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.