Module 6: Video Presentation: "Collaboration"

EDUC 7102 Video Presentation: "Collaboration" by Wandra Coffield

Module 5 Blog Posting: Moving Toward Dynamic Technologies

In looking at static and dynamic technologies I feel that my current level falls somewhat in between them both. I still utilize many of the tools and examples included for static technology such as e-mail, chat rooms, and discussion boards for communication; wiki's and blogs for peer collaboration; research databases, and e-portfolios for demonstration of content knowledge. In looking at the dynamic technologies, I've the opportunity to utilize social networking sites, and Google Apps for both personal, professional, and educational purposes. I would however like to expand my knowledge depth to included the use and creation of virtual applications, and multimedia projects that incorporate advanced audio, media, and graphical components. This course has encouraged me to push the envelope. In finalizing and revising my video, I find myself looking for ways to not only meet the rubric requirements but exceed them by implementing components that I haven't used in the past. This type of challenge definitely pushes me in the direction of using Dynamic technologies and allows for more creativity.

Module 4 Blog Posting: Engaging Learners with New Strategies and Tools

Digital or electronic portfolios allow learners the opportunity to reflect on the knowledge they’ve gained from the content they’ve been taught, researched, or studied. Online research databases such as ERIC and Academic Search Premier allow students the opportunity to build their knowledge of specific content by locating peer-reviewed research articles from credible journals and sources. Blogging is another tool which allows students to reflect on particular topics, articles, etc. Blogging also gives students the opportunity to communicate with peers and instructors through comments or responses to specific blog posts. Web 2.0 tools such as Wikis and Google Docs assists with the collaborate environment in cases where students have to work together as a learning community; files can be shared or stored electronically via the web with tracking tools to note any modifications that have been made by other team members. Chat rooms allow for “real-time” discussion sessions with peers and/or instructors. Learning communities can set aside a time throughout their collaborative process to meet and discuss the progress of projects, assignments, etc.

Module 3: Blog Posting: Assessing Collaborative Efforts

Participation in a collaborative learning community is very important. There are several ways to assess a collaborative environment. Items such as rubrics can be given to students to make them aware and serve as a guide for the expectations of each individual who participates in the learning community. Student involvement and participation in course discussions, chat sessions, blog postings and responses, as well as wikispaces could be included in the assessment process. Prior to beginning this course (EDUC 7102) we were given a course syllabus as well as rubrics which serve to inform all students of course expectations. Each student receives a grade based on his or her participation and the guidelines of the rubric for collaborative learning communities. Regardless of the varying levels of skill and knowledge of students each individual within a collaborative learning community should always feel and have the understanding that what he or she has to offer is needed, valuable and respected both by the instructor and their peers.

Initially a set of norms is usually established within the learning community in which all members tend to agree. However, if a student is somewhat resistant or feels that they should not be a part of a learning community perhaps the group could offer to extend a role to that student in which he or she feels comfortable taking on. If the issue remains, the students within the group should seek further guidance about what to do from their instructor. Siemens states that “The best way to get students to participate in a learning community is to change the assessment model and have them role play, participating in a high-functioning learning community” (Siemens 2009). When a student refuses or resists participating in the learning community this can have a huge effect and hinder the progress of the other students thus making the assessment process more complicated.

References:
Siemens, G. Learning communities. Accessed 10/11/09 from
http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=3649019&Survey=1&47=3951732&ClientNodeID=984645&coursenav=1&bhcp=1


Siemens, G. Assessment of collaborative learning. Accessed 10/11/09 from
http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=3649019&Survey=1&47=3951732&ClientNodeID=984645&coursenav=1&bhcp=1

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

Video Presentation Storyboard

The draft for my storyboard can be found on my wikispace at:
http://educationtechnology-wcoffield.wikispaces.com/EDUC-7102

Blog Reflection: Elements of Distance Education Diffusion

Elements of Distance Education Diffusion:

The element of distance education diffusion I’ve chosen to focus on is the “Collaboration Interaction” element. Collaboration Interaction has really evolved into an essential tool used in Distance Education for both K-12 and Higher Education as well as professional development. Dr. Siemens states that “…the growing acceptance of distance education is fueled by the ability to communicate with diverse global groups” (Siemens 2009). Collaboration plays an important role in this. By establishing a collaborative process among diverse groups of people, the door is opened to expand the student’s learning experience by being exposed to the ideas and thoughts of individuals from other socioeconomic backgrounds and cultures.

Tools such as wikis and blogs have become popular resources used to assist in the collaboration process. I currently work in a K-12 setting and myself and a group of my peers collaborate and plan summer technology activities for elementary students using a wikispaces as our common planning and collaboration page. This has worked out great for us because it was difficult for EVERYONE to come together in a face-to-face group setting because of scheduling conflicts.

Siemons, G. The future of distance education. Video posted to http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=3649019&Survey=1&47=3951732&ClientNodeID=984645&coursenav=1&bhcp=1 . Viewed September 27, 2009.

Blog Posting: The Next Generation of Distance Education

In viewing the video and reading the three articles, they all seem to have very valid views about the evolution of distance education into the next generation. In reading The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web, the authors discuss current trends in training, K12 and the adult education sector. They all report seeing an increase in the use of e-learning to provide educational opportunities to many types of learners. They describe e-learning as an opportunity for learners to collaborate with their peers and/or fellow classmates in a setting that’s not restricted to a traditional classroom. In part 1 of the article Moller, Huett, and Fosh state that “This redefinition of learning theory focuses on instruction that prepares learners to solve ill-structured problems through transformative or generative processes.”

The barriers for e-learning are also addressed including the fact this type of setting and collaborative learning is not for everyone (Moller, Huet, Fosh 2008). K12 institutions are using e-learning as an opportunity to provide its students with a virtual school experience. “State governments typically established virtual K-12 schools directly or provide funding to traditional schools to create online programs.” On the other side of this is the resistance of offering e-learning opportunities in the form of a virtual charter school. (Moller, Huet, Fosh, Coleman 2008)

I agree with their positions. In reading the articles and listening to the video valid points are made e-learning such as the ability to expand knowledge of the learner through collaboration, as well as establishing virtual schools among K12 schools to provide students with an opportunity for high school students to participate in AP or college level coursework. I work in a K-12 public school setting. We are constantly struggling to get and keep qualified teaching professionals. The shortage of teachers and over-crowed classrooms makes for a difficult learning environment. I feel that offering e-learning opportunities to schools would play a huge part in providing all students with the chance to receive a quality education.

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. Use the Academic Search Premier database, and search using the article's Accession Number: 33281719.

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 2: Higher education). TechTrends, 52(4), 66-70. Use the Academic Search Premier database, and search using the article's Accession Number: 33991516.

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.