Responses to Module 4 Graphic Organizer

http://marycosby.wordpress.com/2012/04/26/module-4-graphic-organizer-3/#comment-18

http://yavilesdiaz.wordpress.com/2012/04/26/7102-m4-w8-engaging-learners-with-new-strategies-and-tools/#comment-31

5 Responses to Module 6 VIDEOS

http://jefferyhammond.wordpress.com/2012/05/26/asynchronous-vs-synchronous/#comment-70

http://marycosby.wordpress.com/2012/05/15/7102-online-gaming-in-distance-education/#comment-17

http://sandralogan.wordpress.com/2012/05/15/final-project/#comment-21

http://yavilesdiaz.wordpress.com/2012/05/15/asynchronous-and-synchronous-interaction-podcast/#comment-30

http://aldomadotnet.wordpress.com/keynote-speaker-learner-engagement/#comment-36

Responsive posts from module 5

http://sandralogan.wordpress.com/2012/05/06/module-5/#comment-20

http://marycosby.wordpress.com/2012/05/06/module-5-concept-map/#comments

Learner Engagement within Distance Education

Static and Dynamic Technologies

ConceptMapStaticandDynamic

Static technologies are those that are not interactive and do not (for the most part) evolve.  Deeper understanding is not possible as these technologies are designed to provide a visual of other's interpretation of the material.  For content, I focused on environment, podcasts, and websites providing assistance for others to learn.  For collaboration, email, text, and group assignments remain static as they can be lead by others to control the learning environment and offer no further deeper understanding.  For communication, phone calls, FaceTime, and discussion boards allow again learning to be understood from others' perspectives.

Dynamic technologies have deeper understanding and creative implications to allow the learner to share from their mind.  Their knowledge base and life experiences allow them to share their learning in original ways.  For content, student choice, Prezi, and various mind tools allow for students to construct from their originality.  For collaboration, social media, online posters, and gaming allow for groups of people to come together and share individualistically.  For communication, blogs, Skype, and wikispaces still allow for people to share their own ideas from their perspectives free from other opinions.    

Graphic Organizer

CCC GraphicOrganizer

For content, I chose Environment, Choice, and Assessment.  The learning environment is critical in student engagement.  It also has to be aesthetically appealing in order for students to feel comfortable.  Student choice makes the content relative for students to connect to the information.  When students have choice of how to show their learning it makes the content come alove for them personally.  Some students have test anxiety.  Some students have language differences or learning disabilities.  Also, some students need to be challenged in order to try their very best.  Therefore, assessments have to look different for different students.  As the teacher, we need to know that every student GOT the standard and c an apply it inthe way they know how, NOT the one way cookie cutter type of traditional assessments.

For communication, I chose Email, FaceTime, and Text.  Although, these are not the easiest modes of communication nor are they examples of newer technological advancements, they are more apt for my group of students (4th grade) to have access to and feel comfortable using.  Email is a great mode of communication as it makes communication real at any time of day.  You can send pictures, videos, or text to communcate a thought.  FaceTime is a way for students to interact with one another via phone or iTouch.  They can interact with one another while viewing their faces, body language, hand gestures or items that another student may be using to discuss whatever the conversation is about.  Text is another communication tool that allows students to interact with short phrases and convey meaning with instant messaging. 

For collaboration, I chose Wikispaces, Blogs, and Group Assignments.  Wikispaces allow for a group of learners to add information that they know to be true. Students can log on and add information from wherever they are and collectively create a group of posts to inform others about a common topic.  Blogs are very similar.  Students can log on, view other posts and share their idea about the topic as well.  Although, I do see how this could be a form of communication, especially for personal blogs, I believe educational blogs provide a safe forum for students to use other students post as a means of confirming their own understanding thus making it a collaborative concept.  Group assignments obviously lend themselves to collaboration.  A small group of students can come together with their own strengths and collectively show their learning in a powerful way making it possible for each other to gain more understanding from each other. 

Revised Storyboard

Learner Engagement within Distance Education STORYBOARD

1 Title Screen Shot	2 Picture of an example of a traditional way of assessing student engagement within F2F format. (hands on application)	3 Picture of another example of a traditional way of assessing student engagement within F2F format. (students showing you)
4 Picture of an example of a traditional way of assessing student engagement within F2F format. (feeling the experience)	5 Picture of an example of a traditional way of assessing student engagement within F2F format. (doing the processes)	6 Picture of an example of a traditional way of assessing student engagement within F2F format. (using technology)
7 Picture of an example of a traditional way of assessing student engagement within F2F format. (experiencing different realia)	8 Picture of an example of a traditional way of assessing student engagement within F2F format. (teacher observations)	9 How different would learner engagement look within the distance education format? (title slide)
10 Key aspects of learner engagement within distance education. Video clip showing different methods of capturing online learner engagement.	11 Voice Narration slide	12 Best practices and authentic application of learner engagement. Video clip of students using technology actively engaged.
13 Conclusion to leave the audience wanting to hear more from the keynote speaker.

Module 3 Responses

http://sandralogan.wordpress.com/2012/04/12/module-3/#comment-14

http://ssmoore.wordpress.com/2012/04/10/34/#comment-12

Module 3 Assessing Collaborative Efforts

Participation in a collaborative learning community should be assessed by actual “time on task” as stated by Dr. Siemens (Laureate Education, 2008).  This can be monitored by various online technologies that displays time on sites and actual movement between other classmates sites.  Dr. Siemens (Laureate Education, 2008) discusses the need for rubrics to be “fair and direct, have stated outcomes, and be equitable for all.”  I also agree with his acknowledgement of tracking student growth.  Personally, I am driven by feedback.  I, too, view a student assessment as an instructor assessment as well.   I do NOT wear my heart on my sleeve.  I welcome any constructive feedback that I could apply and change to make me a better person or make me interact with others more affectively.  If my students, as a whole, do not do well on a test then I would be doing them an injustice if I were not to take the blame for that. 

Dr. Siemens (Laureate Education, 2008) brought up a subject that continues to be debated about how “not every assessment has to result in a mark.”  This very topic makes my job very difficult as an elementary school teacher.  I spend all day conferencing with students, re-teaching skills, addressing weaknesses, and checking for understanding again and again.  I know where my students are and where they need to go.  However, parents feel the need to know a score of where they’re child is today in terms of an average grade.  The pressure to be able to give a mean score ends up sending me in a panic “Do I have enough grades by the end of the term?”  Really mean scores mean absolutely nothing in terms of showing what weaknesses (specific standards) within subjects a particular child has. 

If a student does not want to network or collaborate in an online learning course, the instructor must share how the course will be a “balanced diet,” as Dr. Siemens (Laureate Education, 2008) referred to as the mix between independent and community interactions.  The instructor must also present the pedagogy for the expectation to work amongst a community of learners and its implications for the real world.  The student must be able to slowly work their way into the network.  I see them working independently for a couple weeks, then posting their work on a board for others to view and perhaps comment on, then a small group setting first to eventually become part of a bigger community. 

Another Blog poster about Assessing Collaborative Efforts

Laureate Education, Inc. (Executive Producer) (2008). Principles of distance education. Baltimore, MD: Author.

Learner Engagement Storyboard

Still in progress...

Responses for Module 2

http://jefferyhammond.wordpress.com/2012/03/30/module-2-elements-of-distance-education-diffusion/#comment-63

http://yavilesdiaz.wordpress.com/2012/03/28/m2-7102-elements-of-distance-education-diffusion-communication/#comment-7

Module 2: Elements of Distance Ed. Diffusion

Communication has evolved a great deal.  The face 2 face communication that a student gains in the classroom is valuable, however, the online format lends itself to be more diverse.  Distance learning forms of communication are free from any bias because the face of the person is not visible.  Also, the sense of knowing that everyone has access to see the discussion, I believe adds to the idea of giving a complete, thorough, descriptive answer in order to be understood by all.  Communication is extremely important in terms of the student-teacher since they do not meet face to face, professors must be accessible somehow! 

We have moved from radio transmitted signals, postcards, pieces of mail, television messages, Internet emails, cellular phones, 4G capable phones with Internet, to web 2.0 tools, wikis, blogs, Skype, Ning, Tumblr, social networking, etc.   Students and professors have a chance to see your ideas and learn from them again and again (as the Internet is a forever record), rather from the face to face discussion you have with one or a small group at the class.  Distance learning wouldn’t be possible without a professor that devotes a portion of the program to communicating their learning, experiences, and thoughts with the other learners. 

Module 1: Next Generation of Distance Learning

Module 1 Blog

The Next Generation of Distance Learning

The articles by Huett, Moller, Foshay, and Coleman and Dr. Simonson both discuss how distance learning is changing the way students further their education.  Dr. Simonson (2008) reminds us that distance learning should not be viewed as a fun or different type of education, but rather a different format.  The education in any capacity should be equivalent, not identical.   However, Huett, Moller, Foshay, and Coleman (2008) echo Dr. Simonson sediments but also offer more specificity that distance learning should include.  Likewise the educators behind online learning must facilitate differently than that of those in the classroom.  More stringent training and expectations for implementation should occur more with educators behind online learning.

I agree with the thought of hos even online learning must evolve.  From afar, it looks as if once a program is designed for online learning no changes will be necessary as new students enroll.  However, the material becomes outdated therefore less engaging, and new technologies present themselves making students know more outside their degree then perhaps what the online learning introduces.   

I posted a reply on the following blogs:

Mary Cosby

http://marycosby.blogspot.com/2012/03/edu7102-mary-cosby-next-generation-of.html?showComment=1332118859290#c5495643047936374511

and

Sandra Logan

http://sandralogan.wordpress.com/2012/03/15/module-1-post-the-next-generation-of-distance-education/#comment-5

References:

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.

Laureate Education, Inc. (2008). Distance Education: The Next Generation. Principles of Distance Education. Baltimore: Author.

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.

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.

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

What a year 2012 will be...

As I get settled into my new routine of pursuing my EdS degree I am overwhelmed beyond belief.  My 3 kids all under 8 and my many responsibilities at school, while still acknowledging my poor husband is still a juggling act with my course work.  I am thankful for my many blessings and health.  I believe HE will not give me anything I cannot handle and although my stresses right now TRULY are minor I am still overwhelmed!  However, I look forward to learning more and applying myself to become the very best teacher my students NEED me to be - so for that I am committed!