Module 6 Comments

I responded to the following blog posts:


http://vaughnswalden.blogspot.com/
and

http://learningtheoryaanzaldua.blogspot.com/

Module 6

Module 6

After receiving my undergrad degree from a face-to-face university and my master’s degree (and soon my EdS) through a distance learning program I see advantages to both types of environments. I feel that when seeking higher education, a person must look at both learning environments to determine which is best for him/her. However, technology does not only impact the learning of a student in an online program. Technology has made learning “quicker” because the resources needed are in one place. When I took my undergrad classes, in order to do any type of research, I had to go to the university’s library and retrieve hard copies of any materials I needed. In my higher level programs, I have been able to spend more time focusing on the actual material because I am not spending as much time looking for it. Obviously, the fact that material found online is up to date is also an advantage.

I feel that in today’s digital society, teachers must always teach standards and the use of technology should enhance this. Teachers should always try to create a variety of tasks to meet the learning styles of their students. As teachers become the facilitator of the educational environment, they must expose students to technologies that can be used to communicate learning, then allow students to use these technologies for this purpose. This will ensure that students are gaining skills in the classroom that will benefit them beyond the classroom.

Module 5 Comments

I posted comments to Vaughn, http://vaughnswalden.blogspot.com/ and Elizabeth http://escroggs.blogspot.com/

Module 5

Lesson plan format is something that is often sacred to a teacher. My district offers lesson planning software through Infinite Campus; however, teachers are not required to use this. Most teachers at my school have created a lesson plan format in Microsoft Word or Publisher that works for the individual needs of their class. This is how I prepare my lessons. One teacher on my team has taught for 26 years and continues to hand write lesson plans in the traditional lesson plan book, which she purchases each year at the local teacher supply store. On several occasions I have shared my lesson plan format with her, and discussed the benefits I have found in creating lesson plans electronically. Although she says that she realizes the benefits of electronic lesson plans, she continues to hand write hers and says that this is how she has always done it, and that it works for her. One thing she does not like about using a program to create plans is the fact that you must have access to a computer to work on plans. She feels that she can have her plan book with her at any time and quickly make notes in her plan book without having to log on to a computer, open a program, make her notes, then save and close the program.

Driscoll (2005) explains the first step in Keller’s ARCS theory of motivation is to gain the “A” attention of the learner. I have already established this in this situation by showing the teacher advantages of creating electronic lesson plans. Keller’s “R” refers to relevance. This teacher does not see the relevance in changing from one lesson plan format to another. The “C” in Keller’s ARCS is where I feel this teacher is lacking: confidence. In order build confidence in this individual, I can offer to create lesson plans together. I can show her how I created the format to meet my schedule and the needs of my students and help her to create a format that will meet her specific needs. I can work with her over a course of several weeks until she feels confident creating electronic lesson plans. Finally, Keller’s “S” focuses on satisfaction. After the confidence has been built, I (and administration) can praise encourage her efforts while reiterating the benefits of creating lesson plans electronically.

Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson Education, Inc.

Module 4 comments

I have posted comments to the following module 4 blogs:
http://learningtheoryaanzaldua.blogspot.com/2011/10/module-4_23.html?showComment=1319582345020#c3925129707918332477

and

http://ena-spoonfulofsugar.blogspot.com/

Module 4

Module 4: Connectivism Mind Map

How has your network changed the way you learn?
Networking has changed the way I learn in both professional and personal situations. Previously, my professional learning was gained through lectures and reading textbooks and journals. These textbooks were often purchased through the university book store at a high cost and journals were retrieved by going to the university library. In today’s digitial society, Since receiving my BS degree in Early Childhood Education through a traditional university, I have received my MEd and am currently persuing my EdS degree through Walden University, an online degree program. During this time, I have gained knowledge through textbooks-downloaded online whenever possible and journals directly linked from Walden’s Library. A large degree of my learning has also come from collaboration with learning communities through networks such as blogs, wikis, and skype.

Personally, as a “want to be” photographer, I am a member of several photography forums where I can learn from other amateurs and professionals by viewing tutorials and reading updates. I also enjoy scrapbooking and often visit scrapbook forums to get new ideas for page layouts. In any situation, if I want to quickly learn how to do something, I search youtube.com for videos. Last week on youtube.com I learned how to make a paper airplane for my 8 and 4 year old sons.

Whether professionally or personally, networking has made learning new things as easy as the click of a button.

Which digital tools best facilitate learning for you?
I feel that the internet is the tool that best facilitates learning. In all of the situations I previously mentioned, the internet was the source of information. I use the Google search engine to research any question that I have. When using the internet, it is important to look for credible sources of information.

How do you learn new knowledge when you have questions? When I have questions, I often use Google search engines. If I have questions about a topic and am familiar with a discussion forum related to that topic, I will also use that as a source of information. When doing this, I can ask the question and others who are knowledgable in that area can post responses. After reading responses I am able to use all the knowledge gained to form my own opinion on the topic, choose the way of thinking that works best for me, or best aligns with my thoughts on the topic. Siemens (2006) refers to this as the process of acquiring and creating one’s own knowledge.


Siemens, G. (2006). Knowing Knowledge. Retrieved from http://sylvan.live.ecollege.com/ec/courses/72030/CRS-WUEDUC8812-5701377/siemensknowingknowledge.pdf

Module 3 comments

I commented on the blogs of Vaughn http://vaughnswalden.blogspot.com/, and Elizabeth http://escroggs.blogspot.com/.

Module 3

Module 3: Learning Communities and Collaboration
I agree with the belief that humans have the basic need to work and interact as a group. Rheingold (2005) reminds us that humans have co-existed in groups since long before we became “civilized”. He gives the example of the nomadic hunters who worked together to overtake large game. In today’s society we see many communities where collaboration is used for a variety of topics including professional topics, academic topics, and hobbies. Communication existed before the creation of the alphabet. Technology has continued to promote communication and collaboration with innovations such as the printing press, telephone, television, news media and social networking systems. Communities exist in the local environment (cities/towns), within the workplace, common interests and social networking systems.
Collaboration in the educational environment assists learners in sharing knowledge and gaining new ideas. Barron and Darling (2010) feel that critical thinking and effective writing and speaking can be developed through traditional learning task requiring rote memory. Instead, these skills must be developed through complex meaningful projects which require student engagement and collaboration. In today’s classroom, finding the correct answer is not necessarily the object of the task, but the inquiry that takes place while solving the problem to get the answer. In my classroom, this is emphasized in Math Workshop. During this time, a problem is presented, students are given a few minutes to independently work, deciding who/what the problem is about and what exactly must be solved. Students then form partners or small groups to discuss how they would solve the problem, explaining to one another the strategies they would use to solve. By incorporating this workshop model, students gain understanding from one another while they are exposed to multiple problem solving strategies.

Barron, B, Darling, L. (2010). Powerful Learning: Studies Show Deep Understanding Derives from Collaborative Methods. What Works in Education Retrieved from http://www.edutopia.org/inquiry-project-learning-research

Rheingold, H. (2008, February). Howard Rheingold on collaboration [Video file]. Retrieved from
http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html

Module 2 comments

I responded to Vaughn Bradley and Sarah Dillahunt.

http://vaughnswalden.blogspot.com/

http://sarahdwaldenu.blogspot.com/

Module 2 Post

EDUC 7105~ Module 2

When discussing learning theory, Bill Kerr (2007) poses the question, “Should we stick to the –isms (constructivism, behaviorism, connectivism) or be more pragmatic and ‘cherry pick’ different useful ideas from the various theories?” In reflecting on my own teaching strategies, I feel that I do ‘cherry pick’ ideas from various theories. I feel that each student is different in how he/she connects to new content; therefore instructors must be flexible in order to meet the needs of all students. When working with students who are behavior challenged, I often use a reward system, offering small rewards for meeting small goals and larger rewards for meeting larger goals. This act fits with the behaviorism theory, teaching these students that when they perform a specific behavior, they are rewarded. An example of approaching education with cognitivism theory is giving my students learning style assessments then using that information to work with students in small groups and to assign various tasks to show proof of content mastery, allowing students to choose the task which best suits him/her.

Kapp (2007) seems to agree with this approach, stating “learning” is not one thing…it is a multi-layered word that tends to get treated as if it were just one thing…and it’s not. It is multi-facetted and that is why developing new models for “learning” is so difficult…there are too many levels for one school of thought or one model to do it all.

Kerr, B. (2007, January 1). _isms as filter, not blinker [Web log post]. Retrieved from
http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

Kapp, K. (2007, January 2). Out and about: Discussion on educational schools of thought [Web log post]. Retrieved from http://www.kaplaneduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/

7105~ Responding

I have posted responces to Vaughn Bradley and Andres Anzaldua for Module 1.

EDUC 7105 Module 1

EDUC 7105 Module 1 Post
In reviewing Siemens’s “metaphors of educators” I feel that the metaphor which best describes the role I play in my classroom is “Educator as Curator”. I feel that you learn best by doing, however, as Siemens (2007) states the educator is the expert with the knowledge base and must understand the frustration of exploring unknown territories. In my classroom, I often use the workshop model to provide instruction. In this model, I lead a short lesson either introducing or reviewing material. I then allow students to struggle with this skill via a task in order to allow the student to gain knowledge on his/her own. We then move into working with partners or small groups to gain knowledge and understanding from one another. From there, students work independently in order to complete a task. This process can take 1 class period or several days, depending on the material. Throughout the process, I mingle with groups, listening to conversations, and often asking questions in order to promote higher level thinking. At the end of this process I allow students to share what they have learned, any strategies they used, resources they found helpful, etc, with their classmates through presentations.

In doing this, I give my student a “piece” of their learning while they further explore the concept, create proof of learning, and connect with peers.

Siemens, G. (2008, January 27). Learning and knowing in networks: Changing roles for educators and designers. Paper presented to ITFORUM. Retrieved from http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf

Concept map

View more presentations from Beth Robinson.

Module 4

Content
• Video streaming
• virtual library
• textbooks
• online articles
• e-books
Communication
• email
• discussion boards
• class cafe
Collaboration
• learning communities
• wikis
• blogs


Durrington, Berryhill, Swafford (2006) states that in the past decade distance education has grown from a program which a few institutions offered to a universal option which students have come to expect. As institutions offer this, they must implement ways to incorporate content, communication and collaboration. McCroskey and Anderson (1976) as well as Ritchie and Newby (1989) found research that indicates that students in distance learning programs have more positive attitudes and achieve higher levels of performance when there is a high level of interaction.
In a distance learning program, content can be supplies through textbooks, links to the institution library, textbooks and e-books, video streaming and other online resources. Learners can communicate with classmates and instructors via email, discussion boards and class cafes. Other modes of communication can include Skype and video conferencing. Collaboration can occur among classmates through learning communities, wikis, and blogs. When a distance learning program implements strategies to focus on content, communication and collaboration, both learners and instructors have a positive experience.

Durrington, V. A., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190−193.

McCroskey, J., and J. Anderson. 1976. The relationship between communication apprehension and academic achievement among college students. Human Communication Research, no. 3:73–81.

Ritchie, H., and T. J. Newby. 1989. Classroom lecture/discussion vs. live televised instruction: A comparison of effects on student performance, attitude. American Journal of Distance Education 3 (3): 8–17.

Module 3

As we see a shift toward what Siemens (2008) describes as a participatory pedagogy where collaboration and teamwork are a key element in curricular activities, distance learning programs must look at forming learning communities within their organizations. This collaboration can be difficult for both the learners as well as the instructor. For learners, this collaboration often takes place on a discussion board or in smaller learning communities. Each group member must post an initial response then reply to others. This can be difficult for the learner because he/she must depend on group members to post in a timely manner with a well informed post. If each group member does not do this, it affects the others. In this area, it is also difficult for the instructor as he must evaluate the work. In environment, I feel that each member of a group should use a rubric to assess each group member. This should be factored into the final grade given by the instructor. If a student failed to participate in a collaborative assignment, I feel that the learning community should first try to contact that member and offer help. If this does not resolve the problem, the group should contact the instructor for instruction on how to proceed. The instructor should also contact the non participating group member reminding them of the responsibilities of the class. If the group member continued to be a non participant, he/she should receive no points on that portion of the assignment.

Each member of an online course brings a different background and different knowledge levels to the course. In order to ensure “fair and equitable assessment”, the program should offer tutorials on how to use the technologies required.

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

Module 3 ~Storyboard

Here is my storyboard for using best practices when participating in discussion boards.
**Due to technological difficulties, the actual powerpoint can't be uploaded at this time. Working to resolve this issue.**

Slide 1: Introduction
(Text) Best practices on discussion boards
(Graphic) Person using computer

Slide 2:
(Quote with references) "The Discussion Board is the heart and soul of the online community."
(Graphic) image of discussion board

Slide 3:
(Text) Why is it important to use best practices when participating in discussion boards?

• to make each group member feel confident in participation


• to ensure each member engages in collaborative knowledge generation which results in community building

Slide 4:

(Text) Best Practices Defined

• Know the jargon


• Plan ahead


• Netiquette

Slide 5:

(Text) Know the jargon'

**important terms included

Slide 6:

(Text) Plan ahead

**includes ways participants should manage their time

(Graphic) Clock

Slide 7:

(Text) Netiquette

**includes suggestions for following the rules of internet etiquette

Slide 8: Conclusion
(Text) In conclusion, when participating in discussion boards it is important use best practices such as knowing the jargon, planning ahead and following the rules of netiquette.

Module 2

George Siemens (2008) discusses new communication technologies which have an impact on today's society. Communication for distance learners in higher education allows learners to gain knowledge from other's in their field while being in different geographic locations. Online communication tools have evolved from email communication with dial up internet access to wireless media and instant messaging, message boards, discussion boards/forums, video conferencing, etc. These communication technologies not only impact distance learners, but also corporations who have offices and partners located around the world. In Ray Schroeder's (2011) Online Learning Update, he reflects on the shift toward online learning and discusses the challenges that online degree programs face as it shifts to a global system. One of the major elements in ensuring a successful shift is the integration of appropriate communication tools. In another blog, Susan Nash (2011) discussess new innovation is communication technology. Distance learning apps for the iPhone, iPod, and iPad enable learners to participate in distance learning programs by using these small devices anywhere, anytime. With recent technological innovations, communication has been made easier; therefore, moving distance learning into a more collaborative environment.

http://people.uis.edu/rschr1/onlinelearning/blogger.html

http://community.elearners.com/all_blogs/inside_elearning_by_susan_smith_nash_ph_d_/b/inside_elearning/archive/2011/06/21/the-expanding-world-of-e-learning-apps-for-electricians-and-a-few-more.aspx

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

Module 1

Simonson (2008) defines distance education as institutionally based formal education where the learning group is separated by geography and time and technologies are used to link the resources, teacher, and learner. Although distance education has been popular in Europe for many years, it wasn't until the internet became popular in the last 10 years that distance education gained popularity in the United States. Studies have shown a dramatic increase in the number of students enrolled in distance education programs which leads us to realize that this type of learning environment will continue to be in demand in the future. Simonson (2008) states that distance education has been promoted to the point that it is now more widely accepted by society, and is now at the point that it needs to be nurtured. As distance education has become more popular, many do not feel that this type of learning environment has the same expectations as face to face institutions. Simonson (2008) explains that distance learning and face to face learning should not be identical but equivalent. i feel that nurturing these programs in order to ensure equivalence must be a primary goal of the institution. Distance learning will always be different that face to face instruction; however, in the end, students from both types of programs should meet the same learning outcomes. In order to ensure that this goal is met, instructors must play a critical role in distance learning programs as they provide feedback to the learner. Another critical component of these programs is collaboration between learners. I feel that as society becomes more aware of the goals of distance education programs as well as the achievement levels of those who complete these programs, distance learning will gain the same respect as face to face institutions.

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

Welcome to my blog!

Welcome to my blog! This blog has been created in accordance with a class assignment in my Educational Specialist degree program. I hope I don't confuse anyone...my first name, and the name I appear by in class is Jennifer, and I try to always sign things for class as Jennifer. However, my middle name, and the name I have always been called is Beth, and sometimes I slip up and sign things as Beth!