Final Project-Virtual Worlds

Finally! I have uploaded my video to youtube. Please give me some feedback.

Almost Final Project

This has not been my finest hour. However, you can see my work at http://www.slideshare.net/LCMartin. I am continuing to find a way to complete my video.

Module 5 Post

Module 5 Blog Posting: Where Am I on the Static-dynamic Continuum?
Personally, I think I am still very static with some dynamic spikes. While I use wikis and blogs for class, they are not a part of my daily life neither do I seek to use them in my profession life. My experience with video-conferencing is limited to observation not participation. I will use Skype to communicate with friends and family because of its economic benefits and instant messaging is used as a matter of course because friends and colleagues are often online simultaneously. In my research for my project, I have become more aware of virtual sites and forums, but I would like to become more aware of Webs 2.0 and3.0 as I have heard some wonderful things about them. Using dynamic resources for collaboration, communication and content is a goal I have yet to achieve but hopefully am moving toward becoming more comfortable with using in my daily life and not just for these wonderful distance learning classes.
On my mind map I have listed some static examples for communication, collaboration and content many of which I have used more consistently than those listed on the dynamic side. These seem to be the more classic items that are used more by those who are more comfortable with working alone in isolation and at their own pace perhaps at odd hours. For my personal technical development, I would like to move more toward the dynamic elements to broaden my horizons and develop a more adventurous spirit. It’s a big world out there and I want to experience it.
While Distance Education must use media to educate its students, that media must be secondary to content and good instruction. (Fahey, 2008) Meeting the needs of students is good teaching whether it is online or in the face to face environment. Students who take online classes are bound to be anywhere on the static-dynamic continuum. A good measure of success is when they are further along at the end of the instruction than they were at the beginning. At this point we can say that there is evidence of learning.
I can imagine that on the dynamic side will be CyberJohn07’s review of Augmented Reality: The Next Big Thing? Here he describes another use of the cell phone featuring some virtual reality applications. Along with 3-D graphics one will be able to scan buildings and get information about their interiors. CNN even has a video that explains the technology in more detail. I guess the future is here.

Fahy, P. J. (2008). Characteristics on interactive online learning media. In T. Anderson (Ed.), The theory and practice of online learning (pp. 167-199). Edmonton, AB: AU Press
CyberJohn07. (2009). Augmented Reality: The Next Big Thing? Retrieved November 7,2009 from http://teacherlingo.com/blogs/default.aspx?GroupID=30.

Engaging Students with Strategies and Tools

Module 4 Blog Posting : Engaging Learners Reflection

Some tools learners are using outside the classroom that could be brought into the classroom are the cell phone, educational games, chat-rooms, Skype, email, discussion boards, wikis, blogs and virtual venues created especially for particular classes. The cell phone is a tool available to every student. The features embedded in the phone lend themselves to collaboration and research. Since text-messaging is a popular way to communicate, that could be used to keep groups of students connected in their problem-based learning projects. Educational games either played or created by students would engage them in problem-solving, creativity, and learning. While chat rooms are considered social venues, students could use them for real-time collaboration for projects, bouncing ideas around and trying new ways of doing things. They could experiment without fear of “being wrong”. The application Skype with its features of voice and video could allow students of distant learning to feel more connected. Email with its traceable conversations would allow students to refer back to previous posts to clarify and improve points of interests for their classes. Discussion boards with their many threads would allow the entire class to participate in many conversations deepening their understanding of a given topic. Wikis, blogs and virtual venues allow students to create, collaborate and comment on each other’s work.
While instructors provide direction and presence, students will certainly be engaged using tools that they are familiar with using.(Anderson,2008) The original purposes of these tools being primary, learning as a secondary experience can certainly be welcomed. The peer-to-peer interactions allowed by the tools will lead to innovative learning strategies clearing the way to a deeper understanding of the subject matter. In using these tools and strategies, the role of the instructor as the curator of resources and the director of learning sequences will make the design of teaching and learning more engaging.(Siemens,2008)

References:
Anderson, T. (Ed.). (2008). The theory and practice of online learning (2nd ed.). Edmonton, AB: Athabasca University Press.
Siemens, G. (2008, January). Learning and knowing in networks: Changing roles for educators and designers. ITForum.

Link to my graphic organizer:http://springsong.wikispaces.com

Assessing Collaborative Learning Module 3

Module 3 Blog Posting: Assessing Collaborative Learning

Participation in a collaborative learning community should be assessed by group and individual achievement. The rubric for assessment should include individual and group assessments. Palloff and Pratt tell us that while assessments are teacher directed, “collaborative activities are best assessed collaboratively”(Palloff and Pratt, 2005) Even so, students should be given a chance to assess themselves and their peers. A time for self-reflection should also be a part of the assessment.

All students should show growth from the beginning of the project through to the end. The varying levels of skill and knowledge should show an increase based on the exercises given in the course. Assessing each student’s level of learning in a “fair and equitable” way is always going to be based somewhat on teacher judgment, but that judgment based on a given rubric gives at least an even chance of fairness as all students know and can use the rubric to pace themselves and check their own work.

James Atherton suggests giving students individual assignments and collective grades for collaborative projects. He gives suggestions with reasons for allocating particular grades to groups and group work. Collaborative assessment has to have a pre-established rubric from the onset with all stakeholders aware of the grading system and consequences for not cooperating. I took issue with his suggestion that the teacher give a grade for collective work and let the participants divide it up among themselves based on their particular contributions.

If networking and collaboration is a part of the course, the reluctant student has a choice of not signing up for it. The role of the professor is that of one who gives the final word on the maverick’s non-participation. He can insist through personal communication, that reluctant student can choose to drop the class, fail, or participate to the best of his/her ability.

The assessment plan of the professor should incorporate a rubric that clearly shows the individual and group requirements. I do not feel that the rubric should change for the reluctant participant. With the goals of the class clearly spelled out, the means of achieving those goals are also spelled out. Building trust, cooperation, and an online community through collaboration are all a part of the learning process which gives all participants an enriching experience.

References:
Palloff, R.M. and Pratt,K. (2005) Collaborating online: learning together in community.San Francisco. Jossey-Bass.

ATHERTON J S (2009) Learning and Teaching;Assessment: collaborative [On-line] UK:http://www.learningandteaching.info/teaching/assessment_collaborative.htm"Accessed:11 October 2009.

Video Presentation Initial Outline

LaVerne Blog Post 3
My Video Presentation Outline/ Storyboard Topic: Virtual Worlds

Key aspects of Virtual Worlds

Purpose-
Collaboration
Interaction
Creativity
Knowledge building and sharing

Environment-
3-D
User-friendly navigation
User-friendly tools
User-friendly communication

Best Practices and Authentic Application of Virtual Worlds
Setting goals
Teaching and learning
Simultaneous conferencing
Shared resources
Shared innovations

Future Aspects
Online learning communities
Professional Development
More Games
3-D Entertainment

This is my basic outline for my project. I am currently compiling scholarly writings on my subject. I find the topic fascinating and look forward to making my video. Having never made a video before, I have already looked at the resource given by our instructor several times. I welcome all suggestions, criticism, etc. This is my starting point. Hopefully I am headed in the right direction.

Week 4- Collaboration Interaction

Second Blog: Strengths, Limitations and Issues of Distance Education
Wednesday: Week 4- Collaboration Interaction

The element of online collaboration has evolved by way of an extension of online communication. From first sending emails back and forth, to teleconferencing to webinars, to instant messaging, to the wiki and Skype, online communication has led to online collaboration. Siemens (n.d.) tells us that getting a certain comfort level will allow these kinds of collaborative technologies to proliferate. The wiki is a great example which allows online collaboration by allowing editing of group work. This element allows individual and group creativity with discussion. Victoria Davis(2009) gives eleven essential tools for global collaboration in her blog. Using these elements classroom teachers can guide their classes to collaborate using online tools that will allow great collaboration. She gives tips for using these tools as well. While her list is extensive, it is by no means the only available tools, just some she has used in the course of her own teaching. http://russwiki.wikispaces.com/ is an example of a Chicago Public School teacher’s wiki that comes complete with the CPS Acceptable Use Policy. I liked the rules Russ gave the students for using the wiki in and out of school. Having taken one on his technology classes during the summer of 2008, I can appreciate his work with children.
The online tools that will allow collaboration through email are regular email accounts as well as the free Hotmail.com, gmail.com, etc. Email can get to be as slow as snail mail if it’s not checked regularly. Instant messaging is only as fast as one can type and the collaborators need to be online at the same time. Skype allows video and messaging as well as voice and again the collaborators need to be online at the same time. The wiki allows collaboration without the collaborators being online at the same time. Each can check in when they find it convenient leave messages and even edit each other’s work. Notification can be given and received by way of a feed and one can keep up with the collaboration. Learners using these tools will gain tremendous knowledge using the technology as well as learning the content of the subject matter.

Simonson, M. (n.d.). Distance education: Higher education, K12, and the corporate world. Retrieved September 28, 2009 from the EDUC-7102-2/EDUC-8842-2 Principles of Distance Education Web site: http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=3649021&Survey=1&47=5797856&ClientNodeID=984645&coursenav=1&bhcp=1

Davis, V.[Victoria A] Cool Cat Teacher Bloghttp://coolcatteacher.blogspot.com/2009/09/11-essential-tools-for-global.html

http://russwiki.wikispaces.com/

The Next Generation of Distance Education

First Blog Posting: The Next Generation of Distance Education

The equivalency theory espoused by Simonson, (Simonson,2000) is what gives distance learning credibility with face to face instruction. Students must have equivalent experiences in order to feel that distance learning can compete with face to face learning. In our fast paced society, more universities are offering online classes as a response to the needs of their student bodies and some are offering hybrids of distance education with varying combinations of both face to face and distance learning. Some universities are offering distance learning because of budgetary concerns. (Moller, Foshay, Huett, 2008. May). Some are making those offering to appeal to the student who is already in the workforce and cannot matriculate on campus. The isolation some students feel may limit the distant learning experience and cause some losses. However, the more credible distance learning becomes, the more schools and responding students will help with the evolution of the course designs and the more they will more to the next level.

Simonson, M. (2000,Winter) Making decisions: the use of electronic technology in online classrooms. New Directions for Teaching and Learning. Retrieved September 17, 2009 from Academic Search Premier Database;

Moller,L. Forshay W. &Huett,J. (2008.May) The evolution of distance education: Linking Research & Practice to Improve Learning 52 (3) 70-75. Retrieved September 17,2009. Doi:10.1007/s11528-008-1058-5.