Module 6 responses to video presentation

I responded to the following blogs during module 6:

http://darlingtonsblog.blogspot.com/

http://edutechtalk.blogspot.com/

http://twrighteduc.blogspot.com/

http://mariadoloresjardim.blogspot.com/

http://jgilmorehenry.wordpress.com/

Video Presentation-EDUC 7102

Please review this video. Your input is greatly valued!

Responses to blogs for module 5

I responded to the following blogs during module 5:


http://twrighteduc.blogspot.com/

http://mariadoloresjardim.blogspot.com/

http://edutechtalk.blogspot.com/

Module 5 Static-Dynamic Continuum

Response to blogs-module 4

I responded to the following blogs for module 4:

http://jgilmorehenry.wordpress.com/

http://mariadoloresjardim.blogspot.com/

http://darlingtonsblog.blogspot.com/

Graphic Organizer-Reflection for Module 4

  

     Technological tools available today allow facilitators and learners to enhance the learning environment with differentiated instruction characterized by interactivity engagement. Widely adopted innovations such as email and instant messaging equip users with the ability to communicate and collaborate at real time speed. These adoptions are considered norms in any workplace setting and still are seen as relevant. Another innovation becoming more prominent in school environments are the use of podcasts and online video for classroom facilitation and professional development for instructors. These tools allow individuals to access information at their convenience. In addition, these tools equip users with the ability to pause and replay when clarification is needed. Also, user-generated tools such as blogs and wikis allow users to present information and perspectives in a manner this is individualized and useful. Bringing these tools into classrooms (online or traditional) will allow users to access a wealth of insight and knowledge on designated topics and aid in collaborative efforts facilitated by instructors. In addition, social networking innovations such as Skype allow users to chat, SMS, call, or video call peers or cohort members to network, discuss, and collaborate regarding project based learning assignments and discussions. This innovation is useful to classroom (online and traditional) because it allows users to participate in collaborative activities with global users.

Responses to storyboard-Module 3

I responded to the following storyboards:

http://mariadoloresjardim.blogspot.com/

http://twrighteduc.blogspot.com/

http://darlingtonsblog.blogspot.com/2011/04/virtual-worlds-storyboard.html?

Response to Module 3 blogs

This week I commented of the following blogs:

http://twrighteduc.blogspot.com/

http://edutechtalk.blogspot.com/

Module 3-Assessing Collaborative Efforts

Palloff and Pratt (2005) report, "In order to assess student performance in collaborative activity, the instructor needs to understand basic principles of assessment" (p. 41). Appropriate facilitation and learning expectations/outcomes regarding content areas should be detailed for the collaborative learning community. Also, ongoing communication and feedback are essential components of learning communities. Feeling a sense of belonging increases participant buy-in, yielding a rich learning environment. Rubrics are needed for students and teachers to ensure fair and equal treatment of all collaborative community members. Students should review scoring rubrics prior to assignments and after receipt of grades for designated assignments. Rubrics enable teachers and students to measure their level of knowledge and skills regarding discussions and assignments. "It is important to include some form of evaluation at the close of any collaborative event or activity in an online class" (Palloff & Pratt, 2005, p. 23).

Another necessary component of effective learning communities is engagement. Participants must work to achieve goals; therefore, norms and rules must be established at the start of collaborative activities. Palloff and Pratt (2007) indicate, "creating a community is a mutually empowering act-a means by which people share with each other, work, and live collaboratively" (p. 28). If  a group member does not participate/network appropriately, group members should reach out to the non-participant and try to determine how they may assist and aid in struggles. If unresolved, conflict may surface and deteriorate the bond of the group; therefore, instructors must intervene to deter negative behavior and reinforce consequences regarding lack of participation in collaborative environment. Moreover, lack of participation in collaborative learning communities will result in decreased grades and negative feedback from instructors and peers.


References:

Palloff, R. & Pratt, K. (2005). Collaborating online:  Learning together in community. San Francisco, CA:  Jossey-Bass.
Palloff, R. & Pratt, K. (2007). Building online learning communities:  Effective strategies for the virtual classroom (2nd ed.). San Francisco, CA:  Jossey-Bass.

Storyboard for Multimedia Presentation-EDUC 7102

Response to post-module 2

I responded to the following blogs during module 2:

http://edutechtalk.blogspot.com/2011/03/collaborative-interaction-tools.html

http://twrighteduc.blogspot.com/2011/03/elements-of-distance-education.html

http://dorothyrape.wordpress.com/

http://lcordell.wordpress.com/

Communication

Communication is enhanced in distance education by the use of technological tools and innovations. Tools such as blogs, wikis, google docs, smartphones, netbooks, and laptops allow users to send and receive messages, and access information with ease. Innovations such as Skype and Tango allow users to talk and interact with contacts by using webcams and smartphone video. These user friendly tools allow users to deploy other means of communication and equip users with the ability to collaborate and develop quality products without being confined to the same classroom or workspace. In addition, individuals employ critical thinking skills by using logic and analytical abilities during online communication. Additional tools like email and instant messaging enable users to address issues and communicate in a timely manner. Moreover, all mentioned technological innovations allow users to reach beyond their immediate surroundings, obtain knowledge and perspectives of others, and enable individuals to present information in a logical manner. Palloff and Pratt (2007) report, "Participants in an online course engage with and reflect on the course content" (p. 185). Technological tools aid in communication; therefore, enhancing the learning environment by providing enabling users to present ideas, receive feedback, and reflect about learning and experiences.


References:

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

Posting to Blogs

For Module 1, I posted to the following blogs:

http://www.google.com/reader/view/#stream/feed%2Fhttp%3A%2F%2Ftwrighteduc.blogspot.com%2Ffeeds%2Fposts%2Fdefault

http://www.google.com/reader/view/#stream/feed%2Fhttp%3A%2F%2Fedutechtalk.blogspot.com%2Ffeeds%2Fposts%2Fdefault

Next Generation of Distance Education-module 1

Due to the availability and access of internet and the power of social networking, the education system must revise and rejuvenate education to meet the needs of all learners. Distance education enables learners to be active and engaged participants in learning. Online education enables users to construct their learning by participating in discussion and collaborative experiences that strengthen and reinforce higher order thinking skills.

According to Simonson (2008), distance education is adopted and respected; however, it will not replace traditional school settings. Moreover, Simonson (2008) says distance education should differ from face to face learning environments. Online and traditional colleges/universities use collaboration to ensure students gain knowledge from others perspectives which are shaped by their knowledge and experiences. Mastery of content is a result of student collaboration (Moller, Foshay, &Huett, 2008). In addition, Moller et al. (2008) indicates, "Just as we need new methods for designing and developing web-based instruction, we need better models for instruction that is actually used by learners" (p. 74). Consequently, Simonson (2008) reports technology research and evaluation groups must play integral roles in distance education for it to become relevant. This perspective is shared by Moller et al. (2008)," It may be that current evaluation models are not adequate for the requirements of e-learning. Since evaluation of e-learning is necessary to demonstrate its worth, the need for better and more widely used evaluation models is critical to the future of e-learning" (p. 71). I agree with researchers regarding the importance of collaboration in distance education. I have gained tremendous insight from peers and professors because I have been challenged to think critically about designated topics and to reflect upon my readings and experiences. In addition, using evaluative processes encourages facilitators and learners to communicate effectively and respectfully.


Reference links:

Laureate Education, Inc. (2008). Principles of Distance Education. Baltimore: Author.
http://ezp.waldenulibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ818856&site=ehost-live&scope=site

http://ezp.waldenulibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ803599&site=ehost-live&scope=site

http://ezp.waldenulibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=33991516&site=ehost-live&scope=site

Starting a Blog

I am very excited because I am starting a new journey in education. Initially, I became anxious when I read my coursework syllabus requiring me to create a blog and post to others blogs; however, I now feel challenged. I come from the "sit and get" era in which students just followed rules. Venturing into collaboration and facilitation using technology enhances my communication skills.