Sunday, October 24, 2010
Graphic Organizer learning tools
<iframe src="https://docs.google.com/document/pub?id=1zoHy15dH-wlKCs2Taa9zsUNTPq5Q-iFwBERbAbmrBHU&embedded=true"></iframe>
Power Point Storyboard for Critical Thinking in DE
<iframe src="https://docs.google.com/present/embed?id=dhtw45nk_0jk7ctczf&interval=5&autoStart=true" frameborder="0" width="410" height="342"></iframe>
Friday, October 15, 2010
Collaboration....Participation....No Hesitation????
Siemens (2008) said that one of the challenges to online collaboration is changing the way students are assessed. He suggests students assessing peers within learning communities, but this is not neccessarily the best practice considering the students are usually not the experts. If students do evaluate peers, then it should be based on the work completed and not the quality of the work.
The assessment model should be based on communication within communities based on the research of Siemens (2008). He said that students should have opportunities to participate in "high functioning" learning communities, but the problem is the inexperience of the distant education students. I adore his example of building a plane. This cannot be completed by an individual, but by many experts. In other words, it takes skilled individuals in many different areas to complete such a complex project. It reminds me of the saying, "It takes a village to raise a child."
Students bring all sorts of background knowledge to the table in distant education classes. The instructor could be fair and equitable by measuring the growth of each student and by authentic assessments such as teaching-based activities as mentioned by Siemens (2008).
If students do not want to participate in collaborative learning communities, then the other members of the learning community should offer support, help, and encouragement. No one wants to be put down or discouraged when they already are not able to push themselves to participate. It's best to offer help, but be sure to be abreast of your work first before offering to help others. This way you will not fall behind because of someone else.
As far as the instructor, he/she should be able to communicate the importance of completing the work without sounding harsh, but sounding concerned and open to give advice and guidance. Encouragement goes farther than ridiculing, so hopefully once the instructor offers help, the student will be able to bounce back and complete assignments. If the student continues to procrastinate, then I do think it would be time for the instructor to look over the assessment plan and adjust the student's scores as needed. This is an online couse, and the student is expected to complete the work, or suffer the consequences.
Siemens, G. (2008). “Learning Communities” Laureate Education, Inc.
Siemens, G. (2008) “Assessment of Collaborative Learning” Laureate Productions.
The assessment model should be based on communication within communities based on the research of Siemens (2008). He said that students should have opportunities to participate in "high functioning" learning communities, but the problem is the inexperience of the distant education students. I adore his example of building a plane. This cannot be completed by an individual, but by many experts. In other words, it takes skilled individuals in many different areas to complete such a complex project. It reminds me of the saying, "It takes a village to raise a child."
Students bring all sorts of background knowledge to the table in distant education classes. The instructor could be fair and equitable by measuring the growth of each student and by authentic assessments such as teaching-based activities as mentioned by Siemens (2008).
If students do not want to participate in collaborative learning communities, then the other members of the learning community should offer support, help, and encouragement. No one wants to be put down or discouraged when they already are not able to push themselves to participate. It's best to offer help, but be sure to be abreast of your work first before offering to help others. This way you will not fall behind because of someone else.
As far as the instructor, he/she should be able to communicate the importance of completing the work without sounding harsh, but sounding concerned and open to give advice and guidance. Encouragement goes farther than ridiculing, so hopefully once the instructor offers help, the student will be able to bounce back and complete assignments. If the student continues to procrastinate, then I do think it would be time for the instructor to look over the assessment plan and adjust the student's scores as needed. This is an online couse, and the student is expected to complete the work, or suffer the consequences.
Siemens, G. (2008). “Learning Communities” Laureate Education, Inc.
Siemens, G. (2008) “Assessment of Collaborative Learning” Laureate Productions.
Wednesday, October 13, 2010
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