All of the tools listed in the diagram can be used in the classroom. In my experience the projector, computer and document sharing are very popular. With the projector the instructor can show students how to use the software, programs and how to do the assignments. By the students actually being able to see what is being done, it gives them more confidence. Documents can be shared for help and feedback. Wiki work because students can collaborate, discuss, and give feedback as well as receive feedback. The wiki is a paperless environment and students do not have to worry about transporting or misplacing assignments. Uploading the work is time-dated and the instructor can monitor the site to see how often students participate. Students can post information on a blog or discussion board to receive help in the right direction and to know where they need to improve or add information.
References:
Durrington, V.A., Berryhill, A. & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), pp. 190-193. Retrieved September 4, 2009 from http://web.ebscohost.com.ezp.waldenulibrary.org
Siemens, G. (2008, January). Learning and knowing in networks: Changing roles for educations and designers. ITForum.
Blog:http://newmiddle-earth.blogspot.com
Wednesday, October 28, 2009
Tuesday, October 13, 2009
Monday, October 12, 2009
Assessing Collaborative Efforts
Participation in a collaborative learning community can be assessed by receiving feedback on what you did and then go in the industry or your career and you will see it in a different world. The transition to a career or work environment is something educators need to provide learners. It should be an assessment that is fair, direct, properly deals with how the learner will achieve results or activities that relates to what was said as the outcome.
The varying levels of skill and knowledge students bring to course affect the instructors “fairs and equitable assessment” of learning is where education becomes a difficult conversation. You bump us against education regularly because the view of education has been broadened. Instead of a classroom, a confined experience starts seeing education as participation in large environments where there is prior learning assessment and recognition in a fitting model. The concept is assessing someone beyond a strictly mark that is based assessment and what it mean to assess someone that is based where they started versus where they will end up and also the growth of degree that they experienced.
If a student does not want to network or collaborate in a learning community for online courses the other members of the learning community have the potential for the whole system to breakdown. You will see emphasis of critical nature cooperation in tasks and activities that you cannot achieve yourself (Siemen). The role that he instructor plays is to stay active in the process to guide participants gently so that they will not go astray and bring them back to the learning goals of why they are there in the first place (Palloff & Pratt, 2007).
Blog Post:
http://tlcoleman73.blogspot.com/2009/07/module-3-blog-post.html
Retrieved September 29, 2009.
References:
Siemens, G. (Speaker). (n.d.). Learning Communities. Retrieved September 8, 2009.
Siemens, G. (Speaker). (n.d.). Assessment of Collaborative Learning. Retrieved September 8, 2009.
Palloff, R.M. & Pratt, K.. (2007). Recontextualizing community. In R.M. Palloff & K. Pratt, Building online learning communities, (pp. 42-43). San Francisco, CA, Jossey-Bass.
The varying levels of skill and knowledge students bring to course affect the instructors “fairs and equitable assessment” of learning is where education becomes a difficult conversation. You bump us against education regularly because the view of education has been broadened. Instead of a classroom, a confined experience starts seeing education as participation in large environments where there is prior learning assessment and recognition in a fitting model. The concept is assessing someone beyond a strictly mark that is based assessment and what it mean to assess someone that is based where they started versus where they will end up and also the growth of degree that they experienced.
If a student does not want to network or collaborate in a learning community for online courses the other members of the learning community have the potential for the whole system to breakdown. You will see emphasis of critical nature cooperation in tasks and activities that you cannot achieve yourself (Siemen). The role that he instructor plays is to stay active in the process to guide participants gently so that they will not go astray and bring them back to the learning goals of why they are there in the first place (Palloff & Pratt, 2007).
Blog Post:
http://tlcoleman73.blogspot.com/2009/07/module-3-blog-post.html
Retrieved September 29, 2009.
References:
Siemens, G. (Speaker). (n.d.). Learning Communities. Retrieved September 8, 2009.
Siemens, G. (Speaker). (n.d.). Assessment of Collaborative Learning. Retrieved September 8, 2009.
Palloff, R.M. & Pratt, K.. (2007). Recontextualizing community. In R.M. Palloff & K. Pratt, Building online learning communities, (pp. 42-43). San Francisco, CA, Jossey-Bass.
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