Online Connections Module 6

May I suggest the following Websites for further information regarding asynchronous and synchronous online interactions?

The first site is a blog with the goal to encourage open discussions related to learning technology. It provides an open forum in support of teachers in a collaborative and connectivism venue. Is is an extensive site with many arms and links. Also, embedded is a number os YouTube videos. By the way, I understand that "chalkie" is an affectionate Aussie term for teacher. http://www.digitalchalkie.com/

The second site is a blog by Clive Shepherd in the UK. According to his personal profile, he is a consultant interested in technology-assisted learning and communication. He has been blogging on the topic since 2005 so there is a good deal of historical perspective content. http://clive-shepherd.blogspot.com/

The third recommended site includes very brief postings with links to other sites. The authors bring up a topic, trend, or breaking technology concerning e-learning and then link the post to the evidence provided elsewhere. It represents a concise, rather than verbose, way of bringing information to interested parties. http://www.elearnspace.org/blog/

Elements of Distance Education Video

This is my video that I placed on YouTube as required for the Elements of Distance Education class at Walden University. The topic of the video is Asynchronous Versus Synchronous Interactions.

Static/Dynamic Continuum Reflection - Module 5

This discussions refers to the Mind Map posted below:

Static technologies are considered relatively passive media. The learner receives information and then may, or may not formulate a response based on the message received. Dynamic technologies, on the other hand, require action on the part of the learner. They extend participation to involvement. Further, they demand higher-order responses. Dynamic technologies require the learner to become a part of the process, not a mere observer.

Many innovative educators are rapidly embracing dynamic technologies, while many others cling to the familiar static innovations. Regarding my own leanings on the static/dynamic continuum, I tend to try and determine the best, most effective tool for the job. If the goals and outcomes can be achieved using static technologies, then employ them. If, however, the activity would be better served through dynamic means, then by all means forge ahead. I do not view the continuum as an either/or proposition; instead I believe that educators should integrate the various media whenever and wherever appropriate.

One note: I found the Static Collaboration section the most troublesome. By definition, the word 'collaboration' calls to mind a dynamic process. Static Collaboration seems rather oxymoronic!

Blog Connections:

The Dynamic Solutions Group established a blog to assist in servicing and maintaining hardware and software systems. The author identifies technology problems and poses solutions at

http://www.dsolutionsgroup.com/blog/

In her blog, Kathy Schrock has compiled a list of popular and controversial blogs associated with educational technology. Some of the sites are rather interesting; I enjoyed "Moving at the Speed of Creativity" among others. Let me know what you think.

http://kathyschrock.net/edtechblogs.htm

I discovered this video posted on YouTube that directly addresses the future of dynamic technologies through the eyes of children. It is remarkable. Please watch it.

http://www.youtube.com/watch?v=aWbVogqxGrs

Static & Dynamic Technologies MindMap

Online Blog Connections - Module 4

The E-Learning Queen at:

http://elearnqueen.blogspot.com/

addresses distance learning issues in her blog. In particular she attempts to reflect upon appropriate uses of emerging technologies as applied to e-learning. This is done through posted interviews with experts in the field.

Another interesting blog concerning the enhancement of distance education is found at:

http://athenslearning.org/blog/2009/01/distance-education-education-through-distance-learning/

The author, Ekta Sharma, wrote about the advantages of distance education for those interested in lifelong learning opportunities.

Both blogs are from 2009. Check them out and let me know what you think.

Module 4 Online Strategies

As required for Module 4, you may access my graphic organizer and following discussion about online strategies used to enhance learning on my personal wiki page at

http://annetshaw.wikispaces.com/

Click "Online Strategies" on the menu on the left side of the wiki page. Please, comments are always appreciated.

Additionally, I have shot my interviews that I plan to insert into the final video as required for module 4. They actually turned out rather good, if I do say so myself!

Module 3 - Assessment of Collaborations

The assessment of collaborative activities within the online community can be a difficult and demanding process. Yet, it is no more difficult than assessing collaborative activities within a traditional classroom. Collaborative learning demands participation of all stakeholders no matter the method of delivery. It is equally frustrating, however, to be a participant in a group where expectations are high and participation is low. Siemens (n.d.) suggested various means of assessing students based on group work. They are: Peer assessment based on ratings systems; Use list serves to solicit comments from professionals; and Instructor assessment based on active time-on-task participation. Regardless, assessment should be considered an extension of teaching, not a separate element (Siemens, n.d.).

A reluctant student poses a challenge to collaboration. Each student depends on the attention and efforts of the other students for a successful venture. Should one or more participants evade their responsibilities then the learning process suffers for all. If, however, students are permitted to work with their strengths then some of the discomfort could be dispelled. For instance, those strong in math could head up data collection and those with artistic skills could design the graphics. While flexibility in time, situations, and abilities must be acknowledged for different learners, it cannot substitute for accountability and achievement. All can, and should, contribute to the best of their capability. Communication, once again, is the key. Should a conflict interfere with the process, it is paramount that this issue is communicated to the other participants. Should a neglectful pattern become evident, and should encouragement from other participants hold no positive effect, it is ultimately up to the instructor to negotiate intervention strategies.

One other point: Siemens (n.d.) also suggested that assessment should be based on student growth. For instance, a low level student that makes significant strides could be marked on par or above the high achiever with who makes small gains. I would caution that this could be a dangerous practice for multiple reasons. This system would be easy to manipulate. A high achiever could easily simulate ignorance in order to game the ratings. This method tends to encourage initial mediocrity in upper-level performers. Also, a student, already on the upper end of the curve, has little room for advancement. For instance, if a student is already scoring at the 99^th percentile, and achieves a one point gain, he has effectively topped out the scale; whereas a student that initially scores on the 70^th percentile and achieves a gain of 8 points (a significant and noteworthy gain) does not mean they have achieved top-quality work. And finally, such a practice lowers the credibility of the institution that supports it. Graduates who are confirmed with inflated grades will reflect poorly on the institution as they are interviewed for the workplace.

Siemens, G. (n.d.) Assessment of collaborative learners. Retrieved October 7, 2009 from the EDUC-7102-2/EDUC-8842-2 Principles of Distance Education Web site: http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=3649021&Survey=1&47=5797856&ClientNodeID=984645&coursenav=1&bhcp=1

Link to Video Outline

As required for Module 3, Week 5, I am posting the link to my personal wiki so you can access the initial storyboard/outline of my video for Principles of Distance Education. The topic I have chosen is Asynchronous v. Synchronous Interactions in Distance Education.

Please, navigate to the storyboard by clicking on "Distance Education Video" in the menu on the left of the page. The storyboard was done in PowerPoint. Helpful advice would be appreciated. Here is the link:

http://annetshaw.wikispaces.com/

Global Diversity - Module 2

Diversity no longer means the integration of the white and black races; it no longer means that women are accepted as equals in society. Diversity now includes all nationalities, races, religions, socioeconomic standings, the physically challenged, the mentally impaired, and the gamut of sexual orientations. The relative anonymity and secrecy of the Internet allows the transgender and the speech impaired to communicate on equal terms with those of high social standing. The Earth is rapidly becoming a global village.

The Internet offers educational opportunities never before afforded to various sects of the population. With the expansion of technology, the poor, the disenfranchised, and the isolated now have access to information and education that not so long ago was reserved only for the privileged and the informed; dominated, with very few exceptions, by the wealthier white male. According to George Siemens (n.d.), global diversity is an online trend, and might I add, treasure. Within the greater scope of the Internet, Blogs, Moogle, Skype, Wikis, Blackboard, Email, YouTube, GPS technology, and TeacherTube are all examples of tools that any, and all, can employ to gain equal access knowledge.

As an aside, when searching the Internet for educational blog posts concerned with diversity, I was pleasantly surprised to discover the following site: http://community.elearners.com/blogs/elearnersnews/archive/2006/10/23/Online-School-Gets-Top-Marks-for-Diversity_2100_.aspx

This post identified Walden University as one of the most diverse institutions regarding the rewarding of doctorates from 2000 to 2004.

Other educational blogs that reference diversity are: http://blogs.edweek.org/edweek/school_law/2009/07/sotomayor_again_on_racial_dive.html

and

http://theschoolofblog.blogspot.com/2009/02/diversity-training-update.html

The former blog, by Mark Walsh (2009), discusses the confirmation hearings of Judge Sotomayor to the Supreme Court. The blog is witness to the hope that one day, racial preferences would no longer be a factor in education. In these racially and religiously charged times, it is difficult to imagine such a society. The election of an African American to the presidency and the nomination of a Latino woman to the Supreme Court has fueled angry and calculated responses.

The latter blog reference was concerned with diversity training in schools. Julie (2009) wrote that the trainer “…wasn’t going to change people’s deeply held beliefs…” (¶4). Unfortunately, I agree. Other than call awareness to offensive stereotypes, seemingly little can be done to affect change. Asynchronous online education offers that opportunity.

Siemens, G. (n.d.). The future of distance education. Retrieved September 22, 2009 from the EDUC-7102-2/EDUC-8842-2 Principles of Distance Education Web site: http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=3649021&Survey=1&47=5797856&ClientNodeID=984645&coursenav=1&bhcp=1

The Future of Distance Education

I read with interest (and a good deal of fascination) the three-part article by Moller, Huett, Foshay, and Coleman (2008). As a former student of Leslie Moller, his insights allowed me to gather knowledge about his views, in the same way my posts, as his student, allowed him to gather insights about mine. Moller’s et al. basic premise was that the future of e-learning was dependent on the application of sound instructional design principles. It is somewhat disturbing to note that the authors believe that “…users of e-learning have never encountered a product built according to sound ID principles.” Isn’t this the foundation of all effective teaching and learning?

In contrast, Simonson (n.d.) advocated that instruction must be equivalent, not equal to the structure of a traditional educational setting. He further reflected upon Roger’s s-shaped curve stating that e-learning will start to experience exponential growth whereby supplementing traditional learning experiences, not superseding them.

In comparison, all agreed that access is the proven advantage of distance education. Also, each of the authors believed that simply transplanting the lessons and activities from the traditional classroom and inserting them into the online format will experience little success. E-learning demands re-thinking. It demands a new and innovative approach. It requires the teacher and the student interact and respond in unique and progressive ways.

Neither position, however, addresses the lure of brick and mortar institutions. What is so appealing about their classrooms? What, beyond tradition, continues to draw students into their halls?

Resources:

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.

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.

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.

Simonson, M. (n.d.). Distance education: The next generation. Retrieved September 10, 2009 from the EDUC-7102-2/EDUC-8842-2 Principles of Distance Education Web site: http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=3649021&Survey=1&47=5797856&ClientNodeID=984645&coursenav=1&bhcp=1

Simonson, M. (n.d.). Equivalency theory. Retrieved September 10, 2009 from the EDUC-7102-2/EDUC-8842-2 Principles of Distance Education Web site: http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=3649021&Survey=1&47=5797856&ClientNodeID=984645&coursenav=1&bhcp=1

"Man is still the most extraordinary computer of all."

John F. Kennedy