EDUC 7105 Module 4

My networks have changed the way I learned through the usage of technology. A little more than a decade ago, while earning my high school diploma, most of my research was done at the library through the usage of a card catalog. Over the years, technology advances has provided us with privilege of utilizing the internet to research. Through the internet, online libraries, journal articles, and an infinite amount of resources are available. Technology has also increased the routes of collaboration. Collaboration was once done in the same room. Through technology advances, collaboration has been able to occur many ways. While earning my undergraduate degree, our group would always meet in a central location mainly the library. Through the creation of tools like Skype, collaboration is able to occur without everyone being in a central location. My collaboration network has the changed the way I learned tremendously. I am able to connect to my learning communities, share documents, and collaborate with learning communities via the internet.

Discussion Board, Skype, and the Internet best facilitate learning from me. With the usage of discussion boards, I am able to collaborate with my peers, share ideas, and receive feedback. This is very helpful when developing projects. Through the feedback and sharing of ideas, I have been able to make improvements with my assignments and even understand different perspectives.

When I have questions, I utilized my connections/networks. The first thing I do is do a google search on my question. Upon my google search, I read various articles, discussion boards, and blogs on topic. I then speak with peers on new questions or ideas to compare what was found on topic and what my peers may know on topic. Through my connections/networks, knowledge has become very accessible. In the future, I believe the options will grow even greater.

EDUC 7102 Module 4

http://dbuckhalter.wikispaces.com/EDUC+7102 (link to graphic organizer)



The quality of content knowledge, collaboration, and communication is vital when it comes to being successful in the classroom. There are many technological tools that can enrich the educational environment. Technological tools are a necessity in the 21st century classroom. The 21st century classroom accommodates the Net Generation. The Net Generation is the group of young people between 1982 and 1991 who has been exposed to computer-based technology (Sanders & Morrison, 2007). The technological tools bring an interest of learners to the classroom.

Content knowledge is the meat of the course. Content knowledge is the material learners are responsible for learning and applying. Webinars, research databases, and electronic textbooks/books are technological tools that can be utilized in the classroom. Webinars can be utilized to provide real world connections to content, connect with others globally, and learn strategies to assist them in the area of content. Research databases and electronic textbooks/books are used to research information related to content. This tool works well because it allows the student to find information at any time and with access to millions of information. This is an advantage because students are able to conduct research outside of a library.

Collaboration is a component in the classroom that assists in building the community in the classroom. Blogs, Chats, Discussions, and Wikis are technology tools that allow for collaboration in the classroom. Blogs, discussions, and wikis allow for learners to display their knowledge and share information while allowing for classmates and instructors to provide feedback and opportunities to collaborate. All Chats are an opportunity for classmates to collaborate with one another. An advantage of chats is that it allows for all participants to be active simultaneously.

Communication is a requirement for a course. Communication is imperative in a course. It sets the tone for classroom community. Email, Skype, and instant messaging are technological tools that can be utilized in the classroom. Email provides a way to communicate with multiple people and to keep track of what was discussed in email. Skype does multiple tasks. It allows you to send instant messaging, video and voice calls. Skype also allows you to share files with one another.

Content knowledge, collaboration, and communication are all ingredients to a successful classroom. There are many technological tools that can aid in bringing these ingredients to build a classroom. Technological tools should be incorporated in the classroom to bring the student interests to the classroom and also enhance instruction.

References

Sandars, J. M. (2007, 3 29). What is the net generation? The challenge for the future. Retrieved 1 28, 2010, from U.S. National Library of Medicine: http://www.ncbi.nlm.nih.gov/pubmed/17701615

Related Blogs

Concetta Gotlieb discusses strategies on ways to integrate technology into content knowledge.

http://me.edu.au/b/cgotlieb/entry/linking_technology_pedagogy_and_content

Neil Stephenson discusses the many roles of Skype in the classroom.

http://www.isteconnects.org/2009/02/15/the-many-roles-of-skype-in-the-classroom/

The author discusses whether or not Instant Messaging is good or bad in the classroom. He also provides strategies to use when utilizing Instant Messaging.

http://edte.ch/blog/2009/11/14/using-instant-messaging-in-education-good-or-bad/

EDUC 7102 Module 3

How should participation in a collaborative learning community be assessed? How do the varying levels of skill and knowledge students bring to a course affect the instructor’s “fair and equitable assessment” of learning?

Participation in a collaborative learning community should be assessed based on the individual’s level of participation in the community. Ways to assess this would be through the usage of a rubric with discussion questions, group assignments, and chat. Instructors are able to assess students according to how often and extensive the individual’s participation is in the collaborative learning community.

Varying levels of skill and knowledge students bring to a course affects the instructor’s the fair and equitable assessment of learning. There may be overachievers, experienced, or inexperienced students in course. There has to be a median point for students when creating assignments. This will create an opportunity for fair and equitable assessment of learning.

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?

If a student doesn’t want to network or collaborate in a learning community for an online course, group members should attempt to reach out to team member. A lot of reasons may be the cause of the student not wanting to collaborate. I believe the most common reason that will cause a student to not collaborate in a network is a student feeling incompetent in area of study. The student can be aided by receiving feedback and support from team members. The student in need should request help from team members if not, then team members should reach out to team member for support. Once an attempt has been made to communicate with team member, if team member doesn’t communicate or participate afterwards, then the instructor should be contacted. The instructor should serve as a mediator between the group and student. The instructor should assess the student based on the facts communication between group and student was ineffective. As a instructor, I would assess the group as a whole without considering the student who didn’t participate. As for individual assessments, I would assess the student on his/her lack of participation.

Links to additional blogs

http://theweeklygumboot.blogspot.com/2009/02/classroom-community-times-be-changin.html

John Horn suggests that we turn away from the structure of the classrooms in the past where the instructor was at the top of the hierarchy. He suggests changing the structure to a community.

http://www.edutopia.org/envision-schools-learning-community-respect

Bob Lenz speaks of ways to foster a community face to face classroom. He indicates that learner increases in a classroom with a sense of community.

EDUC 7105 Module 2

I do believe that most humans have a basic instinct to interact and work as a group. Rheingold brought to our attention that even in the early years, humans lived and hunted in groups (2005, Rheingold). I found this to be interesting but not surprising since mostly every business and education systems have a team to collaborate to be effective. Humans have been accustomed to working in groups since the beginning of time. Although working as a group may be an instinct, but collaboration and communication skills must be acquired to be effective in a group environment. Many groups or teams fail due to lack of communication or collaboration. When team members are educated on how to work with a group effectively, they are equipped for success. I do believe all learners should have the experience of collaborating with other peers however the question lingers in my mind are all learners capable working with others. I know of some adults that refuse or dislike working with others. I wonder is it because they need training or because of personality types.

Technology can facilitate collaboration among learners based on constructivist principles through the usage of Skype, wikis, discussion boards, and videos. Students are able to collaborate about real world problems, case studies, edit and modify assignments pending constructive feedback etc. through the usage of these technology tools. Learners are able to learn from one another through experience , feedback, and the sharing of material.

David Greenfield reflects on the relationship of Collaboration and Constructivism.
http://davidgreenfield.net/blog/?p=30

Karl Fisch discusses constructivist teaching with technology.
http://fischnecc07.blogspot.com/

References
Rheingold, H. (2008, 02). Howard Rheingold on Collaboration. Retrieved 07 13, 2010, from http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html

EDUC 7105 Module 2

By reading the blog, _isms as a filter-not-blinker, my assumption that all learning theories are useful in education is confirmed. Bill Kerr stated "_each ism is offering something useful without any of them being complete or stand alone in their own right" (2007, Kerr). Learning theories provides us with a glimipse on various ways learners obtain knowledge. It is up to educators to use the learning theories as a stepping stone when teaching learners. Learning Theories provide insight for educators. All can be useful depending on the content and learner. I don't believe one single learning theory could describe excactly how learners obtain knowledge since all learners learn differently. The learners change with the generations. There is new information found daily on how to teach learners and how learners learn. Karl Kapp says it best when he states "we need to take pieces from each school of thought and apply it effectively.." (2007, Kapp). It is up to educators to bring all of the pieces of learning theories together to eductate all learners effectively.

References

Kapp, K. (2007, 01 02). Out and About: Thought on Educational Schools of Thought. Retrieved 06 30, 2010, from Kapp Notes: http://karlkapp.blogspot.com/2007/01/out-and-about-discussion-on-educational.html

Kerr, B. (2007, 01 01). _isms as a filter not a blinker. Retrieved 06 30, 2010, from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

EDUC Module 2

Collaborative interaction has evolved through several things. In my opinion, email began online collaboration. From email we began to use video conferencing, chat, etc. These are the innovations that began the collaboration through technology. Now that we have online courses, we are able to collaborate through discussion boards. Discussion boards allow learners to exchange ideas, pose questions, interact with classmates, and instructors to interact with learners.

Collaboration interaction has occurred through cohort groups in online programs. With cohort groups, learners are assigned are sometimes assigned to a group that collaborates with one another to create assignments and provide feedback to each other. Collaborative interaction has evolved so much that at times there are more interactions with learners that there would be in a face to face classroom.

Blogging has become a major tool for collaborative interaction. Konrad Glogowski (2009) discussed how his students sought feedback from peers using blogs. The blogs became a mean of assessment for learners. Podcasting is also an emerging tool for collaborative interaction. Jo McLeay (2009) discusses how she uses podcasting as a collaborative tool by allowing leave thoughts, ideas, and stories. Through the collaboration, a radio show is made. Before reading and learning about collaborative interaction I never imagine blogging and podcasting as tool. Blogging was viewed as an online journal. Podcasting was viewed as a video. I didn’t think about the collaboration opportunities these innovations presented. With the many tools we have for collaborative interaction, collaboration will continue to grow.

Glogowski, Konrad. (2009, Feb. 20). Thoughts on assessment. Message posted to http://www.teachandlearn.ca/blog/2009/02/20/thoughts-on-assessment/

McLeay, Jo. (2009, Oct. 26). Great collaborative podcast. Message posted to http://theopenclassroom.blogspot.com/

EDUC 7105

EDUC 7105 Module 1 Blog Posting

What are your beliefs about how people learn best? What is the purpose of learning theory in educational technology?

I think people learn differently than others. All learners are individuals and progress and their own speed. However, I believe a great group of people learn by doing and practicing the skill. I personally learn best by doing. I don’t think there’s one method that will always work with learners. It is a combination of methods that will help learners to gain skills, visual, auditory, tactile, and kinesthetic.

The learning theory in educational technology serves the purpose of providing various means of learning through educational technology. The learning theory provides that all students learn differently and provides effective means of instruction of education technology.

http://www.cathyandersonblog.com/?cat=45
Cathy Anderson discusses learning theory and Second life. She discusses the different characteristics of the learning theories in the Second Life.

http://hartwelleducation.blogspot.com/2010/04/learning-theories-and-instructional.html
Dylan Hartwell provides a group of websites that demonstrate behaviorist, cognitive, and constructivist principles.

Semple, A. (2000). Learning theories and their influence on the development and use of educational technologies. Australian Science Teachers Journal, 46(3). Use the Academic Search Premier database, and search using the article's title.

EDUC 7102

EDUC 7102 Module 1 Blog Posting

Simonson focuses on providing equivalent learning. Equivalent learning doesn’t mean every learner should learn the same nor does it mean that each learner should complete the same activities to meet a learning objective. Simonson believes that distance education instructors should provide learners with an experience enriched in technology. Technology is common to distance learners yet some online courses don’t integrate any more technology than a face to face classroom. Simonson focuses on provide a equivalent learning experience that accommodates the individual learner.

Moller, Huett, Foshay and Coleman focuses on the craft approach. The craft approach occurs when the teacher designs the online course according to what he/she has experienced in a face to face classroom. Setting up the infrastructure is vital to success (Ryan, Carlton, & Ali, 2004). The craft approach provides a distance education learning experience based on face to face classroom techniques. Some barriers that may occur with the craft approach are learners' intentions, society's expectations, training, and funding.

I agree with Simonson. Distance education learners should be challenged and met at their area of interest, technology. The course content and assignments should contain more technology. Integrating technology provides an equal learning experience. I also agree with the craft approach. I do believe some things from a face to face classroom should be incorporated in the distance learning experience. Communication and Collaboration is imperative in a distance learning environment. Cooperative learning is a type of collaboration. This is a learning strategy that is used frequently in the distance learning environment. There must be a balance between the face to face classroom and distance learning strategies incorporated in courses.

http://www.ablsc.com/distance-education/distance-education-trends/
This blog discusses the various ways distance education is evolving.

http://info.tegrity.com/
Jen Santaniello discusses the different technology tools that enhances distance education.

References
Huett, J., Moller, L., Foshay, W. & Coleman, C. (2008, September/October). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 3: K12). TechTrends, 52(5), 63–67.

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.

Moller, L., Foshay, W., & Huett, J. (2008, July/August). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 2: Higher Education). TechTrends, 52(4), 66–70.

Ryan, M., Carlton, K. H., & Ali, N. S. (2004, Mar/Apr). Reflections on the role of faculty in distance learning and changing pedagogies. Nursing Education Perspectives, 73-80.
Simonson, M. (2000). Making decisions: The use of electronic technology in online classes. New Directions for Teaching and Learning, 84, 29–34.

: The use of electronic technology in online classes. New Directions for Teaching and Learning, 84, 29–34.

Introduction

Hello,

My name is Deidre Buckhalter. I am currently enrolled in EDUC 7102 and EDUC 7105. I will use this blog to post assignments from these courses. I am looking forward to blogging.