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

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

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