Video Presentation Responses

I responded to the following video presentations:

Joshua Davenport

http://adavenporteducation.blogspot.com/ 

Orin Carpenter 

http://orincarpenter.wordpress.com

Module 6: Video Assignment - Copyright Education

Responded to the following post

Kayle Gaviola 

https://kaylegaviolawalden.wordpress.com/

Elizabeth Hurley 

https://elizabethhurleyblog.wordpress.com/2015/06/08/module-1/

Module 5 Moving Towards Dynamic Technologies

When moving towards dynamic technologies, it is important to remember that static technologies can be used alongside using dynamic technology. For instance, emails are still being used to correspond with instructors and students, but Skype and blogs are also being used to communicate. Dynamic technologies do offer new ways of producing content by using the internet and other such devices as iPads and apps to be included in the way students learn. Handheld devices are given way to how students learn in the lower and upper level elementary. I have worked and volunteered in many elementary schools and iPads were used in every classroom. The apps that are available for students to use is huge and gives the teacher a choice and variety that can cater his or her students’ needs.

Collaboration in the online learning environment becomes or has become a big deal. It used to be that you had to set up a time and meet your group members at the library or a coffee shop and hope they showed up. Now, collaboration can be done from the comforts of home. Google Docs, Skype, and an application like Edmodo can be all be used at the same time. It gives the student more access to his or her group members and gives the students more of choice of how to communicate.

I do want to say that discussion boards, textbooks, and podcast are still being used. It still is sometimes a requirement for students to participate in discussion boards and buy textbooks. I think these static technologies will still be around for a while, but with ebooks and online libraries becoming more popular, it is only a matter of time before these static technologies are obsolete.

In the end, it all depends on the instructor and how he or she wants to design and implement their online classroom. I think it is important to make sure that every student is given the resources to succeed in academia. If this means that textbooks need to be around a little longer, then it should be. I think a variety of static and dynamic technologies is beneficial in the success of students, especially in a distance education.

Module 4 Responses

I responded to the following blogs:

Naquai Roundtree 

http://edtechdriven.weebly.com/blog

Elizabeth Hurley 

https://elizabethhurleyblog.wordpress.com/2015/06/08/module-1/

Module 4: Engaging Learners with New Strategies and Tools

When creating strategies and tools for online learners, it begins with creating a learning environment that is open, supportive, and respectful (Durrington, Berryhill, & Swafford, 2006). The online learning environment needs to promote a trust between instructor and classmates. The online learner needs to feel wanted and does not want to be ridiculed because of thoughts and ideas that the learning might divulge. One of the ways an instructor can promote students to want to engage in online learning, is to have a syllabus that clearly defines expectations, guidelines, and learning objectives (Durrington et al., 2006).

Assignments and discussion form need to be facilitated by the instructor by promoting students to answer questions that pertain to the topics in course and help with leading in to a meaningful conversation between students. Students should provide meaningful responses in order for other students to post questions and add more insight into the topic.

Students should be given opportunities to work together in an online environment (Durrington et al., 2006). Their responsibility is work together, participate, and provide their thoughts and ideas to the group projects. Clear expectations of what is required for group interaction should also be presented in the syllabus.

Students should be able to use the internet to further their research when it comes to assignments, discussion post, and other elements of the course. Also, an online learning environment should give students new networks to access information, experts, and make global connections. (Siemens, 2008).

References:
Durrington, V. A., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190−193. 

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

Storyboard Responses

I responded to the follow storyboards:

Elizabeth Hurley 

https://elizabethhurleyblog.wordpress.com/2015/07/05/storyboard/comment-page-1/#comment-19

and

Kayle Gaviola 

https://kaylegaviolawalden.wordpress.com/

Module 3 Assessing Collaborative Efforts

When participation in a collaborative learning community, the instructor primary goals is to determine how to assess students learning. Assessment is based on teaching activities that provide different opportunities for students to give feedback as well as instructors assessing themselves (Laureate Education, Inc., 2008). When assessing students in an online learning environment, educators can develop different activities for assessment. For example, the students assess their peers using a rating scheme. Educators can assess students by encouraging students to participate in open communities where they can receive feedback. In addition, educators can assess students based on student contributions in the online environment.

Another aspect of assessment is students’ skill and knowledge they bring to the course. The fair and equitable assessment of learning is based on the degree of students’ growth throughout the course versus where the student started from and where they ended up. Those students who started without a lot of knowledge of the subject matter, but in the end has shown a lot of growth should be considered in the assessment process. Students should be given every opportunity to learn, and gain the skill and knowledge to be successful. One way to do this is for the educator to provide authentic context (Laureate Education, Inc., 2008). Real world experience should be used to allow fair and equitable assessments.

Also, when students enter the online community, it can be challenging for them. The other members of the learning community can help with this challenge by gaining trust from those members who see online learning as a challenge. For this to happen, instructors must design learning experiences that are individual and community based. The assessment plan for these activities would change because the collaboration portion of the class should be based on peer interaction, and these activities should be assessed based on peer interaction and outcome results.

Reference

Laureate Education, Inc. (2008). Principles of distance education: Assessment of collaborative learning. Baltimore, MD: Author.

Laureate Education, Inc. (2008). Principles of distance education: Learning communities. Baltimore, MD: Author.

Module 3 Storyboard

Narrative	Visual
Distance Education and Copyright use– I will speak about how distance education has changed the way students obtain their learning and what are the impacts of copyright issues	(20 seconds)Video on student at home working on a computer
Brief introduction of keynote speaker -employment	(20 seconds) Still shot of speaker and university
Definition of Copyright -  I will continue to speak about the importance of this issue	(20 seconds) still picture of copyright symbols
Continue discussing copyright use what copyright is and specifically speak about how copyright law grants comes with several rights that the student, as the owner, have exclusively.	(30 seconds) Video showing literary works, musical instruments, and different art media (paintings, photography).
Purposes of Copyright – I will speak about why copyright is important and what is the purpose of copyright laws	(30 seconds)Video of someone taking pictures, writing in a journal, downloading music
Protected by Copyright Laws - I will continue to speak about copy laws and what is and not protected by the laws	(20 seconds ) Still slide on what is and isn’t protected by copyright laws
Using Copyright Materials – I will speak on how to use copyright materials and what students can do to obtain permission	(20 seconds)Video on how to obtain copyright use by way of gaining permission
Teach Act, Fair Use	(30 seconds) Teacher using a video in a classroom, student downloading music, student at computer taking notes
Penalty for Violating Copyright Laws – I will speak on how violating copyright laws is an important issue and what happens if these laws are violated	(30 seconds) Still pictures of court house, gavel, judge/lawyers
Protecting Your Creative Content	(20 seconds) Video of someone taking pictures, writing music, and typing a paper on a computer
Where can students find information on copyright use?	(20 seconds)Websites
Recap of video Questions left for the audience? What can students do to ensure copyright use is being done correctly and how can students protect their own works in distance education?	(10 seconds) Still picture of the Copyright symbol
Intro to key speaker – Dr. Donna Ferullo -Education -Publications -Presentations	(1 minute) Still picture of Dr. Ferullo, publications
Video fades and speaker begins to speak

Module 2 Elements of Distance Education Diffusion

The element of how we communicate has evolved. In Dr. Seimens video, Principle of Distance Education: The Future of Distance Education, he states that there is a “growing acceptance due to society realizing that they can have meaningful relationship through an online environment” (Laureate Education, Inc., 2008). This new acceptance is based on the tools that allow for communication between family, friends, and colleagues. Dr. Siemens continues by stating that “geographical separation” is not a significant factor anymore (Laureate Education, Inc., 2008). For example, people are using video tools to communicate across the globe. Skype is an online video tool that people have accepted and used to communicate within the education and business world. Dr. Seimens states that as the “communication technologies improve in quality, then there will be an increase in the use of multimedia, games, and simulations” (Laureate Education, Inc., 2008). Dr. Seimens sees this as a growing shift towards what he calls the triple helix model of education. This is where universities, government, and business interact to provide and equip students with the necessary tools for working in an online environment. For distance education this means, more communications tools means more people can attend school, and begin working in the education field with the knowledge and experiences of using these online tools. The triple helix model of education can help “bridge the gap”, so everyone is comfortable and prepared to learn and work in an online environment (Laureate Education, Inc., 2008).

Reference

Laureate Education, Inc. (2008). Principles of distance education: The future of distance education. Baltimore, MD: Author.

Module 1 The Next Generation of Distance Education

Distance education has become an important part of our society. The inclusion of technology in our everyday lives has become apparent. It is used in our personal lives and has become very strong in distance education. According to Moller, Foshay, and Huett (2008), online distance learning continues to grow and has expanded to all sectors in education. Moller, Foshay, Huett, Coleman, and Simonson would all agree that distance education will experience explosive growth in the future.

According to Simonson (2000), online students and face-to-face students learn in a different environment; however, because of this students should have the same opportunities to achieve the learning outcomes required of them. Simonson’s (2000) equivalency theory falls into this category. His theory is based on “the more equivalent the learning experiences of distance learners are to those of local learners, the more equivalent will be outcomes of the learning experiences” (p. 30). Equivalent theory is achieved through the learning experiences of the students; however, it should be based on the different learning styles of each student. For educators to be able to this, it is important for them to be trained through the proper channels to be successful in differentiated between online education and brick and mortar schools.

According to Moller, Foshay, and Huett (2008), transferring the methods of a brick and mortar school into an online environment will create the learning outcomes students need to be successful. It is important to differentiate between these two teaching styles. The educational system needs to provide the necessary training and development for teachers to be able to give their students the technologies and resources they need to succeed in an online class.

I do agree with the authors that creating an online course versus the traditional school needs to be done with great consideration. It is also important for teachers to get the proper training they require so they can provide the students with the proper technologies. Technology is an important aspect of online learning. It needs to be implemented properly to get the desired learning outcomes for each student.

References

Huett, J., Moller, L., Foshay, W. & Coleman, C. (2008, September/October). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 3: K12). TechTrends, 52(5), 63–67.

Moller, L., Foshay, W., & Huett, J. (2008, May/June). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 1: Training and Development). TechTrends, 52(3), 70–75.

Moller, L., Foshay, W., & Huett, J. (2008, July/August). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 2: Higher Education). TechTrends, 52(4), 66–70. 

Simonson, M. (2000). Making decisions: The use of electronic technology in online classes. New Directions for Teaching and Learning, 84, 29–34.