MD6 - EDUC 7102 Video Feedback Posts

Video Learning Community:
Jerry Hubbard
Cindy Rochelle

Video Blog Posts:
Cindy Rochelle - http://cindyleelarochelle.wordpress.com/2014/05/12/module-6-speaker-introduction-video/

Jerry Hubbard - http://drmountnrat.wordpress.com/2014/05/11/distance-education-keynote-introduction-assignment-educ-8842-module-6/comment-page-1/#comment-106

Steven Zollinger - http://zedtek.wordpress.com/2014/05/07/game-based-learning-keynote-speaker-intro-mod-6/comment-page-1/#comment-29

Beverly Boyd - http://lovetechtalk.wordpress.com/2014/05/10/virtual-worlds-in-education/comment-page-1/#comment-38

Erin Bassham - http://educationtechie1.blogspot.kr/

MD6 - Online Adolescent Learner Engagement Video

The VIDEO SCRIPT and STORYBOARD for this presentation can be found by clicking the highlighted link. Please feel free to reference them. Thank you!

MD5 - Static vs Dynamic Technology Concept Map

The above concept map highlights static and dynamic learning tools that are available online. Static tools enable "learners to capture information," and that mirrors "teacher-led instruction," whereas dynamic online tools allows learners to construct their own knowledge (Moller, 2008). Dynamic tools are more interactive in nature, and increase one's collaborative encounters with others online. One technological approach that appears as more of an activity than a tool comes in the form of an instructor's social presence. Teaching social presence is a dynamic approach in that the instructor plays an active role in faciltating active discussion and learning opportunities with his/her learners (Anderson, 2008, p. 171). This approach is unique, but vital to the learning process in distance education. Static tools are also important, but should be relied on as the sole approach to learning within an online setting.

The above "Collaboration" point missing under the "Dynamic" section is "Learning Management System Software."

References:
Anderson, T. (Ed.). (2008). The theory and practice of online learning. (2nd ed.). Edmonton, AB: Athabasca University Press.

Moller, L. (2008). Static and dynamic technological tools. [Unpublished Paper].

Blogs I posted to:
http://drmountnrat.wordpress.com/2014/05/07/dynamic-technologies/comment-page-1/#comment-102
http://shameenribeiro.wordpress.com/2014/04/23/25/

MD4 - Strategies and Tools for Engaging Online Learners

Strategies and Tools for Engaging Online Learners Graphic Organizer

Many of the strategies and tools highlighted on the graphic organizer are transferable for use within the traditional classroom setting. In many ways the use of online strategies and tools not only enhance the in-class learning experience, but also serve as an extension of the learning process beyond school hours. The educational tools listed under the categories of content, collaboration and communication each contribute to the educational processes in an online and traditional classroom setting.

Educational content can be delivered through and kept engaging by project based learning strategies, teacher engagement in online discussion, and through prescribed deadlines for assignments. Additionally, assessment tools such as peer evaluation and rubric assessments provide key information and feedback to ensure the learner stays on track whether in-class or online. Communication and collaboration tools further assist with the learning process.

Blogs I posted to:
http://cottrellsidblog.blogspot.kr/
jeanniefrazierblog.wordpress.com

MD3 - Assessing Collaborative Efforts in Distance Education

Collaborative learning has increasingly become an integral part of distance education programming. In fact, Palloff and Pratt (2005) further argue that "collaboration enhances learning outcomes learner isolation in an online environment" (p. 8). To this end, George Siemens' discussion on collaborative assessment accurately highlights that current assessment models are too "individualistic" and lack a broader evaluation of what is learned through online collaboration ("Laurette Education," 2008). 

Online collaborative experiences simulate real-world work experiences that involve "collaboration or connected problem-solving" to improve upon an idea or product (Marcinek, 2011). Therefore the increasing relevance of collaboration in learning must also reflect in the types of assessments being used to evaluate learning in these forums. An example of a collaborative assessment tool might include the use of a peer rating to further establish the contributions of each group participant ("Education Laureate," 2008). Marcinek (2011) even suggests that teachers of high school students or college freshman might even want to go as saying that every student will "receive an A" to "allow students to learn without pressure" within a given set of guidelines that structure their group work efforts. Needless to say, the idea of assessing collaboration does involve of system evaluative tools that move beyond the use of an A, B, C, D or F marking. Nevertheless, Siemens does argue that any assessment tool used in evaluating collaboration in distance education should be "fair," "direct," and "equitable" ("Laurette Education," 2008). 

There are many challenges to learning online. This is especially true in circumstances that may involve a reluctant online student learner who prefers to and/or may work better when in isolation. An instructor of such a student may seek further ensure that a structure of trust has been established and the roles have been equally divided to work within the strengths among all members of the group he/she may belong too. Outside of this intervention, the student should be held accountable by his/her peers and instructors to meet the criteria and/or goal the group may be working towards. The overall assessment plan, whether it encompasses the use of a peer rating or other metrics, should stand as is.

Blog Reference:

Marcinek, A. (2011, February 16). Importance of collaborative assessment in a 21st century classroom. [Blogpost]. Retrieved from 

http://www.edutopia.org/blog/collaborative-assessment-digital-classroom-social-media-tools

Additional References:

Laureate Education, Inc. (2008). Principles of distance education: Assessment of collaborative learning. Baltimore, MD: Author.

Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco: Jossey-Bass.

Blogs I posted to:

jeanniefrazierblog.wordpress.com and http://cottrellsidblog.blogspot.kr/

Storyboard - Adolescent Learner Engagement

Narrative	Visual
Project Title - Introduction	A moving shot of myself walking through an computer lab introducing topic
Explanation for why students are increasingly doing more coursework online	Close-up shot of hands of students typing on computer with graphics of bulleted talking points appearing on the screen
Key Question – Are adolescents motivated to learn online? How do we keep adolescents actively engaged in online learning?	Video clip of students learning online, without teacher assistance – at home and in computer lab
Discussion point – Online community and collaboration (Palloff and Pratt)	Blurred wide shot of students working at a computer with graphics of bulleted talking points appearing on screen
Discussion point – Learning styles addressed, public education requirements IDEA	Bullet slide highlighting three to five approaches
Role of Administrators in supporting online adolescent learners	Images of administrators and district admin building (2 to 3 pics)
Role of Instructors in supporting online adolescent learners	Images of students interacting with students working online (2 to 3 pics)

MD2 - Distance Education Diffusion

Learning experiences that involve distance education have increasingly produced a unique set of qualities, or elements, that distinguish online learning from face-to-face courses. These elements, as highlighted by George Siemens, include global diversity, increased communication, and collaborative interaction ("Laureate Education," 2008). While each element simulates"real world"work experiences for online learners, the effects of collaborative interaction, within an online learning experience, further creates a lasting foundation for success among online learners.

Stacey asserts (1999) that collaborative interaction enables learners to achieve "a group consensus of knowledge through communicating different perspectives," receive "feedback from other students and tutors," and discuss "ideas until a final negotiation of understanding was reached." For online learners these skills are further developed through the use of an "on-going network of support" that provides "quick" and consistent "means for feedback," which lessen the ideas of group members to go "in the wrong direction" (Stacey, 1999). Collaboration helps to keep people further engaged with content and their work on the job (Dansel, 2011). In a study that caused instructors to "walk the talk," by experiencing collaborative learning like there students, the online instructors found that collaborative experiences also deepened their connection with the content (Morrison, 2013). Therefore, collaborative interaction not only benefits those who are online learners, as students, but also contributes to the professional growth of online instructors (Morrison, 2013). 

While collaboration can be as "simple as talking with someone with more or different experiences than you" (Dansel, 2011). Online collaboration has changed overtime. Back in the 1990s, online collaboration consisted of emails, groups chats, and the use of "conferencing programs" (Stacey, 1999). By the 2000s, collaboration programming grew to incorporate social networking platforms (i.e. Facebook), and, by the 2010s, free video conferencing websites (i.e. Skype), blogs and learning management programs (i.e. Blackboard). All of these mediums have contributed to the increasing quality of online learning experiences, and they further prepare online learners for increasing work demands that require the use of online collaborative tools. 

Blog References:
Dansel, N. (2011, July 14). Importance of having reasons to collaborate online. [Blog post]. Retrieved from http://www.interact-intranet.com/importance-of-having-reasons-to-collaborate-online/#
Morrison, D. (2013, December 1). How online educators benefitted by walking-the-talk with collaborative instructional design. [Blog post]. Retrieved from https://onlinelearninginsights.wordpress.com/tag/collaborative-learning/

Additional References:
Laureate Education, Inc. (2008). Principles of distance education: The future of distance education. Baltimore, MD: Author.
Stacey, E. (1999). Collaborative learning in an online environment. Journal of Distance Education. Retrieved from http://web.mit.edu/acs/faq/Online-collaboration/collab-learning_files/stacey.htm.

Blogs I posted to:
http://jeanniefrazierblog.wordpress.com/2014/03/25/f2f-courses/comment-page-1/#comment-7
http://educ7102krobertson.wordpress.com/

MD1 - Next Generation of Distance Education

Distance education creates unique opportunities for anywhere, anytime learning. The internet has enabled students at a K-12 or collegiate level to access educational opportunities that knows no limits of time and space, except for when an assignment is due. In a three-part essay series, Moller, Foshay and Huett (2008) highlight the impacts of distance education in learning today. 

Students today are more digitally connected than ever before. Moreover, functional internet use can be simply accessed by the swipe of a cell phone. Full computer access no longer serves as the medium for complete use of internet capabilities. With internet access being garnered instantaneously, regardless of space and time, I also believe that ideas about traditional forms of education need to shift to meet the growing demands and needs of today's students. 

Moller, Foshay and Huett (2008) advocate that online, distance education programs can provide meaningful, research-based learning experiences that allow for the successful and effective completion of diploma and degree programs. Simonson (2000) further argues with the equivalency theory that learning can occur by any technological mean as long as the information is presented effectively. Therefore, teacher education programs, also have a role to play in ensuring that teachers, and professors alike, are equipped with the tools that enable them to meet the needs of students while they are in class, and through the use of internet. 

Research does not suggest that there is one formal approach to educating students, of all ages, online. Research, however, does suggest that the internet can better individualize learning to meet the needs and requirements of students (Simonson, 2000). Individualization of learning, for many, can be harder to achieve in a face-to-face setting unlike that of an online learning environment. Clearly, distance education and learning with the use of the internet has its advantages.

References:

Simonson, M. (2000). Making decisions: The use of electronic technology in online classes. New Directions for Teaching and Learning, 84, 29–34.

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. 

Moller, L., Foshay, W., & Huett, J. (2008, July/August). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 2: Higher Education). TechTrends, 52(4), 66–70.

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.

Blogs I posted to: 

• http://educationtechie1.blogspot.com/
• http://lovetechtalk.wordpress.com/