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#