Computer-Mediated Communication. CyberPsychology & Behavior, 11(5), 595-597. doi:10.1089/cpb.2007.0132.
Lo’s (2008) research examined the use of emoticons as a communication tool in computer-mediated communication (CMC) where nonverbal cues are lacking. The purpose of the study was to verify whether emoticons possess nonverbal cue functions based on the definitions of nonverbal communication (emotion, attitude, and attention). The methodology used simulated three scenarios and evaluated 137 instant message service (IMS) users who were randomly assigned into one of three scenarios. The experiment adopted a widely uses IMS software as a background. Lo’s (2008) research concludes that without emoticons, most people cannot recognize correct emotions, attitude, or intent as they are lacking the visual cues in CMC. These results prove that emoticons perform nonverbal communication functions.
Maness, J. (2008). A Linguistic Analysis of Chat Reference Conversations with 18-24 Year-Old College Students. Journal of Academic Librarianship, 34(1), 31-38. Retrieved from Academic Search Complete database.
Maness’ (2008) research analyzed and compared Instant Messaging (IM) conversations held among students and among students talking to librarians using IM. The data was collected from two sources. The first source relied on the research done by Baron in 2004 that reported the findings of a study of 23 undergraduate students’ IM conversations at American University. The second source was chat reference conversations provided by AskColorado, a state-wide multi-type library collaborative service administered through the Colorado State Library using a survey and by a study. It analyzed 31 chat reference conversations by tabulating the number of words written by patron and librarians. Maness (2008) concluded that the chat reference conversation is more formal than the student-to student IM conversation. It appears that the librarians were writing, but the patrons were “speaking.” However, Maness (2008) concludes that the use of emoticons, abbreviations, acronyms, and other nonverbal compensations was infrequent when used with librarians and that student’s linguistic style changes according to the social setting.
References
Baron, N. (2005). Instant Messaging and the Future of Language. Communications of the ACM, 48(7), 29-31.
Crystal, D. (2001). Language and the Internet. Cambridge: Cambridge U P.
Derk, D., Bos, A., & von Grumbkow, J. (2008). Emoticons in Computer-Mediated Communication: Social Motives and Social Context. CyberPsychology & Behavior, 11(1), 99-101. doi:10.1089/cpb.2007.9926.
Fox, A., Rosen, J., & Crawford, M. (2009). Distractions, Distractions: Does Instant Messaging Affect College Students' Performance on a Concurrent Reading Comprehension Task?. CyberPsychology & Behavior, 12(1), 51-53. doi:10.1089/cpb.2008.0107.
Lee, C. (2007). Affordances and Text-Making Practices in Online Instant Messaging. Written Communication, 24(3), 223-249. doi:10.1177/0741088307303215.
Lo, S. (2008). The Nonverbal Communication Functions of Emoticons in Computer-Mediated Communication. CyberPsychology & Behavior, 11(5), 595-597. doi:10.1089/cpb.2007.0132.
Maness, J. (2008). A Linguistic Analysis of Chat Reference Conversations with 18-24 Year-Old College Students. Journal of Academic Librarianship, 34(1), 31-38. Retrieved from Academic Search Complete database.
Annotated Bibliography
Baron, N. (2005). Instant Messaging and the Future of Language. Communications of the ACM, 48(7), 29-31. Retrieved from Academic Search Complete database.
In collaboration with her students, Baron (2005) conducted exploratory research at the American University in Washington D.C on the use of Instant Messages (IM) by students which spans over three years. The purpose of the research is to explore the question whether computer-mediated-communication (CMC) degrades the language. Baron states that viewing CMC as either good or bad is twofold. Online communication reflects on gender, age, educational level, cultural background, personality and experience with CMC platforms or the purpose of use. Furthermore, Baron writes that adolescents have long been a source of linguistic and behavioral novelty. They often use language to express group identity. However, Baron’s research concludes that the use of IMs is unlike to play a role in altering writing standards unless parents and educators allow it to happen.
Derk, D., Bos, A., & von Grumbkow, J. (2008). Emoticons in Computer-Mediated Communication: Social Motives and Social Context. CyberPsychology & Behavior, 11(1), 99-101. doi:10.1089/cpb.2007.9926.
The study examined the social motives for emoticon use and other aspects that might influence emoticon use in computer-mediated-communication (CMC). The participants were subscribers of Psychology Magazine Web site in the Netherlands. This group consisted of 789 women and 136 men for a total 925 participants who filled out the questions handling the background variables. The questionnaire focused on motives for emoticon use. The emoticons used were big smile, smile, sad, wink, confused, and cry. Through statistical analyses, the study demonstrates that people use more emoticons in communicating with friends than in communicating with strangers. Furthermore, more emoticons are used in positive contexts than in negative contexts. Emoticons are mostly used for the expression of emotion, for strengthening the verbal part of a message, and for expressing humor. These purposes correlate with the functions of nonverbal emotional expression in face-to-face communication. The study only concentrated on the senders’ perspective and not the receiver.
Fox, A., Rosen, J., & Crawford, M. (2009). Distractions, Distractions: Does Instant Messaging Affect College Students' Performance on a Concurrent Reading Comprehension Task? CyberPsychology & Behavior, 12(1), 51-53. doi:10.1089/cpb.2008.0107.
The research purpose is to investigate whether the use of Instant Messages (IM) affects cognition in student’s performances when used simultaneously while studying. The study sprouts from other qualitative studies which investigated the effects of media on cognition during study and work time. Sixty-nine undergraduate students participated for course credit in an introductory psychology course using AOL Instant Messenger (AIM). Researchers tested their reading comprehension in order to test recognition memory and a survey of computer and web use and attitudes were also evaluated. Overall, the authors concluded that their results were inconsistent with prior research indicating: “that interaction negatively affects task performance;” however IM usage did affect negatively performances on reading comprehension.
Lee, C. (2007). Affordances and Text-Making Practices in Online Instant Messaging. Written Communication, 24(3), 223-249. doi:10.1177/0741088307303215.
The purpose of the qualitative study conducted by Lee (2007) is to examine the factors that influence “text-making practices” in IM within a social theory of literacy. In addition, the study seeks to understand the changing nature of practices through analyzing IM texts and people’s perceptions associated with these texts. The data was collected over a 2-year period and is based on a study that examines the everyday uses of IM by conducting qualitative and semi-structured interviews, including observations, logbook keeping, face-to-face and online interviews. The sample group consisted of 19 participants, all located in Hong Kong, who shared similar linguistic backgrounds and were aged 20-28 years. Lee’s (2007) study concluded that the participants’ familiarity with their linguistic resources and typing speed justified their choice of language use in IM (English or Cantonese). Moreover, Lee (2007) states that environmental factors impact people’s decision what to do and how to act within an IM.
Lo, S. (2008). The Nonverbal Communication Functions of Emoticons in Computer-Mediated Communication. CyberPsychology & Behavior, 11(5), 595-597. doi:10.1089/cpb.2007.0132.
Lo’s (2008) research examined the use of emoticons as a communication tool in computer-mediated communication (CMC) where nonverbal cues are lacking. The purpose of the study was to verify whether emoticons possess nonverbal cue functions based on the definitions of nonverbal communication (emotion, attitude, and attention). The methodology used simulated three scenarios and evaluated 137 instant message service (IMS) users who were randomly assigned into one of three scenarios. The experiment adopted a widely uses IMS software as a background. Lo’s (2008) research concludes that without emoticons, most people cannot recognize correct emotions, attitude, or intent as they are lacking the visual cues in CMC. These results prove that emoticons perform nonverbal communication functions.
Maness, J. (2008). A Linguistic Analysis of Chat Reference Conversations with 18-24 Year-Old College Students. Journal of Academic Librarianship, 34(1), 31-38. Retrieved from Academic Search Complete database.
Maness’ (2008) research analyzed and compared Instant Messaging (IM) conversations held among students and among students talking to librarians using IM. The data was collected from two sources. The first source relied on the research done by Baron in 2004 that reported the findings of a study of 23 undergraduate students’ IM conversations at American University. The second source was chat reference conversations provided by AskColorado, a state-wide multi-type library collaborative service administered through the Colorado State Library using a survey and by a study. It analyzed 31 chat reference conversations by tabulating the number of words written by patron and librarians. Maness (2008) concluded that the chat reference conversation is more formal than the student-to student IM conversation. It appears that the librarians were writing, but the patrons were “speaking.” However, Maness (2008) concludes that the use of emoticons, abbreviations, acronyms, and other nonverbal compensations was infrequent when used with librarians and that student’s linguistic style changes according to the social setting.
References
Baron, N. (2005). Instant Messaging and the Future of Language. Communications of the ACM, 48(7), 29-31.
Crystal, D. (2001). Language and the Internet. Cambridge: Cambridge U P.
Derk, D., Bos, A., & von Grumbkow, J. (2008). Emoticons in Computer-Mediated Communication: Social Motives and Social Context. CyberPsychology & Behavior, 11(1), 99-101. doi:10.1089/cpb.2007.9926.
Fox, A., Rosen, J., & Crawford, M. (2009). Distractions, Distractions: Does Instant Messaging Affect College Students' Performance on a Concurrent Reading Comprehension Task?. CyberPsychology & Behavior, 12(1), 51-53. doi:10.1089/cpb.2008.0107.
Lee, C. (2007). Affordances and Text-Making Practices in Online Instant Messaging. Written Communication, 24(3), 223-249. doi:10.1177/0741088307303215.
Lo, S. (2008). The Nonverbal Communication Functions of Emoticons in Computer-Mediated Communication. CyberPsychology & Behavior, 11(5), 595-597. doi:10.1089/cpb.2007.0132.
Maness, J. (2008). A Linguistic Analysis of Chat Reference Conversations with 18-24 Year-Old College Students. Journal of Academic Librarianship, 34(1), 31-38. Retrieved from Academic Search Complete database.
Thursday, November 5, 2009
Tuesday, November 3, 2009
Moving Toward Dynamic Technologies
In the article, McGreal and Elliott (2008) examine some of the latest multimedia technologies used in online classes. The article also offers suggestions for the use of the multimedia in an instructional setting. Moller (2008) states that dynamic tools: “involve learner on a much deeper level” (pp.1). Moller (2008) uses an interesting analogy when he compares the integration of technology to crafting a new recipe (pp.2). The instructor should use his experience with technology to wisely choose technology with which he is familiar and according to the skills of his students. Although, Fahy (2008) states: “technological trends tend to translate rapidly from culture to the (virtual classroom),” pedagogues have to be selective with regards to which multimedia tools they integrate into the classroom (pp.168).
Moller (2008) writes: “technology can be conceptualized along a continuum of static to dynamic” (pp.1). Furthermore, not all technologies create an active learner; web pages, podcasts, eBooks, Google scholar may contribute to learner’s knowledge, but they are static tools. Learning will be generated as expected in a traditional environment, where the learner is a passive receiver of information. Moller (2008) states that static technologies allow learner “to capture information,” and the reason they are popular is because they “mimic traditional environment” (pp.1), a zone of comfort for many educators.
As I read McGreal and Elliott’s (2008) article, I was mentally marking multimedia tools that I can use in my web design and eBusiness classes. Since I prepare my students to be integrated into the 21st century work force, there is a need for students to learn to communicate and work in concert. Dynamic tools involve learning on a “deeper cognitive level” (Moller, 2008, pp.1) by preparing students to be able to construct knowledge not provided by the instructor.
Reference:
Fahy, H. (2008). Characteristics of Interactive Online Learning Media. The theory and practice of online learning (T. Anderson, Ed.). Edmonton, AB: Athabasca University Press.
McGreal, R. & Elliott , M.,(2008). Technologies of Online Learning (E-Learning). The theory and practice of online learning (T. Anderson, Ed.). Edmonton, AB: Athabasca University Press.
Moller, L. (2008). Static and dynamic technological tools. [Unpublished Paper].
Moller (2008) writes: “technology can be conceptualized along a continuum of static to dynamic” (pp.1). Furthermore, not all technologies create an active learner; web pages, podcasts, eBooks, Google scholar may contribute to learner’s knowledge, but they are static tools. Learning will be generated as expected in a traditional environment, where the learner is a passive receiver of information. Moller (2008) states that static technologies allow learner “to capture information,” and the reason they are popular is because they “mimic traditional environment” (pp.1), a zone of comfort for many educators.
As I read McGreal and Elliott’s (2008) article, I was mentally marking multimedia tools that I can use in my web design and eBusiness classes. Since I prepare my students to be integrated into the 21st century work force, there is a need for students to learn to communicate and work in concert. Dynamic tools involve learning on a “deeper cognitive level” (Moller, 2008, pp.1) by preparing students to be able to construct knowledge not provided by the instructor.
Reference:
Fahy, H. (2008). Characteristics of Interactive Online Learning Media. The theory and practice of online learning (T. Anderson, Ed.). Edmonton, AB: Athabasca University Press.
McGreal, R. & Elliott , M.,(2008). Technologies of Online Learning (E-Learning). The theory and practice of online learning (T. Anderson, Ed.). Edmonton, AB: Athabasca University Press.
Moller, L. (2008). Static and dynamic technological tools. [Unpublished Paper].
Saturday, October 24, 2009
Engaging Learners with New Strategies and Tools
Technology allows for the opportunity to connect education to the outside environment and to generate an interactive learning environment that can connect education to the work environment as well. The World Wide Web gives an opportunity to retrieve information and can help create an active and motivated student. Anderson (2008) suggests the use of “net-based audio graphic session” so that the students and professors can build a relationship online and so that both can learn more about each other (pp. 349). It is difficult to build the same level of collaborative environment online that can be found in a traditional class due to the social factors that are missing for both the student and instructor. However, the visual cues are being replaced by emoticons, video chats such as Skype, IM and other forms of computer-mediated communication which are instrumental in creating a collaborative environment. Furthermore, Siemens (2008) remarks that although information is available online, it is presented in a fragmented way, unlike textbooks where the information is collected in an organized manner (pp 13). This is a valid point; the instructor can generate a class library where information can be posted pertaining to assigned topics, a list of suggestions or even a suggested list of technological tools. For example, when I taught an Adobe Flash class, I reviewed and posted a suggested list of YouTube tutorials in order to create a better learning environment. The students were not distracted by searching endlessly for tutorials and were not derailed with futile, unqualified information. Additionally, Siemens (2008) made a strong analogy with regards to the role of the instructor as a “curator” in online education who brings together resources for the student to create an effective learning and teaching environment.
The strategies proposed by Terry Anderson (2008) focus on creating a learning environment where not only are the learner’s needs are accessed individually, but where the growth of critical thinking skills and social presence are nurtured and developed by the establishment of a supportive pedagogical environment as well. Anderson (2008) suggests: “community of inquiry model” which are the “cognitive presence,” “social presence” and “teaching presence” (pp.344). Additionally, Anderson (2008) states that in order to develop and support critical thinking in the learner, the content of the learning has to “work within the epistemological, cultural and social expression” (pp344).
Moreover, time management is an important factor on the part of the instructor as it incorporates a timely assessment of learning and communication with the students. Anderson (2008) states that the educator must maintain his presence throughout the discussions in order to support the generation of collaborative learning environment (pp. 349). Additionally, Anderson (2008) emphasizes that the instructor must be comfortable using new and developing technologies in an innovative environment and that his pedagogical skills must reflect an understanding of a collaborative or independent online learning environment (pp.360).
Furthermore, an effective online instructor has to devise, implement and modify a student’s activity according to the class dynamic and to not be confined to the same conventions or to a long-established package (Anderson, 2008, pp.346).
Siemens (2008) echoes Anderson when stating that an instructor’s role is to be present as an expert or a “curator” who presents a “map,” in order to provide clear instructions and enhance the education of the student by navigating the student to new resources or learning devises of which the student might not be aware (pp.16). Thus, the instructor cannot be only an observer, he must be an active participator. The goal of the educator is to prepare the students for “active engagement” (pp.14). In order to do so, an effective instructor has to create opportunities for the learner to express his standpoint in a more engaging form, thereby allowing him the space to reflect on the reading and to emphasize his point-of-view (pp.15).
Resources:
Anderson, T. (Ed.). (2008). The theory and practice of online learning (2nd ed.). Edmonton, AB: Athabasca University Press.
Siemens, G. (2008, January 27). Learning and Knowing in Networks: Changing roles for Educators and Designers. Retrieved October 19, 2009, from Presented to ITFORUM for Discussion: http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf
Tuesday, October 13, 2009
Blog Posting: Assessing Collaborative Efforts
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?
In distance education, the responsibility falls on the instructor and the student to have a valid assessment. A set of assessments tools have to be developed which uniquely apply to the topic and the group of students. In the video Assessment of collaborative learning, George Siemans (2008) suggests peer assessing, communities feedback from online communities and educators assessments based on student contribution. Palloff and Pratt (2005) suggest including a “reflective process” which should include student self assessment as well (pp.42-43). Furthermore, rubrics are an effective tool to have a “fair and equitable assessment” (Palloff and Pratt, 2005, pp.44). Through the rubrics, the students are aware of what is expected of them and they can self-assess their knowledge (Palloff and Pratt, 2005, pp.44).
The assessment of a student can never have clear guidelines as there are always external factors that might contribute or deduct from a student’s success, such as some technological issues, time and not having a clear understanding of the assignment. In a traditional class, any misunderstandings can be clarified during the lessons, unlike an online class, where the student might not even be aware that he misunderstood the assignment and only realizes it after the instructor’s assessment is completed. Through discussions, the instructor can assess not only the class level, but also the individual students.
With regards to assessing a student’s participation in my class, while it is not an online class but a traditional one, some aspects of it can be applied to an online class. For a quantitative measure, the students have to present their projects on time in class. I asses each presentation by evaluating if they adhered to the rubric and if their presentation promoted further class discussion. For the qualitative method, I asses the students’ presentations and group projects on how well the topic was presented by evaluating how well the group collaborated on the project and through their classmates’ feedback, questions and comments. Siemens (2008) suggests a rating scheme by rating an outside article by a class member, to encourage students to participate in open communities and to receive feedback from outside members for self evaluation. This can be done by posting a blog or writing a review of an article.
Second, 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?
Palloff and Pratt (2005) write that people who lead and work in “virtual teams need to have special skills” (pp.11) which means an understanding of cultures, human dynamics and the ability to use technology effectively. The instructor can empower the online community to encourage its member’s participation by generating clear guidelines through the rubrics and by building trust in the community. Through instructor’s encouragement, the community of students has to motivate itself to successfully contribute to the learning environment. Paloff and Pratt (2007) suggest “human contact” (pp.48) such as a phone call, Skype, e-mail, and Google video if there are no time zone limitations or other outside restrictions beyond the group’s control. Doing so can help to keep the community less silent, eliminate barriers and generates a sense of belonging and engagement with the other members of the community, the instructor or other students.
Moller at el. (2005) state that the social environment in an online class can motivate students by generating group ties and promoting communication through social interaction and peer-to -peer learning. According to the research’s conclusion, groups do have a motivational impact on learners and other studies also suggest that a “sense of community leads to greater motivation” (Moller at el., 2005, pp.140-141).
What role should the instructor play? What impact would this have on his or her assessment plan?
Achieving an effective learning community and a collaborative environment can be challenging in online class. Palloff and Pratt (2005) suggest for the instructor to create small groups, to present material to their peers, to post assignments for mutual feedback and to create social presence (pp.9). The instructors’ role is to act as the coach by making sure the collaboration is present in the community. The instructor’s assessment plan has to change from an individual-based model to a collaborative-assessment model.
Reference:
Moller, L., Huett, J., Holder, D., Young, J., Harvey, D., & Godshalk, V. (2005). Examining the impact of learning communities on motivation. Quarterly Review of Distance Education, 6(2), 137-143. http://search.ebscohost.com.kbcc.ezproxy.cuny.edu:2048
Palloff, R. M., & Pratt, K. (2007). Building Online Learning Communities effective strategies for the virtual classroom. San Francisco, CA: Jossey-Bass.
Palloff, R. M., & Pratt, K. (2005). Collaborating Online Learning Together in Community. San Francisco, CA: Jossey-Bass.
Siemens, G. (Speaker). (2008). Assessment of collaborative learning (Transcript of Video Program). Laureate Education, Inc.
Siemens, G. (Speaker). (2008). Learning Communities (Transcript of Video Program). Laureate Education, Inc.
Swan, K. (2004). Relationships between interactions and learning in online environments.. Retrieved October 12, 2009, from The Sloan Consortium.: http://sloan-c.org/publications/books/interactions.pdf
In distance education, the responsibility falls on the instructor and the student to have a valid assessment. A set of assessments tools have to be developed which uniquely apply to the topic and the group of students. In the video Assessment of collaborative learning, George Siemans (2008) suggests peer assessing, communities feedback from online communities and educators assessments based on student contribution. Palloff and Pratt (2005) suggest including a “reflective process” which should include student self assessment as well (pp.42-43). Furthermore, rubrics are an effective tool to have a “fair and equitable assessment” (Palloff and Pratt, 2005, pp.44). Through the rubrics, the students are aware of what is expected of them and they can self-assess their knowledge (Palloff and Pratt, 2005, pp.44).
The assessment of a student can never have clear guidelines as there are always external factors that might contribute or deduct from a student’s success, such as some technological issues, time and not having a clear understanding of the assignment. In a traditional class, any misunderstandings can be clarified during the lessons, unlike an online class, where the student might not even be aware that he misunderstood the assignment and only realizes it after the instructor’s assessment is completed. Through discussions, the instructor can assess not only the class level, but also the individual students.
With regards to assessing a student’s participation in my class, while it is not an online class but a traditional one, some aspects of it can be applied to an online class. For a quantitative measure, the students have to present their projects on time in class. I asses each presentation by evaluating if they adhered to the rubric and if their presentation promoted further class discussion. For the qualitative method, I asses the students’ presentations and group projects on how well the topic was presented by evaluating how well the group collaborated on the project and through their classmates’ feedback, questions and comments. Siemens (2008) suggests a rating scheme by rating an outside article by a class member, to encourage students to participate in open communities and to receive feedback from outside members for self evaluation. This can be done by posting a blog or writing a review of an article.
Second, 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?
Palloff and Pratt (2005) write that people who lead and work in “virtual teams need to have special skills” (pp.11) which means an understanding of cultures, human dynamics and the ability to use technology effectively. The instructor can empower the online community to encourage its member’s participation by generating clear guidelines through the rubrics and by building trust in the community. Through instructor’s encouragement, the community of students has to motivate itself to successfully contribute to the learning environment. Paloff and Pratt (2007) suggest “human contact” (pp.48) such as a phone call, Skype, e-mail, and Google video if there are no time zone limitations or other outside restrictions beyond the group’s control. Doing so can help to keep the community less silent, eliminate barriers and generates a sense of belonging and engagement with the other members of the community, the instructor or other students.
Moller at el. (2005) state that the social environment in an online class can motivate students by generating group ties and promoting communication through social interaction and peer-to -peer learning. According to the research’s conclusion, groups do have a motivational impact on learners and other studies also suggest that a “sense of community leads to greater motivation” (Moller at el., 2005, pp.140-141).
What role should the instructor play? What impact would this have on his or her assessment plan?
Achieving an effective learning community and a collaborative environment can be challenging in online class. Palloff and Pratt (2005) suggest for the instructor to create small groups, to present material to their peers, to post assignments for mutual feedback and to create social presence (pp.9). The instructors’ role is to act as the coach by making sure the collaboration is present in the community. The instructor’s assessment plan has to change from an individual-based model to a collaborative-assessment model.
Reference:
Moller, L., Huett, J., Holder, D., Young, J., Harvey, D., & Godshalk, V. (2005). Examining the impact of learning communities on motivation. Quarterly Review of Distance Education, 6(2), 137-143. http://search.ebscohost.com.kbcc.ezproxy.cuny.edu:2048
Palloff, R. M., & Pratt, K. (2007). Building Online Learning Communities effective strategies for the virtual classroom. San Francisco, CA: Jossey-Bass.
Palloff, R. M., & Pratt, K. (2005). Collaborating Online Learning Together in Community. San Francisco, CA: Jossey-Bass.
Siemens, G. (Speaker). (2008). Assessment of collaborative learning (Transcript of Video Program). Laureate Education, Inc.
Siemens, G. (Speaker). (2008). Learning Communities (Transcript of Video Program). Laureate Education, Inc.
Swan, K. (2004). Relationships between interactions and learning in online environments.. Retrieved October 12, 2009, from The Sloan Consortium.: http://sloan-c.org/publications/books/interactions.pdf
Friday, October 2, 2009
Friday, September 25, 2009
An Organizational Diffusion Study on Distance Education done by The University of West Georgia:
http://www.westga.edu/~distance/ojdla/winter84/smith84.htm
http://www.westga.edu/~distance/ojdla/winter84/smith84.htm
Monday, September 21, 2009
EDUC 8842 Module 2: Elements of distance education diffusion
George Siemens (n.d.) states that the growth of distance education is attributed to the growth of the Internet and as more people use the web and are more comfortable conversing through it, the more they will become comfortable in accepting distance education (para. 1). Furthermore, George Siemens states that due to technological advances and ease of use, there is no need to have any special technical skills to communicate online, send emails, attach a picture or have a video discussion with a group or individual (para. 3-4). The third element of distance education diffusion is the “triple-helix model” (para. 5), which is the interaction between the government, the universities and commerce to create a new discourse and to empower students in an online environment.
My outlook:
Siemens (n.d.) pinpoints the reasons for the growth of distance education. In my opinion, although all are important and valid points, the “triple-helix model” (para. 5) stands out the most. The accreditation of a distance education institution by the government makes an online degree from that institution recognizable, which makes it valid for other universities and employers.
Moreover, due to social networks and tools such as Skype, blogs, and WIKI, collaboration and interaction is available and can create a combination of asynchronous and or synchronous communication among the class members and the instructor.
Reference:
Siemens, G. (n.d.) The Future of Distance Education. [Study video]. Retrieved September 21, 2009, from http://sylvan.live.ecollege.com/ec/crs/default.learn? M02Video02-8a53b7841e26a5ad011e2d290c5c0018_LARGE_MP4 .
My outlook:
Siemens (n.d.) pinpoints the reasons for the growth of distance education. In my opinion, although all are important and valid points, the “triple-helix model” (para. 5) stands out the most. The accreditation of a distance education institution by the government makes an online degree from that institution recognizable, which makes it valid for other universities and employers.
Moreover, due to social networks and tools such as Skype, blogs, and WIKI, collaboration and interaction is available and can create a combination of asynchronous and or synchronous communication among the class members and the instructor.
Reference:
Siemens, G. (n.d.) The Future of Distance Education. [Study video]. Retrieved September 21, 2009, from http://sylvan.live.ecollege.com/ec/crs/default.learn? M02Video02-8a53b7841e26a5ad011e2d290c5c0018_LARGE_MP4 .
Sunday, September 13, 2009
EDUC 8842 Module 1: Evolving Distance Education to the Next Generation
Comparison contrast and summary of authors view point:
In the series or three articles by Moller, Foshay, Huett (2008, 2008, 2008), the authors discuss e-learning at various levels: corporate, higher Education and K-12. In the video by Simonson (n.d.), he provided a general overview of distance education and his view of the future of distance education.
Moller, et al. and Simonson have the same opinion with regards to the importance of changing the prospective of distance education. Distance education is growing rapidly (Simons, n.d) , but the general public and some of the administrators in the educational and corporate field do not understand the importance of differentiating between face-to-face education and the distance education. Therefore, it generates problems for educators and e-learners. Lack of qualified distance education educators creates an ineffectual learning environment which reflects poorly on distance education in general rather than the instructor’s specific method of instruction. With regards to distance learning: Learners do not know how to evaluate “poorly designed e- learning” (Moller, et al., 2008, May/June, p. 71) nor can they recognize the relative value of one school and that poor quality hurts everybody.
Moller, et al. and Simonson emphasize the economical factors which induce e-Learning growth. It is convenience for private or public corporate and educational sectors because it is scalable, available on demand, cost effective and reachable in developed and developing countries. All authors agree that e-learning is broken down to distance teaching and distance learning.
There are dissimilarities in the viewpoints of Moller, et al. and Simonson. Simonson states in comparison to Everett Rodger’s “S-shaped curve of adoption of new ideas” (Simonson, n.d.) that distance education is at the point where it will continue to grow and be incorporated starting from K-12 and beyond, but the paradigm will not change drastically (Simonson, n.d.). Moller, et al. (2008) emphasizes that in order for distance education to be successful, it must improve its learning models (p. 78)
My outlook:
I strongly agree with Moller, et al. (2008) and Simonson, (n.d.) that in order for distance learning to be successful, educators, educational administration, and business managers must reevaluate its understanding of what e-learning is and reevaluate its policies. I do not completely accept Simonson’s point that distance education is widely acknowledged, although it is widely used. In addition, in many brick-and-mortar schools distance education is still being undermined, measured up and forced to implement face-to-face modules. Not every educator can teach a distance education class while not every student can succeed in e-learning classes. Distance education classes have different dynamic, and both the educator and the student must understand that e-learning is not synonymous with “easy”.
Reference:
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. Use the Academic Search Premier database, and search using the article's Accession Number: 33281719.
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 2: Higher education). TechTrends, 52(4), 66-70. Use the Academic Search Premier database, and search using the article's Accession Number: 33991516.
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.
Simonson, M. (n.d.) Distance Education: The Next Generation. [Study video]. Retrieved September 12, 2009, from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=3206859&Survey=1&47=5050260&ClientNodeID=984645&coursenav=1&bhcp=1.
In the series or three articles by Moller, Foshay, Huett (2008, 2008, 2008), the authors discuss e-learning at various levels: corporate, higher Education and K-12. In the video by Simonson (n.d.), he provided a general overview of distance education and his view of the future of distance education.
Moller, et al. and Simonson have the same opinion with regards to the importance of changing the prospective of distance education. Distance education is growing rapidly (Simons, n.d) , but the general public and some of the administrators in the educational and corporate field do not understand the importance of differentiating between face-to-face education and the distance education. Therefore, it generates problems for educators and e-learners. Lack of qualified distance education educators creates an ineffectual learning environment which reflects poorly on distance education in general rather than the instructor’s specific method of instruction. With regards to distance learning: Learners do not know how to evaluate “poorly designed e- learning” (Moller, et al., 2008, May/June, p. 71) nor can they recognize the relative value of one school and that poor quality hurts everybody.
Moller, et al. and Simonson emphasize the economical factors which induce e-Learning growth. It is convenience for private or public corporate and educational sectors because it is scalable, available on demand, cost effective and reachable in developed and developing countries. All authors agree that e-learning is broken down to distance teaching and distance learning.
There are dissimilarities in the viewpoints of Moller, et al. and Simonson. Simonson states in comparison to Everett Rodger’s “S-shaped curve of adoption of new ideas” (Simonson, n.d.) that distance education is at the point where it will continue to grow and be incorporated starting from K-12 and beyond, but the paradigm will not change drastically (Simonson, n.d.). Moller, et al. (2008) emphasizes that in order for distance education to be successful, it must improve its learning models (p. 78)
My outlook:
I strongly agree with Moller, et al. (2008) and Simonson, (n.d.) that in order for distance learning to be successful, educators, educational administration, and business managers must reevaluate its understanding of what e-learning is and reevaluate its policies. I do not completely accept Simonson’s point that distance education is widely acknowledged, although it is widely used. In addition, in many brick-and-mortar schools distance education is still being undermined, measured up and forced to implement face-to-face modules. Not every educator can teach a distance education class while not every student can succeed in e-learning classes. Distance education classes have different dynamic, and both the educator and the student must understand that e-learning is not synonymous with “easy”.
Reference:
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. Use the Academic Search Premier database, and search using the article's Accession Number: 33281719.
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 2: Higher education). TechTrends, 52(4), 66-70. Use the Academic Search Premier database, and search using the article's Accession Number: 33991516.
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.
Simonson, M. (n.d.) Distance Education: The Next Generation. [Study video]. Retrieved September 12, 2009, from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=3206859&Survey=1&47=5050260&ClientNodeID=984645&coursenav=1&bhcp=1.
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