Engaging Learners with New Strategies and Tools

Today's generation is equipped with modern technology that is not only used for pleasure, but has the capabilities to assist them academically. Many of these devices possess these qualities unbeknownst to its user. Devices such as iPads and iPods have become ideal in today's classrooms. Additionally, the use of Skype, chat rooms, wiki boards, and blogs have aided in allowing students to collaborate with ideas to form a more enhanced knowledge of the subject in discussion. Outside tools such as the iPad and iPod engage students in the learning process. These products are common use to its owners, therefore, allowing them the advantage of knowing its operation. The applications that can be downloaded on the devices, assist students in academics through the creation of leveled learning tools. They also have voice and video recorders which can bring out the creativity in a student.

Gaming has provided students with an alternative to the traditional methods of learning and has proven to be a technique that improves the understanding level of students. Peer-to-Peer interaction through collaboration is another strategy that has strengthened the level of understanding in students. Collaborating via Skype, social networking sites, blogs, and wiki boards allow students to get insight from the perspective of their peers. Discussing information on this level allows them feels a sense of comfort, as they are willing to have discussions without feeling the pressures of maintaining accurate grammar and assessment.

The ability of these tools to effectively work well in the learning environment also depends on the instructors methods of incorporation. These products must demonstrate relevancy to the topic. The usage of technology should correspond to a particular skill or unit. Storing technological tools around the classroom without use, to suit the representation of today's classroom is an inadequate method of attempting to engage instruction. Technology has the advantage of bringing interaction among students and the instructor, as well as engaging students in the learning process, therefore enhancing their ability to think cognitively, logically, and analytically.

I responded to:

jshives11 ~ http://jshives11.blogspot.com/2011/07/module-4-engaging-learners-with-new.html#comments

P. LaPollo ~ http://educ7102.wordpress.com/module-4/#comment-20

Assessing Collaborative Efforts

The quest to determine how collaborative participation should be assessed lies first in defining the role of participation.  The educator must first establish the criteria of how each individual should contribute to the task.  This information must then be shared in detail with the students.  Secondly, the educator must determine an evaluative mechanism based on the established criteria (Marcinek, 2011).  The educator must ensure that their assessment provides attainable tasks for a variety of leveled learners.  Therefore, the assessments should be created in a variety of forms both traditional and authentic.  To begin understanding how this can be created, educators must holistically understand their students.  This can be determined through obtaining students learning patterns, attitudes toward learning, current skill level, interests, and so forth.  

When entertaining the element of fair and direct as described by Siemens (2008) in regards to assessment, the educator should be assessing the student’s ability to communicate within a group setting.  Whether the individual maintains a massive amount of knowledge or little knowledge of the concept at the beginning of instruction has no regard to their ability of working collaboratively.  Assessment should be observed at the beginning, middle, and end of each task, allowing each individual an appropriate amount to time to formulate knowledge, opinions, philosophies, etc. of the concept.  Therefore, the ability of the educator in establishing participation lies in the student’s ability to effectively contribute to the learning population.  Consequently the capability of an educator to provide fair and equitable assessments directly link to offering sufficient time.  

The instructor as well as the students play the role of facilitator in an online learning environment.  However, the instructor is in responsible for outlining expectations, providing support, and giving consistent feedback on all learning applications.  If a student does not initially engage in the collaborative process, the group members can probe them through direct questioning.  If there is still resistance the group members must attempt to make them understand that the learning environment is one that is welcoming and free of bias and criticism.  When the group members have no other resort, the instructor should be notified, in which they should then stress the importance of why collaboration is important and its role in the course.  This should not affect the assessment plan created by the instructor, since the criteria of the course had been defined in its initial stage.  

In all, assessments are tools used to measure particular criteria.  The measurement must be undoubtedly defined, attainable, have rationale, and created to suit a variety of leveled learners.  When applied effectively, this tool can enhance the learning capabilities of every learner.

References

Laureate Education, Inc. (Executive Producer). (2008). Distance Education: Assessment of Collaborative Learning [Video]. Baltimore, MD: Author

Marcinek, A., (2011). Importance of Collaborative Assessment in a 21st Century Classroom. Retrieved on July 12, 2011 from http://www.edutopia.org/blog/collaborative-assessment-digital-classroom-social-media-tools

I responded to:

Bianca Lochner ~ http://lochneruni.blogspot.com/2011/07/educ-8842-module-3_13.html?showComment=1310782062457#c3551666050486408722

Patrick LaPollo ~ http://educ7102.wordpress.com/module-3/#comment-16

Scoial Presence Storyboard

Social Presence Storyboard version 1       July 10, 2011

                       Visuals                                        Narration

Soft music will play  Background will be solid	N/A
Mobile video footage of spokesperson	The spokesperson will greet the audience “Good afternoon!  Welcome to the Children’s Learning Museum.  Our guest speaker has a wonderful presentation for you today…”
Still shots of individualized learning	The spokesperson illustrates different learning environments Individualized learning shots will illustrate the significance of collaboration, as students should receive support in a variety of learning methods.
Mobile video footage of students	Colleagues discuss their interactions with distance education Students will discuss how they successfully engage in distance learning and what elements have assisted them.
Mobile video footage of spokesperson	The spokesperson discusses personal experience with distance education I will discuss my personal experience with distance education pertaining to the speaker’s topic of interest.
Mobile video footage of spokesperson	The spokesperson discusses topic I will discuss the topic further in regards to its importance, research, and how it can be obtained in the arena of distance education.
Mobile video footage of spokesperson	The spokesperson introduces the speaker to the audience The speaker will be introduced to the audience “Please welcome [Name of the speaker]!”
Mobile video footage of spokesperson	Credits All persons involved in assisting with the creation of this video will be credited.

I responded to:
  Bianca Lochner ~ http://lochneruni.blogspot.com/2011/07/educ-8842-module 3.html?showComment=1310783443691#c8754901303636927633

   Patrick LaPollo ~ http://educ7102.wordpress.com/story-board/#comment-17
 

Elements of Distance Education Diffusion

As Siemens (Laureate Education, Inc., 2008) elaborates on the evolution of distance education, he recollects a time when the thought of distance education was fictional.  However, this idea has become an increasing method of instruction.  As the acceptance of distance education has progressed among a diverse population of students with a multitude of motives for enrollment, the system itself has also advanced.  It continues to modernize itself to keep up with a rapid shifting society that demands the most up to date technology, in addition to the best quality. However, distance education lends more than just the aspect of technology, but provides students with the opportunity to experience learning outside of a traditional setting.  This giving them the ability to network and collaborate with a variety to individuals from a plethora of educational, professional, socioeconomic, and ethnic backgrounds.

Global diversity has been a major element in creating a more effective learning experience for distance education students.  Global diversity in distance education has evolved from the initial presence of distance education by allowing students the opportunities to experience a world foreign to them that would not be accessible to them in a traditional i.e. F2F setting. Students have the opportunity to collaborate with students from all over the world through the advancements of several communication technologies.  Because distance education is not limited to a specific group, its population has the ability to obtain ideas from multiple perspectives.  This will allow the students to gain insight into how various influential factors can determine the manner of how individuals view, engage in, and conclude their ideas.  It also allows them to enhance their knowledge of a particular idea through the knowledge gained from another disciplinary practice.

Tools such as email, networking sites, Skype, and video conferencing all allow distance education to continue to thrive. These tools provide a variety of alternatives for the liking of the individual. They provide the ability to have  instant access, personal dialogue, and visual presence.  In response to learners demonstrating their individuality in the learning process, it is always important to provide students with choices as to how they engage in the learning process.

Reference

Laureate Education, Inc. (2008). The Future of Distance Education. Baltimore, MD: Author

I Responded to:

Shirley Brady - http://collaboration-shirleybrady.blogspot.com/2011/06/elements-of-distance-education.html#comments

Kevin Blankenship - http://kblankenship35.blogspot.com/2011/06/elements-of-distance-education.html?showComment=1309483413287#c6545077318183765320

The Next Generation of Distance Education

In the articles "The evolution of distance education", Forshay, Huett, & Moller discuss the benefits and opposition within  distance education for learners ranging from k-higher education. Distance education has provided learners with the benefits of instant access, flexibility, convenience, and interdisciplinary insight.  However, with the strength in benefits, the concern of various factors remain to plague these researchers.  Issues within training, rationale, and outcome are key factors to continuously observe distance education.

The last of the three articles focusing on distance education in grades k-12 intrigued me, as this academic population is whom I currently serve.  In this particular article, the authors overview distance learning/virtual schools by looking at the learning population.  The rationale for choosing virtual schooling defines the manner in which the student may partake in this particular learning process.  Elements such as age, independence, mental capabilities, and behavioral patterns.  The focus of the virtual school maintaining the same standards as the traditional schools also raise concerns as to how it can be achieved.  Although their research concludes that further investigations must be made in this area, the continuous investigations of distance education as a whole must as well.  Factors such as influences, mindsets, e-learning products, curriculums, etc. must be monitored and altered to enhance the vision of a beneficial distance education program.

I think that the authors have valid concerns that are backed by supporting documentation.  Because distance education has recently become increasingly accepted, the importance of determining its effectiveness is crucial to defining our educational systems.  Because we seek to provide the best possible education to students, this modern method of learning must be examined.

References

            Moller, L., Foshay, W., & Huett, J. (2008a, 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. http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?sid=876aeeee-bd97-45ae-a30a-8aabf8cd228b%40sessionmgr110&vid=2&hid=106

            Moller, L., Foshay, W., & Huett, J. (2008b, 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. http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/detail?sid=d6111669-b303-4c29-9eee-1bc9128ef00e%40sessionmgr110&vid=3&hid=106&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=a9h&AN=34729472

            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: Higher Education). Tech Trends, 52(5), 63-67. http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?sid=2e98b130-62bf-4ece-aa84-ba9755f92473%40sessionmgr110&vid=6&hid=123