Asynchronous vs. Synchronous Interaction

I have posted my video "Asynchronous vs Synchronous Interaction" on YouTube. Please view and comment at your convenience The first link provides an objective assessment of both Asynchronous and Synchronous Interaction.


http://www.youtube.com/watch?v=3qsoa-S6c3k

http://www.youtube.com/watch?v=vpJmS34uM-s

Technology/Media for Distance Education

Please click on the Mind Map to link to the full-size version posted on my Wiki.

Module V

The Static-Dynamic Continumm

After reflecting on both the course content, and my philosophy of distance education, which follows the constructivist model (which involves facilitation of cognitive and skills development with the aid of multimedia) I believe that I now am capable of utilizing the tools necessary to incorporate and implement technologies in my classroom.

Presently, I have been compiling artifacts of lessons, and that of peers to include in my portfolio, while also documenting professional development I am facilitating utilizing technology. Collaborating with colleagues on interdisciplinary lessons that integrate technology is also part of the process.

Knowledge, Expectations, and Challenges

The technologies explored over the duration of this course have not only allowed for succinct understanding, knowledge of, and access to an abundance of resources, but have also provided the elements that make for quality online instruction. As online enrollment is expected to grow as much as 25% per year, ...the central challenge to the nation is how to engage communities to make education “an ordinary part of life.”(Bourne & Moore, 2005)

Moving Toward Dynamic

To assist in the momentum of the process of moving from static to the dynamic end of the continumm, I have proposed to the administration at school, and have been given the “green light” to train faculty (and administration) in the use of both Smartboard and Mimio technologies. Within the ensuing school term, hopefully use of Web 2.0 tools Elluminate and Skype will be on the agenda for incorporation with High School curriculum. Students would be able to access discussion forums, chat rooms, read and respond to works of literature, and pose questions; all which will further develop their analytical, reasoning, and critical thinking skills. The use of tools that support specific activities (e.g., discussion boards, podcasting, blogs) are essential when choosing appropriate technologies. (Wenger, White, et.al. 2005)

Incorporating the use of multimedia tools and the principles by which they are guided are essential to providing effective online instruction. (Anderson, 2008) It is crucial not only to the education and success of our students that we infuse new and emerging technologies into the curriculum, but is also essential to the growth and success of our nation as we complete in an ever-evolving, “digitized” society.


Anderson, T. (2008). Towards a theory of online learning. In T. Anderson (Ed.), The theory and practice of online learning (2nd ed., pp. 45–74). Edmonton, AB: Athabasca University Press.


Wenger, E., White, N., Smith, J. D., & Rowe, K. (2005, January 18). Technology for communities. CEFRIO Book. Retrieved from http://technologyforcommunities.com/CEFRIO_Book_Chapter_v_5.2.pdf

Web 2.0 Tools That Support Learning

Module IV


Email

• Benefits and advantages: range from communicating with colleagues, students, and parents. Messages can be organized, and used to facilitate collaboration with students in and out of the classroom;

• Utilized in the classroom: To communicate/keep parents and students updated on events, and provide feedback. This includes a class web page, and discussion groups, and distribution lists.

Poll Everywhere.com

• Benefits and advantages: standard web technology allows live responses from any venue. Conferences, presentations, classrooms, radio, tv or print. (free for those who need to collect 30 or fewer responses per poll.) plans for K-12 and Higher Education are available

• Utilized in the classroom: class can vote after a debate, for a persuasive argument, choice of assignment, class president, school/class rules. Etc.

Linkedin.com

• Benefits and advantages: locate friends, alumnae, professional contacts

• Utilized in the classroom: grades 10 and up are able to search for contacts in industry, exchange information, ideas, and job opportunities as part of coursework, or project. Create professional groups, contacts of portfolios.


Winksite.com

• Benefits and advantages: a mobile website community that can be shared worldwide. Immediately connects to web pages that provide hundreds of links within the category.

• Utilized in the classroom: an fun alternative to the usual search engines. Visually appealing, students can browse tagged sites by category alphabetically.

Twitter.com

• Benefits and advantages: called microblogging, this web 2.0 tool can be used to make contact without sharing cell phone numbers or email addresses.

Utilized in the classroom: Application “tweetworks” can be used for group communication. Announcements for upcoming projects, tests, change in schedule. Send out updates, current events, follow professors or classmates for research purposes.

References

Email: Learning Light e-Learning Center:. Retrieved October 19th, 2009 from http://www.e-learningcentre.co.uk/eclipse/Resources/usingoutlook.htm

Linkedin: Relationships Matter. Retrieved October 19th, 2009 from http://www.linkedin.com/home

Polleverywhere.com:Text Messaging, Polls, (SMS) Audience.Retrieved October 20th, 2009 from http://www.polleverywhere.com/

Sketchfu: Draw, Share. Retrieved October 20th, 2009 from http://sketchfu.com/

Twitter: 50 Ways to use twitter in the college classroom. Retrieved October 20th, 2009 from http://www.onlinecolleges.net/2009/06/08/50-ways-to-use-twitter-in-the-college-classroom/

Winksite: Winksite.com. Retrieved October 20th,
2009 from http://winksite.com/site/index.cfm


please visit my wiki space below to view my graphic organizer.

http://bunwik1.wikispaces.com/

Assessment of Online Learning

Module III

Assessment of students in an Online Environment should not mirror the same model, or mode of instruction and evaluation as utilized by traditional classrooms. Assessment of online learning should be based within an "authentic" context- that is, not just on content, but from what the student learns and experiences within the learning community. (Sieman, 2008). The student gleans information not just from course content, but also from peers and within the online environment which may include web 2.0 tools referrred to as social networks,(Blogs, discussion boards, et cetera.)

Collaboration also known as being based in the theoretical foundations of constructivism is said to hold the process of active learning....also noted is that individuals learn through interaction with others rather than individual exploration.(Palloff & Pratt, 2005, p.6) Padloff & Pratt (2005) further explain that collaborative activity is important in both face-to-face (F2F) and online classes because it promotes the following:

1. Development of critical thinking skills
2. Co-creation of knowledge and meaning
3. Reflection and,
4. Transformative learning

Sieman (2008) explains in detail how and why students in a collaborative learning environment should be assessed primarily through four different models of assessment whose criteria are based on the Assessment Models that follow:

1. Peer assessment
2. Feedback from the online communities to provide collaboration
3. List Serve (vast community of learners with varying degrees of expertise)
4. Educator/instructor assessment based on level of participation

Methods of Assessment

Important as an assessment tool is evaluation by direct comments and feedback from instructors and peers. Educators can assess learners based upon the degree of student participation – time spent on postings, how much, how often, the total length of time spent on participation in the online environment; how often did they contribute to group-related activities, which as Seiman states, usually constitutes a greater proportion of what is translated into a grade.

From the pages of an online student guide - Teaching and Learning Online, (Poe & Strassen, p. 39) a handbook created for a university’s online fellows program, indicates it being crucial to create a “mix”of assignments that cover multiple dimensions of learning such as:

1. end of semester paper
2. weekly test
3. group projects
4. case study analysis
5. journals
6. read and response and,
7. threaded discussion participation

These specific guidelines are said to be most important in assessment of students and go far beyond the traditional tests.

A few examples provided for assessing students in online courses included assessment techniques being based on desired learning outcomes, interactive mentoring opportunities that enabled students to evaluate their own progress throughout the course, and to providing feedback on course content areas that need further enhancement and/or development.(Holzen, Runyon, & Heeler)




Student Participation

In the event that a student participates, but on a minimal level, members should initially reach out to the student, try to find out what, if any, problem exists for this learner. Support should be offered from members of the learning community to assist in resolving the issue.

The instructor should play a lesser role initially, unless there is an impasse, and the learner’s issue remains unresolved. If, the learner is not able at some point to reconcile so as to resume full participation, which will eventually impact negatively upon the learning community, the instructor should then intercede, personally email and/or speak with the student.

Assessment based on all of the aforementioned criteria would, I agree, constitute fair and equitable assessment of student learning.

References

Holzen, R., Runyon, D., & Heeler, P. (Eds.). (). Assessment in online course: Practice examples (NorthWest Missouri State University). Missouri: Technology in Information Center.

Palloff, R., & Pratt, K. (2005). Collaborating online: Learning together in community. (1st ed.). San Francisco: Jossey-Bass.

Poe, M., & Strassen, M. L. (Eds.). (). Teaching and learning online: Communication, community,and assessment (Univeristy of Massachusetts). Boston, Massachusetts: University of Massachusetts, Online Fellows Program.

DVD: Laureate Education, Inc. (2008). Principles of Distance Education. Baltimore: Author.

Elements of Distance Education

Module II

The statement that people are more apt to be open because of the anonymity of online collaboration as compared to Face-to-Face (F2F) learning, (Seimans, 2008) literally caused me to reflect on my initial reason for joining the online community

In the traditional classroom, it is either the intimidating presence or personality of the instructor or classmates that dictate what a person does or does not communicate. Oftentimes opinions and ideas, among even the most prolific thinkers have been stifled or repressed for that very reason.

Online instruction not only adds the element of protection that anonymity provides, that which F2F cannot offer, but allows for richer and more diverse collaborative opportunities on a global scale. These are the three elements Siemens refers to - global diversity, communication, and collaborative interaction, all of which are the dynamics that contributed to the success of online learning.

Siemans (2008) explains that growing acceptance of distance education is fueled by an increase in online communication (Skype,Twitter,FaceBook,Wiki, YouTube,Bloglines, Moogle). Distance education also saw an increase due to practical experience with new technology tools, and a growing comfort with online discussion forums. Gloal diversity according to Siemans(2008) is now a common trend; it also benefits corporations by allowing them to interact with different offices around the world.

Reaching a point of agreement with Siemans was without question for me. Being an introvert through my youth and most of my adult life, had it not been for online learning, I don’t think I would have truly understood the true meaning or need for collaboration. Having to interact with people from different ethnicities, backgrounds, and schools of thought from all around the country, online learning gave me an entirely new perspective on different ways to know, learn, and share.

The elements of online learning include technology that has taken millions of people out of the confines of the traditional modes of communication through such technologies as Wiki, Skype and Video conferencing. Webcams and hand-held video are also tools that assist in capturing moments in real-time, many often viewed on YouTube, FaceBook, and Twitter. Web 2.0 technology has taken communication to a level unprecedented in history. Online learning has and will continue to evolve as as evidenced by the surge of applicants in virtual courses.

Seimens, George. The Future of distance Education. Video posted to http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=3649019&Survey=1&47=2625189&ClientNodeID=984645&coursenav=1&bhcp=1 viewed September 23, 2009.

The Next Generation of Distance Learning

In comparing articles by authors Moller, Huett, Foshay, and Coleman (2008) with Simonson (2008), there seemes to be a general consensus that the growth of online distance (e-learning) is growing in almost all sectors of society, and in both developed and developing countries.


This explosion of distance learning is due in part, to web-based instruction and the promise it holds of increasing commuication among learners...One of the main benefits of online learning is having access to students outside of the normal face-to-face setting. Learners have also benefited from use of these tools to succeed in alternate settings.


Colleges and universities also envision distance education programs as a means of maintaining its growth. Both Simonson (2008) and Moller, Huett, Foshay, and Coleman ( 2008) allude to the fact that growth in distance learning is hastily changing the face of post-secondary education as institutions of learning now aspire to meet the challenge by providing the technological tools necessary in a technologically-driven global society.

As a Technology Staff Development Specialist, and Language Arts Teacher in a 6-12th grade alterative school setting, we (the school) seem to always be on the lower end of the funding scale and are not able to purchase new technologies. Pre and post Benchmark results for our students have shown that students who have the opportunity to use technology, for practice tests or class projects have progressed at a rate faster than their peers .

As a former student who has completed an online Master's Degree program, and now as part of a cohort in an Ed.S course of study, I can attest to the high caliber of instruction the coursework provided. My knowledge base and propensity for learning has increased two-fold. I also understood that to be successful I, and those who undetake this route to learning, must possess or acquire the attributes that allow him/her to become self-disciplined, self-directed, and be able to self-monitor their own learning.

EDUC 7102

To all in my cohort, the course looks very, very challenging - what are your thoughts on the topics we are going to cover this term?