Learner Community in Distance Education 8842 project

http://www.slideboom.com/presentations/112020/8842-community-video-project

Above is the link to my final project for 8842 Principles of Distance Education. It describes the significance and need for learner communities in education. I look forward to your feedback.
Sandy

Distance Education Technology and Media Mind Map

http://wenzel.wikispaces.com/8842+PROJECT

Above is the link to my mind map.

Based on my philosophy of distance education, I believe that I lean toward the dynamic end of the “static-dynamic continuum.” I could move further in this direction however. I need to continue to explore new technolo0gy and media as i have been in my educational technology courses. Then, and more importantly, I need to apply these in my daily work with students. This would require some positive risk taking. I can continue to further my knowledge on the dynamic portion of the continuum by taking further courses in this area and practicing the skills in courses and else where.As one who believes in the constructivist approach to teaching and learning, this concept of dynamics falls well into the constructivist theory.
Sandy

ENGAGING LEARNERS WITH NEW STRATEGIES AND TOOLS

http://wenzel.wikispaces.com/8842+PROJECT

Above is the link to my wiki with the October 20, 2009 blog post graphic organizer

Anderson (2008) provided an overarching framework for a successful distance education experience. This framework includes the major categories of teacher presence, social presence, and cognitive presence. Anderson’s structure was utilized in the above graphic organizer and the work of others in this paper was inserted to demonstrate specific strategies and tools that could be successfully used to establish all three categories through instruction, establishment of the learning environment, and learning experiences.

Siemens (2008) discussed how learning networks have changed the structure of traditional institutions. The participative web added to communication and content development with new tools to gain information from. People now have a networked view of the world instead of a geographic view and networks provide more equity to learners given their access to information. He added that although the overwhelming amount of information available can make it difficult for learners to sift through it, the network tools can also provide assistance with this using blogs and online communities (Siemens (2007). Siemens (2008) added that there has been a disconnect between classroom tools and methods and the general society. Additionally, the increase in networked tools for learning has pressured education to change models better equipped for the interests and digital literacy skills of learners as well as fostering higher levels of learner engagement.

Siemens (2008) further argued that learning can be autonomous due to web tools and this meets to requirements of the constructivist model of teaching and learning used in distance education. As a result, the learner can be in control of the learning and an instructor is an expert who guides and encourages learner exploration. The instructors recognize the autonomy of learners and create resources that that give structure for critical ideas, concepts, papers, and places to create, explore, and connect knowledge. Instructional design has also changed so designers are also educators to educators in addition to their other tasks. Siemens (2007) also stated that instructors establish the core structure of resources for learners to explore without mandates on what they need to know. He argued that at this time, the goal for instructors is to achieve a centralized outcome through decentralized means.

Web tools that Siemens (2008) suggested fall into the categories of social sites or access to resources. Social sites such as Skype, blogs, social bookmarking, Ning, instant messaging, wikis, podcast, virtual worlds, and email include tools that create dialogue and disseminate information for learners. Google Scholar, Scopus, open access journals, and Wikipedia provide access to information. Other technological tools used by learners include cellular phones, computers, and internet all provide access for teaching and learning.

Siemens (2007) also discussed the web tools provide learners with new ways to communicate, collaborate, and explore information. Networks tools allow learners to be actively engaged in learning in different ways and from different sources from the older authoritative teaching in institutions. One example was that Skype can reduce barriers because it allows interaction and connection using voice and video in addition to asynchronous dialogue. Durrington, Berryhill, and Swafford (2006) added that high levels of interaction give learners more motivation, engagement, and learning. Some avenues that instructors can use to build this interaction are to provide a syllabus that sets the climate of the learning environment, create an area for learners to ask questions and instructors to answer, and instructors can use emoticons to add expression in postings. Additionally, asynchronous discussions, email, phone calls can be used between students and students with instructors to promote this interaction. Small groups can also be established for interaction prior to posting discussion as a means of promoting this essential interaction. Skype would be another good web tool for this purpose as it can add video for those learners who prefer this option.

 References

Anderson, T. (Ed.). (2008). The theory and practice of online learning (2nd ed.). Edmonton, AB: Athabasca University Press.

Durrington, V., Berryhill, A., & Swafford, J. (2006). STRATEGIES FOR ENHANCING STUDENT INTERACTIVITY IN AN ONLINE ENVIRONMENT. College Teaching, 54(1), 190-193. http://search.ebscohost.com

Siemens, G. (2008, January). Learning and knowing in networks: Changing roles for educators and designers. ITForum.

Siemens, G. (2007). Curatorial Teaching. Podcast.
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BUILDING COMMUNITY IN DISTANCE EDUCATION 8842 PROJECT STORYBOARD

www.wenzel.wikispaces.com/8842+PROJECT

Above is the link to my wiki which will take you to the story board. The blog post does not maintain the table format so this link is provided.

Sandy

Assessment in Distance Education

Siemens (2008) would set a change in assessment models as the priority in order to engage learners in communities which are different than the previous experiences they have had. Swan (2004) added that grading rubrics for discussion participation should be developed and should reward desired cognitive behaviors. Palloff and Pratt (2007) argued that a strong sense of community can be built in distance education with the creation of a web of learning in which assessment is of the depth of knowledge and number of skills gained rather than a regurgitation of facts. Siemens (2008) suggested that a group of learners can assess each other rather than only the instructor doing the scoring. Peer assessment is encouraged in constructivist models as well. Learners can provide peer assessment though direct feedback in collaborative work when guided to learning community work by the instructors. The third assessment provided by Siemens is the instructor assessing each peer. Lastly, Siemens argued that assessment should be authentic and should include a strong connection to what the s experience in their real life situations. Mc Daniels (2009) posted that students are required to learn the content and pass the course requirements, but part of the assessment may need to focus on student growth during the quarter due to the varied levels of initial skills and knowledge according to Siemens 2008. Additionally, she argued that instructors have to be able to see active participation to be able to give a valid grade. (Palloff & Pratt, 2005). It is the instructors’ responsibility to talk with any students who are not participating to find out if there are any problems and remind the student about procedures and requirements. Although I agree that it is ultimately the instructor's responsibility to discuss non participation with students, it is first the responsibility for peers to provide gentle reminders and encouragement prior to instructor involvement. Mc Daniel, S. (2009). Module 3.http://sharon-mcdaniel.blogspot.com/search?updated-min=2009-01-01T00%3A00%3A00-08%3A00&updated-max=2010-01-01T00%3A00%3A00-08%3A00&max-results=8 Palloff, R. & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco: Jossey-Bass Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco: Jossey-Bass. Siemens, G. (2008). Assessment of collaborative learning [DVD]. Laureate Education, Inc. Siemens, G. (2008). Learning communities [DVD]. Laureate Education, Inc. Swan, K. (2004). Relationships between interactions and learning in online environments. The Sloan Consortium.

Collaboration in Distance Education

I agree with Siemens’s (2008) view that there is a growing acceptance of distance education in today’s corporations and educational environments. This statement is true in my opinion as related to learner, faculty, and management acceptance. This is evident in the growing amounts of formal online programs in education k-12 and in higher education as well as in distance training of employees in businesses. At this time, I am not convinced that employers in general accept the quality of distance education when considering hiring personnel and would like to see studies on this. In addition, Moller, Foshay, and Huett (2008) cautioned that often, managers in corporations are providing distance training because it is cost effective rather than because it is an effective and preferred mode of learning for employees. Siemens’s (2008) also discussed communication, global diversity, and collaboration as elements that are producing more effective learning experiences and distinguishing distance education from traditional models. I agree that all three of these areas are factors contributing to the quality of distance education. In fact, they are nearly inseparable. For example, collaborative interaction on a wide scale would be more difficult if not for the modern communication tools in place. At the same time, because we have such quality communication tools, it allows for global diversity and collaboration to exist at a higher level than ever before. The quality, acceptance, and diffusion of modern tools of the technology in our world is the underlying common factor that ties these elements together resulting in more effective learning experiences in education and training. These elements also thrive in the world market and social spheres today which makes the application and need in education for these elements high and applicable to our daily lives. Although I view the elements as intertwined, I have selected collaborative interaction as the focus of this post. Collaborative interaction has evolved for many reasons. One reason is the growing use of contemporary learning theory of constructivism. A learner centered collaborative framework is at the core of this theory (Anderson, 2008). In addition, in the global marketplace, collaborative problem solving is common today. In order to meet the needs of employers in the market place, learners need to be prepared to problem solve in a collaborative manner. Some experts also emphasized that collaboration across disciplines or within subgroups of a discipline in problem solving is also important. For example, Kearns (2009) described a lesson in her law class that required collaborating with students in another field to address the issue of taxes in a divorce situation. She stated, “The goals of the exercise were (i) to provide an environment for the students to collaborate, (ii) to give the students an opportunity to exercise their public speaking muscles, (iii) to provide a forum to express what they had learned throughout the semester and (iv) to cross pollinate”. (http://bestpracticeslegaled.albanylawblogs.org/2009/06/16/collaboration-experiment-letting-the-students-teach/) Finally, because technology tools have become sophisticated and widely diffused, collaboration across distance and time is more possible. Online tools available today that assist with collaborative interaction online are social web sites such as Face Book, cell phones and other mobile technologies such as laptops and netbooks, email, blogs, and interactive communication programs such as Skype that allow text, audio, and video conferencing instant and easy. These tools also allow for both synchronous and asynchronous collaboration accommodating collaboration easily across time. “The final element of engaging learners in the online environment involves active participation in collaborative, problem-based activities. Group activities should include a small number of participants, solve relevant problems, encourage accountability, and facilitate discussion (Durrington, V., et al., 2006)”. (Vining, 2009). http://mavining.blogspot.com/ “We can no longer be satisfied with creating easy to manage course websites that live inside moated castles. We have to open up the learning process and experience to leverage the vastness of the data available to us and the power of the crowd, all the while remembering that learning is fundamentally about individuals conversing with each other about the meaning and value of the data they encounter and create”. (Simons, 2009). http://dlviews.blogspot.com/ References: Anderson, T. (Ed.) (2008). The theory and practice of online learning (2nd ed.). Edmonton, AB: Athabasca University Press. Higher education and collaboration in a global context: a new UK/US (Atlantic) perspective. (2009). Retrieved on Sept. 26, 2009 from http://globalhighered.wordpress.com/2009/07/29/higher-education-and-collaboration-in-a-global-context/ Kearns, D. (2009). Collaboration Experiments: Letting the Students Teach. Retrieved on Sept. 26, 2009 from http://bestpracticeslegaled.albanylawblogs.org/2009/06/16/collaboration-experiment-letting-the-students-teach/ 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. Siemens, G. (speaker). “The Future of Distance Education.” Laureate Education, Inc. (2008). Principles of Distance Education. Baltimore. Simons, D. (2009). The End in Mind I’ve Seen the Future and the Future is Us (Using Google). Retrieved on Sept 26, 2009 from http://dlviews.blogspot.com/ Vining, M. (2009). Engaging Learners Reflection. Retrieved on Sept 20, 2009 from http://mavining.blogspot.com/

8842 module 1 wk 2 assignment

While comparing and contrasting views on the reasons for the need to evolve distance education to the next generation, it is the scope of the lens used by experts in the resources that stands out as the most significant contrast. Huett, Moller, Foshay, and Coleman (2008) presented views on evolving distance education to the future using a narrow lens restricted to the present aspects of distance education to explain while Simonson (2008) uses a much broader lens. Simonson relied on theory, empirical research, and a historic perspective on distance education to explain the future. This is the most significant contrast between the perspectives provided in the resources. The lens used by Simonson (2008) also provided a definition of distance education and distinguished it from self study at a distance. Simonson also focused mainly on schools while Huett et al (2008) provided equal application of distance education to corporate training, higher education, and k-12 schools. Lastly, Huett et al emphasized criticism of distance education and focused on the need to improve assessment, methodology tools, models of instruction, and course development. In contrast, Simonson emphasized what is successful in past and present distance education and builds from those aspects. Huett et al presented using repair of a problem based approach while Simonson used building upon an existing successful approach. Similarities also existed in experts’ opinions. All of the experts discussed the explosive growth in distance education. Additionally, all authors attributed this growth to economics and accessibility yet Huett et al (2008) provided narrow evidence from a past study while Simonson (2008) connected the growth of distance education beginning to past patterns with the birth of the internet and web. In addition, Simonson provided more details on future growth using information about instructional and communication technologies. He also provided more information when arguing that the changes will not be revolutionary. I agree with most of the concepts presented in the resources. I was uncertain of some arguments presented by Huett et al (2008). Their views would have been more convincing and valid if more empirical data would have been provided. I agreed with all of Simonson’s ideas on the evolution of distance education to the next generation because he based his arguments in proven theories, historic patterns, and sound empirical data. References 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.Retrieved on Sept 05, 2009 from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=3649020&Survey=1&47=2578915&ClientNodeID=984645&coursenav=1&bhcp=1 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: Training and development). TechTrends, 52(3), 70-75. Retrieved on Sept.5, 2009 from http://ezp.waldenulibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=33281719&site=ehost-live&scope=site 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. Retrieved on Sept 5, 2009 from http://ezp.waldenulibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=33991516&site=ehost-live&scope=site Simonson, M. (speaker). “Distance Education: The Next Generation”. Laureate Education, Inc. (2008). Principles of Distance Education. Baltimore.Retrieved on Sept 10, 2009 from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=3649020&Survey=1&47=2578915&ClientNodeID=984645&coursenav=1&bhcp=1 Simonson, M. (speaker) (2008). “Equivalency Theory”. Laureate Education, Inc. (2008). Principles of Distance Education. Baltimore.Retrieved on Sept 10, 2009 from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=3649020&Survey=1&47=2578915&ClientNodeID=984645&coursenav=1&bhcp=1