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http://ayoung28.wikispaces.com/Video+Presentation+for+Dr.+Moller+7102

MindMapYoungA

** Click on the above link to view my mind map.**

 

Based on my mind map I am on the static end of the continuum. These are the technologies that I am comfortable with, because I have had many experiences with them at Walden and in my personal life. To move toward the dynamic end of the continuum, I must move out of my comfort zone and explore these technologies. This will help me to become familiar with technologies that I can incorporate in future endeavors. I will also need to read more research about these technologies as added support in my decision to explore them.

CCC graphic organizer

Click on the above link to download my content, collaboration, and communication graphic organizer.

Students use various types of technological tools outside of the classroom on a daily basis. These same tools can also be used in the classroom. Email, Skype, instant messaging, and social networking sites are basic tools for communication. Skype and instant messaging allow for synchronous communication. Skype is also useful for having guest speakers from around the world. Students can participate in a meaningful experience without ever leaving the classroom. Email is another fast type of communication that allows multiple readers to receive the same message. For educational purposes, social networking sites would not be appropriate. Wikis and blogs would take the place of social networking sites. They are useful for communicating a single message to numerous students at once and allowing for a place of discussion. In my district, some middle and high school teachers are using wikis to post discussion topics and students post an initial response as well as post responses to other students.  Podcasts and programs such as Photostory and Moviemaker are tools for students to utilize that will demonstrate their understanding of the course content as well as their creativity. Siemens (2008) explained that using technological tools that are familiar to students may foster high levels of learner engagement for effective learning. Using these tools in the classroom helps students to see all of the possibilities of these tools, besides just for social reasons.  

 

Reference:

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

AYoungPresentation

Click on the above link to download my storyboard.

Participation in a collaborative learning community can be assessed in several ways. Assessment can be accomplished through student-to-peer and instructor-to-peer (Siemens, 2009). Both types provide the student with feedback from varying points of view. Blogs, wikis, discussion boards, and group projects provide opportunities for students to assess their peers and for instructors to assess students. Instructors can also assess based on metrics from learning management systems and student contributions (Siemens, 2009). Being able to view the number of student posts and hours spent in the online classroom help to give the instructor a fair picture of how active and determined a student is in accomplishing tasks.

         In any educational setting, there will be varying levels of skill and knowledge among the students. Instructors must state outcomes and learning expectations from the beginning of a course. Rubrics are also a must so students know exactly what components must be present in a completed assignment to receive a certain grade. These steps will help pave the way for fair and equitable assessments.

         According to Palloff and Pratt (2005) the instructor plays an important role in collaborations by setting the stage, creating the environment, and modeling, guiding, and evaluating the process. After these steps are executed and a member of the community is not participating, then the other members should “speak” to that member about how they can improve. This should not be done in a public forum, but by email or Skype in a respectful manner. After giving that member sufficient time to rectify their behavior and there is still no change then the instructor should be notified. The instructor would still assess that student according to the rubrics, expectations, and actual incomplete or completed class work.

 

References:

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

 Siemens, G. (2009). Assessment of collaborative learning. Retrieved on July 6, 2009, from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=3476922&Survey=1&47=5579976&ClientNodeID=984645&coursenav=1&bhcp=1

Development of Critical Thinking Skills

1. Voice over quote–”The principle goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done; men and women who are creative, inventive and discoverers, who can be critical and verify, and not accept, everything they are offered.” –Jean Piaget

2. What is critical thinking?

3. Attributes of a critical thinker

4. Examples of practical applications in distance education

5. The research behind critical thinking in a distance education setting

6. “We now welcome Alison Young! She will answer the question, ‘Can distance education develop higher-order thinking skills skills in students to produce capable critical thinkers?’.”

     The communication element of distance education has increasingly evolved over the past several years. New types of communication technology have accelerated the success of interactions between learners across the United States and the world. Dr, Siemens (2008) explained that distance education has eradicated geographic separation as a significant factor for people not being able to communicate and collaborate. 

     To foster communication and collaboration among learners, there are several online tools available. Skype, email, wikis, and blogs are essential and free tools for instant communication. These are tools that anyone with an Internet connection can utilize. Through practice and trial and error, new users can easily familiarize themselves with these types of tools. Through a growing level of comfort, learners will increase their collaborative interactions with other learners which, in turn, will enhance their academic experiences. 

         In the first blog I read, Lee Kraus (2009) wrote about a new innovation from Google called Google Wave. This program will improve the productivity of virtual teams through the functions of live document editing, real-time photo sharing, and language translations. These are just a few of the synchronous activities that will be possible with this program. His perspective was one of how this program could improve traditional models of education and collaborative learning models.

        Kraus briefly mentioned the educational possibilities of this type of program. Kraus did not describe exact activities that this program could be used for in education, but instead left it up to the reader to use their own creativity and imagination to think of ideas. I agree with Kraus that Google Wave can affect education and learning models. Google Wave, if vastly diffused, could transform collaborative actives in distance education. This type of communication tool could revolutionize learning communities in distance education. Students could complete projects faster and as a team. Traditionally, students work as individuals on their part, email it to the group, corrections are suggested, and then the cycle continues until a member of the group puts all of the parts together to create the completed project. These types of synchronous collaborations have the possibility of also building teamwork skills and creating trust to foster the sense of a true community of learners. It will also provide improved communication among students and professors through synchronous conversations where the students work can also be viewed during the conversation. 

       The second blog I read was about a session at the NECC in which there was a debate about which mobile devices would be most beneficial for students. The debate was between laptops or cell phones. There were people arguing both sides of the issues. Katie Ash (2009) only wrote about the arguments for and against, but never explained her thoughts on the issue. An important point was brought up that cell phones have small screens and keypads, so they are not as functional as lap tops. There is a place for cell phones in social settings, but not necessarily in education settings. Yes, cell phones are beneficial for communication and they are becoming more like computers everyday, but lap tops are better suited in the classroom. With lap tops you can use web cams and Skype to view people in other states and countries. There are numerous software programs and sites available for communication that can be effectively utilized from a lap top. 

 References:

Ash, K. (2009). Laptops or cellphones? The great 1:1 debate. Retrieved July 7, 2009, fromhttp://blogs.edweek.org/edweek/DigitalEducation/

 Kraus, L. (2009). Google wave as a learning tool. Retrieved July 7, 2009, from http://leekraus.blogspot.com/

Siemens, G. (2008). The future of distance education. Retrieved on June 24, 2009, from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=3476922&Survey=1&47=5579976&ClientNodeID=984645&coursenav=1&bhcp=1

As distance education becomes increasingly popular, it will have to evolve. Moller, Huett, Foshay, and Coleman (2008) strongly believe, “The challenge for ID professionals is not only to evolve the field, but also to assure that the products of sound professional design practice lead the e-learning enterprise” (p. 70). Simonson (2008) also agrees that exponential growth will continue in distance education. The creation of better evaluation models, quality trainings that benefit the students’ goals, improved learning models that emphasize problem solving and cognitive knowledge building, and using individualization strategies that promote a supportive community of learners will all be factors in the success of the evolution of distance education (Moller, Foshay, Huett, & Coleman, 2008).

Simonson’s (2008) equivalency theory explained that distance education is not identical to face-to-face education, but is equivalent through having the same learning outcomes and providing equivalent learning experiences to meet those outcomes. Moller, Huett, Foshay, and Coleman (2008) feel that faculty members must be reminded that even though they are wanting students to achieve the same learning outcomes as the traditional classroom they can not use traditional control over the students’ learning process. Simonson (2008) did not address the faculty buy-in, but did emphasize that distance education will be incorporated in most learning environments.

         I agree with the points made by the authors. For distance education to continue to be comparable and as successful as traditional face-to-face education proper training, obtainable learning outcomes, proven instructional strategies, and functional course designs must be in place. Distance education will evolve because there is a need and a want for it from faculties, universities, companies, and students. The continued success will depend on professionals’ needs to constantly improve the effectiveness and opinions of distance education.

References:

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. 


 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. Use the Academic Search Premier database, and search using the article’s Accession Number: 33991516. 


 Simonson, M. (2008) Distance Education: The Next Generation [Video Program]. Retrieved June 6, 2009, from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=3476922&Survey=1&47=5579976&ClientNodeID=984645&coursenav=1&bhcp=1

Simonson, M. (2008) Equivalency Theory [Video Program]. Retrieved June 6, 2009, from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=3476922&Survey=1&47=5579976&ClientNodeID=984645&coursenav=1&bhcp=1