Asynchronous vs Synchronous Interaction

International Society for Technology in

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Links to other Concept Maps

George
http://distance-education-8842.blogspot.com/2010/05/concept-map-static-versus-dynamic.html

Penny
http://pennyfree.blogspot.com/2010/05/static-dynamic-technologies-concept-map.html?showComment=1273700549846_AIe9_BHcHd3Rc570l_w4-4saPGGs52-gVe7o2yJU7S90c60p8S23i5OWRaViVdw3viBsnPh6K_wOSgpqvW3fIsmfsZVEtzmun3rJbMFJhGBS1LwzIE7ZOZejoiGfjfkfqi7R92QxvEbrBn5Wq5kTMQ_sWdaAON0uBzvOpL_FbxTt8j_TrNyuBXVrOYzCjU7E0KlFRVpKTOpiXcPwptCIIroRGItbI5Jd0g9l1_v0Y0P9K-WT0CDRrXUC4gt2u6vdMdZWCf51s4G8#c5265511635930591511

Moving Toward Dynamic Technologies

Moving Toward Dynamic Technologies

You may view my concept map at:
http://quatrissiajohnson.wikispaces.com/Principles+of+Distance+Education+%28EDUC+-+7102+-+2%29

As new technologies are becoming emerged into learning experience in the classroom it is essential that educators select technologies that provide effective and specific outcomes. “Technology can be conceptualized along a continuum of static to dynamic” (Moller, 2008). Static technologies are those that allow the learners to gather information, while dynamic technologies enable learners to gain a deeper understanding of content.

In considering where I am on the “static-dynamic continuum,” I believe I am moving toward the middle of the continuum. I utilize several technologies that provide my students with information and a few that enable them to collaborate and receive content that enable them to gain a deeper understanding of knowledge.

I believe that I can begin to move toward the dynamic end of the “static- dynamic continuum” by obtaining information about new technologies and utilize them in my classroom. Therefore, I must be aware of the new technologies and determine ways to use them effectively in my classroom, so that I can have my students’ utilize these new technologies.

Moller, L. (2008). Static and dynamic technology tools. [Unpublished Paper]

Technology Strategies and Tools

I posted my graphic organizer on my wiki page at
http://quatrissiajohnson.wikispaces.com/Principles+of+Distance+Education+%28EDUC+-+7102+-+2%29+

The graphic organizer published on this week’s blog classifies several strategies and corresponding technological tools according to content, communication, and collaboration tasks within the online environment. This reflection will justify use of these strategies and tools to engage learners and improve the online learning experience.

Content:The most critical issue regarding content and online learning occurs between distributing learning resources and knowledge acquisition. According to Siemens (2007), the selected artifacts for an online course must be arranged and issued in such a way that learners explore information, reconstruct prior knowledge into new schemata, and engage in public discourse to achieve true wisdom. A number of technologies distribute information including CD-ROM, DVD, and acquired course management software. However, many technologies available free on the internet engage learners including podcast, vodcasts (YouTube), and online journals. Learning is commonly accessible anywhere, anytime with the latest technologies.

Communication:Not only do students need sufficient learning resources, but they also require engaging dialogue with classmates through asynchronous or synchronous methods of communication. Audio chat technologies, email, and instant messaging provide the opportunity for online learners to provide feedback and challenge viewpoints (Durrington, V., Berryhill, A., & Swafford, J., 2006). Learning occurs when members of the community interact in meaningful conversation a (Moller, L., Harvey, D., Downs, M., & Godshalk, V., n.d.). The social networking sites and tools available on the web support communication in both synchronous and asynchronous contexts. Additionally, personal electronic exchanges facilitate interactive relationships to improve overall course satisfaction. The key to any successful online conversation is timeliness in response to participants (Durrington, V., et al., 2006).

Collaboration:The final element of engaging learners in the online environment involves active participation in collaborative, problem-based activities. Group activities should include a small number of participants, solve relevant problems, encourage accountability, and facilitate discussion (Durrington, V., et al., 2006). The web offers several tools for collaboration including wikis, blog, and virtual worlds. Wikis enable users to review and edit text to create a collaborative product. Blogs do not allow others to edit content, however, each member may contribute to a asynchronous discussion area to solve problems. Finally, virtual worlds, an innovation that has yet to diffuse in online learning, provides a simulated environment where each participant assumes a role and participates in empirical learning (McGreal, R., & Elliot, M., 2008). Each of these tools facilitates problem-based learning and offers real experience to solving social issues in the environment.By using familiar and simple tools throughout the online experience, students are prepared to engage in the online environment and focus on collecting and sharing perspectives rather than technicalities. The central goal of any educational program is learning. Although distance education requires multimedia applications for data transfer, the main purpose is to provide an authentic learning experience. These effective strategies and informal tools combine to provide effective student experiences and successful degree programs.

References
Durrington, V., Berryhill, A., Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190-193. Retrieved July 15, 2009, from http://ezp.waldenulibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=19754742&site=ehost-live&scope=site

McGreal, R., & Elliot, M. (2008). Technologies of online learning (e-learning). In T. Anderson (Ed.) The Theory and Practice of Online Learning (2nd ed., pp. 143-165). Edmonton, AB: AU Press.

Moller, L., Harvey, D., Downs, M., Godshalk, V. (n.d.). Identifying factors that effect learning community development and performance in asynchronous distance education. Quarterly Review of Distance Education, 1(4), 293-305. Retrieved July 20, 2009, from http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ621837&ERICExtSearch_SearchType_0=no&accno=EJ621837

Siemens, G. (Speaker). (2007). Curatorial teaching. Elluminate recording posted at http://learnonline.wordpress.com/2007/09/20/10-minute-lecture-george-siemens-curatorial-teaching/ rch Premier

Participation in a collaborative learning community can be assessed in a number of ways including the following, Peer Review/Evaluation, teacher observation and performance evaluation.

I feel that student can bring varying levels of skill and knowledge to a learning community but the assignment are what will bring the fair and equitable assessment of learning by creating assignments using Bloom’s Taxonomy .


Given that instructors and their students are human there are always factors that will get in the way of successful outcomes. Some elements are beyond our control. But others, such as teams that are not interacting well with one another, are elements the instructor does have some power to deal with. Good planning and preparation for collaborative work as well as continued involvement throughout the phases of engagement can head off or resolve many of the woes that may befall a collaborative activity before they even occur. As student we should encourage fellow classmates when they are not interacting and inform the instructor if needed.


Critical and Creative Thinking – Bloom’s Taxonomy. (n.d.). Retrieved September 27, 2006 from
http://eduscapes.com/tap/topic69.thm
Learning Skills Program: Bloom’s Taxonomy. (n.d.). Retrieved September 27, 2006 from
http://www.coun.uvic.ca/learn/program/hndouts/bloom.htmlhttp://www.lc.iastate.edu/Assessment%20workbook.pdf

Iowa State University, Assessment Guidelines.http://www.lc.iastate.edu/assessguide.html


Blog
Custom Training and eLearning Blog
http://blog.commlabindia.com/elearning/collaborative-learning

Storyboard

Distance Education
Asynchronous vs. Synchronous Interaction

Frame 2
What is Asynchronous Interaction?

Frame 3
Asynchronous Interaction combines self-study with interaction that will help to promote learning
Learning Resources Manage System Form of Communication

Frame 4
Asynchronous
Strengths Weakness

Frame 5
Transition Slide

Frame 6
Picture Slide

Frame 7
Synchronous
SameTime, Same Location Same Lesson

Frame 8
Picture Student in Classroom

Frame 9
What is Synchronous Interaction

Frame 10
Picture (students at computer)

Frame 11
Synchronous
Strengths Weakness

Frame 12
Conclusion

Frame 13
Picture

Elements of Distance Education Diffusion COLLABORATION

Collaboration: Collaboration is the most integrated form of group work, and is therefore potentially the most difficult and the most rewarding. Usually, students are working in groups of two or more, mutually searching for understanding, solutions, or meanings, or creating a product. Collaborative learning activities vary widely, but most center on students’ exploration or application of the course material, not simply the teacher’s presentation or explication of it.

Collaborative learning covers a broad territory of approaches with wide variability in the amount of in-class or out-of-class time built around group work. Collaborative activities can range from classroom discussions interspersed with short lectures, through entire class periods, to study on research teams that last a whole term or year. The goals and processes of collaborative activities also vary widely. Some faculty members design small group work around specific sequential steps, or tightly structured tasks. Others prefer a more spontaneous agenda developing out of student interests or questions. In some collaborative learning settings, the students’ task is to create a clearly delineated product; in others, the task is not to produce a product, but rather to participate in a process, an exercise of responding to each other’s work or engaging in analysis and meaning-making.

The World Wide Web has greatly increased our ability to collaborate online. We are able to work in groups with people all around the world. With no time or geographical constraints collaboration is much easier and requires no FTF interaction. Collaborative tools allow students to communicate and work to achieve a common goal without meeting.

Collaboration can be effectively used to improve the quality and quantity of education in online learning environments. There are numerous tools and methods that can be used to facilitate and stimulate collaboration in online education. Some current collaboration tools include e-mail, computer networks, whiteboards, bulletin board systems, chat lines and online presentation tools, a decade or two from now they could include extensive mentoring networks, collaboration effectiveness indices, collaborative learning portals,interplanetary chat networks and free-lance instructor exchange programs. Collaboration entails working together toward a common goal.

Blogs
Elements of Distance Education Diffusion
http://agoswick.wordpress.com/2010/01/07/elements-of-distance-education-diffusion-blog-2/
In this blog the writer feels that as distance education becomes more involved in school and more apparent in our society, one of many things are going to happen. What we’ll soon see are the traditional classrooms moving towards or adapting to a virtual learning style (Goswick, 2010).

Global Diversity
http://www.altilab2005.com/2009/12/
This blog focuses on Global Diversity and states that, true global diversity in education must encompass other nations, races, ethnic groups, and even languages. Face to face instruction is best to develop a relationship where body language, facial expression, and eye contact are vital to developing communication bonds among students with diverse backgrounds, and language.

Distance Learning has existed in the United States for more than 120 years. Not surprisingly though, many in the profession considered it a new phenomenon due largely to the emergence of the Internet. The resulting explosion in online learning was quickly embraced throughout the education and training communities encompassing K-12, higher education and the corporate sector.

Distance Learning can be defined as formal education in which the learning group(teacher, student and resources) are separated by geography and sometimes by time and where technologies are used to link the teacher and Learner (Simonson, 2000).

The main objective of the articles was to describe the major e-learning trends, and the motivating factors (economics and access) for corporate, higher education and k-12 integration of distance learning. These articles outlined the need to evolve distance education in many directions.

Areas of Development

Corporate

1. quality
2. needs assessment, ROI and measurement outcomes
3. the influence and fusion of training, performance support, and knowledge management;
4. the need for better institutions
5. revision of learning models.

Higher Education
Assure that the product of sound professional design practice lead the e-learning enterprise.

K-12
Increase funding of online learning programs and to improve the general resistance to distance learning.

Video
To create equivalency where the learners will learn and acquire the same learning but not in the same way as in a face to face educational setting.

Similarities

All of the articles are similar in that they all discuss the quality, accessibility and cost of distance education. For example, when you start a distance education program, the cost factor is one of the first things considered when planning or implementing distance education programs and how are those costs offset by benefits to the learner. The question of Equivalence is another similarity, will the learner learn and acquire the same learning that he would in a tradition educational setting. This is very important because the idea that education when practice at a distance is the same as face-to-face instruction is really not true. The articles show that you have to consider much more creating a distance education program.

Although these articles offer many similarities they do contrast in other areas, for instance corporate training is focused more on performance support and knowledge management. Whereas, in the educational arena we are more concern with the quality of learning and the need to assess what is learn as well as the instructors ability to facility the learning process.

Without exception, effective distance education programs begin with careful planning and a focused understanding on what is to be learned and student needs. Appropriate technology can only be selected once all the other elements are understood in detail. There is no mystery to the way effective distance education programs develop. They don't happen over night; the evolve through the hard work and dedicated efforts of many individuals and organizations. In fact, successful distance education programs rely on the consistent and integrated efforts of students, faculty, facilitators, support staff, and administrators.

Simonson, M (2000). Distance education: The next generation. Vodcast