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

MOTIVATION-A KEY ELEMENT TO LEARNING

It is fascinating to observe adolescents engaged in the learning process. They are so eager to learn. Every bit of knowledge given to them is intriguing and welcomed. Young learners routinely question and look for answers and explanations to their new world. But what motivates them to quest for this knowledge? According to Gom, 2009, p. 18, “learning without understanding the facts of motivation is a recipe for disaster.” There are two types of motivation factors that guide learning. They are intrinsic and extrinsic motivation (Gom, 2009). Gom explains that with extrinsic motivation, students work hard because there is some reward in store--external factors are not a reason for their motivation. Whereas with extrinsic motivation, “students are motivated because something inside of them makes them have a strong desire to learn” (Gom, p. 18).Whether the motivation is intrinsic, extrinsic or a combination thereof, one’s motivation to learn is an area of intrigue at various levels of academia. .
The purpose of this blog is to explore the facets of motivating adult learners. Furthermore, the justification for exploring these facets of research will be given.
According to Gom, 2009, extrinsic and intrinsic motivational factors can also be applied to adult learner, as well. Gom contends that adult learners may be motivated by the pursuit of a promotion or getting a higher salary. Intrinsic motivation applies to adults “where they develop high ”self-esteem” (Biech, 2004, as cited by Gom, 2009). Gom postulates that adults with intrinsic motivation see the task of learning as a joyous and exciting experience and those learners are more likely to be independent and less likely to be dependent on the teacher for further help.
Andragogy focuses on adult learning whereas pedagogy relates to children learning (Gom, 2009). Gom states that Knowles (1984) developed this theory which is premised on four basic assumptions (a fifth was added later). The assumptions are:
1. Self-concept: As people mature their self concept moves from one of
being a dependent personality toward one of being a self-directed
human being.
2. Experience: As people mature they accumulate a growing reservoir of
experience that becomes an increasing resource for learning.
3. Readiness to learn. As people mature their readiness to learn becomes
oriented increasingly to the developmental tasks of their social roles.
4. Orientation to learning. As people mature, their time perspective
changes from one of postponed application of knowledge to
immediacy of application, and, accordingly their orientation, toward
learning shifts from one of subject-centeredness to one of problem
centredness.
5. Motivation to learn: As people mature the motivation to learn is
internal. (Knowles 1984:12)
Justification for Topic
The process of motivating adult learners is an area that is in great need of exploring. We often speak of pedagogy and motivating young learners; but the area of andragogy is open for exploration. With the prevalence of distance education globally, more adults are becoming involved in pursuing advanced degrees and continuing education opportunities. Though, it has been noted that adults tend to have more intrinsic motivational factors (Knowles, 1984 as cited by Gom, 2009), adult learners are still in need on continuous motivation as they engage in the learning process. This is due to their abundance of work and home responsibilities that can often reap havoc on their daily lives. It would be so easy for them to give up. In light of these factors, it behooves adult educators to reflect upon successful motivational techniques and strategies to keep the adult learner engaged and motivated.

Reference

Gom, O., (2009). Motivation and adult learning. Contemporary PNG Studies: DWU Research Journal, vol 10. Retrieved from Walden University Academic Research Premier database on December 19, 2009.

Evolving Distance Education to the Next Generation

The authors, Moller, Foshay, Huett, Coleman identify e-learning trends that relate to training, post-secondary education, and the K-12 arenas. The authors present a three-part seried article: The Evolution of Distance Education: Implications of Instructional Design on the Potential of the Web.
Part I gives insight into the training and development trends of distance education. What I found most intriguing about this part is when the authors spoke of cynical practitioners maintain that "managers or customers care only about the "appearance of training"of designed distance education environments which thereby gives an appearance of learning. This opinion gives a less tha professional attribute to e-learning. It characterizes e-learning as only being a vehicle for desemination of information--no actual learning takes place because the training is "judged solely by the number of learner hours logged or by pure appearance." The authors contend that instructional designers need to focus more on quality, need assessment, rate of return, training performance support, improved instructional design methods, and revised learning models. If these are adequately implememted then the distance education arena would present a much more professional and educationally sound appearance--rather than merely being considered alternative education.
Part II of the series focused on e-learning within the higher education sector. It was astonishing to note where the author's mentioned that the Distance Education and Training Council (DETC) predicts that within the next five years there will be a more than a 300% increase in students enrolled in distance education. If this figure is correct, then there definitely need to be some transformation within the distance education arena at all levels. There needs to be an overhaul in student and faculty perceptions and expectations.
Pat III of the series focused on distance education within the K-12 environment. The authors note that more state supported institutions are moving toward a virtual enviornment with giving equivalent funding as the traditional classroom. I propose that a virtual enviornment at the k-12 level would benefit from more funding than traditional classrooms in order for the students to be adequately served and offered the full advantages of distance education. I'd have to agree with the authors in stating that one important drawback of a virtual school at the K-12 level is the lack if social interaction that this enviornment affords. I believe it to be crucial for students at this level to collaborate and socially interact as opposed to working independently. This is essential for the betterment of their growth and development.
The Simonson video presents ideals on the next generation of distance education. Simonson contends that distance education has become so widely accepted and adopted to the point now that it has reached "critical mass" wherein it no longer needs to be promoted but nurtured as it moves into the next generation. I disagree with Simonson to some degree in his view. I do not believe that distance education has evolved and widely accepted to the point where it only needs nurturing. There is still much to do in this area of education--more guidelines and parameters must be set and acceptable protocol must be established to define a framework of distance education that meets the standards for quality education.

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