Week 8 Engaging Learners-Graphic Organizer

Dr. Stark states that asynchronous communication is when a message reception and the transmission takes place at different times. Some of these communication tools are email, discussion board, blog, and wiki.


Skype and instant messaging are two forms of communication that popular today as stated by Siemens (2008).

Lomas, Burke, & Page. (2008), states that skype, twitter, facebook, google docs, flickr, and a phone are new social tools for collaboration in an online environment.

Content can be delivered through tools such as blogs, podcast, and wikis as stated by Siemens (2008).

Textbooks and lectures are ways of to deliver the content in an online learning environment as stated by Anderson (2008).

Twitter, skype, facebook, blogs and wikis are some technological tools that students use away from an educational setting but can be used in an online learning environment as a means of communication, content and for collaboration. The technological tools that are displayed on the graphic organizer are beneficial and have advantages that provide skillful ways of communicating, collaborating, delivering content, getting feedback, peer to peer interaction, peer to instructor interaction, and provided unlimited interaction.

References:
Anderson, T. (2008). The theory and practice of online learning (2nd ed.). Edmonton, AB: Athabasca University Press.

Dr. Stark, S. (2010), eHow. Asynchronous communication tools. Retrieved from
http://www.ehow.com/list_6802726_asynchronous-communication-tools.html

Lomas, C., Burke, M. & Page, C. (2008). Educause learning initiative. Collaboration tools. Retrieved from http://net.educause.edu/ir/library/pdf/ELI3020.pdf

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

Week 8 Engaging Learners-Graphic Organizer

Skype
Email
Instant Messaging-----------Communication
Blog
Wiki
Discussion Board



Skype
Flickr
Google Docs
Twitter--------------------Collaboration
Blog
Facebook

Video and Podcast
Blogs and Wikis
Electronic Articles-----------Content
Textbook and Ebook
Course Lecture
Websites


Dr. Stark states that asynchronous communication is when a message reception and the transmission takes place at different times. Some of these communication tools are email, discussion board, blog, and wiki.

Skype and instant messaging are two forms of communication that popular today as stated by Siemens (2008).

Lomas, Burke, & Page. (2008), states that skype, twitter, facebook, google docs, flickr, and a phone are new social tools for collaboration in an online environment.

Content can be delivered through tools such as blogs, podcast, and wikis as stated by Siemens (2008).

Textbooks and lectures are ways of to deliver the content in an online learning environment as stated by Anderson (2008).

Twitter, skype, facebook, blogs and wikis are some technological tools that students use away from an educational setting but can be used in an online learning environment as a means of communication, content and for collaboration. The technological tools that are displayed on the graphic organizer are beneficial and have advantages that provide skillful ways of communicating, collaborating, delivering content, getting feedback, peer to peer interaction, peer to instructor interaction, and provides unlimited interaction.

References:
Anderson, T. (2008). The theory and practice of online learning (2nd ed.). Edmonton, AB: Athabasca University Press.
Dr. Stark, S. (2010), eHow. Asynchronous communication tools. Retrieved from
http://www.ehow.com/list_6802726_asynchronous-communication-tools.html
Lomas, C., Burke, M. & Page, C. (2008). Educause learning initiative. Collaboration tools. Retrieved from http://net.educause.edu/ir/library/pdf/ELI3020.pdf
Siemens, G. (2008, January). Learning and knowing in networks: Changing roles for educators and designers. ITForum.

Module 3- 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?

In a collaborative learning community it is really the instructor’s responsibility to assess students work. The course should be designed stating the objectives as well as the use of rubrics used as guidelines for students work. The rubric should state what is expected in each assignment and the outcome. George Siemens makes the suggestion that peer assessing and the instructor assessing students based on what they contribute to the assignment should be used for assessment of collaborative learning (Siemens, 2008). According to Palloff and Pratt, assessment in a collaborative learning community should be in the form of papers, artifacts, and projects that are based on the course objectives and goals (Palloff & Pratt, 2005).  According to Rovai, the members of the learning community should be graded on quantity, quality, and timeliness of their contributions to the group project or paper (Rovai, 2002). Those students that have varying levels of skills and knowledge would benefit from a group project because that way they will get the opportunity to help each other by sharing their ideas.

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?

According to Palloff and Pratt, the instructor should let students know in advance their involvement in the collaborative activity and of their plans to guide it. This will give the students a sense of confidence and the ability to move forward with their involvement in the community (Palloff & Pratt, 2005). In a distance learning environment, if a student does not want to network or collaborate, the other members of the group should attempt to talk to that student. If they still fail to get involve, then the group leader should contact the instructor let them handle the problem which involves them not getting a grade or them getting a zero. All students should feel comfortable enough to be able to talk to the instructor about a problem within a group but usually it is a good idea to have a leader in  the group.

Palloff, R. & Pratt, K. (2005).Collaborating online. Learning together in community. (first edition) San Francisco, CA: John Wiley & Sons, Inc.

Rovai, A. (2002). International review of research in open and distance learning. Building sense of community at a distance. Retrieved from http://www.google.com/url?sa=t&source=web&cd=1&sqi=2&ved=0CBMQFjAA&url=http%3A%2F%2Fwww.irrodl.org%2Findex.php%2Firrodl%2Farticle%2Fdownload%2F79%2F153&rct=j&q=building%20a%20sense%20of%20community%20at%20a%20distance&ei=GlcqTZ-ZHcaqlAft8YGLAg&usg=AFQjCNHkqe-yAzS7Aoud78UHjDozUry2kQ

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

Module 3 Copyright Conference Video Presentation Storyboard

Name: Marion Bush

Title of Storyboard: Copyright

Date: January 9, 2011

Number of the Frames	Narration/Music	Pictures and Videos
1	Narration: Marion Bush	COPYRIGHT CONFERENCE VIDEO WALDEN UNIVERSITY Title: Copyright Conference By: Marion Bush Education Specialist Program: Educational Technology Dr. Roger Powley EDUC-8842-2 Principles of Distance Education
2	Narration: Marion Bush	COPYRIGHT CONFERENCE  VIDEO Picture
3	Narration: Marion Bush	COPYRIGHT CONFERENCE CUE WINTER COPYRIGHT CONFERENCE SATURDAY, January 29, 2011 9:00 A.M.-3:00 P.M. SPEAKER: MRS. VONDA HUBBARD (Business Education teacher and Technology Specialist at Bainbridge High School)
4	Narration: Marion Bush	INTRODUCTION What is copyright? The word copyright means the right to copy something. Copyright laws grant the author the sole right to reproduce or grant permission to others to reproduce the copyrighted work.    Picture and Video
5	Narration: Marion Bush	What is Copyright? continued The person who owns the rights to a work is defined as the copyright holder. The protection is limited to original works, whether or not they have been published. Picture and Video
6	Narration: Marion Bush	History and Timeline                                    Information, Video & Text
7	Narration: Marion Bush	History and Timeline, continued Video & Text
8	Narration Marion Bush	History and Timeline, continued Video
9	Narration Marion Bush	Theoretical Framework Information, Video & Text
10	Narration Marion Bush	Theoretical Framework,-continued Video & Text
11	Narration Marion Bush	Theoretical Framework, continued Video & Text
12	Narration Marion Bush	Theoretical Framework, continued Information, Video & Text
13	Narration: Marion Bush	Best Practices Information, Video & Text
14	Narration: Marion Bush	Best Practices, continued Information, Video & Text
15	Narration: Marion Bush	Best Practices, continued Information, Video & Text
16	Narration: Marion Bush	Conclusion and Reference Picture and Video

Annotated Bibliography

1.

2.

3.

4.

5.

6.