Classmates I posted to:
http://rodrussell-roderickr.blogspot.com/
22 January 2012
Graphic Organizer: Content, Communication, and Collaboration Module 4
This week, I designed a graphic organizer that depicts web tools and strategies that are best for involving learners in building content knowledge, engaging in communication with peers and instructors, and working on authentic, collaborative, problem-based tasks in the online environment.
The web tools that help learners build content knowledge are podcasts, research journals, blogs, and textbooks. These tools work well and offer benefits to students because they can be easily accessed and meet the course outcomes. For instance, students are able to download audio and visual podcasts to an ipod for easy access and use anytime and anyplace. Additionally, this allows students personal flexibility so they can work at that their own pace.
Additional web tools that engage student in communication with their peers and instructors are technologies such as skype, instant messaging, and email. According to Anderson (2008) these communication tools offer students direct communication to their instructors, as well as allow students to avoid time constraints imposed by synchronous or paced learning activities. On the other hand, instructors are able to utilize these communication tools for class debates, building relationships with students, or end of the quarter online celebrations.
Many online courses use web tools that enhance collaborative projects for students. For example, wikis and Google Docs allow students to post projects that they can edit and modify as well as offer feedback to one another. Additionally, discussion forums, social bookmarking, and second life offer students the opportunity to socialize and actively engage in discussions that develop critical thinking skills.
By utilizing these web tools, educators offer students experiences that are participative, engaging, and prepare them for work in the 21st century.
My graphic organizer
http://www.webspirationpro.com/view/1070096a1d8a1
Cynthia
The web tools that help learners build content knowledge are podcasts, research journals, blogs, and textbooks. These tools work well and offer benefits to students because they can be easily accessed and meet the course outcomes. For instance, students are able to download audio and visual podcasts to an ipod for easy access and use anytime and anyplace. Additionally, this allows students personal flexibility so they can work at that their own pace.
Additional web tools that engage student in communication with their peers and instructors are technologies such as skype, instant messaging, and email. According to Anderson (2008) these communication tools offer students direct communication to their instructors, as well as allow students to avoid time constraints imposed by synchronous or paced learning activities. On the other hand, instructors are able to utilize these communication tools for class debates, building relationships with students, or end of the quarter online celebrations.
Many online courses use web tools that enhance collaborative projects for students. For example, wikis and Google Docs allow students to post projects that they can edit and modify as well as offer feedback to one another. Additionally, discussion forums, social bookmarking, and second life offer students the opportunity to socialize and actively engage in discussions that develop critical thinking skills.
By utilizing these web tools, educators offer students experiences that are participative, engaging, and prepare them for work in the 21st century.
My graphic organizer
http://www.webspirationpro.com/view/1070096a1d8a1
Cynthia
3 January 2012
Week 6: Assessing Collaborative Efforts
Week 6: Assessing Collaborative Efforts
This week we look at different aspects of assessing collaborative online learning communities.
Historically, educators have assessed student learning from a single model perspective, which evaluates students learning individually. Unfortunately, this academic approach to assessment is outdated and incompatible with the needs of our digital world. According to Seimen (2008), a paradigm shift to a more participatory pedagogy that encourages collaboration and teamwork activities is what is needed because of the nature of online learning communities. That being said, a participatory model would require a shift in the way we think and approach assessing student learning. For example, faculty can offer students the opportunity to perform self-assessments or peer-reviews. This would give students the opportunity to critique the members of their community. Additionally, technology management systems allow faculty the ability to track student participation. Regardless, of the assessment approach faculty need to ensure that collaborative learning communities are assessed with fair, direct, and equitable learning outcomes (Seimen, 2008). Moreover, in order for faculty to assess the varying levels of skills and knowledge a student brings to the class they need to broaden their definition for assessment. For instance, if a student with lower levels of understanding shows significant growth while another students that may have a higher level of skill only show marginal improvements the instructor needs to use fair and equitable assessment of learning to determine the final grade.
Many students are not equipped or have life issues that can impact their role in an online learning community. Therefore, it is important for groups to define and negotiate their roles in the early stages (forming) of group development. If a student does not want to network or collaborate in a learning community for an online course the team members need to try and communicate with the student that doesn't want to participate. According to Seimen (2008) many students don't know how to participate in learning communities because of their lack of experience and/or they are afraid to participate. Moreover, faculty can build activities into the curriculum that fosters the connection and development of a sense of community among students. According to Palloff & Pratt (2005) faculty can provide questions that stimulate critical thinking and conversation, provide learning projects that support both individual and collaborative engagement such as blogging or virtual teams, respectively.
This blog Learner Web Blog has videos and other interesting information on assessments, project based learning and active learning. Great resource!
http://suifaijohnmak.wordpress.com/2012/01/04/change11-assessment-active-learning-and-project-based-learning/
This week we look at different aspects of assessing collaborative online learning communities.
Historically, educators have assessed student learning from a single model perspective, which evaluates students learning individually. Unfortunately, this academic approach to assessment is outdated and incompatible with the needs of our digital world. According to Seimen (2008), a paradigm shift to a more participatory pedagogy that encourages collaboration and teamwork activities is what is needed because of the nature of online learning communities. That being said, a participatory model would require a shift in the way we think and approach assessing student learning. For example, faculty can offer students the opportunity to perform self-assessments or peer-reviews. This would give students the opportunity to critique the members of their community. Additionally, technology management systems allow faculty the ability to track student participation. Regardless, of the assessment approach faculty need to ensure that collaborative learning communities are assessed with fair, direct, and equitable learning outcomes (Seimen, 2008). Moreover, in order for faculty to assess the varying levels of skills and knowledge a student brings to the class they need to broaden their definition for assessment. For instance, if a student with lower levels of understanding shows significant growth while another students that may have a higher level of skill only show marginal improvements the instructor needs to use fair and equitable assessment of learning to determine the final grade.
Many students are not equipped or have life issues that can impact their role in an online learning community. Therefore, it is important for groups to define and negotiate their roles in the early stages (forming) of group development. If a student does not want to network or collaborate in a learning community for an online course the team members need to try and communicate with the student that doesn't want to participate. According to Seimen (2008) many students don't know how to participate in learning communities because of their lack of experience and/or they are afraid to participate. Moreover, faculty can build activities into the curriculum that fosters the connection and development of a sense of community among students. According to Palloff & Pratt (2005) faculty can provide questions that stimulate critical thinking and conversation, provide learning projects that support both individual and collaborative engagement such as blogging or virtual teams, respectively.
This blog Learner Web Blog has videos and other interesting information on assessments, project based learning and active learning. Great resource!
http://suifaijohnmak.wordpress.com/2012/01/04/change11-assessment-active-learning-and-project-based-learning/
References:
Laureate Education, Inc. (2008).Learning communities. Baltimore: Author.
Laureate Education, Inc. (2008). Assessment of collaboration. Baltimore: Author.
Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning Together in Community. San Francisco: Jossey-Bass.
I posted to the blogs below:
KASEY LANGSTON
Laureate Education, Inc. (2008). Assessment of collaboration. Baltimore: Author.
Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning Together in Community. San Francisco: Jossey-Bass.
I posted to the blogs below:
KASEY LANGSTON
Kasey,
Hi,
Great post! Very thoughtful!
In many ways, I agree with Siemen regarding peer reviews; however, there may be times that peers don't jive with one another and the assessment ends up negatively biased. It seems fair practice would be to utilize multiple assessment strategies in order to obtain a comprehensive overview of individual students' work.
Moreover, because our world really requires that we learn how to work together it is important, in my view, that students that are uncomfortable with group interactions (a student with Asperger’s syndrome comes to mind)could be eased into the group work. Consequently, this could be a teachable moment for all involved.
JULIE KAPLAN
Julie,
Hi,
I really like the idea of role playing because it gives students, that have limited experiences in groups, the opportunity to actively participate and learn how to be a team member. There are many people that are introverted that push themselves to engaged with group work; however, when the issue is that a student doesn't know how to be a team member then role playing can be beneficial in developing these skills.
Cynthia
Julie,
Hi,
I really like the idea of role playing because it gives students, that have limited experiences in groups, the opportunity to actively participate and learn how to be a team member. There are many people that are introverted that push themselves to engaged with group work; however, when the issue is that a student doesn't know how to be a team member then role playing can be beneficial in developing these skills.
Cynthia
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