Siemens (2007) suggested that the teacher should be responsible to build a learning environment that allows students to independently discover and explore the subject. Effective online instruction definitely depends on students learning experiences as it relates to the proper design of the online course. According to Durrington, Berryhill, and Swafford (2006) learners perform at higher levels online when courses are designed with interactive elements such as rich content, interactive and collaborative activities, and regular communication. Many of those ideas are illustrated in the graphic organizer as shown above. Content: Using technology tools in order to convey the concepts within an online class, is an effective way to present content. Detailed course outlines, instructional videos, discussions, digital resources, and the use of podcast can help meet the intended course objectives in an online course. Communication: Communication is a critical component for online learners to be successful in this environment. Discussion forums, blogs, wikis, announcements, and other communication tools are great tools to use in online learning environments. To ensure that active communication and collaboration takes place in an online learning environment, it is important to determine which communication tool best fits the course content and the needs of students. Collaboration: Collaboration as it relates to the online environment, should include opportunities for students to engage in interactive and collaborative activities that will encourage learners to have a new or revised interpretation of learning, interpersonal growth, and developed critical thinking skills. These opportunities can be achieved through the use of telecommunication, electronic mail, online discussion forums, online chats, and audiovisual technological tools. References: Durrington, V. A., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190−193. George Siemens (2007). Curatorial Teaching Retrieved from: https://learnonline.wordpress.com/2007/09/20/10-minute-lecture-george-siemens-curatorial-teaching/ | Following: https://elizabethhurleyblog.wordpress.com/2015/07/20/module-4-engaging-learners/ http://alperdistanceeducation.blogspot.com.br/ |
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Commented on Kayle Gaviola and Elizabeth Hurley’s Mod. 3 Blogs In this module, you watched two video programs in which George Siemens discussed strategies for assessing collaborative learning communities in the online environment, and for creating and maintaining successful online learning communities. Both instructors and learners must take responsibility for achieving this goal. Occasionally, you may run across a student who does not like to work in groups or collaborate with peers. He or she may even request to work on a project alone rather than in a cooperative group. As an instructor, there are several issues to consider: · How should participation in a collaborative learning community be assessed? How do the varying levels of skill and knowledge students bring to a course affect the instructor's "fair and equitable assessment" of learning? · If a student does not want to network or collaborate in a learning community for an online course, what should the other members of the learning community do? · What role should the instructor play? What impact would this have on his or her assessment plan? According to Swan (2004) ongoing assessments of student performance is an important factor which supports learning in online environments. Palloff and Pratt (2005) suggested that assessments must be embedded in the design of an online course and in order to assess oneself or peers working collaboratively within a group, rubrics should be used. Siemens also proposed that different models could be used in collaborative environments, where students assess their peers, students receive feedback from online communities, educators assess student contribution, and educators assess metrics from learning management systems (Laureate, 2008a). Overall, research has proven that participation in a collaborative learning community should be assessed. I would hope that an instructor would uphold high and equitable standards with all learners whether proficiently or ineptly skilled, in any type of learning environment. I believe that an instructor who possess those standards are highly effective. According to Anderson (2008) it is the instructor’s responsibility to help the learner development competency skills online, facilitate learning opportunities when learners make mistakes, provide learners with prior practice and sufficient technical support, and allow students to self-evaluate their skills in order to face, develop, and correct inadequate skills. Siemens suggested that assessments should be fair and direct, based on stated outcomes, and equitable (Laureate, 2008a). Basically in order for an instructor to be asses fairly and equitably, they should have a more flexible and multidimensional outlook on assessment of collaborative learning. It’s been my experience, when other students within an online collaborative learning community is disengaged from participating, you have to find ways to engage them to join. Everyone plays an important role in a group in order to make things happen, and it is all about making sure that everyone knows and are comfortable in the roles they play in that group. Overall, the whole idea of a learning community is to work as a group and not as an individual. Siemens suggested that the instructor use a change assessment model to get students to participate in a learning community, have student’s role play and participate in a high-functioning learning community which offer them an opportunity to learn collaboratively, and design the learning experiences by creating a mix of individual and community-based environments (Laureate, 2008b). In order for learning networks to successfully work collaboratively, there needs to be a high level of trust within the group, well connected information sources, and external connections (Laureate, 2008b). Basically, to be effective in collaborative learning communities, all members must have an awareness of their roles and share the same common goal. References: Anderson, T. (Ed.). (2008). The theory and practice of online learning (2nd ed.). Edmonton, AB: Athabasca University Press. Laureate Education, Inc. (2008a). Principles of distance education: Assessment of collaborative learning. Baltimore, MD: Author. Laureate Education, Inc. (2008b). Principles of distance education: Learning communities. Baltimore, MD: Author. Palloff, R., & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco: Jossey-Bass. Palloff, R., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom (2nd ed.). San Francisco, CA: Jossey-Bass. Swan, K. (2004). Relationships between interactions and learning in online environments. The Sloan Consortium.
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April 2016
Author Hello everyone, my name is Naquai Roundtree and I am pursuing my PhD in Education Technology at Walden University. This blog will be based on research, Ideas, and reflections from current courses. Categories |