Video Presentations

My comments are in youtube for CassieDove.  https://www.youtube.com/watch?v=Ml8yABbyQcI&feature=youtu.be

Spencer https://www.youtube.com/watch?v=Yd6Qti7-r_0

Mia Joe http://757edtech.wordpress.com/2014/11/09/a-video-educ-8842-module-5/

Florence Hulihee http://florencehulihee.wordpress.com/2014/11/10/module-6-video-presentation/#comments

 

 

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Module 5

Static vs. Dynamic

As technology keeps changing so does our delivery and experience in distance education.  The more dynamic the technology, the more higher order thinking is enabled. Most technologies can be used as part of the three c’s, collaboration, communication and content.  For example a static technology is email which allows for collaboration and communication and actually it can deliver content to the participants as well.  I myself have moved towards the dynamic end as I have gotten older, and utilized more and more tools with my teaching experiences.  I keep growing, learning and sharing.  Prezi can start as a content and communication static technology but as the user gains familiarity the tool becomes more dynamic.  I guess I get more dynamic with age 🙂

Commented on

http://florencehulihee.wordpress.com/

http://erinortega.weebly.com/blog/concept-map-static-versus-dynamic-technologies#comments

Module 4

Screen shot 2014-11-05 at 8.32.30 AMmodule4blog8842

Content, communication and collaboration are essential in building a productive learning environment as well as a producing an educated student.

Content can be delivered in several modes such as Youtube, schooltube, Prezi, Slideshare, Moodle, and Blackboard. These modes are viewable on phones, ipads and other devices most students carry. Using their devices that are used everyday and with expertise can assist in student success. I feel one great strength is when students can control the delivery. The pause and rewind buttons can help a student control when the delivery is taking place.

Communication is another essential element of an online learning environment. Communication is often taken for granted everyday but without it not much would be going on. Communication between the learners and teacher to learner can be delivered in email, Skype, Text, and through feedback on Assessments. These are just a few that are used daily with students and again the students are able to use them on their phones and other devices. Also Google Docs can be in this category, allowing the teacher to give feedback as well as students to communicate with each other.  A great advantage to Skype and iChat is the instantaneous communication.

Collaboration, the third C, intertwines much with Context and Communication.   Ways to collaborate among students and learners can be accomplished with discussion boards, Wikis, Google Docs, or even SecondLife. Stop Collaborate and listen…There are benefits to each of these tools. It gives the student who is shy or non-talkative a chance to talk digitally. So many of us are afraid of public speaking but through collaboration and the teacher-guided activities, the student is given the opportunity to participate without restraint.

 

Comments

http://erinortega.weebly.com

http://tracyscottblog.com

Module 3a

Collaborative learning communities can be assessed ongoing formative and summative.  Palloff and Pratt (2005) from Palloff and Pratt (2003) suggest:

  • “Design learner-centered assessments that include self-reflection.”
  • “Design and include grading rubrics to assess contributions to the discussion as for assignments, projects, and the collaboration itself.”
  • “Use assessment techniques that fit the context and align with learning objectives.”

There are other ways such as a portfolio, but an instructor has to take on an active role as a facilitator for an accurate assessment to be done.  Feedback as well from the participants and instructor can take learning one step higher for example our discussion boards.  All of these are ways in which the learner can be assessed for participation.

One way to deal with a student who does not want to participate, “minimize group difficulties, negotiations between team members should occur at the start of any new activity so that members know how each expects to participate, any limitations on participation that may occur preferred styles of communication, conflicting demands, and so forth” (Palloff and Pratt, 2005).  When the expectations are clearly defined there are less chances of that defiant student to not participate.

Siemen (2008) provides valid points on assessment for the students and educators, “Assessment is a teaching-based activity that provides an opportunity to give feedback and evaluate ourselves as educators.” If a student does not want to participate the teacher should reevaluate the beginning guidelines.  The instructor must engage in the learning community to deter the student from becoming the non-participant.

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.

comments:  http://757edtech.wordpress.com/2014/10/10/accessing-collaborative-efforts-educ-8842/#comment-41 Mia’s Blog

http://tracyscottblog.wordpress.com/2014/10/02/assessing-collaborative-assignments-in-distance-education/comment-page-1/#comment-26 Tracy’s Blog

Module 3b Collaboration

According to Palloff and Pratt (2005), “By learning together in a learning community students have the opportunity to extend and deepen their learning experience, test out new ideas by sharing them with a supportive group, and receive critical and constructive feedback.” Assessing collaborative learning is very important yet the instructor must set the stage for effective learning and continue to evaluate the students. The students giving constant feedback with reflections gives insight to the instructor on how the assignment is going amongst the peers. Guiding the students with directions and assignments can assist in creating the trust needed to collaborate effectively. A group charter can also aide in developing collaboration assessment. Rubrics are a great form of summative assessment for the group projects. Reflections can be a quick assessment too.

References

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