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.