Video Presentation

Please visit my presentation on Gender Issues in Distance Education at the following link:

http://www.youtube.com/watch?v=YZN1og_hVvg

Thanks!!
Holly

Dynamic vs. Static Technologies

To view my mind map, please visit my wiki at hollyshumaker.wikispaces.com.

Dynamic vs. Static Technologies

Static technologies are ones in which you receive information and basically, what you get is what you get; you are not allowed to ask questions and you can not deviate from the information you have been given. Dynamic technologies, however, are those in which the learner actually gains information and uses it. Dynamic technologies develop higher order thinking skills.

As a sixth grade teacher, I have just begun introducing technology into my classroom. At this time, I basically only use static technologies. However, I do foresee using more dynamic technologies in the future.

Holly

Reference:

Moller, L. (2008). Static and dynamic technological tools. [Unpublished Paper].

Strategies and Tools for Engaging Learners

I have posted a link at my wiki:

www.hollyshumaker.wikispaces.com

Story Board

Group,

I apologize for just not posting my story board - I had completely overlooked it and, to be honest, I am having a hard time keeping up. It is in its very first stages, an outline basically, but I would love your comments.

I have posted my story board on my wiki at www.hollyshumaker.wikispaces.com

Sorry!

Assessing Online Collaboration

I believe rubrics, as well as peer reviews would be great ways in which to assess online collaboration. Rubrics allow students the opportunity to know exactly what is expected of them. If students know what is expected of them and how they will be graded, anxiety levels will decrease and students will certainly feel more confident. Peer reviews would be helpful also. If each group member knew they would be reviewed by their peers, they would ensure they "pulled their own weight". I realize that peer reviews have their disadvantages: students could review their peers poorly simply because they dislike each other on a personal basis, all students in a group could unanimously decide to review each other the same, etc. However, I do feel that a group should be cohesive and work together. If, by chance, a member does not do what is expected of him/her, they should not receive the same grade as the others.

If a member chooses to not participate, i believe there should be consequences. Students participating in a distance education need to be responsible and organized. Distance education students sacrifice flexibilty for face-to-face discussions. Therefore, in order to get class credit, they should be required to participate. If they choose not to, the instructor should be contacted and left to deal with the situation. I believe the rest of the group should go on without them, only after attempting to contact them to make them feel as they are a vital part of the group. I have been in situations where I was paired with a member that did not participate at all. The rest of the group and I informed the professor and carried on without the member.

Reference:

Siemens, George. WingedWordsTranscription. "Assessment of Collaborative Learning."

Elements of Distance Education Diffusion

George Siemens (2008) discussed how vital a role communication plays in distance education. He stated that distance education is gradually being accepted and one aspect that fuels this acceptance is the ability to communicate with a diverse group, as well as globally. In his video, Siemens (2008) goes on to say that new communication technologies will definitely impact distance education. Communication has certainly evolved; we as a society have come a long way. Communication, at one time, took place by either face-to-face interaction or mail. Now, of course, we have mobile telephones that include an array of communication tools, such as texting and access to the Internet. The evolution of communication has impacted the way in which we communicate. Distance education is a motivational tool for those students that would normally be shy and quiet in the traditional classroom; they are able to participate more in their classroom and generally feel more comfortable doing so.

There are many tools online that facilitate interactions among learners. Video conferencing sites are available for the students to work collaboratively. In addition, there are many sites, such as Skype, that allow real time chats. Of course, let us not forget email and how extremely convenient it has become.

Distance education, in my opinion, allows an endless amount of benefits for its students. Because of the evolution of communication and the many tools that exist online, students are now able to work together like never before.

In his technology blog, Alex Iskold discusses how quickly communication is evolving. He even goes into explicit details about the emerging technologies, comparing and contrasting: mail vs. email, phone vs. chat, newspapers vs. blogs, etc. In reviewing what we know about email, he stated, "Instead of sending more information less often, we send less information more often." In my opinion, Alex's analysis of the evolution of communication is exact.
You can view Alex's blog at:
http://alexiskold.wordpress.com/2007/05/30/evolution-of-communication-from-email-to-twitter-and-beyond/

Another blogger, Kimberly, discusses the importance of social media. She describes how communication is evolving and how social media allows yet another avenue of which to communicate. In addition, she refers to the utilization of social media as a shift in our culture - a different way in which we share and gather information from one another. I agree with Kimberly's perspective; new communication tools do encourage shifts in our culture.
You can view Kimberly's blog at: http://theevolutionofcommunication.blogspot.com/2009/04/social-media-means-what.html

References:

Seimens, George. The Future of distance Education. Video posted to http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=3649019&Survey=1&47=2625189&ClientNodeID=984645&coursenav=1&bhcp=1 viewed September 23, 2009.

The Next Generation of Distance Education

The Next Generation of Distance Education

The reasons to continue evolving distance education are many. As Moller, Foshay, and Huett state, “the primary driving forces of developing distance education are economics and access” (Huett, 2008). It is simple: students are no longer conventional. Students of today need a variety of flexible learning modes in order to continue their education. Many have full-time jobs and plainly cannot take classes in a traditional classroom setting. In addition, distance education is easily accessible. It offers students a flexible schedule and learning takes place when the student decides when to study, etc. While Dr. Simonson also believes that distance education allows student gain by not having to drive to campus or give up jobs, he sees distance education as being beneficial for not only students, but for institutions, also. Simonson states that distance education may offer increased return on investments for institutions (Simonson, 2008). Colleges and universities are highly competitive and offering distance education courses only allows the institution more exposure and a larger body of students.

I do agree with Moller, Foshay, Huett, and Simonson. Distance education courses are beneficial for everyone involved: the institution, the faculty, and the student. The institution benefits from having a larger body of students, as well as more revenue. Moller, Foshay, and Huett believe that distance education may be a way for institutions to sustain growth (Huett, 2008). Faculty members, like students, benefit from a flexible schedule. Students have the most to gain; they are involved in continuing their education at their own pace and making their own schedule for learning. Never before have students with families and full-time jobs been able to continue their education with such ease and flexibility.

References:

Huett, J., Foshay, W., & Moller, L. (2008, May/June). The evolution of distance education: Implications for instructional design on the potential of the web (Part 2: Higher education). TechTrends, 52(4), 66-70. Use the Academic Search Premier database, and search using the article's Accession Number: 33991516.

Simonson, M. (2008). Equivalency theory. Laureate Education, Inc. Baltimore: Author.