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