Online Collaboration

Static vs Dynamic Technology

https://docs.google.com/fileview?id=0B4rHDQEwXkLKYmUwYWM5ZGItN2Y4NS00YWZhLWE1ODItNjVmZTIzZDBmOTNm&hl=en

One main reason for beginning my journey at Walden University was to move from the old, mundane curriculum to the dynamic, exciting, and present day technologically savvy classroom. As Moller (2008) discussed the middle of the road in her unpublished article, I believe that is where I have been for quite some time. While using the technology afforded to me in this district, I have searched the Internet on many occasions for tools to enhance learning.  The games, simulations, PowerPoint presentation, videos, just to name a few, were static and didn’t provide much collaboration or allowed for much creativity and input from the student.

I couldn’t help but notice; however, that tools placed in my graphic organizer under one element could also be placed in another. Did you recognize that situation, and is it possible that dynamic tools such as Wikis and Blogs could be used in effective collaboration while enhancing communication?

http://blogs.lib.ncsu.edu/educ8842/entry/static_dynamic_uses_of_technologies

Needless to say, in only six months, I have added so much more.  My style of teaching is changing from teacher centered to student centered. Independent learning is the driving force for life long-learning.

http://www.teachingexpertise.com/articles/developing-independent-learning-skills-719

I have networked with many teachers that have given me ideas, tips, tools, and inspiration beyond my expectations. I am adding online collaborative tools through piloted programs, and I am making plans to include my department and my district in my venture for next year.

Moller, L. (2008). Static and dynamic technological tools. [Unpublished Paper].

~Wanda Ardoin-Bailey

Enhancing Student Interaction Online

https://docs.google.com/present/edit?id=0AYrHDQEwXkLKZGhocmRydmhfOThoa3Q3anozeA&hl=en

Technological tools from emails and discussion boards to Wikis and blogs. Corporations have incorporated the use of emails for quite some time now, and it is important that students understand a professional use of tools such as emails.

I have introduced emails to my students in different classes so that they may communicate with me and other students.  We have established google accounts that serve for email purposes as well as blogs and instant messaging. My students are always interested in talking to their classmates for one thing or another.  I allow my students on occasion to use instant messaging tools during practice work.  I am constantly monitoring the instant messages so that my students stay on task, but because I am not always the expert on a given subject; I allow them to teach each other.  Instant messaging allows students to assist each other with little disturbance to the class.

I have just recently begun using blogs.  It is a motivational tool in helping to improve literacy and create a high level of classroom interaction. Students are motivated by the topic as it is relevant to their environment, and they are interested in reading how others feel.  Ground rules such as appropriate language, respecting others’ ideas, and monitoring tone of response were discussed prior to the initial post.

Enhancing student interaction in an online environment is important to the effectiveness of my practice.  My students expect to learn something different in my class as it relates to the computer, and I try to meet their expectations. Using more collaborative tools such as social media is a venture I would like to undertake. What are some advantages and disadvantages of incorporating social media in the educational field?

Assessing Collaborative Efforts

I believe it is important to incorporate student assessment in a collaborative learning community. Incorporating student assessment completes the collaborative scheme of things. It continues to foster a sense of community from the initial stage of the assignment through to the assessment stage.  It also can offer more information for the instructor’s assessment. This occurs with an adequate rubric used to investigate quality of participation.

http://www.facultyfocus.com/articles/educational-assessment/making-peer-assessment-work-for-you/

If a student does not want to network or collaborate in a learning community, I believe the first job as a member of the learning community is to open lines of communication with the student.  The student may not be familiar with the tools used in collaboration or he/she may have personal issues related to the initial collaboration assignment. The instructor’s role to intervene should be one of last resort.

Myth #6

http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/The10BiggestMythsAboutSynchron/213702

What are some other myths have you discovered since involved in a collaborative group?

Online Collaboration Storyboard

https://docs.google.com/present/edit?id=0AYrHDQEwXkLKZGhocmRydmhfNDlnanZyNnpkbg&hl=en

Elements of Distance Education Diffusion

I do agree with George Siemens as he discusses the reasons why there has been an increase in acceptance of distance education. I believe this is accurate because more and more of my colleagues, family, and friends are communicating through different modes of online communication.  This is true from seeing my niece for the first time on Facebook to becoming an active participate in a collaborative assignment using Wiki.

Collaborative interaction has evolved from groups sitting in a circle, prerecorded videos, and conference calls, to interactive videoconferencing, blogs, and Wikis used as tools in learning teams.  Webcams have been used in rural areas in reaching students through Skype and iChat. Using such technology allows struggling readers and teachers the opportunity to collaborate with the other schools or universities without any cost to the school district. I have also found myself searching for tools to enrich my classes without cost to our school district.  My students begin using blogs this week.  I believe they will enjoy this new exciting, opportunity to read and write.  I am new to the concept, but I am excited and anxious to learn.

http://blogs.edweek.org/edweek/rural_education/2010/08/program_uses_webcam_free_technology_to_reach_teachers_readers_inrural_schools.html?qs=using+blogs+to+teach

Unfortunately, the positive sentiments related to distance education are not shared by all.  As evolution of distance learning has evolved, so has the questions and concerns for quality. One Minister of Education has issued a directive to outlaw distance education because of quality concerns. Most of us can probably say this radical movement in distance education moves us backwards, but the concern of quality is a continued issue in every distance education program. This radical attempt to combat a serious issue is foolish in any part of the world.

http://www.huffingtonpost.com/alemayehu-g-mariam/ethiopia-indoctri-nation_b_706199.html

As distance learning evolves in a more productive, effective program, many issues concerning quality will take place, but the solution is not to eliminate the innovation.  If innovations around the world were eliminated because of barriers, we would still be in the dark ages.  How can we combat issues such as quality? Where can teachers find free tools to enhance their practice?

~Wanda Ardoin-Bailey

Mariam, A. (2010, September 5). Ethiopia: Indoctri-Nation. Retrieved from http://www.huffingtonpost.com/alemayehu-g-mariam/ethiopia-indoctri-nation_b_706199.html

Schulken, M. (2010, August 2). Program Uses Webcam, Free Technology to Reach Rural Schools. Retrieved from http://blogs.edweek.org/edweek/rural_education/2010/08/program_uses_webcam_free_technology_to_reach_teachers_readers_inrural_schools.html?qs=using+blogs+to+teach

Simonson, M. “Equivalency Theory”

The Next Generation of Distance Education

I agree with the position of the authors as it relates to the need to evolve distance education in the next generation; however, most of my experience with distance education in K-12 has been negative.


The third part of the article relates to my negative experience with distance education as it relates to a “dumping ground” for at- risk students and the lack of trained professionals. The instructor across from my classroom had a distance learning lab. She was told she would have this lab only a week prior to the first day of school. Fortunately she was motivated to seek training from other teachers experienced in the area, but the principal’s perception of the class was not one of great importance for the entire student body. The principal perceived this course as a way to decrease the drop out rate. She had little authority as it relates to the course, and did not buy into to its importance. Needless to say the course was dropped from the school curriculum, although the current instructor was never informed until rosters were distributed.

Distance learning does play a significant role in addressing at-risk students, and Distance learning can be beneficial to our secondary schools as it has shown to greatly enhance higher education in terms of instructional technologies and learning outcomes. Perceptions of authority and other psychological determinants must be addressed.