Virtual Worlds Presentation

I created the following video as an introduction to a presentation on virtual worlds at an educational technology conference. My references can be found in Google Docs at https://docs.google.com/document/d/15tuLa74n7FKwmGSSl9wJmzVbudPVyeJrk-Kk2SdW4hA/edit?hl=en_US
Enjoy!!

From Static to Dynamic Technologies in Distance Education

Media and Technology in Distance Education 

Reflecting on the static-dynamic continuum, I would say that I fall in the middle. As far as static technologies, I still use text, web pages, and podcasts for gathering information. Through my experiences thus far through Walden University, I have learned how to collaborate and build knowledge through communications with individuals and groups using discussion boards, blogs, and wikis. Throughout my current courses and other recent courses, I have learned how I can move towards integrating more dynamic technologies into my instruction, which “includes tools that involve learners on a much deeper cognitive level” (Moller, 2008, p.1).


In the future, my goals are to integrate more virtual simulations and multi-user virtual environment experiences to enhance student motivation and support their learning. Using programs such as ConceptShare will encourage collaboration and enhance communications between students. In Fahy’s chapter, he explains that, “any medium that promotes collaboration, group formation, and support could qualify as social software” (Anderson, 2008). I can teach students to use social software tools such as Skype and Twitter for sharing their ideas and communicating with others to gain knowledge. I am also currently in the process of encouraging the adoption of Moodle as a learning management system in my school district, which will enhance access to content, collaboration among students, and communication between instructors and students.

The following blogs also provide examples of media and technology along the static-dynamic continuum:

http://pennyfree.blogspot.com/2010/05/static-dynamic-technologies-concept-map.html

http://belindavannorman.blogspot.com/2011/08/moving-toward-dynamic-technologies.html

References
Anderson, T. (Ed.). (2008). The theory and practice of online learning (2nd ed.). Edmonton, AB: Athabasca University Press.
Moller, L. (2008). Static and dynamic technological tools. [Unpublished Paper].

Strategies and Tools to Engage Learners

In online learning environments, it is critical for instructors to focus on increasing interactions between students and provide guidance in navigating resources and evaluating information. Siemens (2008) supports this view, explaining how “educators must assume dual roles: as experts with advanced knowledge of a domain and guides who foster and encourage learner exploration” (p. 17). He also explains how teachers act as the curator to provide learning resources for students to access the content and concepts necessary for their field. YouTube and podcasts are valuable ways to deliver information through video and audio. Programs such as Moodle, WebCT, and SoftChalk create online learning environments where educators can modify instructional tools within their course, as well as encourage students to communicate and collaborate.

It is important for students to learn to work individually and in groups through online courses. Durrington, Berryhill, and Swafford (2006) believe that, “to encourage high student interactivity in an online setting, the learning environment must be supportive, open, and respectful” (p. 191). Blogs, wikis, and Google Docs are tools that I have personally used for collaborating within my Walden courses. Blogs are a great way for students to share their ideas and receive feedback and opinions from peers and instructors. Wikis and Google Docs provide a great format for sharing resources and work, as well as promoting collaboration, with the added feature of others being able to modify the information. Project2Manage is a new tool meant for project management and collaboration, allowing students to share their work and future goals. Twiddla is also a technology tool I am researching more about, and it works as a whiteboard for online collaboration. Here students can browse, edit, share, and chat within groups.

In order for students to collaborate, there must be clear communication amongst the individuals working together, as well as individual communication with the instructor. With the advancements of the internet, there are multiple ways to send a single message. Durrington, Berryhill, and Swafford (2006) explain how, “even a private e-mail…builds a nurturing environment that encourages future participation and enhances the quality and depth of overall discussion” (p. 191). Instructors providing students with feedback and guidance will provide encouragement and remind students that their work and opinions are valued, which is not often seen in face to face classrooms. Facebook, Twitter, Skype, and instant messaging tools are all technology tools that students and instructors can use for effective communication anytime, resulting in successful collaboration and online learning.

http://www.wiziq.com/blog/traditional-and-virtual-classrooms/

This blog provides more information about the values of virtual classrooms versus traditional face to face classrooms. It examines collaboration in learning and the teaching methods used in both learning environments.  

http://www.c4lpt.co.uk/blog/2011/10/25/do-you-really-need-separate-social-learning-tools-part-2-6-ways-to-integrate-learning-into-working/

This blog explains how social networking tools such as YouTube, Google Docs, Facebook, and Twitter can also be used to support collaboration in online learning and the business world.

References

Bannerjee, G. (2011). Traditional and virtual classrooms- what’s the difference? Retrieved from http://www.wiziq.com/blog/traditional-and-virtual-classrooms/

Durrington, V. A., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190−193.  Academic Search Premier database; Accession Number: 19754742

Hart, J. (2011). Do you really need separate social learning tools? Part two- 6 ways to integrate learning into the workflow. Retrieved from http://www.c4lpt.co.uk/blog/2011/10/25/do-you-really-need-separate-social-learning-tools-part-2-6-ways-to-integrate-learning-into-working/

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



Module 3: Assessing Collaborative Efforts

In the evolution of distance education, the work that students perform is moving away from individualization and is transitioning into collaborative group work. For students to succeed and gain knowledge effectively in such an environment, it is necessary for them to continuously, actively participate in such collaboration. Palloff and Pratt (2005) explain how, “involvement in collaborative activity creates a learner-centered focus that calls for learner-centered assessment, meaning that the student becomes the main resource for and source of assessment information” (p. 53). Dr. Siemens (Laureate Education Inc., 2008) supports such ideas by explaining participative pedagogy and how assessments should be learner-centered by allowing students to assess each other, as well as encouraging students to participate in online communities to receive feedback.


From the educator’s point of view, students should be assessed based on their contributions to the group collaboration. To support this form of assessment, educators can use contribution logs to get a picture of how each student is actively participating. Due to varying levels of skills and knowledge in students, instructors must also examine students’ individual work. It is the role of the instructor to look beyond mark-based assessments and base grades on the degree to which a student has grown throughout the course. Dr. Siemens (Laureate Education Inc., 2008) explains how the instructor should also base assessments within authentic contexts. By doing so, each learner will be engaged in all tasks and activities.

In order to encourage all students to participate in a learning community, a collaborative portfolio can be created. Palloff and Pratt (2005) explain that, “the creation of a portfolio that includes both individual and collaborative projects can also serve as an incentive for participation if learners understand that they will be assessed as individuals as well as members of a team” (p. 43). Often, group members choose not to participate in collaboration because they know they will earn the same grade as the team, but the idea of a portfolio encourages students to all participate. Dr. Siemens (Laureate Education Inc., 2008) explains other ways for instructors to encourage communications and individual contributions, such as having students role-play in their learning communities, having students post and contribute to communication within blogs, and bring in experts to support learning concepts through activities.

http://bigthink.com/ideas/39330
The following blog is from the point of view of an educator who takes pride in creating a learner-focused environment in their classroom. McLeod (2011) allows students to assess themselves and each other as he provides feedback to guide learning. The author of this blog also uses data-driven decision making to lead students towards success in learning and future knowledge.

References

Laureate Education, Inc. (Producer). (2008). Assessment of collaborative learning. [Video webcast]. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5701360&Survey=1&47=9580570&ClientNodeID=984645&coursenav=1&bhcp=1

McLeod, S. (2011). At the heart of my classroom? Student agency and continuous renewal. Retrieved from http://bigthink.com/ideas/39330

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

Virtual Worlds Storyboard

The following document is a rough draft of my storyboard that will be used to create a video presentation about virtual worlds. Your feedback is welcomed and encouraged!

https://docs.google.com/document/d/11dHNQTaTBipkG0jD7lNg8sii2h1ewmbGlmVk1jUBonQ/edit?hl=en_US#

Module 2: Distance Education Diffusion

In the growing acceptance of distance education, the ways in which students participate in collaborative interactions has evolved. Dr. George Siemens (Laureate Education Inc., 2008) explains the benefit of growing a comfort with online discourse, explaining the Triple Helix Model of Education. This is explained as where, “we have universities, we have government, and we have business. And the three of them together form a strand of interaction to provide and to equip students for this online environment” (Laureate Education Inc., 2008). As collaborative interactions have evolved, all aspects of society are working together to use distance education and collaboration tools for interacting and completing tasks synchronously and asynchronously.
To facilitate such interactions, online tools such as wiki pages and blogs can be used by students for working in groups and collaborating on ideas. Virtual worlds also give students the opportunity to collaborate globally online and gain practical experience with new hardware and software tools.

http://minerclass.edublogs.org/2010/12/31/collaborative-interaction-in-distance-education…/
In supporting all of the aspects of collaboration in distance education, Micah Miner (2010) posted in a blog that, “wikis can promote collaboration in group assignments, encourage negotiation, and make students comfortable with new generation of technology tools” (2010). This refers to the same growing comfort with online discourse explained by Dr. Siemens, allowing students to feel as though their contributions are recognized as a part of the group.

http://k12-virtual-worlds.com/2011/01/25/bringing-the-classroom-into-the-21st-century/
In this blog by K-12 Virtual Worlds (2011), a teacher explains the reasons supporting educational virtual worlds, stating that, “Avatar Storytellers allows you to engage your K-12 students in virtual worlds for learning, while teaching them valuable 21st Century computer and technology skills.” Not only has the level of technology increased, but the evolution of collaborative interactions between individuals and groups has motivated students to engage in more distance learning and communications.

http://blog.pbworks.com/
This blog by PBworks introduces an improved tool for collaboration called LiveBar. It is an innovative tool that would be useful and worth diffusing for businesses. Its capabilities continue to evolve as it adds on new features.
Tiffany Harrell

References

K-12 Virtual Worlds. (2011). Bringing the classroom into the 21st century. Retrieved from http://k12-virtual-worlds.com/2011/01/25/bringing-the-classroom-into-the-21st-century/

Laureate Education, Inc. (Producer). (2008). The future of distance education. [Video webcast]. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5701360&Survey=1&47=9580570&ClientNodeID=984645&coursenav=1&bhcp=1

Miner, Micah. (2010). Collaborative interaction in distance education. Retrieved from http://minerclass.edublogs.org/2010/12/31/collaborative-interaction-in-distance-education…/

Module 1: The Next Generation of Distance Education

After examining resources this week about the evolution and diffusion of distance education, I found similarities and differences in the views of how it will impact the next generation of learners. According to Dr. Michael Simonson, “in an evolutionary way, we are going to begin to use distance education technologies almost across the board in the teaching-learning process: K-12 education, higher education, professional education, and in the training environment in corporations and businesses” (Laureate Education Inc., 2008).Specifically in my field of work in elementary education, it is necessary to prepare students with the knowledge and skills necessary to learn through distance education. Similarly, Huett, Moller, Foshay, and Coleman (2008) find that as distance education technologies change the teaching and learning processes, “It is incumbent upon all professionals with a commitment to the potential of technology in education and training, no matter what their theoretical or ideological bent, to think outside the box, to collaborate and to advance the common vision” (p. 66). In a blog posting, Munoz (2011) supports these views of distance education stating, “As technology advances with knowledge, there will likely come a time when education will truly lie in the hands of those who seek it, not just those who can afford it.” Although there is often hesitation from educators to explore teaching through virtual schooling, I agree with these views that all fields of distance education must work together to improve how it is used for instruction and student learning.


These two views show similarities, but they also have contrasting views on the equivalency of face-to-face and online courses. Simonson (Laureate Education Inc., 2008) believes in an Equivalency Theory, stating that the two types of education should have the same learning outcomes, and provide equivalent experiences to meet those outcomes. Yet, Huett et al. (2008) believes that “the effectiveness of distance education has more to do with who is teaching, who is learning, and how that learning is accomplished and less to do with the medium” (p. 63). I would have to agree more with the positions of Huett et al. (2008) because I believe that distance education is meant to create more of a variety of options for experiences than that of a face-to-face classroom, not just equivalent experiences. It should focus more on the learner and the instructional tools that can be used to address each student’s learning styles. As students in the 21st century are exposed to evolving technologies, it is necessary to incorporate those tools into the ways students learn in order to keep them motivated and engaged.

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.

Laureate Education, Inc. (Executive Producer) (2008). Principles of distance education: the next generation. Baltimore, MD: Author

Munoz, L. (2011). Evolution of distance education. Retrieved from http://lynnmunoz.wordpress.com/2011/09/12/evolution-of-distance-learning/

Learning Management Systems

After reviewing learning management systems (LMS), I created a presentation that explains how they can be beneficial to the way instruction is delivered and students learn and share their work. The main LMS I evaluated was RCampus. http://www.rcampus.com/index.cfm Enjoy!

http://voicethread.com/#q.b1881498.i9913320