Module 1 Blog Post

Prompt: Critique Siemens’s “metaphors of educators.” Which of these metaphors best describes the role you believe an instructor should take in a digital classroom or workplace? Is there a better metaphor to reflect your view of the role of instructors?

According to this week's reading, Siemen's (2008) best describes the role that I believe an instructor should take in a digital classroom as follows:

Educators acting as a concierge must direct learners "to learning opportunities or resources that they may not be aware of" (Siemens, 2008, p. 16). My interpretation of this metaphor is simply that teachers must act as a guide by exposing students to experiences and tools that will enable them to successfully construct knowledge and apply skills in the appropriate context.

When teachers simply spoon-feed information to students, not only are they fostering co-denpendent thinkers - - in which students recurringly rely on others to make sense of problems for them; but in addition, it takes away from student accountability and ownership over learning.

As I whole-heartedly agree with Siemen's metaphor, there is no other metaphor that I see more fitting to describe the role educators must play in the lives of their students. In addition to this metaphor, however, I think it is important for teachers to also consider when it is apprporiate to take a more direct instructional approach; and when to take a step back and let students experience the disequilibrium that is associated with them persevering through making sense of the learning environment their instructor has created.



Resources
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

Module 6 Feedback on Colleague's Final Presentations

To Rachel Salley:

While viewing your presentation, I especially liked how you used a few slides (in lieu of one) to list out the individuals who use learner assessments. Furthermore, I thought it was brilliant to include all the uses that each individual (depending on their position as teacher, administrator or policy maker, etc.) have for learner assessments.Your presentation was very informative and straight to the point. Great job!

To Cathy Marziali:

I especially liked the flow of your video. The video of the avatar ( In the 5th slide I believe) did not even appear to be an embedded video from an outside source.....it flowed and played automatically as if everything came from one source. Your presentation was of very high quality. I aspire to create a presentation of the same caliber some day...Great job!

To Cora Blades:
I especially was impressed with the original footage and videography. About 2 minutes and 30 seconds into the presentation, you showed an example of what happens when someone is not sure how to cite information correctly. That was important to me since searching through the APA manual is something I can definitely relate to. Furthermore, I  like how you began the presentation by asking a series of questions and then stating "If you have answered yes to any of these questions, then you are guilty of plagiarism." The picture in the first slide coincided with your opening statement as well. Great job!

To Laura Lee:
While viewing your presentation, I liked how you referred to the keynote speaker so it appeared as though you were really presenting at an educational conference. Also, the slide that was 3 minutes and 43 seconds into your presentation had a a person walking up a set of building blocks which coincided with the slides title "Increasing the Development..." Overall, your presentation was straight to the point and easy to follow. Great job!

To AJ:
I especially liked the slide where the figures had the laptop computer connected to the globe to depict the connection that users have with the rest of the world. In addition, I thought it was brilliant to include sample pages so viewers could see what some of the online resources actually looked like once logged on. Great job!

To Lewis Chappelear:
Wow! Your video presentation looks like it was professionally done. I enjoyed teh first fes slides that gave a visual depiction of the isolation students would feel if learning had no social presence. I also thought it was pretty neat how you had original videography while words and graphics appeared on the screen simultaneously. For example, as you would say something, those same words would pop up on the screen. What type of software did you use for your presentation? Did you start off using MS Power Point? Fabulous Work!

Module 6 Final Presentation

My Final Multi-Media Presentation on Virtual Worlds can be accessed at the following link:
http://educ7101-diffusion.wikispaces.com/Tawana+Stiff

Module 5: Concept Map and Reflection Paper

 Please click on the following link to view my concept map:
 http://educ7101-diffusion.wikispaces.com/Tawana+Stiff

Reflection:

During Module 5, I was required to create a concept map that indicated where various technology and media tools fell in the static-dynamic continuum of distance education. As described by Leslie Moller (2008), technology and media that are considered static are those that provide a context to gather information. Yet, the student who is taking in this information is not able to interact with the information or ask any questions regarding the information. These types of tools do very little to build and deepen the knowledge of students and include media that involves a lot of text or pre-recorded audio. For example, pdf documents and video cast would fall into this category. Next, there are the technology and media that falls into the middle of this continuum due to the student interaction that takes place. For example, learning tools such as blogs and discussion forums allow learners to access ideas and ask questions that elicit further thought on those ideas. Although these tools serve as an information source - - comparable to the tools that are considered static, the fact that students are able to interact with the information is what pushes them further along on the static-dynamic continuum (Moller 2008). Lastly, there are the learning tools that are considered dynamic due the fact that they allow students to construct, represent and manipulate information that will deepen their level of understanding. For example, technology that enables students to construct artifacts to convey their understanding would fall into this category of the continuum. Tools such as Microsoft PowerPoint or Excel are two examples of tools learners can use to represent their cognitive levels in regards to a given concept.

So where do I fall into this continuum? Well, as an online learner I believe I spend time in all areas of this continuum. On a weekly basis, my online instructor provides me with resources that contain the information I need to participate in discussion forums. As I read or listen to the media resources, I am taking in information. This falls into the static category. Now, when I take that information to post my thoughts in the discussion forum, I am engaging in the middle of the continuum. I say this since I often expand on my original thoughts as a result of interacting with my online colleagues and instructor. Furthermore, I engage in metacognition to evaluate my own thought processes when reading the views of others. Now, the assignments that I work on in my online classroom definitely fall under the dynamic part of the static-dynamic continuum. Other than the criteria that will be used to grade my presentation, I have constructed power point slide shows to represent my understanding. I had to engage with the content on a very deep level since I had to gather visuals and graphics that represented the information in my slide. Furthermore, I had to locate and read several articles and research studies to convey and support the intended message. Interacting with this information on an ongoing basis has had the greatest impact on my learning. Due to my depth of involvement in creating these presentations, I am likely to retain this information for a very long (if not indefinite) period of time.

As far as becoming more dynamic, I honestly do not think that is necessary. I think it is appropriate to spend time in each area of the static-dynamic continuum. Sometimes it is appropriate to listen and take in information. Whereas, at other times it is appropriate to ask questions and work cooperatively with others to expound on information. And of course, it is always great to incorporate some type of technology that will require students to construct their own knowledge to some degree via dynamic technological resources.

Reference

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

Module 4 Video Presentation Update

See Module 4 Presentation Update at the following link: http://educ7101-diffusion.wikispaces.com/Tawana+Stiff

Module 4

Module 4 BLOG Post by Tawana Stiff

Please See the following Graphic Organizer at the following Link:  http://educ7101-diffusion.wikispaces.com/Tawana+Stiff

Reflection on Module 4 Graphic Organizer: Online learning environments are just as effective as face-to-face environments when there is a balance between all of the key components. As I indicated in my Module 4 Discussion post, Anderson's 'Community of Inquiry' Model (2008) suggests that there are 3 components necessary to facilitate an effective online learning environment: social presence, cognitive presence and teaching presence. By creating these presences in an online learning environment, facilitators are not only setting the stage for success; but are also leading students to take technological tools used in their everyday lives and apply them to  classroom experiences. For example, if an online instructor aspires to establish cognitive presence and build the content knowledge of his students, he can provide them with a multitude of resources. These resources can be hardcover textbooks or they can be e-books that the students can access on their e-readers, tablets, or even cell phones. In addition, course videos that were once only available on a dvd, are now available as a podcast - - which can be uploaded and played on an ipod. The advantage to being able to access a multitude of resources on various technological devices is that it allows students to take everyday technologies -- like readers, tablets, cell phones and ipods, and use them to access online professional development and content related information. While meanwhile, the instructor is simply the concierge, or guide that directs the students to these valuable learning resources.

To enhance the student communication, the online instructor must establish a social presence in which the students feel comfortable sharing their thoughts with one another. There are many ways in which this collaboration can take place. Within the online classroom structure, there can be a common meeting place established for all the students. This can be in the form of a classroom café or discussion forum. And just as students may share their thoughts on everyday controversies or topics of interest in general, they may also participate in a blog site or wiki page for the same purpose regarding their course topics instead. In addition, students may use common social networks or interactive video tools such as skype to communicate with online colleagues as well.

Last, online instructors must facilitate authentic learning experiences to ensure their students reach their ultimate goal of acquiring new knowledge for the purpose of learning. So rather than placing the emphasis on the instructor, the facilitator may wish to create a student centered environment in which students focus on their role as individuals and as members within a learning community. By establishing such communities, the facilitator is encouraging the students to take accountability and ownership over their own learning.  In this sense, the facilitator acts as a guide by creating the guidelines or path; But  it is the learner who constructs the knowledge by creating the experience or the collaborative discourse that yields new knowledge (Siemens 2008).

References

Anderson, T. (Ed.). (2008). The theory and practice of online learning (2nd ed.). Edmonton, AB: Athabasca University Press

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

Siemens, G. (2008, January). Learning and knowing in networks: Changing roles for educators and designers. ITForum.

Module 3

Participation in collaborative environments should be addressed in a way where members feel valued as both individuals and contributors in a group. To effectively do this, Dr. Siemen's (2008) suggests that community members be provided with opportunities to role-play so they can gain an appreciation and understanding of how indivuals effect the productivity and effectiveness of the group as a whole. Moreover, the assessments must also be done in an effective manner that coincides with the shift from focusing on individual students to focusing on a collaborative community of students.

To ensure that assessments are fair and equitable within a diverse body of students with varying skill levels, it is important that the focus is on growth and development. For example, Dr. Siemen's suggest looking at where the student was and where they are now (2008). In doing this, the online facilitator or instructor is looking at the students growth and development in terms of their contributions. Questions that might arise are 'Did the student complete the assigned task?' and 'Did the student complete the task to the best of his or her ability?' and 'What evidence is there that the student has grown in his or her ability between this previous task and the current task?' By basing assessments on growth and effort in lieu of how the student compares to the other members of the group, there is acknowledgement and embracement of the fact that all students are not going to start at the same place with the same knowledge base; and therefore, cannot be expected to end up at the same place with the same level of skills. So although collaboration happens within a group, the role of the instructor is to ensure that fair and equitable assessments focus on the degree to which the individual contributions align with the individual abilities within the group.

In addition to the role of the instructor in assessment, the members in the collaborative community also have a role in assessment of each other. To set the stage for online learning, Palloff and Pratt (2005) suggests parameters and guidelines for participation be estabilished. If members of the group are not participating to the agreed upon standards, then it is up to the group to decide how those non-collaborative members should be handled. In my learning community, we have all agreed that if a member is not adhering to our group procedures, we will address them as a community prior to involving the instructor. However, this may vary from group to group or in different collaborative settings.

Resources
Laureate Education, Inc. (2008). Assessment of collaborative learning. Baltimore: MD, Author.

Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco: Jossey-Bass.