Module 5 - Make Up Post

I believe the best method to move from the static to the dynamic continuum will have to do with the interaction levels.  The more interactions there are between users will be the more dynamic the content produced.

Module 4 - Make Up Post

The best method for bringing many of these technologies into the classroom is a combination of studying research that has been previously created about these technologies along with experimentation as a teacher.  Teachers who are continually willing to try new things will be more likely to succeed at adapting various technologies within their classrooms versus those who do not.

Jason

Final Project Video

References

Cesarini, L., & Cesarini, P. (n.d.). From Jefferson to Metallica to your campus: copyright issues

in student peer-to-peer file sharing. Journal of Technology Studies, p. 45-54. Retrieved

from the ERIC database.

Kuzu, A. (April 2009). Problems related to computer ethics: origins of the problems and

suggested solutions. The Turkish Online Journal of Educational Technology, 8(2), p. 1-

20. Retrieved from the ERIC database.

McGrail, E. & McGrail, J.P. (2010). Copying right and copying wrong with web 2.0 tools in the

teacher education and communications classrooms. Contemporary Issues in Technology

and Teacher Education, 10(3), 257-274. Retrieved from the ERIC database.

McGrail, P & McGrail, E.  (2009). What’s wrong with copyright: educator strategies for dealing

with analog copyright law in a digital world.  Innovate, 5(3), p.1-6. Retrieved from the

ERIC database.

Nelson, E. (2009). Copyright and distance education: the impact of the technology, education,

and copyright harmonization act. AACEJ, 17(2), p. 83-101. Retrieved from the ERIC

database.

Veltsos, J. & Veltsos, C. (2011). Teaching responsibly with technology-mediated

communication. Business Communication Quarterly, 73(4), p. 463-467. Retrieved from

the ERIC database.

Module 4 Pre-post

Good afternoon. This is a prepost information summary to allow my classmates to know that I am still enrolled in this class and will be posting to both the class and future discussions.  I live in Ringgold, GA which was recently hit by an F4 tornado.  This tornado knocked out my internet access.  I have been unable to interact with the class but am hoping to be reconnected within the next few days (keeping my fingers crossed). 

Jason

Module 3 Blog

1. 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?

According to Palloff and Pratt (2005), “student assessment should be embedded and aligned with the design of the course. Assessment should also be learner-centered, teacher-directed, mutually beneficial, formative, context-specific, ongoing, and firmly rooted in practice,” (p. 41).  These characteristics can also apply to collaborative learning communities to a degree.   According to Dr. Siemens (Laureate, 2008b), there are essentially four models for assessment.  These include student assesses peers, students receive feedback from online communities, educators assess based on student contribution, and educators assess based on metrics from learning management systems (Laureate, 2008b).  I believe that there are two of these assessments that work better than others.  They are either where students assess their peers or when educators assess based on metrics from learning management systems.  I also agree with Dr. Siemens (Laureate, 2008b) in that assessments need to be broadened from mark-based ones to one that incorporate student growth.  In past collaborative assignments that I have graded, I have tried to incorporate both students grading each other as a component along with a grade that I assigned them.   

2. 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?

After watching the video on learning communities, I gained a better understanding of some of the challenges with collaboration.  Dr. Siemens (Laureate, 2008a), states collaboration can often be a challenge, because much of our education system is presently using an individualistic model.  I grew up in a system such as this.   Most projects that were done in school were done on an individual basis.  This is much different than it is in the business world where teams are often needed to be successful.  I agree with Dr. Siemens (Laureate, 2008a) with his position is that students need to have collaboration modeled for them before they can usually be successful in it.   My first step as an instructor, in answering the above question, is to find out whether or not the student has had previous experience with collaborative learning.  I would then also attempt to stress to the individual the impact he/she could have on the system of learners together.  I would attempt to change the assessment model that is being used and try to better align it with one used for collaboration (Laureate, 2008a).   Something that other members of the community might do is to create a charter.  This charter could help to show individuals what is expected of them as they collaborate.  A student who is unwilling to work with the group would most likely have the points of the charter stressed to them first and then be reported to the instructor if he/she continues not to participate.  (Anderson, 2010).

Jason

References:

Anderson, T.(ed.) (2010). The theory and practice of online learning (2^nd ed.). Edmonton, AB: AU Press.

Laureate Education, Inc. (Producer). (2008a). Assessment of Collaborative Learning [Video program]. Available from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4930712&Survey=1&47=8482003&ClientNodeID=984645&coursenav=1&bhcp=1

Laureate Education, Inc. (Producer). (2008b). Learning Communities [Video program]. Available from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4930712&Survey=1&47=8482003&ClientNodeID=984645&coursenav=1&bhcp=1

Palloff, R., & Pratt, K. (2005). Collaborating Online. San Francisco: John Wiley and Sons, Inc.

Module 3 Storyboard

A rough storyboard of how I envision my topic of copyright to progress. 

Module 2 Discussion Blog

Elements of Distance Education Diffusion

How has collaborative interaction evolved?

According to Siemens (Laureate, 2008), the future of distance education will increase as online communication increases, as experience with new tools increases, as people grow more comfortable with online discourse and as our abilities to communicate expand to meet with more diverse and global groups.  I believe collaboration will also change based on these changes.  Present collaboration has mostly been limited to those who are close geographically or when member decide to meet in a joint location.  The future of online education has made it easier for groups, at large distances, to be able to meet in a virtual community and share ideas.  New tools to facilitate these interactions for online collaboration include blogs, wikis, and virtual conferencing using programs like Skype.

Several blogs with information on collaboration include:

http://www.theappgap.com/reflections-on-the-nature-of-collaboration.html  - The author discusses that collaboration requires trust in order to work well.  I agree with his statement.  People need to trust that they can work better together than as individuals.

http://blogs.cisco.com/education/collaboration_and_choice/

http://blogs.cisco.com/education/collaboration_and_the_implications_for_the_future_of_research/

Both of the above articles are written by the same author in different years.  Both blogs stress the importance of technology and its potential use for collaboration.  I agree that technology can be a great benefit for increasing collaboration.

Jason

Reference:

Laureate Education, Inc. (Producer). (2008). The Future of Distance Education [Video program]. Available from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4930712&Survey=1&47=8482003&ClientNodeID=984645&coursenav=1&bhcp=1