Comment #1
http://principlesofdistanceeducationblog.blogspot.com/
Comment #2
http://ktino1.wordpress.com
Saturday, January 28, 2012
Wednesday, January 18, 2012
Module 4: Graphic Organizer
This week we evaluated the way that DE can provide as much and in some cased more value add to the learning process then F2F, The debate rages on regarding how to create the proper environment for DE students. From the reading and in my personal experience student participation in various medium provide not only an environment that supports learning but one that requires students to make a concerted effort to their educational experience. With these tool communication and collaboration can happen at will as opposed to once or twice a week in a predetermine space at a predetermined time. My graphic organizer was an attempt to illustrate all of the opportunities to communicate, collaborate or just acquired more information. These technological tools allow learners to continue to share information or exchange idea outside the virtual classroom and with little or no time zone consideration. The technical tools were chosen because they are easy to use, readily available and already part of every/business life. The short learning curve allows students to begin to collaborate and communicate immediately.
Sunday, January 15, 2012
Module 3: My comments
Comment #1 http://ktino1.wordpress.com
Comment #2 http://helloworld-educationaltechnology.blogspot.com/
Comment #2 http://helloworld-educationaltechnology.blogspot.com/
Monday, January 9, 2012
Assessing Collaborative Efforts: Module 3
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?
There are a variety of ways to access learning in a collaborative learning community. It is critical; however, that the students understand what the assessment is and what is expected of them. "Students need a road map not only to guide the activity, but also to know how that activity will be assessed and evaluated (Palloff & Pratt, 2005).” Therefore, before any collaboration assessment is given to students, it is critical to clearly explain to the student the expectations and process of that assessment.
One valuable tool for students is a self-assessment. This is an appropriate tool because it allows the learner, the focus of the course, to provide information about their own perception of their abilities. This assessment may come in many forms such as a reflective writing or essay or it may be done in the form of a portfolio that is provides the highlights of the students work as chosen by the student.
"A simple rule to remember when assessing collaborative work is that collaborative activities are best assessed collaboratively (Palloff and Pratt, 2005)." With this in mind, rubrics that are written for collaborative expectations are preferable. Another method would be to provide students a survey of their perceptions of the workings of the group as a whole.
To ensure fair and equitable assessment, the use of a rubric with clear expectations produces a more objective evaluation of the product.
In order to work with the challenge of a student opposed to working collaboratively, the instructor should make the expectation for collaborative work as plain as possible. Many of these individuals who might balk at the idea of working collaboratively are more willing when the instruction, preparation, and expectations for roles and are clearly laid out (Palloff and Pratt, 2005).
References:
Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco, CA: Jossey-Bass.
There are a variety of ways to access learning in a collaborative learning community. It is critical; however, that the students understand what the assessment is and what is expected of them. "Students need a road map not only to guide the activity, but also to know how that activity will be assessed and evaluated (Palloff & Pratt, 2005).” Therefore, before any collaboration assessment is given to students, it is critical to clearly explain to the student the expectations and process of that assessment.
One valuable tool for students is a self-assessment. This is an appropriate tool because it allows the learner, the focus of the course, to provide information about their own perception of their abilities. This assessment may come in many forms such as a reflective writing or essay or it may be done in the form of a portfolio that is provides the highlights of the students work as chosen by the student.
"A simple rule to remember when assessing collaborative work is that collaborative activities are best assessed collaboratively (Palloff and Pratt, 2005)." With this in mind, rubrics that are written for collaborative expectations are preferable. Another method would be to provide students a survey of their perceptions of the workings of the group as a whole.
To ensure fair and equitable assessment, the use of a rubric with clear expectations produces a more objective evaluation of the product.
In order to work with the challenge of a student opposed to working collaboratively, the instructor should make the expectation for collaborative work as plain as possible. Many of these individuals who might balk at the idea of working collaboratively are more willing when the instruction, preparation, and expectations for roles and are clearly laid out (Palloff and Pratt, 2005).
References:
Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco, CA: Jossey-Bass.
Sunday, January 8, 2012
EDUC 8842 Story Board
Introduction:
1 Intro:
The keynote topic is in regards to games and how they encourage or change the environment of learning. Games have come a long way through history dating back to 3000 BC with the first game called Royal Game of Ur; 700 BC is the earliest records of cubical Dice and by the 400′s, Tabula (an early version of Backgammon) game lost by Emperor Zeno recorded. This was follow by A Persian romance tells of Chess which originated from India between 650-850AD. This list goes on and on, but the point is that games or gaming rose out of a need to occupy leisure time and/or to engage in some type of relationship with others.
Importance of Play
2. Importance of Play:
E. Dixon wrote, “Play is universal throughout the animal kingdom — whether it’s a puppy chasing its tail, or so we’ve a history of play; Playing became important for both adult and especially children as it relates to their development.” And it should not be underestimated in the development of children. In fact there is a body of research that supports the belief that play is essential to ensure that a child develops and reaches their full potential in life. But play, like everything else in this society has undergone an evolution.
Play for Millenniums
3. Play for Millenniums
Nevertheless, gone are the days of jump rope hula loops and jacks; in many cases, but for organized sports, – bats, balls and sneakers have also become obsolete. However, children still play; it’s just now their Playground is virtual. Through advancements in technology child are able to play at anything they can image within the technical space.
Rationale
4. Rationale
I found an article called “Lessons from video games: Getting students invested in learning” posted by McCallum at:
http://www.cleanapple.com/blog/?p=304 written with provided from teacher Diana Laufenberg’s perspective. In this article she discussed how her discovery of how video games not only engage players in recreational activities but motivated the learning process, changed the nature of teaching for her. This was largely due to the discovery that student were more willing to embrace “learning through” active participation as opposed to “learning about” through traditional passive memorization and regurgitation. “In good video games, as in school, true learning only happens when students are able to situate learning with experience.”
Getting students invested in learning
5. Getting students invested in learning Gaming provides children an arena to learn within context of a dynamic setting, engaging 3 of our 5 senses. Critical and strategic thought in many of these games is essential to attain success.
This is way of thinking consistent with mathematics, logic and the scientific evaluation method. The teacher identified the following characteristics of critical and strategic problem solving:
1. Evaluate the environment or situation
2. Create a hypothesis for possible solution and/or actions
3. Test the hypothesis through implementation
4. Use lesson learned for advancement
Support
5. Support
It is undeniable that video or digital games have become one of the most popular leisure time activities for children. Statically 65% of our children accessed video games daily; something that nearly all of our students have in common. In addition 53% of all American adults play video games of some kind, on a computer, a gaming console, their cell phone, Ipad or other handheld device/ portable gaming device; 73% of adult gamers use computers to play games; of the young adults gamers between 18-29 years, 75% use online Gaming consoles, 68% use computers as compared to 53% console users, 35% who using cell phones, and 25% using portable gaming devices.
Conclusion
5. Conclusion
In Martin Gardner’s 1st Book of Scientific American Puzzles, in the introduction he wrote: “The interest of these great minds and mathematical play is not hard to understand, for the creative thought bestowed of such trivial topics is of a piece with the type of thinking which leads to mathematical and scientific discovery. What is Mathematics, after all, except the solving of puzzles and what is science if it’s not a systematic effort to get better and better answers to puzzles posed by nature?” I think there is a lesson there for all.
References:
Carr-Chellman, A. (Feb2011). How do you encourage learning in boys? Bring a gaming culture to the classroom. In The Art of Manliness, Reviving the lost Art of Manliness. Retrieved 24 Mar 11 5:31 PM MST, from http://community.artofmanliness.com/forum/topics/how-do-you-encourage-learning.
Lenhart A, Jones S, Macgill A. (2011). Adults and Video Games. In Report: Gaming, Families, Teens . Retrieved April 8, 2011, from http://www.pewinternet.org/Reports/2008/Adults-and-Video-Games.aspx.
Dixon, E.. (2007). Importance of Play in Child Development. In Child Development Guide. Retrieved April 8, 2011, from http://www.child-development-guide.com/importance-of-play.html
Mar, G. (APR2010). Using problem based learning and recreational logic games to build student interest and confidence. In You Tube. Retrieved 24 Mar 11 5:31 PM MST, from http://www.youtube.com/watch?v=I8G-b3SwKxA.
Mccallum. (DEC2010 ). Lessons from video games: Getting students invested in learning. In Making Meaning – Cleanapple. Retrieved 24 Mar 11 5:31 PM MST, from http://www.cleanapple.com/blog/?p=304.
1 Intro:
The keynote topic is in regards to games and how they encourage or change the environment of learning. Games have come a long way through history dating back to 3000 BC with the first game called Royal Game of Ur; 700 BC is the earliest records of cubical Dice and by the 400′s, Tabula (an early version of Backgammon) game lost by Emperor Zeno recorded. This was follow by A Persian romance tells of Chess which originated from India between 650-850AD. This list goes on and on, but the point is that games or gaming rose out of a need to occupy leisure time and/or to engage in some type of relationship with others.
Importance of Play
2. Importance of Play:
E. Dixon wrote, “Play is universal throughout the animal kingdom — whether it’s a puppy chasing its tail, or so we’ve a history of play; Playing became important for both adult and especially children as it relates to their development.” And it should not be underestimated in the development of children. In fact there is a body of research that supports the belief that play is essential to ensure that a child develops and reaches their full potential in life. But play, like everything else in this society has undergone an evolution.
Play for Millenniums
3. Play for Millenniums
Nevertheless, gone are the days of jump rope hula loops and jacks; in many cases, but for organized sports, – bats, balls and sneakers have also become obsolete. However, children still play; it’s just now their Playground is virtual. Through advancements in technology child are able to play at anything they can image within the technical space.
Rationale
4. Rationale
I found an article called “Lessons from video games: Getting students invested in learning” posted by McCallum at:
http://www.cleanapple.com/blog/?p=304 written with provided from teacher Diana Laufenberg’s perspective. In this article she discussed how her discovery of how video games not only engage players in recreational activities but motivated the learning process, changed the nature of teaching for her. This was largely due to the discovery that student were more willing to embrace “learning through” active participation as opposed to “learning about” through traditional passive memorization and regurgitation. “In good video games, as in school, true learning only happens when students are able to situate learning with experience.”
Getting students invested in learning
5. Getting students invested in learning Gaming provides children an arena to learn within context of a dynamic setting, engaging 3 of our 5 senses. Critical and strategic thought in many of these games is essential to attain success.
This is way of thinking consistent with mathematics, logic and the scientific evaluation method. The teacher identified the following characteristics of critical and strategic problem solving:
1. Evaluate the environment or situation
2. Create a hypothesis for possible solution and/or actions
3. Test the hypothesis through implementation
4. Use lesson learned for advancement
Support
5. Support
It is undeniable that video or digital games have become one of the most popular leisure time activities for children. Statically 65% of our children accessed video games daily; something that nearly all of our students have in common. In addition 53% of all American adults play video games of some kind, on a computer, a gaming console, their cell phone, Ipad or other handheld device/ portable gaming device; 73% of adult gamers use computers to play games; of the young adults gamers between 18-29 years, 75% use online Gaming consoles, 68% use computers as compared to 53% console users, 35% who using cell phones, and 25% using portable gaming devices.
Conclusion
5. Conclusion
In Martin Gardner’s 1st Book of Scientific American Puzzles, in the introduction he wrote: “The interest of these great minds and mathematical play is not hard to understand, for the creative thought bestowed of such trivial topics is of a piece with the type of thinking which leads to mathematical and scientific discovery. What is Mathematics, after all, except the solving of puzzles and what is science if it’s not a systematic effort to get better and better answers to puzzles posed by nature?” I think there is a lesson there for all.
References:
Carr-Chellman, A. (Feb2011). How do you encourage learning in boys? Bring a gaming culture to the classroom. In The Art of Manliness, Reviving the lost Art of Manliness. Retrieved 24 Mar 11 5:31 PM MST, from http://community.artofmanliness.com/forum/topics/how-do-you-encourage-learning.
Lenhart A, Jones S, Macgill A. (2011). Adults and Video Games. In Report: Gaming, Families, Teens . Retrieved April 8, 2011, from http://www.pewinternet.org/Reports/2008/Adults-and-Video-Games.aspx.
Dixon, E.. (2007). Importance of Play in Child Development. In Child Development Guide. Retrieved April 8, 2011, from http://www.child-development-guide.com/importance-of-play.html
Mar, G. (APR2010). Using problem based learning and recreational logic games to build student interest and confidence. In You Tube. Retrieved 24 Mar 11 5:31 PM MST, from http://www.youtube.com/watch?v=I8G-b3SwKxA.
Mccallum. (DEC2010 ). Lessons from video games: Getting students invested in learning. In Making Meaning – Cleanapple. Retrieved 24 Mar 11 5:31 PM MST, from http://www.cleanapple.com/blog/?p=304.
Thursday, December 29, 2011
Module 2: My comments
Comments #1 Http://juliekaplan.wordpress.com/
Comments #2 http://langstonnotes.blogspot.com/2011/12/module-2-assinment.html
Comments #2 http://langstonnotes.blogspot.com/2011/12/module-2-assinment.html
Wednesday, December 28, 2011
Module 2: Elements of Distance Education Diffusion
Over the years, there have been more and more recent advances in computer networking technologies as far as distance learning is concerned. Computer-based instruction programs have become more rapid and users are now given more freedom of time and location for their studies. Distance education is far from new, but recent years have shown advancements in the mechanisms and tools available for its implementation and support. Distance education has now integrated new communication technologies. George Siemens discussed the growing acceptance of distance education in today’s corporate and educational spheres, including three possible elements of distance education that are creating more effective learning experiences and giving distance education an identity of its own distinct from face-to-face courses. These courses include: global diversity, communication, and collaboration interaction.
I think one of the most important parts of distance education is the communication and collaborative interaction between the learners as well as the facilitators. With the communication and collaboration, there are many strengths as well as weaknesses. Listed below are the strengths and weaknesses of the online format.
What are the strengths of the online format, in general? How can instructors and students take advantage of these strengths?
- There are many strengths of the online format. First, students can complete their degrees and the convenience of his/her daily schedule. According to Oblinger, Barone, and Hawkins (2001), online learning provides flexibility for students to incorporate education into their schedules. This is very convenient for those who have jobs and can’t make it to a traditional classroom setting each afternoon. Rather than traveling, this extra time could be used for studying, reading, or responding to other classmates.
What are the weaknesses or limitations of the online format, in general? What can be done to overcome these weaknesses/limitations?
- Before there can be online programs for student success, there are many things that should be looked at. First, the lack of internet access or computers for some. There are many who would like to go back to school at their convenience by completing online courses. However, many of them don’t have access to computers or internet. Before students can complete online courses, they have to have some level of computer literacy. What happens to those students who want get their degree but has no level of computer use? Another problem with online learning is technological difficulties that may or could arise. We are not always guaranteed that our computers or laptops will not encounter problems as we continue throughout our coursework.
Today, there are many different tools available for learners as they participate in online education. Students have access to email addresses for other learners as well as different ways of contacting one another. This way, they can work together and collaborate on a daily basis. Learners also have access to different tutorial programs such as: the Writing Lab or personal tutors. When learners are having trouble with writing or other things within the classroom, there are various routes for them to take to get this issues resolved. To make sure that learners are communicating and elaborating with others, facilitators are beginning to require students to work in groups on different projects and activities. Students work together to create wiki spaces with different assignments and more.
References:
Oblinger, D. G., Barone, C. A., & Hawkins, B. L. (2001). Distributed education and its challenges: An overview. American Council on Education and Educause.
Siemens, G. (2008). Assessment of collaborative learning. Vodocast. Laureate Education, Inc.
Supplemental Resources:
“The Future of Distance Education” (Approx. 4 min)
In this program, George Siemens provides insight into the reasons for the growing acceptance of distance education and focuses on elements that might be better achieved online than in a F2F environment, including global diversity, communication, and collaborative interaction, and how they can be achieved more easily with the introduction of new technologies.
“Distance Education: Higher Education, K12, and the Corporate World” (Approx. 14 min)
In this program, Dr. Michael Simonson explores the possible advantages of distance education as compared to face-to-face education. He describes the gradual evolution from hybrid (or blended) models for instruction and learning to fully online education in higher education, virtual schools, collaborative systems, and mirror curriculum in K12 education, as well as the increased return on investment in the corporate world.
Christensen, C. M. (2008). Disruptively deploying computers. In Disrupting class: How disruptive innovations will change the way the world learns (pp. 89–119). New York: McGraw-Hill.
I think one of the most important parts of distance education is the communication and collaborative interaction between the learners as well as the facilitators. With the communication and collaboration, there are many strengths as well as weaknesses. Listed below are the strengths and weaknesses of the online format.
What are the strengths of the online format, in general? How can instructors and students take advantage of these strengths?
- There are many strengths of the online format. First, students can complete their degrees and the convenience of his/her daily schedule. According to Oblinger, Barone, and Hawkins (2001), online learning provides flexibility for students to incorporate education into their schedules. This is very convenient for those who have jobs and can’t make it to a traditional classroom setting each afternoon. Rather than traveling, this extra time could be used for studying, reading, or responding to other classmates.
What are the weaknesses or limitations of the online format, in general? What can be done to overcome these weaknesses/limitations?
- Before there can be online programs for student success, there are many things that should be looked at. First, the lack of internet access or computers for some. There are many who would like to go back to school at their convenience by completing online courses. However, many of them don’t have access to computers or internet. Before students can complete online courses, they have to have some level of computer literacy. What happens to those students who want get their degree but has no level of computer use? Another problem with online learning is technological difficulties that may or could arise. We are not always guaranteed that our computers or laptops will not encounter problems as we continue throughout our coursework.
Today, there are many different tools available for learners as they participate in online education. Students have access to email addresses for other learners as well as different ways of contacting one another. This way, they can work together and collaborate on a daily basis. Learners also have access to different tutorial programs such as: the Writing Lab or personal tutors. When learners are having trouble with writing or other things within the classroom, there are various routes for them to take to get this issues resolved. To make sure that learners are communicating and elaborating with others, facilitators are beginning to require students to work in groups on different projects and activities. Students work together to create wiki spaces with different assignments and more.
References:
Oblinger, D. G., Barone, C. A., & Hawkins, B. L. (2001). Distributed education and its challenges: An overview. American Council on Education and Educause.
Siemens, G. (2008). Assessment of collaborative learning. Vodocast. Laureate Education, Inc.
Supplemental Resources:
“The Future of Distance Education” (Approx. 4 min)
In this program, George Siemens provides insight into the reasons for the growing acceptance of distance education and focuses on elements that might be better achieved online than in a F2F environment, including global diversity, communication, and collaborative interaction, and how they can be achieved more easily with the introduction of new technologies.
“Distance Education: Higher Education, K12, and the Corporate World” (Approx. 14 min)
In this program, Dr. Michael Simonson explores the possible advantages of distance education as compared to face-to-face education. He describes the gradual evolution from hybrid (or blended) models for instruction and learning to fully online education in higher education, virtual schools, collaborative systems, and mirror curriculum in K12 education, as well as the increased return on investment in the corporate world.
Christensen, C. M. (2008). Disruptively deploying computers. In Disrupting class: How disruptive innovations will change the way the world learns (pp. 89–119). New York: McGraw-Hill.
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