Thursday, April 24, 2014

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


Thursday, April 10, 2014

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 
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/

Sunday, April 6, 2014

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)