Creative Commons License Presentation

Yay!!!! It's done.  Now I can relax :)

Moving Toward Dynamic Technologies

This concept map of the static and dynamic technology and media tools is a great way of demonstrating the different ways learning can be assisted in a distance education environment.  While the static learning tools give the learners the opportunity to gain information from a “one way” perspective, the dynamic learning tools allows the students to actually interact in the process of distance learning. 

I have had to learn to use new technologies in my distance education experience; both static and dynamic.  I have learned course material through static tools such as web pages, article text, and podcasts.  At the present time however, I find myself using more dynamic tools for learning such as Skype, video conferencing, and blogs.  I feel that using the dynamic tools I have a more powerful role in my learning process.

References

Fahy, P. J. (2010). Characteristics of interactive online learning media. In T. Anderson (Ed.), The theory and practice of online learning (pp. 167-200). Edmonton, AB: AU Press.

McGreal, R., & Elliott, M. (2010). Technologies of online learning (E-learning). In T. Anderson (Ed.), The theory and practice of online learning (pp. 143-166). Edmonton, AB: AU Press.

Moller, L. (2008). Static and dynamic technological tools. Retrieved from http://sylvan.live.ecollege.com/ec/courses/14936/CRS-WUEDUC8812-3730064/8842_M5_Paper.pdf

Engaging Learners with New Strategies and Tools

Siemens (2008) discussed the necessity of blending formal and informal teaching strategies in order to have successful online instruction.  It is also important to utilize the current technical resources as a tool to educate the students (Siemens, 2008).

Durrington, Berryhill & Swafford (2006) stressed that online learners need clear syllabi, rubrics.  Additional resources such as links and articles are extremely important part of an enhanced learning environment.

It is also necessary for communication to be clear, concise, and timely to give student the feeling of a trusting online environment (Durrington, Berrhill, & Swafford, 2006). According to Durrington, et al. (2006), instructors who respond in a timely manner to their students with additional views and questions show the students that they are interested in their work and education.

References:

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

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

Assessing Collaborative Efforts

· How should participation in a collaborative learning community be assessed? How do the varying levels of skill and knowledge students bring to a course affect the instructor's "fair and equitable assessment" of learning?

The videos this week on Assessment of Collaborative Learning forces us to look at how the paradigm of learning has shifted from individual learning to more collaborative based learning.  With the shift in learning models, the students are no longer assessed in the traditional way.  Now the teacher has become more as a facilitator, assessing learners on their contribution to the learning community.  Furthermore, the students are now assessed by their peers.  This could mean feedback on our wiki, blog, or weekly discussions.

· If a student does not want to network or collaborate in a learning community for an online course, what should the other members of the learning community do? What role should the instructor play? What impact would this have on his or her assessment plan?

Siemens (2008) discussed strategies for assessing students of collaborative learning communities in online courses, and for generating and upholding flourishing online learning communities.

One should know going into an online class that there has to be some sort of collaboration.  Even in traditional classes, there is always some form of group project or work.  I do understand that some choose online learning for the flexibility and the convenience of working on your own time.  These are the exact reason I choose online classes.  So far, the collaborative assignments have not impeded on these conveniences.  I am able to leave a comment and answer any questions on my own time.  However, there is an upcoming requirement for all the members of a learning community to be online and giving feedback simultaneously (crossing my fingers that works out).  I strongly feel that any problems within communities amongst the group members should promptly be taken to the professor.  Trying to solve the problems within the group could result in further disagreement or hurt feelings.  A large percentage of the final grade in online courses is based on participation.  Therefore, if a student is not participating they should be either drop from the course or, worse case scenario, fail.

Siemens, G. (2008). Assessment of collaborative learning. Vodocast. Laureate Education, Inc.

Creative Common License Storyboard

●●●Introduction●●●

(2 Minutes)

My introduction will consist on a short video which puts common license in easy terms.  Afterwards, I will be explaining creative common license more in-depth.

                                                                                                                                                    

●●●Creative common license and education●●●

(3 minutes)

Many students, as well as teachers, misuse other’s work.  I will use this portion of the video to explain how easily it is to break the law in the educational environment.

●●●Penalties●●●

(2 Minute)

In this portion of the video I will discuss the different penalties that may be inflicted on an individual if they infringe upon a copyright owner’s rights.

●●●How to prevent infringement ●●●

(2 Minute)

There are ways to use another individual’s work without being penalized.  I will be discussing the steps needed to use others’ work including open educational resources.

●●●Conclusion●●●

(1 Minute)

The conclusion will consist of me reviewing the high points of the video.  I will end the video with a probing question and another short video clip.

***Sites that may be resourced for the video***

►http://www.webopedia.com/TERM/C/Creative_Commons_license.html

►http://www.youtube.com/watch?v=InzDjH1-9Ns&feature=related

►https://creativecommons.org/education

►http://www.innovateonline.info/pdf/vol2_issue5/Creative_Commons-__A_New_Tool_for_Schools.pdf

►http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?vid=5&hid=122&sid=8140aba8-d130-42fa-83dc-b4d393041fed%40sessionmgr110

►http://proquest.umi.com.ezp.waldenulibrary.org/pqdweb?index=45&did=1957509621&SrchMode=1&sid=1&Fmt=3&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1310356134&clientId=70192

►http://linksource.ebsco.com.ezp.waldenulibrary.org/FullText.aspx?linkout=http%3a%2f%2fezp.waldenulibrary.org%2flogin%3furl%3dhttp%3a%2f%2fgateway.proquest.com%2fopenurl%3fctx_ver%3dZ39.88-2003%26res_id%3dxri%3apqd%26rft_val_fmt%3dori%3afmt%3akev%3amtx%3ajournal%26genre%3darticle%26issn%3d1053-6728%26date%3d2008%26volume%3d29%26issue%3d3%26spage%3d33

►http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?sid=723e5050-01d6-43e4-9e3e-597291f7f8c3%40sessionmgr114&vid=4&hid=122

Elements of Distance Education Diffusion

Siemens (2008) stated there opposed to the tradition face-to-face delivery of education there are three components of distance education which can offer a successful learning experience.  The three components are global diversity, communication, and collaborative interaction. Collaborative interaction is the component which I believe has evolved the most.  Online collaboration has changed the face education.  What once was a teacher being hired to go to a college and teach in front of a class of students is now that same teacher monitoring the class from the computer.

Within the courses of Walden, we use a variety of technology to gain an education as well as be an active member of an online community.  According to Sheehy (2011), collaboration within online distance education has the potential to increase learning as well as satisfaction if done well but doing well is important and challenging.  Students complain that they do not like not having the advantage of having the teacher there to talk to and discuss problems with face-to-face.  However, online courses are finding new ways to get students engaged in the learning experience.  Online classes have surely evolved from just the discussions.  Colleges are now imploring the use of resources such as blogs, wikis, email, and video conferencing.  I believe that this is not the end online advancements.  As technologies continue to be offered, colleges and universities will adopt them so that students wanting the convenience of distance learning will be able to communicate more like a face-to-face class from their personal computer.

Sheehy, M. (n.d.). A Teacher Writes. Retrieved March 30, 2011, from WordPress: http://ateacherswrites.wordpress.com/2007/04/02/collaboration-at-a-distance-a-case-for-collaborative-learning-in-distance-education/

DVD: Laureate Education, Inc. (2008). Principles of Distance Education. Baltimore: Author

The Next Generation of Distance Education

It is the belief of Moller, Huett, Foshay and Coleman (2008) that most of these continuing education courses lack adequate instructional design for a sufficient learning environment.  This is due to the fact that the faculty lacks the necessary training in instructional design or distance education itself.  Training is an ongoing process.  When designing instructions, the instructor must take in to account the specific needs of the learners and the technology needed to facilitate learning.

Simonson (2008) states that the use of distance learning will only grow but will not replace the traditional school/university.  He also believes that one day distance learning will be introduced across the learning spectrum, from early education to higher education.  However, each division of education has unique requirements.  Therefore, again, instructional design must have the learners in mind.

The old ways of learning are no longer sufficient to meet the needs of the learners.  Therefore, as the needs of the learners evolve the instructional design must follow suit.  It is my opinion that in order for the instruction to do so, the teacher, instructor, professors, coach, or trainer must be adequately trained themselves.  If this is done the full potential of every learner may be reached.

Belinda V:)

References
Moller, L., Foshay, W., & Huett, J. (2008, May/June). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 1: Training and Development). TechTrends, 52(3), 70–75. Use the Academic Search Premier database, and search using the article’s title.

Moller, L., Foshay, W., & Huett, J. (2008, July/August). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 2: Higher Education). TechTrends, 52(4), 66–70. Use the Academic Search Premier database, and search using the article’s title.

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.Use the Academic Search Premier database, and search using the article’s title.

Simonson, M. (2000). Making decisions: The use of electronic technology in online classes. New Directions for Teaching and Learning, 84, 29–34.