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.
.

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.