CONTENT, COMMUNICATION, AND COLLABORATION

http://docs.google.com/fileview?id=0B438FpVyzbxiZmUxNTM1YzItNmUwMC00ZTU0LThkNTgtNDg4MGY2YzdlYjI1&hl=en


REFLECTION
The Durington and Siemens resouces gave great insight into how to effectively structure and maintain an online learning enviornment. I believe that a great deal of the information can be transferred to the F2F classroom setting, as well. For example, Durrington (2006), et. al, spoke of our intonation when we communicate with students via email, and through the web. In a brick and mortar setting, educators sh0uld also be mindful of their tones when communicating with student's parents/guardians via email or other non F2F communications. Furthermore, classroom wikis and blogs can be utilized in a traditional classroom setting. This gives the student opportunitiesto express themselves verbally in a modern digitized format that so many of then have become accustomed. This tool is especially helpful for the introverted students who may be slow to ask questions or espress themselves openly in a F2F enviornment.

Assessing Students in Online Collaboative Learning

As George Siemens postulates, one of the greatest challenges of educators is to be able to assess students fairly and equitably in collaborative learning. Often students are hesitant about cooperating in collaborative activities due to fear that they will not be graded fairly. This position is mostly held by those students who are considered "high achievers" who have through the traditional model of education acquired their high marks by their sole achievements. 

In the Siemens vodcasts, "Assessment of Collaborative Learning," Siemens presents three models by which students may be assessed:

1. peer assessment through comments and feedback
2. online communities such as listservs
3. educator model-managed by wikis that tracts students contributions and time logged in.

It is important to note that if students feel that their collaborative work constitute only a portion of their grade and that they are given opportunities for individual work, they are more likely to positively participate in collaborative efforts, according to Siemens in his "Learning Communities" vodcast.

I agree that collaborative work should only constitute a portion of the student's grade. The exact percentage is up to the individual educator. There are some students that are new to online collaborative learning and have been use to being graded through the traditional individual model. Therefore, in order to acquire more positive attitudes from these students, educators should present a mixed-model for assessment.

Motivating Adult Learners Storyboard

Follow the link below to access storyboard:

http://docs.google.com/fileview?id=0B438FpVyzbxiNjFlM2JlODMtYjQ0NS00NjQ5LThmMmQtNTBjMDlmZWM2ZDAz&hl=en

GLOBAL DIVERSITY

Distance education is thriving due to its ability to allow learners in education as well as the in corporate world to connect and close communication gaps.  The distance education learning experience opens up a wealth of opportunities for individuals to converse and share ideas that would not be possible because of time and distance restraints. Distance education does create more effective learning experience due to its ability to accommodate global diversity. It allows students from around the world to share the same time and space through such technology tools as teleconferencing and videoconferencing. With these tools, a diverse group of students are enabled to share experiences, perspectives, and ideologies that would not be possible in face-to face learning environments.

The following links are blogs representing globally connecting in education:

http://connected.waldenu.edu/index.php/blogs/39-technology-in-the-classroom/522-globally-connected-but-personally-disconnected.html 

http://connected.waldenu.edu/index.php/blogs/39-technology-in-the-classroom/470-why-web-20-teaching-is-hard.html