Module #5 Concept Map: Static versus Dynamic Technologies

http://prezi.com/j3v8fjronbbb/static-versus-dynamic-technologies/

Collaboration Video

This is the most current video without the music and sound. 

Still editing the script and voice over for the video.

Module #4 blog responses

http://principlesofdistanceeducationblog.blogspot.com/2012/01/graphic-organizer.html?showComment=1327699175550#c3375895789311690195




http://slayeduc.blogspot.com/2012/01/module-4-assignment.html?showComment=1327787862930#c3231658093847629996

Module #4 Assignment: Reflection of Graphic Organizer

For this week's assignment, I designed a graphic organizer that shows web tools and strategies that are best for  learners in regards to knowledge, communication, and collaboration. The teacher is the person who creates and organizes the material so that it can be effectively used by the learners (Siemens, 2008).


The web tools that promote student engagment in communication with their peers and instructors are technologies such as email, instant messaging, and skype.  For example, students can email their teachers to ask them for extra help on a homework assignment. Also, teachers can skype with students to help them work through a math problem over long school breaks. Anderson (2008) discusses that communication tools offer students direct communication to their instructors; also they allow students to avoid time constraints.


The web tools that I chose that will help learners build content knowledge are podcast, educational websites, YouTube videos, and textbooks. These tools will be very beneficial to students. They can be easily accessed and used with the core curriculum in any grade level. For example, students can use any educational website from home to work on standards that they are struggling with in class at their own pace. Also, they can use the textbook websites from home to study for their assessments. Additionally, students can download YouTube videos to their iphones to watch while they are riding to school and vice-versa. Videos could contain songs or skits that would help them understand a standard.

Web tools also can promote collaboration among students. For example, wikis. class cafe's, discussion boards and blogs allow students to post projects that they can edit and modify. Students and teachers can offer feedback to help with understanding for the creator. Also, Google Apps can be used for a variety of collaboration modes such as Google Docs allows people to share documents with other students and teachers.


Reference:


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


Siemens, G. (2008, January). Learning and knowing in networks: Changing roles for educators and designers. ITForum.

Module #4 Assignment Graphic Organizer

Engaging Learners with New Stratagies and Tools Graphic Organizer

http://prezi.com/ksqspcneiexa/engaging-learners-with-new-strategies-and-tools/

New Storyboard for Module #3

Introduction of myself Music playing Motion media clip Reference of media clip:
Where conference will take place	Denver, Colorado June 27-30 at Colorado Convention Center Transition
Start introducing Collaboration: What it is? Reference:	“Collaborative practice is now central to the way we work, deliver services and produce innovations. Collaboration generally refers to individuals or organizations ‘working together’ to address problems and deliver outcomes that are not easily or effectively achieved by working alone”. –ARACY, 2009 Transition
Understanding Collaboration  in Education Reference of chart:	Transition
Introduce speaker: Karen Blumberg Where she is from; what she does; collaboration Title of speech: Collaborating with Google Apps in the 21st Century Reference:	Transition
Reference: Script discussing collaboration in general with in learning community by author
Reference:	According to Academic Leadership Live, an online journal, and Knackendoffel, there are key features in regards to collaboration to be successful. —  It is voluntary —  Requires parity among participants —  Based on mutual goals —  Depends on shared responsibility for participation and decision making —  Individuals who collaborate share their resources —  Individuals who collaborate share accountability for outcomes Transition Transition
Why is collaboration needed in education? Reference:	It is critical that organizations engage in collaboration among individuals and groups who share a common vision in order for those individuals and groups to achieve the vision as stated by Lay. Collaborative processes are ways for colleagues to share best practices and strategies that are effective in the classroom. Transition
Video clip from instructional coordinator about the importance of teacher collaboration in schools. Reference of media clip:
Reference of information: Reference of figure:	In a recent article about collaboration outcomes through process structuring, a group of professors discussed the importance of collaboration in a virtual team is necessary to have effective work.
Why does collaboration work? Reference Reference of clip art:	“Successful collaboration may work by providing individuals faced with stressful situations with material and emotional support, which allows them to broaden and build on their own personal resources” (Conoley & Conoley, 2010). Transition Transition
Conclusion

Module #3-Assessing Collaborative Learning

"Effective classroom assessment: is learner-centered, teacher-directed, mutually beneficial, formative, context-specific, ongoing, and firmly rooted in good practice" (Palloff & Pratt, 2005, chap. 4). Assessing collaborative learning seems like it would be an easy task for an online learning community professor, but it can be a challenge. There are numerous ways to assess collaborative learning. One fair assessment is to have a self assessment. The professor would be able to obtain feedback from the student to see how they feel about the product that they are producing in the course. Giving students a grading scale rubric is a great way for the group to do a fair assessment of the members. Members of a group may notice that a group member is not participating, they then need to notify the professor. It is not fair to a collaborative learning community to have one member not participating. The group members need to ask that person questions to make sure that they have a good understanding of what is expected of them in the class. They may not understand what is expected of them.

Reference:

Palloff, R. and Pratt, K. (2005). Collaboration online learning together in community. San Francisco, CA: John Wiley & Sons, Inc.

Module #3 blog responses

Here is a list of the blogs that I responded to:


Michelle Martens-Draglin
http://michellenotes.blogspot.com/2012/01/educ-8842-blog-post-assessing.html?showComment=1326226728040#c8631360091718234388

Julie Kaplan
http://juliekaplan.wordpress.com/2012/01/02/module-3-learning-communities/#comment-15

Module 3 Project Assignment Comments

Here is a list of the Storyboards that I commented on:

Jacquelyn Johnson 
http://jjslearning.blogspot.com/2012/01/social-presence-story-board.html?showComment=1326225928435#c8678279024200603203


Victoria Williams
http://victoriagwilliams.blogspot.com/2012/01/interactive-video-conferencing.html?showComment=1326226206656#c7550530071686593006

Storyboard for Module #3

Collaboration