Final Project Video: Critical Thinking in Distance Education

To access the PowerPoint for the final project, click HERE.

Module 5: Moving Toward Dynamic Technologies

Link to Graphic Organizer

Moller (2008) describes online technologies as being found on a continuum, from static to dynamic. Static technologies imitate the traditional classroom instructional practices whereas dynamic technologies allow the learner to do more than reproduce what someone has told them (Moller 2008). In my own classroom practices, I feel that I fall somewhere along the middle of the continuum. As a seventh grade Language Arts teacher, I incorporate wikis, blogs, and online projects which allow my students to create new knowledge; however, I definitely have room for improvement in terms of moving to the dynamic use of technological tools. Due to a lack of resources and computer availability in my school, I often encounter issues with the implementation of technological resources, especially those available online. Through my educational endeavors, specifically my current classes, I have been exposed to online resources that I had previously never heard of or considered using in my own instructional practices. Through scaffolding and differentiation of instruction, I could definitely incorporate these technologies to engage the learners and meet the needs of my diverse student population.

In addition to my own classroom practices, I can use my current knowledge of static and dynamic technologies to assist my coworkers in improving their current uses of technology. Although I may not have mastered the use of online technologies, I am continuously reviewing various resources and tools. Some teachers lack time and/or the motivation to seek out these online resources. By informing others of this information, I can assist others with the adoption of these innovations while also improving my own practices. Students who are not consistently exposed to opportunities permitting critical thinking often struggle in classrooms which require students to manipulate information and reflect on what they know. Therefore, using online technologies to engage learners should be a community/school wide effort. Online technologies have great potential in the classroom for all learners and it is my responsibility as I pursue my degree in Educational Technology to convey the potential of such technology.

Reference:

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 [Unpublished Paper].

Strategies & Tools for Engaging Learners

Link to Graphic Organizer:

http://prezi.com/nsvxglxije7x/strategies-tools-to-engage-learners/

Reflection:

Online learning environments are most beneficial for all participants when appropriate tools and strategies are incorporated which allow for learner involvement. Appropriate amounts of strategies which increase content knowledge, encourage communication among peers and instructors, and facilitate effective problem-based tasks in the online environment must be implemented. Technological tools are used on a regular basis outside of the classroom.

Siemens (2008) implies that the modern Web supports a variety of media resources which can be incorporated into the design of an online learning course.  As a middle grades teacher, I have found the online resources provided by www.gaggle.net to be an effective and innovative instructional resource. Although my classroom instruction is not facilitated through an online outlet, it allows me to provide students with opportunities to participate in the online learning environment. This type of activity introduces students to the idea and benefits associated with distance learning programs. Gaggle is a safe online learning environment that improves communication among students, provides space for electronic file storage, motivates students to use current technology, and allows teachers to move towards a paperless classroom.  Gaggle allows the teacher to create assignments incorporating a variety of technological tools: blogs, class discussions, email communications, message boards, and gaggle text messaging. Communication is facilitated and encouraged while also providing parents with easy communication channels to stay abreast of student assignments and participation. Durrington, Berryhill, and Swafford (2006) imply that communication is a vital factor in creating an effective online learning experience. Using the various applications provided by Gaggle, the instructor/teacher is conveying the importance of communication to students and parents. Students will become engaged when this type of technological tool is incorporated because it provides opportunities to use tools that are commonly used outside of the learning environment. Another innovative tool that can be used in the online learning environment is www.prezi.com. Students can collaborate to complete assignments using this presentation software. Instructors/teachers can also create a variety of presentations to convey important concepts to students. To present content material in an innovative fashion, other online resources are available without incurring additional costs. Glogster (www.glogster.com) allows the creation of “posters” to present information. Not only can instructors benefit from this resource, but students can also use this website to collaborate and complete project-based assignments or to complete assignments independently.

Regardless of one’s position in the online learning environment (either student or facilitator), there must be clear guidelines and expectations. Communication must be facilitated in a variety of manners to ensure clear understandings of content and guidelines. Collaboration among students and with the instructor is also a vital component of the effective online learning experience.

Resources:

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 Work

Dr. Siemens (Laureate, 2008) suggests that education has taken a strong shift from rote memorization to a more participative pedagogy in which collaboration and teamwork is emphasized and encouraged. Additionally, Dr. Siemens (2008) describes several models for assessment in a collaborative environment:

• Students assess their peers: Having students assess their peers using rating scales takes much of the responsibility for assessment of the educator. This is particularly effective in online learning communities as it is a means of developing a sense of community among the members. Understanding the need for collaboration and the benefits of sharing ideas, concerns, and misconceptions will ultimately ensure that learners are able to submit the most effective work samples and/or compositions.
• Students receive feedback from online communities: Participation in online communities can be assessed in a variety of ways. The most evident and important means of assessment is through feedback from learning community members. Direct feedback permits open communication among members, increasing collaboration, and ultimately creating a stronger sense of community and the development of relationships among community members.
• Educators assess based on student contributions: The facilitator/teacher can easily check the amount of participation and contribution by each member in online communities because changes and updates receive a timestamp and can even send email notifications.

Fair and valid assessment ensures all students are expected to reach the same program outcomes. Students enrolled in a collaborative learning community will not always possess the same level of skills and knowledge. As a facilitator/teacher of a distance learning program, it is important to consider factors of this nature prior to the beginning of a course. The instructor of distance learning classes will take on numerous roles. One of these many roles will include analyzing the participation of all members of a learning community. Palloff and Pratt (2007) suggest that the instructor act as a facilitator and cheerleader, motivating students to dig deeper and extend discussion topics. If a student does not want to participate in a learning community for an online course, the other members of the learning community should work to foster a stronger relationship. If after continuous attempts to engage the reluctant learner no change takes place, the instructor should take the lack of participation into consideration when assessing the student. A rubric is an excellent means of ensuring all students are graded according to the same standard and expectation in a clear and concise manner.

References:

Laureate Education, Inc. (2008). Assessment of collaborative learning. Baltimore: Author.

Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco: Jossey-Bass.

Module 3: Storyboard

By clicking the link below, you will be able to access my storyboard creation for Module 3. Once the website opens, simply click "Download" to view the PowerPoint.

Development of Critical Thinking Skills

Module 2: Elements of Distance Education Diffusion

Siemens (Laureate, 2008) states that distance education enables students to have conversations and participate in communication with diverse and global groups which in turn increases the acceptance of distance education. Online communication has created more effective learning experiences for those choosing to participate and ultimately has provided distance education with an identity of its own. Unlike the traditional face-to-face instructional practices, communication must take place in an efficient timely manner between all members/participants. There is no teacher or facilitator standing over one’s shoulder to remind him/her of impending deadlines and submission requirements.

Students participating in distance learning programs must take the initiative to create positive relationships with fellow students to ensure positive outcomes for courses, specifically through positive communication. Palloff and Pratt (2005) indicate that successful collaborative activity will be most beneficial when students have a place to meet and know the parameters of how connection should occur. The format of Walden’s EDUC7102 does a phenomenal job of outlining expectations for learning communities and communication between members of those assigned learning communities.

Online communication can take place in a variety of ways. Social networking sites which have traditionally been used by people for personal communication have begun to surface in classroom instruction and distance learning programs.

• Facebook: Students can use this networking website to communicate and discuss topics of interests.
• Twitter: Students can use this networking website to communicate and discuss topics in a condensed manner.
• Wikis: Wikis provide online collaboration that would traditionally occur in small group settings. Students are able to have round table discussions without being face-to-face as required in the conventional classroom setting.
• Blogging websites: Students can create their own blogs to discuss and post important assignments, discussions, and information. This allows for communication and collaboration as members of learning communities share their ideas through comments and responses to the original posts.
• Discussion boards: Distance Education programs like that provided by Walden University incorporate discussion boards into all classroom instruction. Students communicate on a weekly basis to ensure understanding on behalf of all participants.
• Skype: Online collaboration occurs through voice, video, and chat calls; instant messaging; file transfer; and video conferencing. This is a very resourceful tool for online programs when collaboration is required within the learning communities.

References:

Laureate Education, Inc. (2008). The future of distance education. Baltimore: Author.

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

EDUC-7102 Blog 1: The Next Generation of Distance Education

Upon reflection of this week’s learning resources, I have concluded that there are remarkable beneficial impacts associated with an effective establishment of distance education. Dr. Simonson (Laureate, 2008) promotes the notion that maintaining and nurturing innovations is necessary following its initial acceptance by many. Moller, Huett, Foshay, and Coleman (2008) emphasize the opportunities presented by distance, or E-learning, that may not be available in a classroom or other traditional environment. It is imperative for educators to consider how learners use the distance learning platform in order to develop the most effective educational opportunities for all parties involved. Simonson (2000) presents the notion that online students should receive different but equivalent learning experiences through the incorporation of a variety of technologies. Simonson’s beliefs, in regards to the equivalency theory, signify the importance of incorporating technological resources to provide students with learning opportunities that encourage collaboration without being a member of the traditional classroom structure.

Huett, Moller, Foshay, and Coleman (2008) note that modest growth in distance education has been recognized in the K-12 environment. E-learning for students in the K-12 environment has often been associated with high school level courses to increase the course options available for students. Although this is an important aspect of distance/virtual learning, this is not the only benefit of this type of educational program. In order for effective programs to be created, teachers should be encouraged to take the initiative to provide information, ideas, and suggestions for those seeking to create distance learning programs. This type of program will offer benefits to all involved parties: educators, students, and parents/guardians when open and effective communication is in place.

Distance education will continue to be a vital component of educational services worldwide. Students primarily choose distance education programs due to convenience; however, this is not the only significant factor for distance education program developers. It is imperative that programs are created with specific goals and learning outcomes to ensure students receive an equal opportunity at learning. As time progresses, technological resources will also continue to grow at exponential rates. Learners participating in distance education programs will have a plethora of resources at their disposal for use in the learning environment. Seeking resources of this nature and becoming familiar with their uses will ensure students are successful in their distance learning endeavors. Increasing communication among learners through ongoing events intermixed with work processes is yet another benefit of web-based instruction (Moller, Foshay, and Huett, 2008). The potential opportunities and benefits of distance learning programs are significant when predicting the direction in which education is headed. Being able to connect with other learners in a global community increases the opportunities for collaboration and expansion of personal ideas and knowledge.

References:

Huett, J., Moller, L., Foshay, W. R., & Coleman, C. (2008). The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web. TechTrends: Linking Research & Practice to Improve Learning, 52(5), 63-67. doi:10.1007/s11528-008-0199-9

Laureate Education, Inc. (2008). Principles of distance education [Video program]. Available from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5701364&Survey=1&47=9479398&ClientNodeID=984645&coursenav=1&bhcp=1

Moller, L., Foshay, W. R., & Huett, J. (2008). The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web. TechTrends: Linking Research & Practice to Improve Learning, 52(3), 70-75. doi:10.1007/s11528-008-0158-5

Simonson, M. (2000). Making Decisions: The Use of Electronic Technology in Online Classrooms. New Directions for Teaching & Learning, (84), 29. Retrieved from EBSCOhost.