Engaging Learners With New Strategies and Tools

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(Durrington, V., Berryhill, A., Swafford, J., 2006)

(McGreal, R., Elliot, M., 2008)

Engaging Learners Reflection

The graphic organizer published on this week’s blog classifies several strategies and corresponding technological tools according to content, communication, and collaboration tasks within the online environment. This reflection will justify use of these strategies and tools to engage learners and improve the online learning experience.

Content:

The most critical issue regarding content and online learning occurs between distributing learning resources and knowledge acquisition. According to Siemens (2007), the selected artifacts for an online course must be arranged and issued in such a way that learners explore information, reconstruct prior knowledge into new schemata, and engage in public discourse to achieve true wisdom. A number of technologies distribute information including CD-ROM, DVD, and acquired course management software. However, many technologies available free on the internet engage learners including podcast, vodcasts (YouTube), and online journals. Learning is commonly accessible anywhere, anytime with the latest technologies.

Communication:

Not only do students need sufficient learning resources, but they also require engaging dialogue with classmates through asynchronous or synchronous methods of communication. Audio chat technologies, email, and instant messaging provide the opportunity for online learners to provide feedback and challenge viewpoints (Durrington, V., Berryhill, A., & Swafford, J., 2006). Learning occurs when members of the community interact in meaningful conversation a (Moller, L., Harvey, D., Downs, M., & Godshalk, V., n.d.). The social networking sites and tools available on the web support communication in both synchronous and asynchronous contexts. Additionally, personal electronic exchanges facilitate interactive relationships to improve overall course satisfaction. The key to any successful online conversation is timeliness in response to participants (Durrington, V., et al., 2006).

Collaboration:

The final element of engaging learners in the online environment involves active participation in collaborative, problem-based activities. Group activities should include a small number of participants, solve relevant problems, encourage accountability, and facilitate discussion (Durrington, V., et al., 2006). The web offers several tools for collaboration including wikis, blog, and virtual worlds. Wikis enable users to review and edit text to create a collaborative product. Blogs do not allow others to edit content, however, each member may contribute to a asynchronous discussion area to solve problems. Finally, virtual worlds, an innovation that has yet to diffuse in online learning, provides a simulated environment where each participant assumes a role and participates in empirical learning (McGreal, R., & Elliot, M., 2008). Each of these tools facilitates problem-based learning and offers real experience to solving social issues in the environment.

By using familiar and simple tools throughout the online experience, students are prepared to engage in the online environment and focus on collecting and sharing perspectives rather than technicalities. The central goal of any educational program is learning. Although distance education requires multimedia applications for data transfer, the main purpose is to provide an authentic learning experience. These effective strategies and informal tools combine to provide effective student experiences and successful degree programs.

References

Durrington, V., Berryhill, A., Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190-193. Retrieved July 15, 2009, from http://ezp.waldenulibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=19754742&site=ehost-live&scope=site

McGreal, R., & Elliot, M. (2008). Technologies of online learning (e-learning). In T. Anderson (Ed.) The Theory and Practice of Online Learning (2nd ed., pp. 143-165). Edmonton, AB: AU Press.

Moller, L., Harvey, D., Downs, M., Godshalk, V. (n.d.). Identifying factors that effect learning community development and performance in asynchronous distance education. Quarterly Review of Distance Education, 1(4), 293-305. Retrieved July 20, 2009, from http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ621837&ERICExtSearch_SearchType_0=no&accno=EJ621837

Siemens, G. (Speaker). (2007). Curatorial teaching. Elluminate recording posted at http://learnonline.wordpress.com/2007/09/20/10-minute-lecture-george-siemens-curatorial-teaching/

Module 3: Collaboration in the Learning Community

Effective instructors in online communities have four major responsibilities including facilitate discussions and activities, model acceptable learning behaviors, participate in the development and preservation of the community, and evaluate student progress (Pallloff & Pratt, 2005). It is possible for students to complete course requirements without instructor involvement, except for the task of assessment. The evaluation process is a critical element for both instructor and student. The instructor must provide fair and challenging assessment while proving adequate student progress. The student must provide evidence of learning to receive acceptance from the instructor using chosen methods of assessment. Therefore, the means of evaluation profoundly affects the online course as it provides the final outcome for success.

The course readings for Module 3 emphasized collaborative assessment as the best approach for online learning communities. The issue in collaborative assessment involves providing individual progress monitoring based on cooperative assignments. Based on Siemens (2008a) analysis, a rating scheme based on individual contributions provides fair and targeted outcomes. This tailors assessment to individual needs by examining the impact of the student’s strengths and weakness on the final product. Davis (2007) discusses the significance of web 2.0 tools in assessing cooperative groups because it allows instructors to continuously assess individual contributions to group projects as well as provide peer assessment and feedback. Individual accountability is determined through tracking edits and additions to web-based software such as wikis and blogs.

This brings us to another issue in collaborative assessment. Students that do not wish to collaborate in online communities present challenges for the learning group and the instructor. The instructor must communicate the “participative pedagogy” at the onset of the course to inform students of the decision to utilize collaborative activities (Siemens, 2008a). Additional help from the instructor includes role-playing activities, assessment models including group and individual efforts, and collaborative awareness. Assessment plans must include rubrics for collaborative awareness to evaluate efforts of interaction within the online community (Siemens, 2008b). Members not contributing to the final product are negatively impacting the group and need to receive assignment to another group or individual form of evaluation.

Students involved with an inactive or intimidated peer should first build trust by openly discussing roles and responsibilities (Siemens, 2008b). If a team member continues to exhibit harmful behaviors towards the group, the instructor must intervene to prevent this humanistic poison from destroying group dynamic and successful outcomes.

References

Davis, V. (2007, October 9). Cooperative learning notes: Day 2. Message posted to http://coolcatteacher.blogspot.com/2007/10/cooperative-learning-notes-day-2.html

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

Siemens, G. (2008a). Assessment of Collaborative Learning [DVD]. Laureate Education, Inc.

Siemens, G. (2008b). Learning communities [DVD]. Laureate Education, Inc.

Storyboard for Social Presence

Hey Classmates,

Here is my very sketchy, somewhat unorganized storyboard. I am trying so hard to pull some ideas together. This activity is helping, but I am still working towards a creative approach because I know slides of research will not be accepted, not that I am that boring of a person anyway. I had to turn each slide into a JPG and put into moviemaker to show here in the blog. If you want to make additions to it, I have put in on my wikispace at http://mavining.wikispaces.com/Social+Presence. You can see my notes there too. It is a work in progress for sure, any suggestions are much appreciated, but I am going to be working on the video and other imaging for sure. Improvements are to come!!

Here is a little background about social presence so you know the details of my topic:

What is social presence?

The ability to represent yourself as a real person including sharing attitudes, beliefs, values, and ideas in the online environment. This is easy in face to face communication because you can actually view expressions and nonverbal cues. However, text-based environments prohibit the natural ability to show social presence, so in collaboration online, you must work at posting messages that reveal the real you and interpret messages by others in the same way.

Why is social presence an important factor in distance education?

Simply, individuals who lack social presence or who fail to connect with the perceptions of others are dissastified with online learning, increase the attrition rate, and rate instructor's as uneffective. It can also affect cognitive learning by facilitating frustration and isolation.

How do you increase social presence?

Interaction and connectivity through different types of media. Use personal experiences in post and share support with the group to promote deeper understandings of concepts and enhance learning. Collaborative group projects work well in developing social presence.

These are just a few thoughts. I have been reading about it for a while, so I didn't reference my sources because I am reflecting on the knowledge I have acquired thus far. However, the storyboard does include a reference list.