This is my reflection of best stategies and most effective tools that will promote best teaching practice to provide high levels of students engagement within a learning community. The ability to design and deliver well constructed syllabus will teach students to develop critical thinking skills, and at most the students will have clear understand of the objective of the course. Also, it is extremely important to have clear guidelines to reinforce rules and policies that will maintain integrity of online education programs.
Although the guidelines provide good practice that is needed for online course regulation, guidelines are very importance to be implemented by the instructor in an online discussion forum. This will allows student to have the proper information that is needed to participate online discussion as well as the self assessments, the rubrics which allow students to compare their own performance against standards that were established by their instructor.
Furthermore, an effective online instructor is an instructor who is able to deliver and guide the overall learning process. This promotes the practice of teaching: (a) innovation; (b) research; (c) designed program; and (d) technological evolution. These approaches will engage learners to connect in an online community. Finally, I support many of the roles that Siemens (2008) emphasized. Many of these roles are needed to become an effective teacher. I’ve come to believe that learning to become an excellent teacher is a life long career undertaking. A great teacher is never a finished product; they are forever in the process of becoming one.
References:
Anderson, T. (Ed.) (2008). The Theory and Practice of Online Learning. Edmonton, AB: Athabasca University Press.
Durrington, V. A., & Berryhill, A., & Swafford, J. (2006). Strategies for Enhancing Student Interactivity in an Online Environment. Heldref Publications. Washington.
Palloff, R. M., & Pratt, K. (2007). Building Online Learning Communities: Effective Strategies for the Virtual Classroom. San Francisco
Simonson, M. "Principles of Distance Education Video: Distance Education: The Next Generation." Walden University, 2009. Laureate Education, Inc. Retrieved October 7, 2009
Siemens, G. (2008). Learning and Knowing in Networks: Changing Roles for Educators and Designers. ITForum.
Monday, November 2, 2009
Friday, October 16, 2009
Assessing Collaborative Efforts
According to Dr. Simonson (2009), in a collaborative learning community, students should have access to learn beyond the classroom; learning that would encourage transference of knowledge, building and promoting a sense of trust amongst students and instructors, the ability to learn new communication technology, the opportunity to work independently as well as within group discussions that will provide students with feedback to enable them to evaluate themselves and their educators. I agree with Dr Simonson, students will learn more than a face-to-face learning environment because in collaborative learning the community promotes an active role among students where students can feel valued for what they contribute. Furthermore, collaborative learning teaches students the sense of autonomy, initiative, and the ability to access new developmental skills to create an empowering learning community.
Consequently, the different levels of skill and knowledge a student brings to a course can truly affect the teaching environment because teachers are forced to face new challenges with cultural differences and must deliver new methods of teaching styles that will construct new assessment methods to meet the student’s individual strengths and needs; to transform their knowledge to be demonstrated as educators. Basically, this new approach will encourage students to have high self esteem, to reinforce social presence, and the promoting of interaction amongst learners within a learning community to have a sense of community. Finally, new teaching challenges will promote new practices for teachers to modify their assessments based on the student’s individual learning strengths in a collaborative learning environment.
According to Palloff (2007), the learning community is the vehicle in which learning actually occurs. However, it's the development of a sense of community that builds mutual trust amongst learners, promotes a sense of belonging, and a sense of membership to participate within a group to share and exchange knowledge in their educational journey. When a student does not want to participate in the learning community, that student may feel discouraged and members of the community must express their concern and encourage the student to rejoin the community. Although the teacher is responsible for managing and maintaining the learning community, the success of the course depends on every student to participate and teachers must find ways to encourage students to fulfill their learning agreement. Furthermore, teachers must adjust their assessment plans to include a clearly defined purpose of the course, promoting transformative learning, assessment of student assignments, meeting the learner’s need, consideration of a student’s level of experience, educational and technological online learning, developing creativity and innovativeness, and ideas in a collaborative community; this would lead to a positive community outcome.
Reference:
Anderson, T. (Ed.) (2008). The Theory and Practice of Online Learning. Edmonton, AB: Athabasca University Press.
Palloff, R. M., & Pratt, K. (2007). Building Online Learning Communities: Effective Strategies for the Virtual Classroom. San Francisco
Simonson, M. "Principles of Distance Education Video: Distance Education: The Next Generation." Walden University, 2009. Laureate Education, Inc. Retrieved October 14, 2009
Consequently, the different levels of skill and knowledge a student brings to a course can truly affect the teaching environment because teachers are forced to face new challenges with cultural differences and must deliver new methods of teaching styles that will construct new assessment methods to meet the student’s individual strengths and needs; to transform their knowledge to be demonstrated as educators. Basically, this new approach will encourage students to have high self esteem, to reinforce social presence, and the promoting of interaction amongst learners within a learning community to have a sense of community. Finally, new teaching challenges will promote new practices for teachers to modify their assessments based on the student’s individual learning strengths in a collaborative learning environment.
According to Palloff (2007), the learning community is the vehicle in which learning actually occurs. However, it's the development of a sense of community that builds mutual trust amongst learners, promotes a sense of belonging, and a sense of membership to participate within a group to share and exchange knowledge in their educational journey. When a student does not want to participate in the learning community, that student may feel discouraged and members of the community must express their concern and encourage the student to rejoin the community. Although the teacher is responsible for managing and maintaining the learning community, the success of the course depends on every student to participate and teachers must find ways to encourage students to fulfill their learning agreement. Furthermore, teachers must adjust their assessment plans to include a clearly defined purpose of the course, promoting transformative learning, assessment of student assignments, meeting the learner’s need, consideration of a student’s level of experience, educational and technological online learning, developing creativity and innovativeness, and ideas in a collaborative community; this would lead to a positive community outcome.
Reference:
Anderson, T. (Ed.) (2008). The Theory and Practice of Online Learning. Edmonton, AB: Athabasca University Press.
Palloff, R. M., & Pratt, K. (2007). Building Online Learning Communities: Effective Strategies for the Virtual Classroom. San Francisco
Simonson, M. "Principles of Distance Education Video: Distance Education: The Next Generation." Walden University, 2009. Laureate Education, Inc. Retrieved October 14, 2009
Friday, October 2, 2009
Element of Distance Education Diffusion
In his Video, Dr Simonson (2009) emphasizes that Distance education provides equivalent learning experiences to those learners in Face-to-Face instruction but at most he expresses the positive impact of collaborative learning and the importance of educators to create a mix of individual and community based environment.
Consequently to George Siemens (2009) testimony from his video, point out that Institutions of higher education will gradually adopt distance education technologies and there is a significant growth in online communication practices that provides access to online courses, more than 80% of instruction is delivered at a distance.
Based on the testimonies of George Siemens(2009) and Dr Simonson(2009) I do agree with both of their views regarding to the growing acceptance of the three elements; (a) Global diversity; (b) Communication; and (c) Collaborative interaction
However, I do embrace collaborative learning because it allows teaching to go beyond classroom learning, creates social construction of knowledge, promotes initiative as well as creativity, critical thinking skills, but most establish high level trust within the learning community.
Basically, collaborative learning is an umbrella for online learning and without the
proper online programs and tools can result in a very frustrating experience for
learners. There are lots of online tools that are available today to assist you with distance learning. The following are some websites that I would like to share with you:
http://oedb.org/library/features/80-oer-tools
http://oedb.org/library/beginning-online-learning/e-learning-reloaded:-top-50-web-2.0-tools-for-info-junkies,-researchers-&-students
http://www.business.com/directory/management/knowledge_management/collaboration/groupware_software/
Reference:
Anderson, T. (Ed.) (2008). The theory and practice of online learning. Edmonton, AB: Athabasca University Press.
Simonson, M. "Principles of Distance Education Video: Distance Education: The Next Generation." Walden University, 2009. Laureate Education, Inc. Retrieved October 1, 2009
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Consequently to George Siemens (2009) testimony from his video, point out that Institutions of higher education will gradually adopt distance education technologies and there is a significant growth in online communication practices that provides access to online courses, more than 80% of instruction is delivered at a distance.
Based on the testimonies of George Siemens(2009) and Dr Simonson(2009) I do agree with both of their views regarding to the growing acceptance of the three elements; (a) Global diversity; (b) Communication; and (c) Collaborative interaction
However, I do embrace collaborative learning because it allows teaching to go beyond classroom learning, creates social construction of knowledge, promotes initiative as well as creativity, critical thinking skills, but most establish high level trust within the learning community.
Basically, collaborative learning is an umbrella for online learning and without the
proper online programs and tools can result in a very frustrating experience for
learners. There are lots of online tools that are available today to assist you with distance learning. The following are some websites that I would like to share with you:
http://oedb.org/library/features/80-oer-tools
http://oedb.org/library/beginning-online-learning/e-learning-reloaded:-top-50-web-2.0-tools-for-info-junkies,-researchers-&-students
http://www.business.com/directory/management/knowledge_management/collaboration/groupware_software/
Reference:
Anderson, T. (Ed.) (2008). The theory and practice of online learning. Edmonton, AB: Athabasca University Press.
Simonson, M. "Principles of Distance Education Video: Distance Education: The Next Generation." Walden University, 2009. Laureate Education, Inc. Retrieved October 1, 2009
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Wednesday, September 23, 2009
Document
Ponder University Case studies reveal the following Strengths: (1) strong institutions and well funded; (2)high demands for online Education Master's degree program (3) budget for startup development, technology software, and hardware; (4) Ponder University has a reputation for collaborative education among students. According to Kanuka (2008), based on these findings there are evidences that the university meet the financial obligation to implement an E-learning technologies online program. The strengths of the University is characterized as a collaboration environment where teacher and students are known to have a partnership relationship and furthermore students' role is active which would provide students in their online program challenges and ways how students could be encouraged to engage in a learner online community.
The following Weaknesses were found; (1)no experience in designing online programs; (2)no experience teaching distance education ; (3) teachers level under graduate degree. Parker (2008), emphasized in a distance learning environment organization must demonstrate the best practice for online education that would ensure students with development of critical thinking skills, but at most students to develop that sense of community which enable the learners to collaborate in a learning environment. These learning practices can be integrated by new institution measurements to establish a basis frame work of quality assurance activities.
As with Opportunities, the following are: 1. Students are located in different geographical settings throughout the region;2. Potential students will come from a wide range of School districts; and (3) Open enrollment new population of students; Siemens . In this week video, Siemens (2008), point out when designing a distance learning community educators must create a mix of individual and community based environment this would provides the best way to get students to participate in a learning community that would have an outcome of a high functioning learning community
Finally the following are Threats: (1) resistance faculty members, and administrators; (2)faculty members Concerns of learning new program; According to Simonson (2009), Institutions and members of faculty will gradually adopt distance education technologies, and will slowly appreciate the value of distance education. However, the development of Quality Assurance system would allow institutions to set standards, monitor performance, and make improvement in all aspect of online distance education.
Conclusion: after examine the results, I found that there is still some resistance to develop the online program. However, there is evidences that distance learning ensure collaboration challenges that would increase the quality of learning experiences to provide students and teachers with new knowledge and skills. Furthermore, online degree program is the preferred method.
Reference:
Anderson, T. (Ed.) (2008). The theory and practice of online learning. Edmonton, AB: Athabasca University Press.
Simonson, M. "Principles of Distance Education Video: Distance Education: The Next Generation." Walden University, 2009. Laureate Education, Inc. Retrieved September 19, 2009
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The following Weaknesses were found; (1)no experience in designing online programs; (2)no experience teaching distance education ; (3) teachers level under graduate degree. Parker (2008), emphasized in a distance learning environment organization must demonstrate the best practice for online education that would ensure students with development of critical thinking skills, but at most students to develop that sense of community which enable the learners to collaborate in a learning environment. These learning practices can be integrated by new institution measurements to establish a basis frame work of quality assurance activities.
As with Opportunities, the following are: 1. Students are located in different geographical settings throughout the region;2. Potential students will come from a wide range of School districts; and (3) Open enrollment new population of students; Siemens . In this week video, Siemens (2008), point out when designing a distance learning community educators must create a mix of individual and community based environment this would provides the best way to get students to participate in a learning community that would have an outcome of a high functioning learning community
Finally the following are Threats: (1) resistance faculty members, and administrators; (2)faculty members Concerns of learning new program; According to Simonson (2009), Institutions and members of faculty will gradually adopt distance education technologies, and will slowly appreciate the value of distance education. However, the development of Quality Assurance system would allow institutions to set standards, monitor performance, and make improvement in all aspect of online distance education.
Conclusion: after examine the results, I found that there is still some resistance to develop the online program. However, there is evidences that distance learning ensure collaboration challenges that would increase the quality of learning experiences to provide students and teachers with new knowledge and skills. Furthermore, online degree program is the preferred method.
Reference:
Anderson, T. (Ed.) (2008). The theory and practice of online learning. Edmonton, AB: Athabasca University Press.
Simonson, M. "Principles of Distance Education Video: Distance Education: The Next Generation." Walden University, 2009. Laureate Education, Inc. Retrieved September 19, 2009
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