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.

Module 3: Virtual World Storyboard

To view my EDUC 7102-3 Module 3 Blog Post: Storyboard on Virtual World Multi-Media Presentation, Please click on the following link: http://educ7101-diffusion.wikispaces.com/Tawana+Stiff

Module 2

Module 2 Discussion Prompt:

Select and reflect on one of  the following elements: (a) global diversity, (b) communication, and (c) collaborative interaction and respond to the following in your blog: 

-How has this element evolved?

-What online tools are available today to facilitate these interactions among learners?

Find at least two blog posts by other educators on this topic and reflect on their positions in your blog. Include links to these other blogs as you critique their ideas.

The element I chose to focus on for this module's blog post is communication. According to Dr. Siemens (Laureate Education 2008), communication in a distance learning community is no longer limited in comparison to the communication in a traditional face-to-face classroom environment. He attributes the ability to facilitate distance learner communication to the "growing comfort with online discourse." According to Siemens, this comfort is a result of the expanding communication channels. For example, opposed to being limited to face-to-face communication, distance learners can communicate through online tools  such as social networks, blog sites, online classrooms, and video technologies such as skype. Although I agree that online communication has evolved in this regard, there are still limitations and challenges that occur in tandem with online learning. One of those limitations is limited rapport among students. According to Palloff and Pratt (2005), networking is only successful when the members of a learning community have established a relationship and sense of trust for one another. Due to the 'participate at your own convenience" nature of online learning, many students do not have the opportunity to establish that connection prior to completing collaborative work with members in the online learning community.

On the Accredited Degrees website, I read a blog in which the author described '10 Things That Increase Your Intelligence' (retrieved from  http://www.accrediteddldegrees.com/blog/). One of those 10 things was accessing a learning community in which participants live in close approximation to each other. In accordance with this blog, I agree that relationships tend to be more personable and meaningful when they are face-to-face interactions. The close proximity allows for those face-to-face interactions and communications to occur; whereas online learning obviously does not. Furthermore, distance learners have no control over communication since they can not control when participants of their distance learning communities will be available online. However, in the classroom you are able to anticipate regular communications due to the daily attendance that is required in a face-to-face setting.

On the New York Times website, I read another blog in which the author discussed the degree to which 'Online Education Beats the Classroom' (retrieved from http://bits.blogs.nytimes.com/2009/08/19/study-finds-that-online-education-beats-the-classroom/). This blog, in accordance with Dr. Siemens, acknowledged that the communication within distance learning is rapidly evolving and directly correlates with the expansion of social networking technology. However, there is still no indication that online communication, regardless of its capacity, is as effective as face-to-face communication.

Resources

Laureate Education, Inc. (2008).  Diffusion and Integration of Technology in Education

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

Discussion Prompt: After reading the three articles by Moller, Huett, Foshay and Coleman, and listening to the Simonson video programs, compare and contrast the reasons these authors believe there is a need to evolve distance education to the next generation. Do you agree with their positions? Why or why not?

As I reflect on this week's resources, I notice there is alot of overlap in terms of striving to establish distance education that promotes optimal student learning. In this week's video program, Dr. Simonson (2008) states that once an innovation, such as distance education has been widely accepted to the "point of critical mass," there is no longer a need to promote this innovation. Instead, he suggests there is a need to maintain and nurture the innovation. In accordance with this statement, Moller, Huett, Foshay, and Coleman (2008) also aknowledge that the expansion of distance learning has been "explosive" and therefore requires maintenance in terms of quality control with regards to the caliber of service distance learners receive.

Although the enhancement of distance learning is the focus of both parties, the approach to achieving that enhancement somewhat differs. On one hand, Simonson believes that distance education should be evolved according to the equivalency theory. This theoretical approach suggests that although distance learning may not be identical to traditional classroom learning, it should still yield the same results; Hence, the term equivalent.

In conjunction with the Siomonson's views, Moller, Huett, Foshay, and Coleman (2008) also note that the distance education that is based on technological innovations may facilitate learning strategies that are not available in traditional classroom environments. Yet, like Simonson, they believe that regardless of the "theoretical currency," (p. 74) comparable learning should still take place.

In addition, Moller, Huett, Foshay, and Coleman (2008) also implicate distance learning should evolve based on individual learning needs. They suggest evolving distance education into a learning experience that "adopts potentially individualized strategies" that consider the fact that some learners are most comfortable with student-content or student-instructor platforms in lieu of student-student learning communities.

I agree with all of the above positions. It is definitely critical to maintain the quality and caliber of service students receive via distance education. In addition to convenience, distance education programs must provide students with quality learning experiences that will allow them to function competently in their field of work. This involves providing students with current and updated course materials that include but are not limited to resources based on research-based theories and learning experiences based on best practies. In addition, I agree that a cognitve approach should be used to consider how students best learn. And to be honest, some students prefer certain forms of interactions over others. Thefore, there should be a balance to address the diverse learning needs of each student.

Resources

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

Moller, L., Foshay, W., & Huett, J. (2008, May/June). The evolution of distance education: Implications

         for  instructional design on the potential of the Web (Part 1: Training and Development). TechTrends, 

         52(3), 70–75.