EDIC 7102 Module 5

Moller (2008) highlights examples of static technologies and dynamic technologies.  McGreal and Elliott (2008) elaborate on various technologies that are considered static or dynamic.  I place myself in the static phase.  I believe I am recently moving toward the dynamic phase.  Through my participation in an online program, I am experimenting with technologies that are leading me away from static.  There are still many tools that I am not knowledgeable about.

According to Wenger, White, Smith, and Rowe (2005) the evolution of technology and communities influence each other.  As the technology market keeps changing, members of the community will become inventive with meeting their new needs (Wenger, et al., 2005). 

Several methods will allow me to move toward the dynamic end of the spectrum.  Continued participation in an online program will be beneficial since assignments are designed with multiple opportunities to integrate and demonstrate the use of technologies.  In addition, I would need to experiment with virtual simulations, gaming, and mind tools.  Taking the initiative to test out the new technologies with students would propel my status closer to the dynamic end of the continuum.

  

References

McGreal, R & Elliott, M. (2008). Technologies of online learning: e-learning.  In T.  Anderson (Eds.), The theory and practice of online learning (pp. 143-165). Edmonton, AB: Athabasca University Press

Moller, L. (2008). Static and dynamic technologies. Unpublished document. Walden University.

Wenger, E., White, N., Smith J., & Rowe, K. (2005, January). Creating communities of practice. Technology for communities 5(2), 1-15. Retrieved from http://technologyforcommunities.com/CEFRIO_Book_Chapter_v_5.2.pdf

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EDUC 7102 Module 4

The successful design of an online program will include multiple strategies for promoting meaningful engagement among learners.  Learning is an ongoing process in and outside of the classroom, whether online or face to face. Many of the technological tools currently used outside of the classroom can be infused into the different phases of the educational process.  Incorporating everyday technology tools set the stage for providing real-life meaningful applications.  When addressing content, communication, and collaboration, social media tools such as Twitter, Facebook, or Skype and interactive gaming programs provide opportunities for learners to interact and become engaged in their learning.  Online assessment tools and education management programs may serve as vehicles to bring outside resources into the online learning environment.  VoiceThread and Blackboard are two options to consider.

There are many advantages to using VoiceThread and Blackboard that range from collaborative opportunities, communication between students and instructors, as well as assessment opportunities.  VoiceThread is an interactive tool that allows learners to participate collaboratively or independently in completing or assessing assignments (Brunvand, 2011). Skype offers the option for a face to face setting through media and supports communication between students and instructors.  A benefit of social media tools is that through the use of smartphones, tablets, iPads and e-readers it is convenient to connect to the learning environment and incorporate the outside tools.  A supportive and respectful learning environment that promotes ongoing discussions and problem-based learning as described by Durrington, Berryhill, and Swafford (2206) is best for bringing technological tools into the educational process. 

You can learn more about VoiceThread at the following link. http://voicethread.com/

                                                              References

Brunvand, S. & Byrd, S. (2011, March/April). Using voicethread to promote learning engagement and success for all students. Teaching exceptional children, 43(4), 28-37. Retrieved from http://voicethread.com/media/misc/support/JTECVoiceThread.pdf  

Durrington, V., Berryhill, A., & Swafford, J. (2006).Strategies for enhancing student interactivity in an online environment. College teaching, 54 (1), 190-193. Retrieved from http://www.learningace.com/doc/6040996/6926294f4758d05afcf54f24ca050ece/strategies-for-enhancing-student-interactivity-online

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EDUC 7102 Module 3

Assessing Collaborative Efforts

Proper structure of an online learning environment will address certain aspects of collaboration that would commonly take place in a face to face setting. Participants should be made aware of guidelines and expectations at the start of their course. The layout is important in holding participants accountable for their learning. This is what Palloff and Pratt refer to as setting the stage (2005). Regardless of where collaborative learning occurs, assessment of participation is necessary. Participation in a collaborative learning community should be assessed collaboratively. Among instructors and students, a serious complaint about collaborative work is the uneven participation of group members (Palloff & Pratt, 2005). Learners may not wish to network or collaborate which is another reason why it is important for the expectations to be defined by the instructor at the beginning of the course. In addition, when groups establish a team charter, the responsibilities are shared and agreed upon by all members. It creates a system of checks and balances within the group. With careful planning of learner-centered assessments and opportunities for students to self-reflect on the activity and their participation, it can be an encouragement for individuals to improve their participation within the group (Palloff & Pratt, 2005).

As noted by George Siemens in a taped interview (Laureate, 2008) much of our learning is based on collaboration therefore, education means participation.  He also states that methods of assessment have evolved.  Despite the varying levels of skill and knowledge of the students, instructors can avoid bias of assessment, dissatisfaction by students, or grade appeals if they stick to using rubrics for assignments.  Rubrics should be designed to reflect the objectives of the course and the expected outcome that will demonstrate the learner has gained knowledge.  As part of setting the stage, learners will already be aware of how they will be assessed and will have opportunities along the way to communicate uncertainties (Palloff & Pratt, 2005).

References

Laureate Education, Inc. (2008). Siements, G. Learning Communities [Video webcast]. Baltimore, MD.

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

Below is a link to an article with additional information about collaborative assessment.

http://www.edutopia.org/blog/collaborative-assessment-digital-classroom-social-media-tools

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Revised Storyboard for Video Presentation

Hello everyone,
I was experiencing some difficulty uploading my storyboard with all the images and videos. This storyboard is more accurate than the previous one that is posted.  Please view this one instead.
Thanks
http://www.slideboom.com/presentations/738894/Storyboard-for-Video

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EDUC 7102 Module 3

Storyboard for Video Introduction

Narration	Video / Images
VoiceThread (as a title on a slide) Ø  Have you ever wondered how your students were able to finish a test so quickly? (caption) Ø  Did they really know the answer or simply took a lucky guess? (caption)	Original video clip of students quickly answering questions to a test (true or false and multiple choice). Possibly include a timer.
Ø  If students can’t remember, did they really learn? Ø  Is writing a challenge that hinders performance?	Original video clip of students answering open ended test questions in writing. Students are looking around the room or tapping on their desk. Test page has plenty of blank lines with few words or no answer.
Ø  How about the times when you have put students in cooperative groups expecting cooperation from everyone? Ø  How do we know each student is successfully meeting the learning goals?	Video or clip art of students working in cooperative groups.
VoiceThread addresses many concerns about assessing learners.	Video or image of a person recording their voice while looking at a notebook page or work sample.
Narration about George Siemens as the key note speaker Ø  Who he is Ø  His works (book, articles, Connectivism Theory) Ø  His thoughts about collaborative learning from Laureate video Assessment of Collaborative Learning Ø  Quote from Laureate video about assessment	Image of George Siemens and his book
Research about VoiceThread taken from Using VoiceThread to Promote Learning Engagement and Success for All Students Stein Brunvand and Sara Byrd Teaching Exceptional Children Vol. 43 No.4 pp.28-37. 2011	“VoiceThread…is specifically designed to promote the collaborative development of knowledge by providing students the opportunity to share their voice, quite literally, and express opinions regardless of their ability” (Brunvand & Byrd 2011).
Let’s hear from Dr. George Siemens about the authentic ways to assess our learners in our technologically advancing world of education.	Short video clip of students working independently from home and/or computer lab Ø  completing a reading response for a group reading then uploading their assignment to VoiceThread Ø  editing a writing piece that has been uploaded to VoiceThread
Welcome Dr. George Siemens	Image of George Siemens