http://www.youtube.com/watch?v=r4HiNZxPCis
Follow this link, and please, leave a comment.
Saturday, February 21, 2009
Whoops Here it is!
My previous post was incorrect. That is the project for my EDUC 8841 coursework. Thank you for the comments, however, this is the link, since I am unable to embed for some reason, to teachertube.com
Please take a visit!
Jeannine
Wednesday, February 18, 2009
Wednesday, February 11, 2009
As we move from a static to dynamic model for education and its tools, we must consider the learner at the center most point. From this perspective we, as educators, need to make available the resources which utilize and promote a more dynamic approach. With the tools and technologies available to us, a time for a more dynamic approach to education has come. With this, instructional design must focus its attention on the best practices which the learner can employ while enrolled in the class. As the tools of technology evolve, educators need to continue to evolve as well, and not just as experts in their particular field. We need to be aware of which technologies would be of the utmost assistance with delivery and interaction with content information, communication with instructors and peers, and the efficiency of newer technologies in assisting true collaboration. This collaboration allows for each individual to remain at the center of their own learning, while learning with others.
One of the biggest benefits of moving towards the dynamic end of the continum for me as an educator is the awareness that while employing technologies which speak to the children as digital natives, the types of collaboration and communication devices, when used effectively, give the power and control to the learner. This responsiblity is one of the most powerful tools, above all technologies invented. When each learner is given a voice in a group, a voice and power of direction, the learning will be more meaningful.
When speaking of myself in relation to the static-dynamic spectrum, I consider myself to be emerging towards a more dynamic approach with every new discovery. The question which enters my head each time I begin to create a new project, or design coursework, is, how does this affect learning? With this question at the forefront and the learner as the centermost point, I feel my direction towards the more dynamic components of learning and technology utilization is being achieved.
Through my coursework with Walden University, I have already begun to not only grasp why this shift is necessary, but also how I can create this type of dynamic atmosphere with the children I service each day. The level of knowledge I have gained during this coursework and the amount of learning as an individual which I have employed during my day job has increased tremendously while using a very dynamic approach to learning. The collaboration, information and feedback I have received from Professor Moller and classmates has been to my benefit. Without this collaborative piece, I feel that the learning would be quite flat; static.
One of the biggest benefits of moving towards the dynamic end of the continum for me as an educator is the awareness that while employing technologies which speak to the children as digital natives, the types of collaboration and communication devices, when used effectively, give the power and control to the learner. This responsiblity is one of the most powerful tools, above all technologies invented. When each learner is given a voice in a group, a voice and power of direction, the learning will be more meaningful.
When speaking of myself in relation to the static-dynamic spectrum, I consider myself to be emerging towards a more dynamic approach with every new discovery. The question which enters my head each time I begin to create a new project, or design coursework, is, how does this affect learning? With this question at the forefront and the learner as the centermost point, I feel my direction towards the more dynamic components of learning and technology utilization is being achieved.
Through my coursework with Walden University, I have already begun to not only grasp why this shift is necessary, but also how I can create this type of dynamic atmosphere with the children I service each day. The level of knowledge I have gained during this coursework and the amount of learning as an individual which I have employed during my day job has increased tremendously while using a very dynamic approach to learning. The collaboration, information and feedback I have received from Professor Moller and classmates has been to my benefit. Without this collaborative piece, I feel that the learning would be quite flat; static.
Sunday, January 18, 2009
Online Learner Engagement Model:
In order for online learners to have the connections to their learning community, it is essential for the educator to design a course in which promotes engagement. To accomplish this, an online educator has the responsibility of creating a unique space where the connections, though often asynchronous, continue to encourage the learning relationships, and collaborative efforts of all involved, including the instructor as a facilitator.
As outlined above, the model for the online learning community includes the components of support, resources and networks. It is essential to keep in mind that, though the course design is of the utmost importance, the inter-connectivity and dependence of each of these components is the critical factor when considering true engagement of each of the course members. While guided and facilitated by the instructor, the network serves as support and suppliers of resources, in the form of supplemental materials and expertise. Likewise, the support of the learning community comes from both the network of people involved as well as the resources supplied and supplemented by all. Finally, the resources available are available for support and in order to further promote the network of discussion and learning.
The inter-connectivity of the online learning engagement model, is intended to be a fluid construct which utilizes the theory of learning through connectivism. This theory is one where "knowledge is distributed across networks and the act of learning is largely one of forming a diverse network of connections, and recognizing attendant patterns. (Siemens, 2005). Within the larger network of learners in the course, smaller groups need to be created in order for learners to become more familiar with others, and more able to connect with smaller groups, rather than attempting to reach all learners within the network with each discussion or project. Therefore, the creation of certain types of online communities, outlined below, will assist with the networking of students.
In order for online learners to have the connections to their learning community, it is essential for the educator to design a course in which promotes engagement. To accomplish this, an online educator has the responsibility of creating a unique space where the connections, though often asynchronous, continue to encourage the learning relationships, and collaborative efforts of all involved, including the instructor as a facilitator.
As outlined above, the model for the online learning community includes the components of support, resources and networks. It is essential to keep in mind that, though the course design is of the utmost importance, the inter-connectivity and dependence of each of these components is the critical factor when considering true engagement of each of the course members. While guided and facilitated by the instructor, the network serves as support and suppliers of resources, in the form of supplemental materials and expertise. Likewise, the support of the learning community comes from both the network of people involved as well as the resources supplied and supplemented by all. Finally, the resources available are available for support and in order to further promote the network of discussion and learning.
The inter-connectivity of the online learning engagement model, is intended to be a fluid construct which utilizes the theory of learning through connectivism. This theory is one where "knowledge is distributed across networks and the act of learning is largely one of forming a diverse network of connections, and recognizing attendant patterns. (Siemens, 2005). Within the larger network of learners in the course, smaller groups need to be created in order for learners to become more familiar with others, and more able to connect with smaller groups, rather than attempting to reach all learners within the network with each discussion or project. Therefore, the creation of certain types of online communities, outlined below, will assist with the networking of students.
Saturday, January 17, 2009
Saturday, January 10, 2009
Tuesday, January 6, 2009
Assessment of Online Learning Environments
The topic of learner engagement is an important one when considering the assessment of learning within a collaborative environment, such as a learning community. As one needs to be accountable for their own choices, one needs to be accountable for their own participation and direction in learning. How does this affect the assessment of the individual within this community? Siemens points out that “...rather than having the educator being the sole individual doing all of the assessment, we can now have a group of learners help to assess.” (Siemens, 2008). By rating peers based on a scale or written feedback, the individual student can obtain criticism, advice and opinion. Likewise, as one who is part of this learning community, the individual gains insight from assessing other members’ work. The value of the task of assessing one’s peers is that the individual is able to obtain critical thinking skills in order to respond to each member in a worthwhile manner.
As with any new environment, some individuals are not familiar with or comfortable with learning as a community. The team must recognize each individual for their strengths, be aware of any weaknesses or areas of discomfort, and work together to achieve success. If this is not happening within any learning community, such as lack of interaction, participation or a breakdown in communication, the facilitator or instructor would need to step into the community as a support. In doing so, the instructor can utilize some team building activities, such as role play as suggested by Siemens (2008). These activities need to focus on the building of trust within the community. Trust is a core need in order for the group to successfully build upon their learning, and without this, the group would be unable to progress. As rules are established and trust is built, the community of learners also needs to have assessments which reflect the most important aspects of learning within a community. The focus on participation within a rubric would highlight its significance, and bring awareness to each individual the requirements of such a course.
Siemens, G. (2008)Assessment of collaborative learning featuring George Siemens, Transcript of video, Laureate Education, Inc. (2008)
Siemens, G. (2008) Learning Communities featuring George Siemens, Transcript of video, Laureate Education, Inc. (2008)
The topic of learner engagement is an important one when considering the assessment of learning within a collaborative environment, such as a learning community. As one needs to be accountable for their own choices, one needs to be accountable for their own participation and direction in learning. How does this affect the assessment of the individual within this community? Siemens points out that “...rather than having the educator being the sole individual doing all of the assessment, we can now have a group of learners help to assess.” (Siemens, 2008). By rating peers based on a scale or written feedback, the individual student can obtain criticism, advice and opinion. Likewise, as one who is part of this learning community, the individual gains insight from assessing other members’ work. The value of the task of assessing one’s peers is that the individual is able to obtain critical thinking skills in order to respond to each member in a worthwhile manner.
As with any new environment, some individuals are not familiar with or comfortable with learning as a community. The team must recognize each individual for their strengths, be aware of any weaknesses or areas of discomfort, and work together to achieve success. If this is not happening within any learning community, such as lack of interaction, participation or a breakdown in communication, the facilitator or instructor would need to step into the community as a support. In doing so, the instructor can utilize some team building activities, such as role play as suggested by Siemens (2008). These activities need to focus on the building of trust within the community. Trust is a core need in order for the group to successfully build upon their learning, and without this, the group would be unable to progress. As rules are established and trust is built, the community of learners also needs to have assessments which reflect the most important aspects of learning within a community. The focus on participation within a rubric would highlight its significance, and bring awareness to each individual the requirements of such a course.
Siemens, G. (2008)Assessment of collaborative learning featuring George Siemens, Transcript of video, Laureate Education, Inc. (2008)
Siemens, G. (2008) Learning Communities featuring George Siemens, Transcript of video, Laureate Education, Inc. (2008)
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