Module 6 Video Presentation on Copyright

Module 5 Concept Map

After reading Moller's (2008) article, I would say that I am moving away from static, and am almost in the middle of the "static-dynamic continuum," eagerly moving toward dynamic.  With every online course I take, I learn more and more about resources and tools that are available for me to use in my studies.  With technology changing so quickly, I will look up something and find it is now something else!  For example, I was going to put Elluminate on my concept map, but when I looked it up I found out it is now Blackboard.  Unfortunately, textbooks can not be updated quickly enough to give students the most up to date information and resources, so I have made it a standard practice to look up something I am not familiar with to see if it has been replaced with the latest "best thing out there".  

To help me move toward the dynamic side, I am using online tutorials, specifically Lynda.com, to learn some of the software that I want to use myself, or in my classroom.  Since I introduced the site in my classroom, my students are using it to teach themselves programs that we have, but that I do not teach, such as Adobe Indesign, Photoshop, and After Effects. 

I also found a blog by another Walden student, Ruth Shelton, called Developing Effective Learning Design.  I have enjoyed reading her posts, which are well referenced, if you would like more information.

References

Moller, L. (2008). Static and dynamic technological tools. [Unpublished Paper].

Shelton, R. (2012, Nov 18). Applying distance learning technology. [Web log]. Retrieved from

http://ruthannshelton.com/about/

Module 4 - Graphic Organizer

Today’s young people, commonly referred to as millennials, are using tools such as blogs, social networking, wikis, podcasts, and virtual worlds to explore and learn in the 21st Century (Siemens, 2008). Learning, as we know it has changed. No longer are we restricted to a classroom in a brick and mortar building. We can now learn any time, where ever we are, and when it is convenient. Teenage use of the Internet has reached an astounding 93% and continues to grow (Siemens, 2008). These tech savvy millennials are causing many colleges and universities to scurry around in order to offer more online learning opportunities, as they try to lure students to their programs.

 With technology growing at as fast a pace as Internet usage, what is the best way to engage today’s youth? What tools and strategies will work best with these digital learners? The answers are still not widely known, and trial and error will probably give us the answers we’re looking for, but unfortunately, not for many more years. In the meantime, there are some proven educational strategies that can be adapted for the online classroom, and used in conjunction with the technical tools available today. This combination can make for a very positive online learning experience.

Durrington, Berryhill, and Swafford (2006), stress “the importance of providing a learning environment that is supportive, open, and respectful through the use of a clear and detailed syllabus…”, which allows the student to know what to expect, as well as what is expected of them. Within this environment students will feel comfortable working collaboratively with their classmates, a skill that is increasingly being looked for by the 21st Century employer. Interaction between students is fostered through asynchronous, instructor-mediated discussions, which give students experience exchanging information and leading or moderating discussions. Problem-based learning (PBL) is also a good online strategy that promotes small group interaction and problem solving (Durrington et al, 2006). With so much focus on collaboration in the online classroom, video chats, Skype, email, and Dropbox are additional tools that can be used to enhance the learning experience. For example, being able to video chat or Skype with a fellow classmate allows the learning experience to be more personal, and for the student to match a name with a face. Email and Dropbox can be used to exchange documents, ask questions, etc., and blogs and wikis can be used for group assignments and project feedback.

No matter what your preferred technological tool might be, the fact that you have tools available to use to facilitate online learning is what is most important. So many tools in fact, that if you don’t like the one you’re using, look around, do some research, and find another one that works best for you.

 References

Durrington, V. A., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190−193.

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

Module 3 – Assessing Collaborative Efforts

According to Siemans, there are four different types of assessments that instructors can use when evaluating student work in an online classroom environment.  Instructors can use learning management systems, they can have students assess their peers, students can give, and receive, feedback from their online communities, and students can contribute to their own assessments (Laureate Education, Inc., 2008).  To keep assessment fair and equitable, thoroughly developed rubrics should be designed that clearly outline student expectations.   Well defined rubrics not only assist educators in assessing students, but they allow students to assess their own work and keep track of their own progress (Palloff & Pratt,  2005).

Non-participation in an online class is something that an instructor will encounter.  Often students take online classes because they assume they will be able to work independently (Palloff & Pratt, 2005).  To get students to participate in their learning communities the instructor may need to offer a variety of activities to ensure the non-participating students do not lose their individuality in ‘cyberspace’.  There are two ways that Siemens suggests that they can do this; 1) change the assessment model, and 2) have the students engage in a learning community that is high functioning (Laurette Education, 2008).  Other members of the student’s group should also make attempts to reach out to the non-participating student.  This can be done by contacting them through email to try to discover the source of their apprehension, and to clear up any misconceptions they might have.  The instructor should be brought into the situation when the group leader no longer thinks he/she can effectively deal with it (Palloff & Pratt, 2005).  Assessment of the student who does not participate should be no different than any of the other student assessments.  The rubric being used will aid in evaluating the student in a fair and consistent way.

The world outside of the classroom is moving away from individuals working alone and toward groups of individuals working collaboratively (Marcinek, 2011), therefore teaching students to master this skill is further preparing them to live and work in the 21^st Century.

References

Laureate Education, Inc. (Executive Producer). (2008).  Assessment of collaborative

learning. Baltimore, MD: Author

Laureate Education, Inc. (Executive Producer). (2008). Learning communities.

Baltimore, MD: Author

Marcinek, A. (2011, February 16). Importance of collaborative assessment in a 21^st

century classroom. Edutopia. Retrieved from http://www.edutopia.org/

blog/collaborative-assessment-digital-classroom-social-media-tools

Palloff, R. & Pratt, K. (2007). Building Online Learning Communities. San Francisco,

CA: John Wiley & Sons, Inc.

Copyright

Copyright Storyboard by donnamullins