Module 4 Blog Assignment

Module 4 Blog Assignment
When it comes to communication learners are already using cell phones, instant messaging, and social networking on a daily basis. It only makes sense to find a way to use it in the educational setting. Many cell phones today are equipped with Web 2.0 capabilities. Students could use their cell phones to search the web for information, instant message their answers, and then post their reflection on the topic to a wiki or blog. The wiki and blog would make communication of information transfer into collaboration within a group. The group members could post findings and provide feedback to one another on a common project. If a wiki is used then work can be edited as needed by any member of a group. This would work great for a group project. A blog would work best when others are to give feedback on individual projects. Social networking can allow learners to “talk” outside of the classroom.
Collaboration is where we want our students to be functioning. In a world with complex problems it will take collaboration to solve them. It is important to instruct future leaders to work together and not try to make a name for themselves. Times have changed and individual thinkers are still valued however it is the team player that valued above all. Course management systems foster collaboration. In education course management systems could be used to collaborate with others who have the interest in the same topics. Open source classes could be provided to a student body which could allow them to study from a variety of topics.
Content can be provided using wikis, podcasts, blogs, course management systems, and simulations. In today’s classroom it is important to use the latest technologies to provide content. Wikis, and blogs can provide text content with limited capability of moving media. Course management systems by nature provide and foster knowledge of content. A teacher could require students to view any of these as required text for content. Simulations can provide a role play for students to “see” how a new topic would look like in action in real life. Podcasts/Vodcasts can provide both audio and video content for students. Teachers could require students to listen to instruction via podcasts/vodcasts. Teachers also could require students to produce a podcast/vodcast as a final project for a unit of study.

responses to collaborative learning posts

Response 1

http://farawaylearning.blogspot.com/2010/04/learning-communities.html?showComment=1271565565183_AIe9_BG_UNt-AH1RCDbOsOwnWYUYP5Aijv9a2WrQlnclfNvQPJDQGOG06hDDBolr3n_41GtSIkgnW5B_bOflsDkg_aE7z6eYAvVyUFoWwoqGclkP36dqcSVv7HSx8r1Ql0mq9Ykr6jEZ746ILP_DTgSnhWtuc2CxPGNAzRSxOtQjlV7BCRAjqbF6VgIdM_FsK8BS7aPqT3HNduemWsauyOKdFIPwjluI_jfNwx9p5fX_hpgsw4gbKUk#c7496530814665770924

Response 2

http://shelcy316.blogspot.com/2010/04/i-think-that-both-individual-and-group.html

Responses for Module 3 Blogs

Response 1
http://waymyers-distanceedu.blogspot.com/2010/04/module-3-motivating-adult-learners.html?showComment=1271564243794_AIe9_BHgG9CBJhZcIGU9gH6RJw9-kzIvQ7ANMP6yf0G9ekUEeeRf7z-cJXMwF2lOf00qk8L9G2lI0-CtAqi66KjbjDBzHiaGjiiqybJVhz1EHK8HHRSgN6_WyQKzpdsgeqZi6d08bOvL6HKyLZ7f-4gMPw6YeklUSUZOsFbJz4cA-NI6xL-Yc5PQ-pG6aKKalry6pvpIzkpEIa3QGDYxV3dvQ3QnDQPAWka-fJn6yfgEaUUfK53PJ5zK7SeMw9-Kwk1I72g5Ml6G#c3473475735548680502



Response 2
http://shelcy316.blogspot.com/2010/04/i-am-trying-to-post-table-that-i.html#comments


Response 3
http://lkortecc.blogspot.com/2010/04/online-learning-communities-storyboard.html?showComment=1271564829838_AIe9_BHD9KfFjOunCi8C0CWtdlmKRqPjDR1HTle5IV_1EMWyklnv3kAZwK9RKlssV_fOymwTKtGKjdOjQaHuxoMirpPqXUvasgWiHJKVEnxSs6s5QWWvKRd3Blb7uUu3VmUOu5bYq2_86h8cIvmR0m9D-MAyBdhU7PDhp4st2GXi31g9iqU6eIXV3oIQsg1jGgSbJGQUxtyz-VstIe8jP33XaS68Fd8deh2_TsRc8y0DFP6Z5rFco30El6zvXKEuuZ2_j3BaLZQ0#c2112353586423098543

Module 3 Blog Assignment

Blog Post Module 3

Assessment in a collaborative environment cannot be assessed the same as when the product of the learning is individual. George Siemens provides in the vodcast “Assessment of Collaborative Learning” the following modes of assessment for collaborative learning: peer assessment, feedback from an open online community, educator assessment of students’ contributions, and metrics from learning management systems. Peer assessment can be helpful to promote understanding because the peers who are assessing one another and learning both from their own assignments as well have having to think critically (not harshly) to help others to glean the greatest understanding possible for the assignment. Open online communities allow for the students to receive comments and feedback from people of varying walks of life. These comments may be from experts in the field to a novice who is just getting their feet wet. Of course there always has to be some sort of educator assessment of students’ contributions in the course. Educators must have guidelines of minimum posts to discussion boards, wikis, blogs, and assignments that are sent directly to the professor. Lastly, there must be a way to measure how the time on task for each student. I always like to look at how many hours I log into the Walden site. This is not the only time that I work on assignments but it is a good indicator to the educator of your participation.

Students whether f2f or DE bring with them varying levels of knowledge and skill. Educators must broaden the way they assess (Siemens, n.d.) They must do more that tabulate grades on tests and assignments. Siemens believes that educators should look at the growth of individual students and compare his/her growth to the rest of the class. This is easier said than done. Lastly, Siemens ( n.d.) encourages authentic performance based context assessment. Educators should have projects that provide the students a way to showcase their knowledge and growth in the course. Assessments in themselves can then become a teaching based activity. (Siemens, n.d.)

In Siemens (n.d) vodcast, “Learning Communities, ” he discusses his views on building solid learning communities that will encourage even the most reluctant students. Many students have huge reservations about online classes let alone having to communicate with people they will likely never meet in person. It takes blind faith that the people in the cyberspace will be attentive to the feelings as they would in a f2f environment. We all know that if there is not trust and honesty even the most outgoing individual will become reserved in an online environment. Siemens has noticed that some of the brightest students in the class are those who are the most reluctant to participate due to a uncomfortable feeling of giving up control to others in a group or feeling that they might not be able to retain their sense of self in a collaborative setting. Members of the learning community should do their best to respond with feedback that will stimulate further discussion. “Good Job” is rarely an appropriate response to posts. Peers should also try to keep an eye on the class café for that is where you can “get to know” the others in the class. This will help build a sense of community. Educators can provide role play in a high functioning learning community. Often times when the roles are revered and the students become the teachers and the teachers facilitate, the most growth is experienced. Educators need to provide practical practice so that the reluctant student can become more and more comfortable with online communities. If after a reluctant student’s peers and professors have done all they could humanly do to encourage participation in the course, the student will likely see it reflect in his/her grades. It would only be fair to the rest of the students who are meeting all the requirements and often times stepping out of their own comfort zones. DE is NOT for everyone. If a students finds is very difficult to remain a vital member of the learning community of the course, he/she may need to look for alternative modes of higher education that do not require as much collaborative work.

Siemens, G. (n.d.) Assessment of collaborative learning, [Vodcast], Retrieved from
http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4007780&Survey=1
47=4338460&ClientNodeID=984645&coursenav=1&bhcp=1

Siemens, G. (n.d.) Learning communities, [Vodcast], Retrieved from
http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4007780&Survey=147=4338460&ClientNodeID=984645&coursenav=1&bhcp=1

Storyboard First Draft

This is a very basic storyboard. It still needs a lot of work. I have had serious family issues and last night our hot water line busted in the concrete slab. UGH!!! Sorry for the late post. I promise I will not make a habit of it!

Well the PPT would not laod so here is the text from teh slides that I have begun work on.

Slide 1 Title Slide- Ward Cunningham Creator of the Wiki Phenomenon Distance Education Conference 2010

Slide 2 What is a wiki? This slide will have a video clip of students aand educators describing a wiki.

Slide 3 Who created the wiki? This slide will begin to introduce the keynote speaker Ward Cunningham the creator of wiki technology

Slide 4 What is the importance of a wiki?
It is a way to collaborate with others of varying background and expertise
create solutions to problems that are too complex for one or even two to
solve on their own.
It provides living documentation of thought on a subject or problem
between many people.
Wiki entries may be edited by members of the wiki without permission of
the original author. This alleviates the need for back and forth emails
that can be very time consuming.

Slide 5 Resources on Wiki Resources of effective adoption of wiki technology into
sectors of society.

Slide 6 How have Wikis impacted society?

Slide 7 How can I apply a Wiki to my life?

MOdule 2 Blog comments were to Laurie Korte at http://lkortecc.blogspot.com/2010/03/do-you-agree-or-disagree.html
and Cynthia Shelton http://shelcy316.blogspot.com/