Monday, February 15, 2010
Saturday, February 6, 2010
Module 5-Concept Map
Concept Map Gudjonis S
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As I reflect upon my teaching I have to say that I am mainly on the static side of how I integrate technology into my classroom with an occasional activity going dynamic. I think it has a lot to do with the safety and permissions that go along with having 2nd graders use dynamic collaborations in the classroom that keep me from using it as a classroom tool.
On a personal level I feel that I am in the middle of the continuum. Simply being enrolled in this course of study has made me step outside my comfort zone of those tools on the static level and force me to use those on the dynamic level. I have definitely felt challenged, frustrated, and overwhelmed at times however when the "ah-ha" moment hits when I see the connection or decide how to use it for my students I feel confident that I can.
I am hoping that as I continue on with my Ed.S program that I will continue to have those feelings. I would hope that my "ah-ha"moments increase and my passion for the new tools I learn I can pass along in my classroom and to colleagues.
After reviewing the concept maps posted these stood out to me. The overall design and different views of the tools to categorize gave me additional reasons to think about the placements they decided and rethink others that I had placed.
Kianna's blog-http://kobysmomsblog.blogspot.com/2010/02/static-vs-dynamic-technologies.html
KCDavis' Blog-http://educationaljourney1908.blogspot.com/2010/02/module-5-technology-and-media-distance.html
Monday, February 1, 2010
Final Video
This new storyboard has a few audio notations added. I have changed the format from my earlier board and think I am on the right track..Hopefully.
Final Video
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Tuesday, January 26, 2010
Engaged Learning Strategies
Module 4 Graphic Organizer
Engaged Learning Strategies
View more presentations from Suzanne Gudjonis.
Module 4-Engaging Learners with New Strategies and Tools
Millennial learners, due to their digital lifestyles (Dede, 2005), have expectations of education as a participative, engaging, and active environment. They are proficient in video games, internet chat rooms, and texting-components that have instant gratification either positive or negative. I feel as an educator today I am challenged to keep my students entertained while providing a gratifying learning experience. Research demonstrates, however, that distance learning can be as effective as traditional instruction when the technologies are appropriate for the instructional tasks, instructors provide timely feedback to students, and levels of student interactivity are high (Moore and Thompson 1990; Verduin and Clark 1991). This is one reason why I introduce my students to online games that focus on fundamental skills needed such as phonics, addition facts, and problem solving skills. My students are not participating in distance education however the methods that I introduce now will help to promote a positive attitude towards alternative learning and hopefully help them to be active participants in distance education in the future.
Other technological tools that can be utilized are collaboration sites such as Wikis, Blogs, and Chat rooms. Students can be divided into smaller groups and the instructor can monitor the conversations and critiques of each groups. A summary of points can be culminated for a whole group discussion at a later time as the instructor sees fit. Utilizing a method that students are already comfortable eliminates the need for technological help in the beginning of the class. Students come to the classroom with a background of basic use of these social networks and are ready to engage in higher education.
I think that today we as educators have so many valuable tools at our disposal that we need to take a step back from our comfort zone and see what our students are using in their world and try to make as many real life connections as possible. I have included a graphic organizer to help illustrate a few of these items.
References:
Durrington, V., Berryhill, A., & Swafford, J. (2006). Strategies for Enhancing Student Interactivity in an Online Environment. College Teaching, 54(1), 190-193. Retrieved from ERIC database.
Siemens, G. (2008, January). Learning and knowing in networks: Changing roles for educators and designers. ITForum.
Other technological tools that can be utilized are collaboration sites such as Wikis, Blogs, and Chat rooms. Students can be divided into smaller groups and the instructor can monitor the conversations and critiques of each groups. A summary of points can be culminated for a whole group discussion at a later time as the instructor sees fit. Utilizing a method that students are already comfortable eliminates the need for technological help in the beginning of the class. Students come to the classroom with a background of basic use of these social networks and are ready to engage in higher education.
I think that today we as educators have so many valuable tools at our disposal that we need to take a step back from our comfort zone and see what our students are using in their world and try to make as many real life connections as possible. I have included a graphic organizer to help illustrate a few of these items.
References:
Durrington, V., Berryhill, A., & Swafford, J. (2006). Strategies for Enhancing Student Interactivity in an Online Environment. College Teaching, 54(1), 190-193. Retrieved from ERIC database.
Siemens, G. (2008, January). Learning and knowing in networks: Changing roles for educators and designers. ITForum.
Monday, January 11, 2010
Module 3-Assessing Collaborative Efforts
•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?
The collaborative learning community (CLC) is an excellent method to bring various levels of experience to a given project. Siemens mentions the difficult nature of the student having been graded on an individualistic manner while it does not truly reflect the networked society in which we live today. Students are constantly engaged in social networking however when asked to apply those basic ideas to an online learning group, many are reluctant to do so.
In my 2nd grade classroom I often group those of varying abilities in order to facilitate the learning of those that need reinforcement and provide a way for those in need of enrichment to demonstrate learning. However, I have often struggled with the idea of grading the group.
For each project I have assigned I have assessed each individual not only on their level of mastery but on their contributions to the group. Each having their own assessment rubric that is shared with the students prior to their project beginning. This is an easy task as I can monitor their work in my classroom. Being able to do this same assessment while students are miles apart is a more difficult task.
Palloff and Pratt mention in Chapter 4 of Collaborating Online: Learning Together in a Community the value of self-assessment. This can be a valuable tool in assessing the individual on a group project. A pre/post survey can be given to the learner to measure the degree of learning. The link that follows provides an additional list of assessment options provided by a blog from a person attending a conference where Palloff and Pratt were speakers. (http://wendymad.wordpress.com/2009/10/08/online-learning-conference-thoughts/ )
Each learner is going to bring their unique abilities to the group. The following link is a video clip that helps demonstrate the varying degrees of background brought to a group and the video itself is a method of assessment. (http://www.youtube.com/watch?v=7KPNCjW1Lp0 )
Another manner to help in assessing is to have individual members post assignments to a group dropbox and receive points based on their contributions. These can be added to the group's overall grade of their final project. This way the group is assessed on the project given while the individual learner is still held accountable for their work. This can help achieve "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?
In the online classroom collaborative learning can be a struggle as the instructor cannot actually see what is happening in each collaborative group. It is important for the instructor to establish clear guidelines prior to any group projects so that each individual will have any understanding of their expectations.
These expectations should include a basic outline of how groups should function and the method in which all members will be assessed. Palloff and Pratt make a reference to team charters. Although I have to say that I am a little hesitate to jump on board with this aspect of collaboration I can see how it could help facilitate a group and outline the expectations of each member. This may help the student that is reluctant to join the group feel like an equal member. They could see from the beginning what their role is and the amount of work they are responsible for throughout the course. In the event that the student is not their responsibilities, the instructor can then reference the team charter as a means to get them back on track.
Siemens, G. (2008). Learning communities. Vodcast. Laureate Education, Inc.
Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco: Jossey-Bass.
The collaborative learning community (CLC) is an excellent method to bring various levels of experience to a given project. Siemens mentions the difficult nature of the student having been graded on an individualistic manner while it does not truly reflect the networked society in which we live today. Students are constantly engaged in social networking however when asked to apply those basic ideas to an online learning group, many are reluctant to do so.
In my 2nd grade classroom I often group those of varying abilities in order to facilitate the learning of those that need reinforcement and provide a way for those in need of enrichment to demonstrate learning. However, I have often struggled with the idea of grading the group.
For each project I have assigned I have assessed each individual not only on their level of mastery but on their contributions to the group. Each having their own assessment rubric that is shared with the students prior to their project beginning. This is an easy task as I can monitor their work in my classroom. Being able to do this same assessment while students are miles apart is a more difficult task.
Palloff and Pratt mention in Chapter 4 of Collaborating Online: Learning Together in a Community the value of self-assessment. This can be a valuable tool in assessing the individual on a group project. A pre/post survey can be given to the learner to measure the degree of learning. The link that follows provides an additional list of assessment options provided by a blog from a person attending a conference where Palloff and Pratt were speakers. (http://wendymad.wordpress.com/2009/10/08/online-learning-conference-thoughts/ )
Each learner is going to bring their unique abilities to the group. The following link is a video clip that helps demonstrate the varying degrees of background brought to a group and the video itself is a method of assessment. (http://www.youtube.com/watch?v=7KPNCjW1Lp0 )
Another manner to help in assessing is to have individual members post assignments to a group dropbox and receive points based on their contributions. These can be added to the group's overall grade of their final project. This way the group is assessed on the project given while the individual learner is still held accountable for their work. This can help achieve "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?
In the online classroom collaborative learning can be a struggle as the instructor cannot actually see what is happening in each collaborative group. It is important for the instructor to establish clear guidelines prior to any group projects so that each individual will have any understanding of their expectations.
These expectations should include a basic outline of how groups should function and the method in which all members will be assessed. Palloff and Pratt make a reference to team charters. Although I have to say that I am a little hesitate to jump on board with this aspect of collaboration I can see how it could help facilitate a group and outline the expectations of each member. This may help the student that is reluctant to join the group feel like an equal member. They could see from the beginning what their role is and the amount of work they are responsible for throughout the course. In the event that the student is not their responsibilities, the instructor can then reference the team charter as a means to get them back on track.
Siemens, G. (2008). Learning communities. Vodcast. Laureate Education, Inc.
Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco: Jossey-Bass.
Saturday, January 9, 2010
Video Storyboard
I am posting a very rough storyboard for my project, Games in Distance Education. Any and all feedback found be greatly appreciated as I continue to work through this project.
http://educ7101.pbworks.com/Suzanne%27s-Page#
http://educ7101.pbworks.com/Suzanne%27s-Page#
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