Application - Constructing Quality Questions for Discussions

Software tools that promote collaboration and community building

There are many tools out and available on the web to promote a sense of an online community.  These tools are available via CMS (Course Management Systems) and LMS (Learning Management Systems).  Schoology is a “learning management system to make online education a collective effort between everyone involved in a student's education.  With an easy-to-use collaborative interface, Schoology empowers engaging instruction and system-wide collaboration to enhance the overall impact of everyone involved.”  (Friedman, Hwang, Trinidad, Kindler.  2009)

“Asynchronous e-learning, commonly facilitated by media such as e-mail and discussion boards, supports work relations among learners and with teachers, even when participants cannot be online at the same time.  Asynchronous e-learning makes it possible for learners to log on to an e-learning environment at any time and download documents or send messages to teachers or peers.”  (Hrastinski.  2008)

Schoology offers personalized homepages for teachers & students, course profiles, calendar, online HW drop boxes, assignments & events page, test & quizzes page, grade book & attendance page, student tracking tool, email, messaging, and announcements, discussions and group workspaces.  It’s used in the K-12 environments, Higher Education, and Corporate.  It has teacher tools, “curriculum management (utilizing standards-compatible content creation, sharing, and tracking)”  (Friedman, Hwang, Trinidad, Kindler.  2009), and “advanced analytics which provides teachers and administrators with critical information for optimizing educational strategies.”  (Friedman, Hwang, Trinidad, Kindler.  2009)

For this discussion, please research either a CMS or LMS tool that can be used for online student / instructor collaboration and community building.  Please post your initial response by Thursday and respond to two of your classmates posting by Sunday.  If a student or instructor has posted to your initial discussion post, please try and respond back.


Required Reading:

Course Text: Assessing Learners Online

Chapter 13, "Interaction and Collaboration Online"

Chapter 14, "Managing Assessment of Interaction and Collaboration"

I have attached / linked the scoring rubric for you to download and follow.
Discussion Board Scoring Rubric

References:

Oosterhof, A., Conrad, R.-M., & Ely, D. P. (2008). Assessing learners online. Upper Saddle River, NJ: Pearson.

Schoology, Jeremy Friedman, Ryan Hwang, Tim Trinidad, and Bill Kindler.  2009 https://www.schoology.com/learning-management-system.php

http://www.go2web20.net/app/?a=schoology

EDUCAUSE Quarterly, vol. 31, no. 4 (October–December 2008).  Asynchronous and Synchronous E-Learning - A study of asynchronous and synchronous e-learning methods discovered that each supports different purposes.  By Stefan Hrastinski

http://www.educause.edu/ero/article/asynchronous-and-synchronous-e-learning

 

Blog Assignment: Plagiarism Detection and Prevention

Plagiarism is using someone else’s words exactly as they said it or wrote it.  To avoid it, you must either use your own words – paraphrasing – or use quotes around those people’s words and then cite it at the end and after the quotes.

 

According to Purdue’s website, “There are some actions that can almost unquestionably be labeled plagiarism.  Some of these include buying, stealing, or borrowing a paper (including, of course, copying an entire paper or article from the Web); hiring someone to write your paper for you; and copying large sections of text from a source without quotation marks or proper citation.”  (The Purdue OWL. Purdue U Writing Lab, 2010. Web. April 10, 2014).

So, if you want to use someone else’s exact words, you have to use quotes and cite it.  If you want to use a picture that is someone else’s, you have to cite it.  You can use free sources that are free to use, share, and modify.  You could use Google and just put on those advance search filters.

 

You can paraphrase stuff.  If you do paraphrase, just make sure all the words you use are not what it is in that person’s sentence.  Change the words, use your own.

You can take your own notes by looking at something that is written or as someone is talking.  Write down what you think they are saying in your own words.  If you’re interviewing someone, same thing, use your own words.  But, if you want to use that person’s exact word, use quotes, and get their permission and then cite it.  You could use direct quotes but just have to cite it and quote it in quotation marks.  You could use other people’s work but it just has to be quoted and cited so they get the credit.

A lot of universities use plagiarism software to check if students are or have plagiarized.  A “facilitator’s role is to educate learners about copyright, fair use, plagiarism, and cheating.”  (Laureate Education, Inc., n.d., "Plagiarism and Cheating") 

References:

The Purdue OWL. Purdue U Writing Lab, 2010. Web. April 10, 2014, http://owl.english.purdue.edu/owl/resource/589/1/

"Plagiarism and Cheating".  Dr. Palloff and Dr. Pratt.  Laureate Education, Inc.  (n.d.)

Blog Assignment: Impact of Technology and Multimedia

What impact does technology and multimedia have on online learning environments?

          “Multimedia learning occurs when students build mental representations from words and pictures that are presented to them (e.g., printed text and illustrations or narration and animation). The promise of multimedia learning is that students can learn more deeply from well-designed multimedia messages consisting of words and pictures than from more traditional modes of communication involving words alone.”  (Mayer 2003)  Students sometimes need to see information and how something works instead of just looking at words in a book.
 
          “Computer-based multimedia learning environments - consisting of pictures (such as animation) and words (such as narration) - offer a potentially powerful venue for improving student understanding.”  (Mayer & Moreno 2002)  This is so true.  Like they say, “pictures are worth a thousand words.”  Students do not always understand or grasp things by reading or a teacher standing in the front of the class talking.  Students need to actually see what is being taught. 

          As stated by Tay Vaughan, “Sound is perhaps the most sensuous element of multimedia.  It is meaningful “speech” in any language, from a whisper to a scream”, (Vaughan, 96).  Sound comes in a variety of tones from music to special effects.  Sound can set the tone for a great learning experience or not. 

          As stated by Tay Vaughan, “Video is the element of multimedia that can draw gasps from a crowd at a trade show or firmly hold a student’s interest in a computer-based learning project”, (Vaughan, 192).  Choosing video for a multimedia project depends on the computer system.


What are the most important considerations an online instructor should make before implementing technology?

          The most important considerations an online instructor should make before implementing technology would be that the instructional environment should be viewed as a system, a relationship among all the components of that system – the instructor, the learners, the material, and the technology.”  (Simonson, Smaldino, Albright, & Zvacek.  p. 151. 2012)   

          “The scope of the content for a course needs to be sufficient to ensure the entire learning experience will lead to the desired outcomes.”  (Simonson, Smaldino, Albright, & Zvacek.  p. 157. 2012)  Also, “the instructor needs to focus on selecting instructional strategies that engage all the learners in active learning”  (Simonson, Smaldino, Albright, & Zvacek.  p. 157. 2012) by “de-emphasizing the “informative” part of the instruction for more “discovery” of information.” (Simonson, Smaldino, Albright, & Zvacek.  p. 159. 2012)  The instructor will need to incorporate media into the training program.  Also, visual information will need to be created.  “Visuals also help learners by simplifying information.”   (Simonson, Smaldino, Albright, & Zvacek.  p. 160. 2012)  The use of charts and diagrams are great for understanding course content and the use of technology, equipment use and resources available to / for students available at a distance also aide in learning.


What implications do usability and accessibility of technology tools have for online teaching?

          Implications for usability and accessibility of technology tools for online teaching / technology considerations – when to use and when not to use and finally, choosing a delivery method which can be classroom based, instructor-led synchronous course, instructor-led asynchronous course, learner-led synchronous course or learner-led asynchronous course.  Dr. Piskurich states “activities should provide ample opportunities for online learners to explore on their own.”  (Laureate Education, Inc. "Planning and Designing Online Courses")  Technology considerations, “ensure that the learners and facilitators have access to the technology selected and ensure that the learners will know how to use whatever technology is selected”  (Laureate Education, Inc. "Planning and Designing Online Courses") story board (maps out flow of course into weeks / days & by assignments) (Laureate Education, Inc. " Developing Online Courses") & sitemaps (shows how students will move through the course).  (Laureate Education, Inc. “Developing Online Courses”)


What technology tools are most appealing to you for online teaching as you move forward in your career in instructional design?

          The technology tools that are most appealing to me for online teaching as I move forward in my career in instructional design are:
                    •    Social media
                    •    Audio
                    •    Comics
                    •    Wikispaces
                    •    iAdventures / WebQuests
                    •    MindMaps
                    •    Storyboards




References:

Laureate Education, Inc. (Producer). (n.d.) "Developing Online Courses".  [Multimedia Webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3467850_1%26url%3D

Laureate Education, Inc. (Producer). (n.d.) "Planning and Designing Online Courses". [Video Webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3467850_1%26url%3D

Richard E. Mayer .  The promise of multimedia learning: using the same instructional design methods across different media.  Learning and Instruction, Volume 13, Issue 2, April 2003, Pages 125-139.

Richard E. Mayer & Roxana Moreno.  Aids to computer-based multimedia learning.  Learning and Instruction, Volume 12, Issue 1, February 2002, Pages 107-119

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and Learning at a Distance: Foundations of Distance Education (5th ed.) Boston, MA: Pearson.

Vaughan, T. (2008). Multimedia: Making It Work (7th ed., pp. 96—131 & 192-225). New York, NY: McGraw-Hill.

Blog Assignment: Setting Up An Online Learning Experience

What is the significance of knowing the technology available to you?

The significance of knowing the technology available to you is huge.  “The primary tool that you will need to become familiar with is the course management system (CMS) that your institution uses.”  (Boettcher & Conrad.  2010.  P.  57)  There is a wide variety of tools and applications available for an online learning experience.  “The best approach for teaching a first online course is to keep it simple.  Focus on the essential tools, and build your first course around those tools.  You can branch out later as you teach the course around those tools.”  (Boettcher & Conrad.  2010.  P.  57)   The instructional environment should be viewed as a system, a relationship among all the components of that system – the instructor, the learners, the material, and the technology.”  (Simonson, Smaldino, Albright, & Zvacek.  p. 151. 2012)    

“The scope of the content for a course needs to be sufficient to ensure the entire learning experience will lead to the desired outcomes.”  (Simonson, Smaldino, Albright, & Zvacek.  p. 157. 2012)  Also, “the instructor needs to focus on selecting instructional strategies that engage all the learners in active learning”  (Simonson, Smaldino, Albright, & Zvacek.  p. 157. 2012) by “de-emphasizing the “informative” part of the instruction for more “discovery” of information.” (Simonson, Smaldino, Albright, & Zvacek.  p. 159. 2012)  The instructor will need to incorporate media into the training program.  Also, visual information will need to be created.  “Visuals also help learners by simplifying information.”   (Simonson, Smaldino, Albright, & Zvacek.  p. 160. 2012)  The use of charts and diagrams are great for understanding course content.  The use of technology, equipment use and resources available to / for students available at a distance. 

Also, technology considerations – when to use and when not to use and finally, choosing a delivery method which can be classroom based, instructor-led synchronous course, instructor-led asynchronous course, learner-led synchronous course or learner-led asynchronous course.  Dr. Piskurich states “activities should provide ample opportunities for online learners to explore on their own.”  (Laureate Education, Inc. "Planning and Designing Online Courses")  Technology considerations, “ensure that the learners and facilitators have access to the technology selected and ensure that the learners will know how to use whatever technology is selected”  (Laureate Education, Inc. "Planning and Designing Online Courses") story board (maps out flow of course into weeks / days & by assignments) (Laureate Education, Inc. " Developing Online Courses") & sitemaps (shows how students will move through the course).  (Laureate Education, Inc. “Developing Online Courses”)  

Why is it essential to communicate clear expectations to learners?

It is essential to communicate clear expectations to learners through “clear and unambiguous guidelines about what is expected of learners and what they should expect from an instructor make a significant contribution to ensuring understanding and satisfaction in an online course.”  (Boettcher & Conrad.  2010.  P.  55)  In order for the students to be successful in their online environment and courses, the instructor needs to set out a clear outline of the course and what is expected.  “The online syllabus sets out the overall course plan with performance goals, learning outcomes, and requirements.”  (Boettcher & Conrad.  2010.  P.  64)  Also, teaching guidelines are also helpful.  They are “a set of introductions and guides for each of the course topics and modules and setting out the requirements and specifications for student action and learning.”  (Boettcher & Conrad.  2010.  P.  68)     

What additional considerations should the instructor take into account when setting up an online learning experience?

Additional considerations the instructor should take into account when setting up an online learning experience is regardless of the size of the program, he / she needs to create a clear framework outlining the goals, delivery, and structure of the e-learning program with clear benchmarks for success.  (Moller, Foshay, & Huett. 2008)  Instructional designers will play a key role in the transition of instructional delivery.  The designers will not only assist in the design of courses but also provide much needed leadership.  If learning outcomes in any distance education course are to be maximized, transactional distance needs to be minimized or shortened.  There are components that have to work together to shorten the transactional distance and provide for a meaningful learning experience:  dialog, or interaction between learners and teachers, structure of the instructional programs, and autonomy, or the degree of self-directedness of the learner.  

Many times, instructional designers must work to accommodate a variety of learner and contextual characteristics.  The group to be trained may vary greatly in age, experience and level of interest.  This variety can cause an additional challenge however if they characteristics are considered in advance, accommodations can be made.  As instructional designers we have to decide the best method to design the objective based on the needs assessment of the target audience.  We can reach into our “toolbox and determine the best tool or tools” (Morrison, Ross, Kalman, and Kemp, 2011) to identify the need for instructions, define problems, conduct the learner and contextual analysis, conduct a task analysis and define the instructional objectives.  These tools could be the performance-content models created by Mager and Beach, Gronlund, Merrill, and Bloom.  Each instructional designer should choose the tool that best suits their needs.   An instructional designer should understand the types of objectives and the reason for having objectives during training.  “Objectives are based on the results of the task analysis and provide a refinement and implementation of the needs of and / or goals for a project” (Morrison, Ross, Kalman, and Kemp, 2011).

 

 

References:

Boettcher, J. V., & Conrad, R. (2010). The Online Teaching Survival Guide: Simple and Practical Pedagogical Tips. San Francisco, CA: Jossey-Bass.

Laureate Education, Inc. (Producer). (n.d.) "Developing Online Courses".  [Multimedia Webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3467850_1%26url%3D

Laureate Education, Inc. (Producer). (n.d.) "Planning and Designing Online Courses". [Video Webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3467850_1%26url%3D

Moller, L., Foshay, W. R., & Huett, J. (2008). The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web. Part 2: Higher Education.  Techtrends: Linking Research & Practice To Improve Learning, 52(4), 66-70. doi:10.1007/s11528-008-0179-0

Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and Learning at a Distance: Foundations of Distance Education (5th ed.) Boston, MA: Pearson.

EIDT-6510 - Blog Assignment: Online Learning Communities

How do online learning communities significantly impact both student learning and satisfaction   within online courses?

Attitude Factors apply to the distance learning setting.  This pertains to classroom culture at a distance and etiquette.  “It is essential to take the time to create opportunities for social interaction.”   (Simonson, Smaldino, Albright, and Zvacek.  p. 222. 2012)  Not only do students need to have interaction among their classmates; they also need to know how to act properly online when communicating.  Since there is “a more diverse population, students must become sensitive to all members of the class.  It is the responsibility of the instructor to establish the protocols for communication within the course.”  (Simonson, Smaldino, Albright, and Zvacek.  p. 223. 2012)  Experience with distance learning whether it is adult learners or K-12 learners is essential for a successful distance learning situation.  Not everyone has had experience with distant learning.  Some may be experiencing this for the first time.  There are elements for success that need to be considered.  They are general ability (cognitive), prior knowledge (background), and learning styles (unique characteristics).  The instructor must “become familiar with the students in the class and to address their needs as they have identified them.”   (Simonson, Smaldino, Albright, and Zvacek.  p. 227. 2012)  Not only do the instructors have to show responsibility, but the learners must also take part in their own responsibilities.  Students will need to know what is required of them and what they need to do in order for their distant learning to be a success.

What are the essential elements of online community building?

Dr. Palloff in Laureate Education (2010) states, “a community of students and faculty who explore content together to construct meaning and knowledge about that content.”  A statement that sticks out is “the most essential characteristic of the successful learner in a distance education teaching and learning environment is that the learner must be willing and able to be self-directing.” (Levine 2005)  Shearer (2003) supports this concept of psychological distance and the dynamic relationship between teacher and the autonomous learner.   While adult learners are more likely to achieve a level of autonomy so as to function within this dynamic relationship, the same may not be true of the learner in K-12 and must be a consideration in the development of successful distance learning experiences for this student population.  We can still build the 'relationships' necessary to successful distance learning in K-12 with regard to Learner/Instructor and Learner/Learner.  “In traditional school settings, learners are very dependent on teachers for guidance.”  (Simonson, Smaldino, Albright, & Zvacek.  p.45. 2012)  In distance education, “the student must accept a high degree of responsibility for the conduct of the learning program.”  (Simonson, Smaldino, Albright, & Zvacek.  p.45. 2012)  Every student / individual is different in learning whether it be in-person or via the www.  Each student is unique and learns differently.  Some students may get it right away & others may not.

How can online learning communities be sustained?

Establishing a sense of classroom community in distance learning is both essential and challenging.  Classrooms, in any form, are places organized to promote learning among a community of people whose learning goals are similar (Palmer, 1998).  These places are deliberately created and can be either very lonely or very social and interactive.  In distance learning, a learning community is created when teachers and students come together in an environment in which everyone is actively involved in a collective effort of understanding through which to expand both the collective and the individual knowledge and skills.  Community-centered learning environments recognize the social aspects of learning and that interaction is critical to the learning process.  Community-centered learning environments also integrate students’ experiences with new information, set theory in practice and build both social and content area skills (Hanna, 2000).  Attendance and class participation are also essential for distance learning.  Just like a traditional class, one must be present and participate.

What is the relationship between community building and effective online instruction?

Some of the attributes of community building and effective online instruction are Attitude Factors; Experience; Elements for Success; Learner Responsibilities; Communication; Attendance and Class Participation; Assignments; Assuming Responsibilities for Own Learning; and Equipment Requirements and Use.  A statement that sticks out is “the most essential characteristic of the successful learner in a distance education teaching and learning environment is that the learner must be willing and able to be self-directing.” (Levine 2005)  This means that the learner / student must take control of his / her own actions.  The learner / student must follow the schedule set out by the teachers.  The student / learner must be mindful of tasks and deadlines.  The teachers must stay on top the students / learners with communication.  The student / learner must also keep contact with their teachers.  Everyone must fully participate 100% in order for distance learning to work and be effective.  Instructors need to make the students feel welcome & that they can come to them about anything.  The instructors are there for them & really want them to understand the topics and to walk away confident & knowledgeable in the area taught.  Establishing and maintaining this balance is a challenge for adult learning communities.  We can still build the relationships necessary for successful distance learning in K-12 with regard to Learner/Content and Learner/Technology.  Building Learner-Technology & Learner-Instructional Content relationships can be quite difficult at first.  Once you develop a plan / strategy, all will come together.  One must first start out simple / basic & then move on to adjust / make changes once one is more familiar w/ the students.  For distance learning in K-12, the challenge grows exponentially as it is affected by factors that are unique to that student population as well as the governing norms, rules, regulations and standards to which the learning and learning environments must conform.  “The autonomous learner needs little help from the teacher.”  (Simonson, Smaldino, Albright, & Zvacek.  p.45. 2012)   For distance learning to be effective in K-12, continued research and discussion must focus on how best to establish and maintain social presence, social learning, interaction, and transactional distance in the appropriate balance of control, power and empowerment for students and teachers.

 

References:

Hanna, D. (2000) Approaches to learning in collegiate classrooms. Higher Education in an era of digital competitions: Choice and challenges, Hanna. D. ed. Maidson, WI: Atwood Publishing.

Palmer, P. (1998) The courage to teach: Exploring the inner landscape of a teacher's life.  San Francisco: Jossey-Bass.

Laureate Education, (2010). Online Learning Communities. [Video]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_4732487_1%26url%3D

Levine, Joseph S. (2005).  Making Distance Education Work: Understanding Learning and Learners at a Distance.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and Learning at a Distance: Foundations of Distance Education (5th ed.) Boston, MA: Pearson.