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.