Distance Education: Engaging Learners with New Strategies and Tools

Assessing Collaborative Efforts in Online Learning Communities…

The most essential responsibilities of the members in a learning community in my opinion comprise of participation, interaction, and motivation. Swan (2004) describes the interactions in online learning environments in the following categories; interaction with peers (social presence), interaction with content (cognitive presence), and teaching presence (interaction with instructors). Palloff & Pratt (2007) discuss the technological changes that have taken place in society and the need for recontextualizing community and distance education "…attention need so t be paid to the developing sense of community within the group of participants in order for the learning process to be successful (p. 40). The tools for collaboration in an online course according to Palloff & Pratt (2005) are explanation of teams, setting guidelines and expectations, team agreements, and buy-in. I believe that the most important to all of these tools and responsibilities is buy-in. If the student buys in to the online learning experience, then s/he is intrinsically motivated to complete the responsibilities of the online course and utilize the collaboration tools that are implemented in the classroom.

 

In reference to the "fair and equitable assessment" of learning it makes sense to use a rubric to measure learning tasks. Collaboration should be defined in rubrics and expectations must be set at the beginning of the learning module. For example in order to get full credit for the discussion forum and interacting with your peers every week you must write your posting and respond to at least two other students with substantive comments or questions. Collaboration in this learning task is defined and quantified and thus can be used to assess in a fair and equitable manner. Collaboration on web 2.0 tools such as wikis, blogs, and GoogleDocs, etc… for assignments can be done by tracking the editing history of the assignment or other technological innovations that allow for tracking of individuals as they collaborate to complete the learning task together. As long as it is based on a rubric, expectations are set at the beginning of the learning module, and the learning tasks are quantified than "fair and equitable assessment" can be attained.

 

Guidelines for successful online communities include flexibility, patience, experience, openness, understanding and communication. Students in distance learning education have chosen this unique learning option for many reasons which may include family and professional responsibilities, work schedules, etc…All of these qualities must be internalized and used if an online community is to be created, maintained, and enhanced. Members of the online learning community have different times of availability, may be international, and have local and regional calendars to follow that can be very different from others in the online communities. Due to these unique circumstances if a member is not participating up to the expectations for the online community then communication must take place to inform the member of these perceptions in a way that is appropriate for the context. That is part of the communication and experience of the learner in an online community.

 

References:

 

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

 

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

 

Swan, K. (2004). Relationships between interactions and learning in online environments. The Sloan Consortium.

Collaborative Interaction in Distance Education…

Siemens (2007) discusses the evolution and increasing acceptance of distance education because of three reasons: 1) global diversity, 2) communication, and 3) collaborative interaction. In this post the third reason, collaborative interaction in distance education, is the element of discussion. There have been many technology innovations over the past few years that have dramatically increased the number of tools that can be used to enhance online and distance education. This idea of collaborating online is an important element in my selected research topic for EDUC 7102 of the use of wikis for collaboration in education. Judd, Kennedy, and Cropper (2010) define wikis as, "…websites that can be interactively edited by any number of people using simple online tools" (p. 341). Two important reasons why wikis are chosen to be the subject of research in this course include the scholars who associate the use of wikis with constructivism as well as the use of wikis as an online cloud computing internet-based learning tool. Su and Beaumont (2010) state that, "A wiki is able to provide a learning environment which is closely aligned with the social-constructivist approach and is more natural than many tools where open collaboration and the exchange of ideas are important" (p. 417). Snyder (2009) describes credits wikis and other web 2.0 technologies by saying, "These elements support an online learning community framework that is interactive, collaborative, and constructive" (p. 52).

Web 2.0 tools and their implementation in the classrooms are getting lots of attention from the educational research community and wikis are one example of these online tools (Olligies, 2010). Wikis are generally used as a collaborative learning tool for learning communities (Lin & Kelsey, 2009). The role wikis play in e-learning environments and the role wikis play as web 2.0 tools that combine social networks with online learning are discussed by Hazari, North, & Moreland (2009). The study found that, "Wikis can promote collaboration in group assignments, encourage negotiation, and make students comfortable with new generation of technology tools (Hazari, North, & Moreland, 2009, p. 195). Sheehy (2008) explores the role that wikis play in communities of practice and how it can be used as a collective knowledge repository. Florea's (2008) study about the use of wikis as, "beneficial for online information literacy instruction" (p. 428).

Distance education must evolve if it is going to continue to rise as a viable, quality educational alternative to traditional face-to-face learning contexts. Web 2.0 tools such as wikis can be an important technological tool to create a culture of collaboration and interaction if it is structured and implemented correctly. Collaboration is an increasingly important component of the world of work as well as communicating in a global society. Wikis and other web 2.0 tools provide ways to communicate effectively in a global context for both education and work, however more research must be done on how to use these tools to maximize effectiveness of their use in the fast-paced and ever changing world that we live in.


References:

Florea, M. (2008). Using webCT, wiki spaces, and eportfolios for teaching and building information literacy skills. Journal of Library Administration, 48(3/4), 411-430.

Hazari, S., North, A., & Moreland, D. (2009). Investigating pedagogical value of wiki technology. Journal of Information Systems Education, 20(2), 187-198.

Judd, T., Kennedy, G., & Cropper, S. (2010). Using wikis for collaborative learning: assessing collaboration through contribution. Australasion Journal of Educational Technology, 26(3), 341-354. 

 

Laureate, Education, Inc. (Producer). (2007). Distance Education: Higher Education, K-12, and the Corporate World  [DVD]. Baltimore, MD: Author.

 

Lin, H., & Kelsey, K. D. (2009). Building a networked environment in wikis: the evolving phases of collaborative learning in a wikibook project. Journal of Educational Computing Research, 40(2), 145-169. doi:10.2190/EC.40.2.a

 

Olliges, R. (2010). Wikis and collaboration: are they a mix?. Journal of Philosophy & History of Education, 60(1), 77-80. 

 

Sheehy, G. (2008). The wiki as knowledge repository: using a wiki in a community of practice to strengthen K-12 education. TechTrends: Linking Research & Practice to Improve Learning, 52(6), 55-60. doi: 10.1007/s11528-008-0219-9

 

Snyder, M.M. (2009). Instructional-design theory to guide the creation of online learning communities for adults. TechTrends, 53(1), 48-56. 

 

Su, F., & Beaumont, C. (2010). Evaluating the use of a wiki for collaborative learning. Innovations in Education and Teaching International, 47(4), 417-431. doi: 10.1080/14703297.2010.518428

Distance Education Part 2…

Scholars are discussing e-learning trends and how online distance learning must evolve. Examples of voices in this conversation are Moller, Foshay, & Huett (2008). Moller, Foshay, & Huett (2008) in part 1 of their series on e-learning trends discuss how training and development increasingly rely on Internet distance education in workplace settings due to its economic benefits as well as its ability to provide a customizable learning experience that is unprecedented. "If the most important training is that which is actually used by learners, it stands to reason that as web-based instruction evolves and learners become more adept at maneuvering within the environment, they will come to demand greater customization of the learning process to cater to their individual interaction needs—whatever those needs might be" (Moller, Foshay, & Huett, 2008, p. 75). Part 2 of Moller, Foshay, & Huett's (2008) series discuss the role online distance learning is playing in higher education. There is a need for performance-based outcomes in online distance learning, particularly in higher education. "The conclusion, therefore, is to understand that the faculty, the distance education organizations, the learners and their employers, and the ID field all have a common interest in performance-based definitions of quality" (Moller, Foshay, & Huett, 2008, p. 70). Huett, Moller, Foshay, & Coleman (2008) also discuss in Part 3 of their series on distance education the ever-increasing role that online education plays in K-12 education. They conclude with the confession that "As much as our understanding of technology in education and training has developed over the past 40 years, we still understand only a small fraction of what is required to transform the craft of instructional technology and design into an engineering or science-style discipline" (Huett, Moller, Foshay, & Coleman, 2008, p. 66).


 
The reality is that education must be continually studied and redefined if it is going to successfully meet the ever-changing needs of our society and world. There are three important educational theories that are important to education in general, and specifically in educational technology (Ally, 2008). They are behaviorism, cognitivism, and constructivism. The cognitivist school of learning, which, "see learning as an internal process that involves memory, thinking, reflection, abstraction, motivation, and metacognition" (Ally, 2008, p. 21), is an approach that is the most appropriate to meet the learning outcomes in a distance education environment in my opinion. The emphasis on activating existing knowledge, chunking knowledge into parts to reduce overload, a variety of learning strategies should be used to meet learner outcomes, different modes of information presentation, and learners should be motivated to learn are important components to designing instruction that is learner-centered, knowledge-centered, assessment-centered and when done effectively, community-centered (Anderson, 2008). Constructivism can also be utilized as an effective theory to promote the four goals of distance learning. Both of these approaches accommodate the needs of the learner and can be used as a basis for facilitating the complex process of learning. Behaviorism in my opinion does not fully accommodate for the complexities of the learning process due to its emphasis on the role of the instructional medium rather than the learner.


 
References:
Ally, M. (2008). Foundations of educational theory for online learning. In Anderson, T. (2^nd ed.), The theory and practice of online learning (pp. 15-44). Edmonton, AB: Athabasca University Press.


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.


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.

Distance Education Part 1…

Education must inevitably change as students change. Specific approaches to education must evolve to meet the needs of the students as well as meet the learning goals of the educational milieu. Distance education must evolve and change due to rapid technological innovations that are taking place as well as the shifting needs of the glocal (global and local) context of the 21^st century.

The four goals recommended by Anderson (2008) are learner-centered, knowledge-centered, community-centered, and assessment-centered. Any learning environment that utilizes these four areas can improve student experiences whether they are in distance or traditional education. Paloff & Pratt (2005) describe the need for institutions and educators in distance learning institutions must be learner-focused and highlight openness, flexibility & humor, honesty, the willingness to take responsibility for community formation and the willingness to work collaboratively as important aspects for success as online learners. All of these aspects of the learning process are essential to successful learning in whatever context it takes place. Distance learning's unique context is not a face-to-face learning environment; therefore a different conception of learning must be understood than in a traditional educational experience. Best practices must be researched to and be continually modified due to the technological and communication changes that occur in the societies that distance learning institutions serve.

 

References:

Ally, M. (2008). Foundations of educational theory for online learning. In Anderson, T. (2^nd ed.), The theory and practice of online learning (pp. 15-44). Edmonton, AB: Athabasca University Press.

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

Palloff, R. M., & Pratt, K. (2005). The role and responsibility of the learner in the online classroom. Retrieved from http://www.uwex.edu/disted/conference/Resource_library/proceedings/03_24.pdf

What are Some Issues & Controversies in Teaching 6th-12th Grade History/Social Sciences?

Is the predominant role of social studies instruction about history? That is a question that is raised in our reading this week. Almost all social science educators consider history to be the most important component in the social studies curriculum. Chapin (2011) confesses this in her statement, "History truly has the central place in the social studies curriculum" (p. 167). Within the parameters of teaching history you have two major fields that are studied, namely US History and World History. Chapin (2011) also points out two different tasks that students should grapple with when learning history. They are:

1. To make sense of the interpretations of the past and be aware of the various perspectives and
   
2. To use thinking skills and reasoning as a historian would in looking at evidence, point of view, and interpretation.
   

   (Chapin, 2011, p. 168)
   

Different versions of two fields of history are represented in all 6-12 grade classrooms in the United States but they vary in scope, sequence, emphasis, and chronology. Even within these two accepted fields of study many raise the question what (and whose) history should be taught? This is a very important statement that has developmental and identity ramifications for the teachers teaching and students learning history. A famous historical idea that comes to mind is that the winners write history, not the losers. This question touches on the topics of civics education, multicultural education, and global education. Chapin (2011) demonstrates this reality when she raises the question: "The most significant controversy in the teaching of history is whose history should be taught. What do you think should be the emphases in US history? World history?" (Chapin, 2011, p. 198). Chapin (2011) also states, "What is the proper balance between nationalism and global education? Multicultural education and unity?" (p. 230). Think about these questions and reflect on them for your posting below.

In addition to the above issues that are always present in history discussions we also need to discuss what methods/approaches are used to guide the students in learning history and acquiring history and critical thinking skills. Should we teach it through textbook and supplemental materials that have been mostly used throughout the history of education? Should we integrate the technological innovations of the Internet, computers, and tablets (such as the iPad) and create a new way of teaching history? This current debate is being held not just in social science education circles, but throughout the world as education and its current structures and institutions struggle to remain relevant in a very digital and paradigm-shifting world. This is another question that you as future educators must grasp and struggle with in your future as you teach history and other social sciences to the nation's youth. What are the benefits and trade-offs for each of these two approaches? How does this question relate to the others listed by Chapin (2011)? Furthermore how do you create and organize instructional units to balance these two approaches? Your decisions on what to include/exclude impact the developing identities of the learners in your classroom as well as partially impact the values of our society in the future when these students grow up, live, and vote (or don't vote). Respond to these probing questions in your responses below. Also respond to one another's comments to promote peer review and interaction.

 

Reference:

Chapin, June R. (2011). A Practical Guide to Middle and Secondary Social Studies, 3rd ed. Boston: Pearson.

 

 

What Does Good Lesson Design and Planning Look Like?

"Design is a plan for arranging elements in such a way as best to accomplish a particular purpose." Charles Eames

The most important part of the learning process is the designing learning experiences for students that meet the goals that they are intended to teach. That is why the way design is important from the way you construct the objectives all the way to the final assessment that you use for the students to demonstrate their knowledge of what was learned. The lesson planning and design process has many similar threads in how lessons can be created. Boiling the main ideas that the students need to grasp into main ideas and then using these main ideas is the best starting point for beginning lesson design. Then creating and scaffolding learning activities that introduce, reteach, reinforce, and assess these main ideas make up the lessons.

Wiggins & McTighe have an excellent framework for the unit and lesson design process in their book Understanding by Design, (UbD)which is now in its second edition. It should be used or referred to in your future methods courses, however below is a simple visual that demonstrates the approach to layering lesson design in three major parts that encapsulates the UbD approach. The "enduring" understanding are the first tier and are the most essential elements of the unit, followed by the important to know and do the second tier, and then the worth being familiar with are the third tier. The entire unit that you design for any given subject, content area, topic, interdisciplinary, theme, etc… can be broken down into these three tiers. After this backwards be design step is done, then teachers can create meaningful learning activities that can be used in a successful learning unit. Below is a quote that encapsulates this approach. Read it and then respond to this posting by communicating your thoughts about lesson planning and design and how this approach might be helpful in about three to five (3-5) sentences. Then respond to a classmates posting in a substantive, meaningful way.

"The goal of UbD is merely to ensure that learning goals and evidence of learning follow a deliberate design so that all teachers regardless of genetic gifts or dispositions or sense of devotion or dedication are able to impart real learning based on understanding and not merely on rote knowledge or aimless recall." Wiggins & McTighe, Understanding by Design.