Module 5 responses

I responded to KCDavis and Burian Kitchen's blogs.

EDUC 7105: Module 5 Motivation

At my former school, I was a Master Technology Teacher. Part of my responsisbility, as such, was to teach teachers how to use and create interactive lessons using Promethean ActivBoards. Doing so, required me to step into a leadership position at school and truly see teachers' resistance to technology in a different light. Although teachers in this system resisted, I believe in the technology strategies and changes being made. Many teachers hid behind closed doors hoping that "out of sight, out of mind" would mean not having to participate or use the material. Others believed that if they fussed about it long enough, they would not have to use the equipment and their problems would magically go away. Had I, at the time, been aware of John M. Keller's ARCS model for motivation, my colleagues outcomes could have been different while learning how to integrate technology into their classrooms. According to Driscoll (2005), Keller's theory"assumes that students' motives (or values), together with their expectancies (efficacy and outcome expecations), will influence the degree of attention and effort they will supply to a learning task" (Driscoll, 2005, p. 332).

Had I applied Keller's ARCS model, it might have looked something like this:

Attention: When starting a new lesson, I could have intrigued the teachers by showing them a new gadget to use when teaching a lesson like the reveal tool in a miniature form. When using the reveal tool with a bit of imagination, it can become a magic wand, x-ray machine, or magnifying glass.

Relevance: During the lesson, I could help teachers see the relevance of the tool. Using the tool in this manner, will be more intriguing to the students and make any of their lessons more interesting.

Confidence: One way to help teachers gain confidence is to walk them through creating the reveal tool using simple steps, so it will be easier for them to recreate it on their own. By breaking down how to create the tool and how to use the tool, I can help them be more confident when creating interactive lessons using their grade level curriculum.

Satisfaction: Once teachers see how easy it is to use the tool in one lesson, they will be more willing to create more lessons using the reveal tool to make interactive lessons. In addition, as teachers participate in the lessons, they could have a positive consequence such as receiving SDU credit to make them more willing to create more interactive lessons.

Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston: Pearson Education, Inc.

module 3 comments

I commented on Burian Kitchen and Duane Colman's blog for Module 3.

Module 3 Blog Post

Humans, in general, are very selfish creatures. By looking at our history, one would conclude that competition is good (chariot races, olympics), greed leads to success (corporate businesses), and war is inevitable (Middle East). These qualities have overshadowed human societies since the beginning of modern time. Therefore, I doubt Howard Rheingold's altruistic view (2005), which alleges that it is basic human instinct to "interact and work as a group." An instinct is something that comes naturally or relfexive if you must, but working together takes work.

I do agree, however, with the fact that survival is one of our basic instincts. If that means we must "interact and work as a group" as Howard Rheingold discussed, then humans will do what it takes to survive. After reflecting on the video, the concepts that "there is strength in numbers," and "it takes a village to raise a child" came to my mind. Both of these represent the benefits of working collaboratively. I then began to ponder the benefits of wolves working together. Although they have to work continually to keeping their pack together, the benefits out weight the consequences of being alone in the wilderness. With this thought in mind, I reexamined Rheingold's concepts and became intrigued about the possibilities that collaboration can provide. With a little help from a friend, maybe, just maybe, there is hope for human kind after all.

How can technology facilitate collaboration among learners based on constructivist principles? "The computer offers an effective means for implementing constructivist strategies that would be difficult to accomplish in other media" (Driscoll, 2005, p.406). In the video, Rheingold examined the benefits of open source platforms and peer-to-peer productions. He pointed out, "…new forms of cooperation enabled by new technologies create new forms of wealth, we may be moving into yet another economic form that is significantly different from previous ones" (Rheingold, 2005). Therefore, collaborative platforms are necessary so collaborative efforts can ensue.

This week our group examined Cloud Computing when we explored the Horizon Report. Cloud Computing allows users to share web-based applications for editing, word-processing, social networking, and media creations (New Media Consortium, 2010). One example of that our group used was Google Docs. This web-based platform allowed our group to effectively communicate, collaborate, and construct our ideas about the effectiveness of a specific emerging technology to solve a current work place problem. The resourcefulness of this type of platform allows learners to collaborate while maintaining the developmental and motivational needs of a constructivist environment.

Driscoll, M.P. (2005). Psychology of learning for instruction (3rd ed.). Boston:Pearson Education, Inc.

New Media Consortium. (2010). One Year or Less: Cloud Computing, 2010 Horizon Report: K-12 Edition. Retrieved from http://wp.nmc.org/horizon-k12/chapters/cloud-computing/).

"Howard Rheingold: Way-New Collaboration" http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html

Module 2 responses

For Module 2, I responded to Amanda Dickerson and Burian Kitchen.

Why choose between learning theories?

After participating in our classroom discussion this week and reading the blogs by Bill Kerr, Stephen Downs, and Karl Kapp, it only strengthened my belief that we do not need to choose between behaviorism, cognitivism, constructivism, or connectivism learning theories to promote learning in our classrooms. Instead, our responsibility is to create "learning utilizing an entire tool kit of philosphies, techniques, and ideas" (Kapp, 2007).

In today's learning environments, students bring with them a plethora of learning abilities and prior knowledge. Therefore, instead of choosing a particular learning theory to explain how they learn best, I believe that we, as teachers or instructional designers, must differentiate our instruction to meet the needs of all of our students, which ultimately means utilizing our understandings from all of the learning theories and applying what works best to achieve the particular learning outcome.

From my previous classroom discussion post, I must make a reprieve. I originally made the analogy that

"…choosing between cognitive and behaviorist-learning theories is like choosing between chlorinate bleach and bleach for multifaceted colored clothes without chlorine. Both are effective cleaning agents, but only if they are applied appropriately. Likewise, cognitive and behaviorist learning theories are both appropriate means for explaining how students learn, but they must be applied to appropriate learning situations as with all learning theories."

I still believe that both are effective learning theories if they are applied to the appropriate learning situations; however, I do not believe that this analogy is a strong enough to explain the complexity of the need for differentiation. As Kapp (2007) explains, "We need to take pieces from each school of thought and apply it effectively because…Cognitivism doesn't explain 100% how humans process information and neither does Constructivism or Behaviorism." With my analogy, we cannot utilize bits and pieces all of the cleaning agents without creating havoc on our laundry; therefore, it is insufficient when explaining the need to mix together concepts from each theory. However, I still stand by the fact that each cleaning agent as with each learning theory is valid when applied to an appropriate learning outcome.

I understand the complexity and the difficulty of expecting teachers to create diversified lessons to meet students' needs. However, as Kapp explains,

"The issue many forget is that "learning" is not one thing…it is a multi-layered word that tends to get treated as if it were just one thing…and it's not. It is multi-facetted and that is why developing new models for "learning" is so difficult…there are too many levels for one school of thought or one model to do it all."

Therefore, we cannot expect all students to learn successfully when we teach only one type of lesson, provide only one type of learning task, or allowed students to demonstrate their understanding by only one type assessment.

Bill Kerr. (2007, January 01). Re: _isms as filter, not blinker [Web log message]. Retrieved from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

Kapp Notes: (2007, January 02). Re: Out and About: Discussion on Educational Schools of Thought [Web log message]. Retrieved from http://karlkapp.blogspot.com/2007/01/out-and-about-discussion-on-educational.html

Blog responses EDUC 7105

I responded to Kiana Thompsons and Thomas Harris blog sites for Module 1 blog assignment.

EDUC 8845/7105 Module 1

Dr. Simonson (2000) aptly stated, "The key to success in a distance learning classroom is not which technologies are used but how they are used and what information is communicated using the technologies" (p.29). Dr. Simonson's statement applies in both the face-to-face and distance learning environment. Therefore, as I reflect on the various educational philosophies, it became clear that all students are positively affected when teachers provide experiences that match learning outcomes, utilize instructional strategies to meet students' needs, and apply appropriate technologies related to performance assessments (Ally, 2008, p.45-63). Consequently, I believe that teachers need to possess knowledge of and implement aspects of all the learning theories at various times to meet learners' needs and obtain desired learner outcomes.

However, if I had to choose just one theory above the others, it would be constructivism. Constructivism "…involves each individual learner making sense and constructing knowledge within his or her own context" (Siemens, 2008, p.10). Therefore, when developing a unit or lesson, instructors should identify learners' needs and outcomes before instruction begins. They must determine consciously or subconsciously utilize the five key questions that Dr. Siemens (2008) and Dr. Driscoll (2005) explored in our readings. These questions are critical when determining the different learning theories and differentiating an effective framework when developing a lesson. The questions are as follows (Siemens, 2008, p.10):

1. "How does learning occur?"

2. "What factors influence learning?"

3. "What is the role of memory?"

4. "How does transfer occur?"

5. "What types of learning are best explained by this theory?"

After contemplating the criteria, instructors must then organize learning concepts into digestible pieces with a meaningful sequence, so students can process information and transfer it into long-term memory (Ally, 2008, p. 23). During lessons, students must be actively engaged in the learning process and experience the material firsthand to construct knowledge. Therefore, instructors must incorporate interactive learning strategies through various mediums of technology to "give them the opportunity to contextualize and personalize the information themselves" (Ally, 2008, p. 31). By interacting with others, students improve their understandings and promote real-world application of the content material.

Although the concept of educational technology and distance education are not new, many instructors try to replicate the traditional classroom setting online and pass it off as distance education. Traditionally, instructors were the center of the learning environment and all learning revolved around their expertise. Students, in this environment, would gather as much information as they could and regurgitate it upon request on a test. Their relationship was essentially one sided because without the teacher, students could not learn.

However, in a digital-learning classroom, instructors and students have very different roles and relationships. Siemens (2007) explains that instructors' roles have changed from the guru who knows everything to "guide on the side" or curator of the learning environment. This change is because instructors and students have the same tools (Siemens, 2007) and have the ability to access the same information due to the Internet. Therefore, I agree with Siemens (2008) that the instructor "must assume dual roles," which is like a double-edged sword (Siemens, 2008, p.17). On one side of the blade, the instructor should possess great knowledge but on the other, he or she should also be a catalyst for individual growth and development (Siemens, 2008, p.17). Without the double-edge, the teachers' instructional strategies would only be operational in one direction or for only one type of learner. Therefore, an effective instructor develops the framework for learning, interacts with the learners, guides them through the learning experience, and makes assessments that correlate with learner objectives. This is where the understanding of learning theories is most crucial, since teachers must differentiate to make the learning environment conducive for all learners to feel safe when they, as Mrs. Frizzle would say, "take chances, make mistakes, and get messy" (Scholastic, 1996).

Students' roles have also changed in digital environments, since they are now expected to be more self-directed and actively engaged in their own learning. As the instructor organizes information and learning strategies, students construct their own knowledge and make their own judgments about learning concepts. Although instructors provide learning materials, students can come to the learning environment with a plethora of knowledge that is valuable to the learning community. As students discuss their ideas with each other and their instructor in synchronous and asynchronous interactions, it benefits all community members. Therefore, instructors and students develop symbiotic relationships necessary for meeting learning outcomes and promoting social presence.

Reference

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

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

Magic School Bus. (1996). Retrieved from http://www.scholastic.com/magicschoolbus/


Siemens, G. (2007, September). Re: Curatorial Teaching [Podcast]. Retrieved fromhttp://learnonline.wordpress.com/2007/09/20/10-minute-lecture-george-siemens-curatorial-teaching/

Simonson, M. (2000). Making decisions: The use of electronic technology in online classes. New Directions for Teaching and Learning, 84, 29–34.

EDUC 7105: Learning Theory and Educational Technology

Final Video Project:Collaboration within Distance Education

Hi all,

Here is my video presentation. I have learned a lot through this entire process. I guess the saying is true..."What doesn't kill us, makes us stronger!" Thanks for being patient with me. I am a bit technologically challenged sometimes. :)

I hope you enjoyed it.

Storyboard Recreated

Here is the recreated version of my storyboard. I just figured out how to publish it on my computer and upload it on my blog. Sorry there is no sound. I haven't quite figured out how to do that yet. Any ideas?

Concept Map: Moving Toward Dynamic Technologies

As a teacher and a student in distance education, my technology skills are impaired. Therefore, my abilities to integrate technology into my understanding is also inadequate. I poses most of the capabilities of the static domain, but I do not poses the skills to incorporate the technologies on the dynamic side of the continuum. As a classroom teacher, I am more skilled with technology than most of the other teachers at my school, but that is not saying much because my school system is extremely far behind. However, to implement change at my school, I have to learn how to utilize these tools in the classroom by over coming my disabilities and frustration levels.

On my Concept Map, I have the ability to use Wikis, participate in social networking sites, and share files with my peers in order to collaborate on projects. I can also insert information into emails, blogs (as long as it does have to be converted), and asynchronous discussion boards to communicate. In addition, I can access podcasts, read texts (books, downloads, or otherwise), and access web pages to gather content information. All of these are tools that I can access in order to participate in or instruct others in an online environment.

However, I need to learn how to utilize more dynamic tools with in my classroom and as a student. In order to access content information, I know how to access prerecorded Elluminate session, but I don't know how to create a digital story or utilize mind tools. To over come this deficiency, I have researched digital storytelling and tried to use it to create my video project for this course. In order to communicate, I can access synchronous chat rooms and instant messaging tools, but I have never held a conversation on Skype. Recently, I have acquired a Skype account, but no one I am friends with use it. I have tried to use it to communicate with my professors, but to no avail. As for collaboration on the dynamic continuum, I have never participated in Second life, Active world, or Elluminate Live sessions. I would love to access an Elluminate Live session (whiteboard) within my classroom. I think it would be a great way to collaborate or have my students share ideas with others.

To access the Content Map, I had to attach it to my Wiki again. I skill do not know how to change my word document to a jpeg. Therefore, I am sorry for the inconvenience. My wiki site is http://kristacrawford.wikispaces.com and it is attached to the first page. If you cannot get to it, then it is also in my files on my Wiki as well.

OOPs I forgot to list the lint to my wiki. It is http://kristacrawford.wikispaces.com/Engaging+Learners+with+New+Strategies+and+Tools

I hope this works.

Go to my wiki to view my blog post this week. I cannot get the graphic organizer to load on this blog space.

Engaging Learners with New Strategies and Tools

I have tried to place my blog online, but have not been able to do so. I am trying another way to submit my blog for this week.

Assessing Collaborative Efforts

Collaboration is an essential part of an online learning community, and it takes all learners working together to make the process more effective. Instead of individuals learning, learning communities say, “We have a difficult, complex task ahead of us. The only way we’re going to achieve this is if everyone contributes” (Siemens, 2008). Therefore, instructors have to change traditional assessment methods to meet the needs of a collaborative environment.

There are many ways to assess students in an online environment. Siemens (2008) identifies four ways to change the assessment model to make learning more effective. First, he suggests using a rating scale or checklist, so students can assess their peers (Siemens, 2008). This provides students with a chance to communicate and express their ideas, and it builds the social presence within a community.

Next, he suggests that students participate in online communities with members that have varying degrees of expertise. Receiving feedback from outside sources expands knowledge and stimulates learning beyond the virtual classroom. According to Siemens, “The goal of an educator is to provide learners with as many opportunities for those kinds of collaborative interactions as possible” (Siemens, 2008).

The third expectation requires assessments to be “fair and direct, based on stated learner outcomes” (Siemens, 2008). By utilizing rubrics, students’ goals and objectives are clearly stated. Rubrics also eliminate instructor's biases regarding answers or participation levels. According to Palloff and Pratt, “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, p.42). Incorporating rubrics allows for fair assessment since expectations are stated before the activity begins.

The fourth example requires instructors to assess students based on their participation levels with the group (Siemens, 2008). This assessment strategy parallels the f2f environment. If members do not participate in collaborative assignments, the whole group suffers. Therefore, the group should continue communicating and building trust with all members. If this technique fails, the instructors roll is to continue facilitating knowledge to all learners, but gently remind the noncompliant member of the expectations. By utilizing guidelines and rubrics, learners are held accountable for their participation. Therefore, we ultimately increase the chances for engagement within a learning community (Palloff & Pratt, 2007, p. 42).

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

Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco: Jossey-Bass.

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

Outline/Storyboard for Collaboration in distance education

1. Introduction: Collaboration project (so far)

The concept of distance education has been around for many years. In a distance-learning environment, the learner is at a distance from his or her professor and peers; therefore, the learner has to use technology to access learning materials, complete assignments, and communicate with others (Ally, 2008, p. 16). Although the concept of distance education is not new, many institutions try to replicate the traditional classroom setting online and pass it off as distance education. If distance education is to be successful, collaboration is essential. Therefore, Simonson (2000) explains that distance education must “…provide a different but equivalent learning experience to each learner” (Simonson, 2000, p.29). It must provide learning experiences that are equal in relevancy to the concepts, but students are able to achieve outcomes in extremely different manners (Simonson, 2000, p.29).


2. What is collaboration, and who should collaborate?

Collaboration is the process of actively working together to construct knowledge through social interaction.

First, collaboration occurs between administrators, teachers, and instructional designers to ensure that the learning needs, instructional materials, and evaluation methods are accurately developed. Secondly, collaboration is necessary between students. Participants can grow from the materials discussed collaboratively in a discussion panel or blog. In addition, students completing group assignments must rearrange their family’s schedule to meet, design, and construct their project. Next, without the collaboration of librarians and technical support staff, students would be lost within the learning environment. Lastly, interaction between instructors and students is important. Instructors facilitate knowledge and guide learner groups.

3. What will foster collaboration?

Communication is the key and a community must be present.
Palloff and Pratt suggested seven competencies that both instructors and learners need to consider when building a strong community. They suggest creating team charters, using technology appropriately, maintaining cross-cultural sensitivity, increasing chances for career development, building trust, promoting networking, and adapting the framework to meet learners’ needs (Palloff & Pratt, 2005, pp.11-14). Siemens (2008) concurs by explaining the process as a well balanced diet, and he identifies the need to change how we view the learning process. Instead of individuals learning, leaning communities say, “We have a difficult, complex task ahead of us. The only way we’re going to achieve this is if everyone contributes” (Siemens, 2008).

4. What tools and assignments are necessary to collaborate effectively in an online environment?

Web 2.0 tools – insert definition/ examples: Wikis, social networking sites, Second Life, Active Worlds, podcasting, and communication tools (etc.)
Collaborative assignments must align with learning objectives and be assessed collaboratively (Palloff and Pratt, 2005, p. 50)
They must be easy to understand

5. How does collaboration enhance the learning environment?

Ability to generate more knowledge
Promotes critical thinking
Meets the needs of all learners



6. What challenges will learners face?

Participation challenges (Palloff and Pratt, 2005, p. 50)
Leadership and decision making challenges (Palloff and Pratt, 2005, p. 50)
Instructional design challenges (Palloff and Pratt, 2005, p. 50)
Cultural differences (Palloff and Pratt, 2005, p. 50)

7. Conclusion:

8. References: (So far)

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

Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27, 139-153.

Kennedy, D. & Duffy, T. (2004). Collaboration – a key principle in distance education. Open Learning,19(2), 203–211.


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


Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco:Jossey-Bass.

Simonson, M. (2000). Making decisions: The use of electronic technology in online classes. New Directions for Teaching and Learning, 84, 29–34.