http://www.slideshare.net/WaldenForest/engaging-learners-graphic-organizer
It has been frustrating and fun learning the devices of technology while learning to participate in distance or online learning. The link is the only way, at this time, I can post the organizer to the blog. One of the elements that has been the greatest adjustment to me is the difference in presnece from f2f to distance education. There are so many interesting parts of online learning; however, not growing up in the texting as socializing genre the idea of presence not being physical is an adjustment. Presence is the center foundation to the graphic organizer. The types of presence are intregal parts of the whole.
Durrington, V. A., Berryhill, A., & Swafford, J. (2006). Strategies For Enhancing Student Interactivity In An Online Environment. College Teaching, 54(1), 190−193.
Siemens, G. (2007). George Siemens - Curatorial teaching.”Retrieved on April 21, 2011, from http://learnonline.wordpress.com/2007/09/20/10-minute-lecture-george-siemens-curatorial-teaching/.
Saturday, April 30, 2011
Tuesday, April 12, 2011
Engaging Learners Pre Assignment Post
The reading for module 4 brought up many issues that kept popping up as I was adjusting to online learning. I often wonder how the facilitators/professors keep every 'thing' organized. It is difficult, or a bit chaotic, keeping up with a couple classes that require the many online places you have to visit to participate. It is interesting, insightful, and exasperating.
It is about organizing the laptop or tablet with dividers and sections similar to the notebooks we carried around for f2f classes. It involves the ability to make those organization categories applicable to easy use and access. It also has to remain fluid so changes can be made. I can't see the graphic organizer as organzied but as a fluid and connected outline of details.
These are early thoughts not the complete Module 4 assignment.
It is about organizing the laptop or tablet with dividers and sections similar to the notebooks we carried around for f2f classes. It involves the ability to make those organization categories applicable to easy use and access. It also has to remain fluid so changes can be made. I can't see the graphic organizer as organzied but as a fluid and connected outline of details.
These are early thoughts not the complete Module 4 assignment.
Sunday, April 10, 2011
Friday, April 1, 2011
Assessing Collaborative Efforts
The problem of assessment is noteworthy in almost any educational setting.
How should participation in a collaborative learning community be assessed? How do the varying levels of skill and knowledge students bring to a ccouse affect the instructor's "fair and equitable assessment" of learning?
Assessment, no matter where, brings up questions.
There is assessment that tests skills that are memorized then regurgitated to provide proof that the material has been retained. This assessment is individual in nature. Seimens suggests that there is a shift away from this individualized and memorized relaince on assessment to a group, collaborative, assessment. The online learning assessment is still guided by the professor. The professor or the institution provides a framework, or boundaries, of a content area, through application, that needs to be assessed. Online learning, schools, and hybrids can use the group to assess the paticipating memebers. The group can be given a set of guidelines of which to assess each other using commentary that leads to an expanded experience. Learning through application, learning by scaffolding, and learning through corrections provides the learner the ability to expand the experience.
Interestingly, Seimens also mentioned a peripheral form of assessment. Lists? This is a new concept to me. It is interesting that so many could provide a learning community with some expert advice, or contributions.
Assessment in a community that is paid for as opposed to an open forum, a MOOC?... We, even if a better system is yearned for, take our classes to obtain the paper that proves we made the mark. The mark is the responsibility of the professors in conjunction with the institution. Online learning communities can use web tools to count the amount of times a person logs on. In addition, it can provide data of where the students went and the amount of time a person spends in an area. This is also a new concept to me and made me wonder about quality. How do you assess the quality of the data based on time and clicks?
The concepts of fair and equitable are issues I think we have struggled with online and in brick and mortar institutions. The terms are not equal. I don't think being fair means you are equally distributing grades in a classroom. This lead me to ponder about the issue of objective and subjective grading? The differences in the teachers', at any level, expectations and applying that expectation in mark form.
Collaborative learning and assessment provides a forum where a learners skills are not based solely on memorization. Although memorization of a skill can be vitally important. This online collaborative assessment looks at the knowledge being applied. Montessori, in some regards, gone digital. The members are providing "feedback that extends learning".
Laureate Education, Inc. (Executive Producer). (2010). Principles of Distance Education.
How should participation in a collaborative learning community be assessed? How do the varying levels of skill and knowledge students bring to a ccouse affect the instructor's "fair and equitable assessment" of learning?
Assessment, no matter where, brings up questions.
There is assessment that tests skills that are memorized then regurgitated to provide proof that the material has been retained. This assessment is individual in nature. Seimens suggests that there is a shift away from this individualized and memorized relaince on assessment to a group, collaborative, assessment. The online learning assessment is still guided by the professor. The professor or the institution provides a framework, or boundaries, of a content area, through application, that needs to be assessed. Online learning, schools, and hybrids can use the group to assess the paticipating memebers. The group can be given a set of guidelines of which to assess each other using commentary that leads to an expanded experience. Learning through application, learning by scaffolding, and learning through corrections provides the learner the ability to expand the experience.
Interestingly, Seimens also mentioned a peripheral form of assessment. Lists? This is a new concept to me. It is interesting that so many could provide a learning community with some expert advice, or contributions.
Assessment in a community that is paid for as opposed to an open forum, a MOOC?... We, even if a better system is yearned for, take our classes to obtain the paper that proves we made the mark. The mark is the responsibility of the professors in conjunction with the institution. Online learning communities can use web tools to count the amount of times a person logs on. In addition, it can provide data of where the students went and the amount of time a person spends in an area. This is also a new concept to me and made me wonder about quality. How do you assess the quality of the data based on time and clicks?
The concepts of fair and equitable are issues I think we have struggled with online and in brick and mortar institutions. The terms are not equal. I don't think being fair means you are equally distributing grades in a classroom. This lead me to ponder about the issue of objective and subjective grading? The differences in the teachers', at any level, expectations and applying that expectation in mark form.
Collaborative learning and assessment provides a forum where a learners skills are not based solely on memorization. Although memorization of a skill can be vitally important. This online collaborative assessment looks at the knowledge being applied. Montessori, in some regards, gone digital. The members are providing "feedback that extends learning".
Laureate Education, Inc. (Executive Producer). (2010). Principles of Distance Education.
Sunday, March 27, 2011
The Story Board in Progress of the Process
http://www.slideshare.net/WaldenForest/csc-storyboard-7406399
I have not tried this before. I hope it brings you to the storyboard. The story board is a work in process. It is the progression of gathering thoughts and putting them into an intelligible order. It was also made with audio, but again do to my lack of skills, the time it takes to acquire the skills, and prioritizing, I was unable to get QTime and the computers to be friendly.
Thank you,
DF
Update. This storyboard used an application accessed on an iPhone. Cinematek ***It did have audio; however, I can't seem to download it with quick time. (Tech vocabulary?) It was made based on instructions for the video, yet, as you see the content is not there yet. This storyboard will be changed as the content comes to fruition.
General Question to class peers.... What type of video devices are you using?
I have not tried this before. I hope it brings you to the storyboard. The story board is a work in process. It is the progression of gathering thoughts and putting them into an intelligible order. It was also made with audio, but again do to my lack of skills, the time it takes to acquire the skills, and prioritizing, I was unable to get QTime and the computers to be friendly.
Thank you,
DF
Update. This storyboard used an application accessed on an iPhone. Cinematek ***It did have audio; however, I can't seem to download it with quick time. (Tech vocabulary?) It was made based on instructions for the video, yet, as you see the content is not there yet. This storyboard will be changed as the content comes to fruition.
General Question to class peers.... What type of video devices are you using?
Saturday, March 26, 2011
Three Elements of Distance Education
The evolution of the tools and the mediums we use to connect with has promoted the communication we have with others. The ability to communicate anywhere, anytime, to almost anyone has increased global participation and awareness. To interact with people globally there needs to be access to the infrastructure and tools that provide connections.
Based on the video there still seems to be some struggle with collaboration, meaningful collaboration, among members of organizations. Communication seems to be the key element to continue positive interactions that impact global diversity, and collaborative interaction.
Laureate Education, Inc. (2008). Principles of Distance Education. Baltimore: Siemens.
There is a growing number of resources available to online learners. Although, I think, one of the videos stated that online libraries are not as inclusive as one might assume. (No reference I heard this in a passing moment. I will look for it.) In addition, some library sites require membership of some form. It is also difficult to know the credibility of some of the information that is found strictly from a search engine search.
The social networks are useful as simply a one stop resource to locate and communicate quickly with a current, and expanding, set of friends or professionals. Not to mention the links that are part of the network. (Facebook, Linkedin) Since returning to classes, I have learned more about YouTube, SlideShare, Blogging, Bookmarking and Cloud Computing.) The change from computer space to cloud saving is amazing and scarey to the tweener generations, such as myself.
Based on the video there still seems to be some struggle with collaboration, meaningful collaboration, among members of organizations. Communication seems to be the key element to continue positive interactions that impact global diversity, and collaborative interaction.
Laureate Education, Inc. (2008). Principles of Distance Education. Baltimore: Siemens.
There is a growing number of resources available to online learners. Although, I think, one of the videos stated that online libraries are not as inclusive as one might assume. (No reference I heard this in a passing moment. I will look for it.) In addition, some library sites require membership of some form. It is also difficult to know the credibility of some of the information that is found strictly from a search engine search.
The social networks are useful as simply a one stop resource to locate and communicate quickly with a current, and expanding, set of friends or professionals. Not to mention the links that are part of the network. (Facebook, Linkedin) Since returning to classes, I have learned more about YouTube, SlideShare, Blogging, Bookmarking and Cloud Computing.) The change from computer space to cloud saving is amazing and scarey to the tweener generations, such as myself.
Monday, March 14, 2011
The Next Generation of Online Learning.
Discussion
Last quarter we were asked to identify a new wave based on Alvin Toffler's wave theory. There are several names and suggestions for that new wave. Similar to the idea of progression and ability to separate time or initiatives this assignment asks us to examine a possible next generation of distance learning.
Education and learning, in general, is a process that evolves. There is change and then review of change to identify the strengths and weaknesses of the intended goals. The goals achieved by the innovation were they pertinent or real to the people involved. Moller, Foshay, & Huett begin their set of articles by explaining that Instructional Design will evolve, "but also to assure that the products of sound professional design practice lead the e-learning enterprise" (p. 70).
One aspect of indentify the positives and negatives of the elearning, espeically at the pace it has expanded is identifing some differences. Simonson discusses the difference between self learning via technology mediums and learning by facilitation that is not different. The learning is practiced separated by time and space, but the learning remains meaningful as it is suppose to be in a classroom setting.
Laureate Education, Inc. (2008). Principles of Distance Education. Baltimore: Author.
Moller, L., foshay, W., & Huett, J. (2008, May/June). The evolution of distance education: Implications for instructional design on the potential of the Web (Part1: Training and Development). Tech Trends, 52(3), 70-75.
I am on the road a lot. I post and edit often usually in the beginning of the week.
Last quarter we were asked to identify a new wave based on Alvin Toffler's wave theory. There are several names and suggestions for that new wave. Similar to the idea of progression and ability to separate time or initiatives this assignment asks us to examine a possible next generation of distance learning.
Education and learning, in general, is a process that evolves. There is change and then review of change to identify the strengths and weaknesses of the intended goals. The goals achieved by the innovation were they pertinent or real to the people involved. Moller, Foshay, & Huett begin their set of articles by explaining that Instructional Design will evolve, "but also to assure that the products of sound professional design practice lead the e-learning enterprise" (p. 70).
One aspect of indentify the positives and negatives of the elearning, espeically at the pace it has expanded is identifing some differences. Simonson discusses the difference between self learning via technology mediums and learning by facilitation that is not different. The learning is practiced separated by time and space, but the learning remains meaningful as it is suppose to be in a classroom setting.
Laureate Education, Inc. (2008). Principles of Distance Education. Baltimore: Author.
Moller, L., foshay, W., & Huett, J. (2008, May/June). The evolution of distance education: Implications for instructional design on the potential of the Web (Part1: Training and Development). Tech Trends, 52(3), 70-75.
I am on the road a lot. I post and edit often usually in the beginning of the week.
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