Saturday, January 30, 2010

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.

Friday, January 15, 2010

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.

Sunday, January 10, 2010

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.