Week 6

Week 9 (repost)

As a distance education learner at Walden University, I have found myself using both static technology tools and dynamic technology tools. Moller defined static technology tools or media as “operationalized tools used in a manner that allows the user to publish or capture information electronically where the activities resemble a traditional classroom environment (Moller, 2008).” While these static learning tools provide information, it is usually presented from a singular perspective. Therefore, dynamic technology tools, in which learners are engaged in collaboration and communication (Moller, 2008), are also necessary.

I was unaware of all the different technologies that would be a part of my distance education program until I started my Specialist degree. As I previously stated, I find balance in using both static and dynamic tools. As a student at Walden I have utilized static tools such as Wikis, Blogs, Digital libraries, and Podcasts. However, I am more excited about the dynamic technology tools, because most of them are new to me as a educational technologist. Last week, I held my first teleconference with a parent and am also starting to utilize virtual simulators in my classroom using a virtual simulating game system to help teach academic knowledge and skills to my students.

Reference:

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 [Unpublished Paper].

Week 8 Blog Post

Week 6 Blog (again) since the first time apparently never posted! Sorry for the delay

Week 6 Blog Post

Collaborative learning communities are continuously changing and adapting to meet the needs of their learners. Some of these collaborative learning tools that we are expected to use at Walden, our own collaborative learning community, are blogs and wikis. Participation in these blogs and wikis is imperative to successful collaboration. As learned through the resources this week, professors can evaluate participation by using LMS (learning management systems). Siemens (2008) discusses the use of these LMS logs to assist in assessment by reviewing the number of times a learner logs into the class and posts to a discussion. Instructors play a key role in assuring that group collaboration is taking place. The instructors can use these logs to help support the students who are struggling to participate, but also reward and thank those who are participating effectively.

Regardless of the students varying levels of skill and knowledge the students bring into a classroom, there is the expectation that they utilize the resources provided by the instructor. Therefore, the instructor’s “fair and equitable assessment” of learning can relate to how effectively each individual learner utilizes the resources and the knowledge they gain while in the course.  However, a research study prepared by WestEd & Edvance Research (2008) reminds evaluators to consider technology challenges when assessing new students in an online collaborative environment.

If a student does not want to network or collaborate in a learning community, members of the learning community should first, email or talk to the unwilling member. We are all human and sometimes life comes at us too fast and people fall behind in collaborative efforts. Hopefully, the support of the members will get the student back on track and willing to participate. However, if the offer of support does not work, the members need to address the situation with the instructor and consult them for support.

As I previously stated, instructors play a key role in assuring group collaboration takes place.  Instructors should serve as facilitators of the collaborative learning community and the learning communities should be student-centered. A successful learning community should be able to work effectively on its own, 90% by students interactions with one another, and 10% with feedback from the administrator.

References:

Siemens, G. (2008). Assessment of collaborative learning. [Vodcast]. Principles of Distance Education DVD produced by Laureate Education, Inc. Baltimore.

WestEd & Edvance Research, Inc. (2008) Evaluating online learning and challenges and strategies for success. Retrieved from http://www2.ed.gov/admins/lead/academic/evalonline/evalonline.pdf

Storyboard for Learner Assessment in Distance Education

1 Learner Assessment in Distance Education Introduce the topic of Leaner Assessment in Distance Education	2 Learner Assessment Defined Learning assessment became a challenge to those working with distance education. In its definition of learning assessment, Bloom, Hastings and Madaus (Mendes 1998), proposed that the evaluation process should includes a great variety of evidences that go beyond the traditional final examination pencil and paper based. Simonson, Smaldino, Albright, and Zvacek (2006) suggest that there should be at least one learning outcome for each topic. Continue to add to definition of Learner Assessment	3 Types of Learner Assessments in Distance Education *Self Assessment * Individual works developed individually and sent by regular mail or by email *Assessment based on contributions for group discussions *Tests (automatically handled by computer program) *Term papers (analysed by professor or assistants) *Oral or written tests conduced in the presence of the instructor (some times through videoconference) or with a remote assistant.
4 Benefits of Learner Assessment in Distance Education *Reduction of the distribution costs; *The corrections and updates are simpler, therefore they are carried through in an only site, being immediately spread to all students; *Several techniques for evaluation are possible using multimedia for the between professor and students and between students; *The Internet facilitates collaborative writing; *The student has more easiness in sending feedback allowing formative and evaluation	5 Learner Assessment in Distance Education vs. Face to Face Assessments *Assessing every learner at their instructional level *Authentic Assessments *Using data to guide online instruction	6 Growth of Learner Assessment in Distance Education in K-12 schools *Facts and statistics for Elementary level *Facts and statistics for the Middle School-High School level *Will it work and continue to grow?
7 Programs that provide opportunities for Leaner Assessment in Distance Education SuccessMaker EducationCity	8 Future Projections for Learner Assessment in Distance Education *Continual growth and advancements of programs like SuccessMaker and EducationCity *Development of new distance education programs that include authentic learning assessments	9 References Mendes, Marcel. 1998. Conceito e significados de avaliação de aprendizagem. http://www.mackenzie.br/artig1.htm Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2006). Teaching and learning at a distance: Foundations of distance education (3rd ed.) Upper Saddle River, NJ: Prentice Hall.

Storyboard for Learner Assessment in Distance Education

1 Learner Assessment in Distance Education Introduce the topic of Leaner Assessment in Distance Education	2 Learner Assessment Defined Learning assessment became a challenge to those working with distance education. In its definition of learning assessment, Bloom, Hastings and Madaus (Mendes 1998), proposed that the evaluation process should includes a great variety of evidences that go beyond the traditional final examination pencil and paper based. Simonson, Smaldino, Albright, and Zvacek (2006) suggest that there should be at least one learning outcome for each topic. Continue to add to definition of Learner Assessment	3 Types of Learner Assessments in Distance Education *Self Assessment * Individual works developed individually and sent by regular mail or by email *Assessment based on contributions for group discussions *Tests (automatically handled by computer program) *Term papers (analyzed by professor or assistants) *Oral or written tests conduced in the presence of the instructor (some times through videoconference) or with a remote assistant.
4 Benefits of Learner Assessment in Distance Education *Reduction of the distribution costs; *The corrections and updates are simpler, therefore they are carried through in an only site, being immediately spread to all students; *Several techniques for evaluation are possible using multimedia for the between professor and students and between students; *The Internet facilitates collaborative writing; *The student has more easiness in sending feedback allowing formative and evaluation	5 Learner Assessment in Distance Education vs. Face to Face Assessments *Assessing every learner at their instructional level *Authentic Assessments *Using data to guide online instruction	6 Growth of Learner Assessment in Distance Education in K-12 schools *Facts and statistics for Elementary level *Facts and statistics for the Middle School-High School level *Will it work and continue to grow?
7 Programs that provide opportunities for Leaner Assessment in Distance Education	8 Future Projections for Learner Assessment in Distance Education *Continual growth and advancements of programs like SuccessMaker and EducationCity *Development of new distance education programs that include authentic learning assessments	9 References Mendes, Marcel. 1998. Conceito e significados de avaliação de aprendizagem. http://www.mackenzie.br/artig1.htm Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2006). Teaching and learning at a distance: Foundations of distance education (3rd ed.) Upper Saddle River, NJ: Prentice Hall.

Communication

Siemens discussed the importance of giving online education its own distinct fron F2F courses and included (b) communication (Siemens,  As I learned from Dr. Thornburg in my Walden class, “Evolution of Educational Technology in Society, Education, and the Workplace” (2010), the “Communication Age has supplemented the Informational Age” (Laureate, 2010). This age he states, is “defined by the internet” and “increases capacity of collaboration and communication with others” (Laureate, 2010). Communication has evolved significantly throughout the years. From chalkboards, to whiteboards, to mimios and SmartBoards, communication is still evolving today. As stated on the elearnspace blog "5 ways tech startups can disrupt education" (2010), teachers need to, "provide learners with the tools to connect and form learning networks with others in a course and across various disciplines (diversity exposure to ideas and connections needs to be intentional)." This communication can be done via digital storytelling, webcasts, etc. and is extremely important in maintaing these learning network connections.

There are too many tools to name that offer interactive opportunities for online learners. One of these being blogging, which is how I am communicating with you now. As stated on the wiki, "Educational Blogging" (2010), is that "it provides the opportunity for the student to find a personal "voice" and to develop individual interests." It can also increase enthusiam for writing. In addition to blogging, students and educators can interact through webcasts, podcasts, or video communications such as Skype. These tools are essential in making online learning more personal by strengthening interactions with each other. I will conclude with a quote from Stephen Downes blog. He was talking about the importance and fundamental lesson of communicating through technology when he wrote, "The topic of the talk is culturality, and connectivism" (2010). I could not have said it better and think I should create a website called (CCC), Communication Connects Cultures.Thanks to webcasts, and other technology resources available to us now, we can communicate and connect with people worlds away. People that we will never meet, but people we can grow bonds with, learn from, and love.   

Lauren Dart

References:
Downes, S. (2010, May 16). Connectivism and Transculturality. Retrieved from http://halfanhour.blogspot.com/2010/05/connectivism-and-transculturality.html

elearnspace. (2010, August 31st). 5 ways tech startups can disrupt education. Retrieved from http://www.elearnspace.org/blog/2010/08/31/5-ways-tech-startups-can-disrupt-education/

Siemens, G. (2010).  “The Future of Distance Education.” Laureate Education, Inc.

Support Blogging. (2010). Educational Blogging. Retrieved from http://supportblogging.com/Educational+Blogging#What%20blogging%20does%20for%20students-Creates%20enthusiasm%20for%20writing%20and%20communications

Thornburg, D. (2010). The Next Wave, Part 1. Laureate Education, Inc.

A review of the three articles and video

As we learned through the text this week, “The goal of any instructional system is to promote learning" (Anderson, 2008, p. 18). The  most important goal is to provide a “different but equivalent learning experience to each learner (Simonson, 2000, p. 29),” which I agree not only important by essential! As Simonson states, “Despite the differences, every student should have the opportunity to learn in acceptable and appropriate ways” (Simonson, 2000). I completely agree with Simonson and almost all his views on student learning, and the three articles by Moller, Huett, Foshay and Coleman also supported my views on teacher accountability in regards to e-learning. 
The first in the three articles titled, “The evolution of distance education: Implications for instructional design on the potential of the Web,” (2008), stressed the need and importance for an effective measurement of the learning. As stated in the article, “Effectiveness is either natively assumed or not particularly valued” (Moller, Foshay & Huett, 2008). In the school I currently teach in, this “natively assumed effectiveness” is working against the diffusion of certain technologies. Teachers are also not seeing and effective measurement of learning from some of the e-learning experiences, therefore, they do not value these resources. However, some of our e-learning exercises have been introduced to us as effective measurements of learning. One program, SuccessMaker, adopts personal individualization strategies more quickly that I, as an educator, could individualize in the traditional classroom environment. However, SuccessMaker didn't use to be this effective. As I learned from other teachers SuccessMaker was a "system that learned from the learners" as stated on the elearnspace blog (2010). Teacher filled out surveys annually, stating what changes their students as learners were seeing that could be made to make the program more effective. Now, thanks to it "learning from the learners," SuccessMaker is a required educational tool at our school. 
In the second article, authors Moller, Foshay and Huett, discuss the craft approach. As stated by Moore and Kearsley (2006), “The craft approach is when the individual teacher designs and develops the course and related materials based on effective uses in the traditional classroom, and puts them on the web,” (Moore & Kearsley, 1996). While at first this sounded like a lot of work to me, I thought about how much easier it would be year after year, once the hard work was put in the first time it was implemented. The authors continue by stating, “Regardless of the size of the program…ID professionals are needed to create a clear framework outlining goals, delivery, and structure of the e-learning program with clear benchmarks for success” (Moller, Foshay & Huett, 2008). A clear framework is essential and needs to be posted and easily accessible to students and parents. Also, a consistent framework throughout learning institutions is also essential to eliminate student confusion. Clear and consistent benchmarks for success are also extremely important. As an early education educator, I can differentiate my instruction by using the data collected from the benchmark assessment. However, as I also discovered on the Palloff and Pratt blog on Insturctional Design Open Studio, "Four issues were identified as recurring ones in building learning communities virtually: (1) “virtual versus human contact, connectedness, and coalescence; (2) shared responsibility, rules, roles, norms, and participation; (3) psychological and spiritual issues; and (4) vulnerability, privacy, and ethics” (1999, p. 33)." As virtual learners ourselves, we have all heard or experienced these before. I personally think that "virtual versus human contact, connectedness, and coalescence," is what keeps many of my co-workers away from online learning because they need the personal and physical contact. 
Lastly, the third article, “The evolution of distance education: Implications for instructional design on the potential of the Web (Part 3: K12)” (2008), contained one of my favorite quotes of all time. It goes as follows, “Rice (2006) suggested that the effectiveness of distance education has more to do with who is teaching, who is learning, and how that learning is accomplished” ((Moller, Foshay,  Huett & Coleman, 2008).   I believe this is true not just for distance education, but education as a whole. We have all seen or experienced non-effective teachers, and regardless of how effective a distant education program might be, if the teacher of it, isn’t, that sadly the student might not experience much valuable learning. As distance education teachers, we also must utilize effective social networking and teach our students the difference between effective and ineffective internet resources. Sometimes, as stated on Stephen Downes blog, "The design of content provisioned on those networks, detracts from educational purposes. Moreover, the selection of content privileges advertisers." Therefore, it is our job as teachers to help students think critically about a sources content, to ensure it is a valid source to gain information from. 
Reference:
Anderson, T. (Ed.). (2008). The theory and practice of online learning. (2nd ed.). Edmonton, AB: Athabasca University Press

Downes, S. (2010, September 22). Education and the Social Web. Connective Learning and the Commercial Imperative. Retrieved from http://www.downes.ca/elearnspace
elearnspace. (2010, August 31st). 5 ways tech startups can disrupt education. Retrieved from http://www.elearnspace.org/blog/2010/08/31/5-ways-tech-startups-can-disrupt-education/
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
 
Loginquitas, E. (2010, March 05). Advancing Distance Learning: The Palloff and Pratt Collection. Retrieved from http://id.ome.ksu.edu/blog/2010/mar/5/advancing-distance-learning-palloff-and-pratt-coll/
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 title.
 
Moller, L., Foshay, W., & Huett, J. (2008, July/August). 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 title.
 
Moore, M.G. & Kearsley, G. (1996). Distance education: A systems view. Belmont, CA: Wadsworth Publishing Company. 
Palloff, R.M. & Pratt, K. (1999). Building learning communities in cyberspace. San Francisco: Jossey-Bass Publishers
 
Rice, K. (2006). A comprehensive look at distance education in the K-12 context. Journal of Research on Technology in Education, 38(4), 425-448.

Simonson, M. (2000). Making decisions: The use of electronic technology in online classes. New Directions for Teaching and Learning, 84, 29–34.