Engaging Learners with New Strategies and Tools






New and emerging technologies have seemingly altered the way in whch we communicate, collaborate, and share information with others. The technological tools that are listed above in the graphic organizer are only a few Web 2.0 tools that are available today.

 

 

Integrating tools such as blogs, wikis, blackboard, or skype into online education is equivalent to the traditional classroom instruction. In order for communication and collaboration to take place the learning environment must be one that is supportive, open, and respectful. This can only be accomplished if instructors build a community in which trust has been established amonger learners, timelines followed, communication occurs in a timely manner, clear and concise rubrics are provided.

 

 

The three main categories I have identified above includes collaboration, communication, and content. Communication tools are generally synchronous, they occur at the same time. The communication tools that I identified in my graphic organizer such as facebook, twitter, email, and skype provide a way for learners to communication. The collaboation tools that I identified such as wikis and blogs provide learners a central location to share their ideas and resources and to work collaboratively with one another. The tools used for collaboration are asynchronous and they allow learners to gain a deeper understanding; they are afforded the opportunity to think and research before responding.

 

 

The tools identified have the potential to bring a new meaning to learning and teaching as well. 





Assessing Collaborative Efforts

 

 

Assessing each individual students participating in a collaborative learning community is no easy task, it can be challeging, but it can be done.

One way in which a students participating could be assessed is by having each student within the collaborative learning community identify their contribution. Another way to assess a students individual participating in a collaborative learning community is by providing each student with a rubric and giving them the opportunity to identify if they have indeed actively participated in their collaborative learning community. The rubric whoul also give them the opportunity to grade the participation of their peers. A rubric is a good tool to use when assessing participation. Rubrics provide students with clear, easy to follow expectations(Palloff & Pratt, 2005). The varied skill levels and knowledge of studets can have an effect o the fair assessment of learning. It is easy to seeming favor those individual students who are comfortable with the learning environment. Unfair assessmet of students can be combated by evaluating a student by their skill areas.

There may be a number of reasons why a student does not network or collaborate in a learning community for an online course but, regardless of the reason lack of participation is unacceptable. Educators should establish a fusion of environments if they wish to develop effective learning experiences (Palloff & Pratt, 2005).This fusion of environments will help those students who have some reluctancy to abandon the individual learning approach. If a student within the collaborative learning community does not network or collaborate other members of the learning community should encourage them to by asking for their advice on the assignment or inviting them to chat. The other members should be supportive of the student and try to engage them. The instructor role is that of facilitator.

 

It can be a challenge to get all student to participate in a collaborative learning community. To mitigate the problem a strong sense of community needs to be built (Palloff & Pratt, 2005). Clear communication, rubrics and assessment plans will help promote an effective and collaborative learning community.
 

References

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

 

Laureate Education, Inc. (2008). Principles of Distance Education. Baltimore, MD: Author.

Elements of Distance Education

Siemens (Laureate, 2008) stated that innovations and tools have actually enhanced online learning; through their ability to enable collaboration and communication with diverse individuals, in diverse location and diverse time zones. The number of tools and technological innovations that have emerged over the years have increased the number of tools that can actually enhance online learning.

If we take a minute and look at how online learning has progressed, we will see a progression in collaboration as well. Initially online learning was a lonely road with very litte interaction between students and their instructors.

Today, students have the ability to communicate, collaborate, and interact with each other and in a wide variety of ways. Students can communicate with each other usig discussion boards, blogs, wikis, or social networking. Now, their are many tools that facilitate collaborative learing and interaction; these tools include skype, blogs, and wikis. Collaborative interaction is a significant aspect of online learning.

Collaboration engages learners and helps learners to develop necessary social skills (Palloff & Pratt, 2005).

Online learning must evolve if it is going to be a viable quality educational alternative to traditional classroom learning. Tools such as wikis and blogs are significant tools, tools that have the ability to create a culture of collaboration and interaction.

 

References

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

Laureate Education, Inc (2008). Principles of distance education: Distance education: The future of distance education. Baltimore: Author.

The Next Generation of Distance Education

 

 

After reading the three articles by Moller, Huett, Foshay, and Coleman compare and contrast the responses these authors believe there is a need to evolve distance education to the next generation. Do you agree with their positions? Why or why not?

Simonson (2000) explains the functions of the equivalency theory within distance education. Simonson (2000) asserts that distance education must be evolved to the next generation. Dr. Simonson (2000) goes on to state the many benefits of distance education. In the article Simonson (2000) explains how significant it is that instructors creat equivalency learning experiences instead of identical learning experiences and he compares the evolution of distance education to the computer. He explains how far the computer has come over the years, how the technology has grown and therefore asserts that distance education will continue to grow as well. In the article Simonson (2000) develops a four step model for instructors on how to create equivalency in distance education.

Moller, Huett, Foshay, and Coleman (2008) explain what the role of the instructional designer should be in meeting the requirements of distance education. The perspective of these authors differs from the perspectives of Simonson. These authors do not necessarily believe that distance education should evolve, but more so that instructional design professionals should do the evolving. Moller, Huett, Foshay and Coleman (2008) asserts that as there are more technological advances, there are more steps and procedures that need to be taken. Instructors will need to learn more and to recieve proper training.

Simonson (2000), Moller, Huett, Foshay and Coleman (2008) all believe that distance education has the potential to evovle and see how effective distance education is.

It is my belief that distance education has evolved and his evolving.

References

Huett, J., Moller, L., Foshay, W. & Coleman, C. (2008). The evolution of distance education: Implications for instructional design on the potential of the web. TechTrends. 52(5), 63-67.

 

Simonson, M. (2000). Making decisions: The use of electronic technology in online classes. New Directions for Teaching and Learning. 84, 29-35.
 

Laureate Education, Inc. (2008). Principles of Distance Education. Baltimore, MD: Author.