Sites visited 1-28-2011
Erica's EDUC 8842 Blog
EDUC7102- Lou Morris

Diagram

Follow the link to the right to view my diagram on tools and strategies for effective online learner involvement.
Post your comments here. I look forward to your feedback.
Thanks,
Michael

Blogs Visited

J Dupree's EducBlog 1-13-11
EDUC7102-1 Blog Kimberly Dean 1-14-11

There are various ways a collaborative learning community can be assessed. The challenge is to create assessment models that still consider the individual as well as the group (Laureate Education. 2008). Self assessment, peer assessment, and educator assessment are approaches that could successfully evaluate students within the collaborative community while considering the student that prefers working in an individual capacity.

Self assessment can come in the forms of reflection and portfolio. “The reflective process that should be included in an online course provides the basis for learner centered assessment” (Palloff, & Pratt. 2005. p.42-43). Reflective assessment allows for students to evaluate the project and their participation in the activity. The portfolio should be designed to look at individual contributions as well as the final product (Palloff, &Pratt. 2005). Including the individual contribution aspects of the portfolio encourage student participation by emphasizing the importance of the student’s particularized work as well as the group.

Peer assessment emphasizes the importance of communication and feedback. Comments, suggestions, and support from peers can help the collaborative student gage the level of participation and contribution he or she has met. Feedback should maintain a constructive tone (Palloff, & Pratt. 2005) in efforts to encourage participation and improvement. There is still an individual aspect as one communicates to another but it is in effort to help the group as a whole.

Educators can assess based on the idea of education in “participation in a broader environment” (Laureate Education. 2008). This participation includes assessing on student contributions as well as learning management and collaborative systems. Assessments created for online collaboration should be “fair and direct” (Laureate Education. 2008) and easy for the student to understand. When developing assessments it is also important for the instructor to understand the individualized experience of the students and ensure that there is the opportunity for individual performance. It is important for the educator to “mix it up” (Laureate Education 2008) between collaborative and individual activities and assessments.

References

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

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

Story Board for Distance Education Project

Ongoing development of presentation

Scene 1: Intro video clip of me introducing Dr. Feng feng Ke- Picture of Ke will appaear	Notes: In the field of technology in education, Dr. Feng feng Ke of UNM has researched many aspects of technology integration in regards to its educational benefits. She has been highly published in many educational technology journals and is a strong proponent for distance education. Her studies have included adult learners and the advantages of distance education. I would like to take this opportunity to discuss distance education in the realms of adult education.
Scene 2: Video of Me discussing background of DE key points appear on screen	Notes: Dialogue will include citing observations by Ally (2008) and Ke:( 2010) Distance learning is becoming more prevalent- colleges and high schools are recognizing this and many are starting to integrate some form of online learning- there are many learning opportunities for adult learners by using the technological innovation of distance education.
Scene3: Graphic bulleting keys characteristics of adult learners Individual-regular attendance can be a challenge-more life experience-need flexibility-multiple motivations-job/work key motivators	Notes: graphic will appear then continuing video of myself discussing these points Dialogue will include referencing Heimlich and Norland(1994)
Scene 4: graphic bulleting key advantages of distance education in adult learning	Notes: dialogue will address independence, flexibility, life experience in working with new technologies/innovations- graphic will emphasize these points as well graphic will appear then fade to continuing video of me presenting
Scene 5: Concluding video clip with graphic highlighting keys points about distance education and adult learning.	Notes: Review of DE and possibilities in adult education lead –in to keynote speaker introduction
	Notes: still considering flow and order of keynote speaker introduction transitions references include Utect(2007), Simonson(2000), Ke(2010), Moller, Foshay,& Huett (2008)Tech Reforms (1993)

· Dialogue and narration above are outlined ideas and not the final transcript

Blogs Visited

Erica's EDUC 8842 Blog
http:// ericaeduc8842.blogspot.com

Distance Education- Sabrina McDow
http://smcdow.blogspot.com

The evolution of distance education is necessary for successful implementation, but many factors must be considered for online learning to thrive. Without proper design, management, and implementation distance education will been seen just as another educational fad”...which promises solutions to all the problems associated with education…” (Moller, Foshay, & Huett.2008.p.66) which has been heard before, and will fall into obscurity along with previous educational trials and errors.

Educational technologist Michael Simonson observes that success in distance learning stems from …”not which technologies are used but how they are used and what information is communicated…”(2000.p.29). The onus then falls on the ability to create relevant and current instructional design. Current instructional design is in need of further development as there is an emphasis on speed of implementation then on quality of learning. (Moller, Foshay, & Huett.2008). Models of instruction must then be reconsidered and the process of learning must be scrutinized to develop better methods of instructional delivery (Moller, Foshay, & Huett.2008).

In the realms of instructional development, it is agreed that there is a need for equivalency in distance education. Meaning “…instructional planning is to make the sum of the experiences for each learner equivalent…” (Simonson.2000.p30) and utilizing the correct technology is necessary to have it come to fruition. Distance learning cannot mirror traditional face-to-face instruction. Online learning must focus on “… capabilities not possible or at least highly impractical in a traditional classroom” (Moller, Foshay, & Huett.2008. p. 74). However, if online instruction is properly delivered similar learning outcomes can be attained as in face-to-face instruction (Laureate Education.2008).

Distance education needs to continue to grow and develop to reach its full potential. If unassailable instructional design is applied, distance learning can “…go well beyond the now dominant “online textbook” models…and…emphasize meaningful interaction (Moller, Foshay, &Huett. 2008. pp.66-67). This meaningful interaction will better engage learners and provide opportunities for quality generation of knowledge by the learner. Through proper design and implementation, online learning can provide a new era of relevant and equal education.

References

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.

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). Principles of Distance Education. Baltimore: Author.

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