Module 4-Graphic Organizer

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“New technologies offer wonderful promises for a better, brighter tomorrow” (Sapp). This statement holds true in every aspect of the learning process. Worldwide technologies are meant to be used to enhance the learning process and should be used inside of the classroom when appropriate. The Internet one technological tool that can add to the educational process. The net provides expanded opportunities for learners to plunge deeper into knowledge. This aids students and teachers alike. Teachers can use the Internet to find useful lesson plans to engage students in learning and students can use the Internet to research answers when they do not understand, play educational games to build their content knowledge, and collaborate with their peers in an educational setting. Blogs are another technological tool that can be used as a tool for educational purposes. Blogs can be effective technological tools and for learning. There are several useful blog-based activities for learning such as (1) reading blogs of others (2)receiving comments and (3) previewing tasks of others and reading feedback receive in relation to these(Churchhill, 2009). Lastly, Wikis are another technological tool of many other tools that can be used for educational purposes. Wikis are a "quick and easy way to energize reluctant learners, promote classroom synergy, and encourage authentic learning ” (Grant, 2006). It is a powerful tool in my opinion that increases participation because students love to work on the computer to post their thoughts and respond to their peers and teachers. Blogs, Internet and Wikis can get students actively involved, along with a host of other technological tools.

References:

Churchhill, D. (2009). Educational applications of Web 2.0: Using blogs to support teaching and learning. British Journal of Educational Technology , 179-183.

Grant, L. (2006). Using Wikis in Schools: A case study. FutureLab , May 2006.

Sapp, S. G. (n.d.). Diffusion of Innovations: Part 2. Retrieved December 26, 2009, from The Sociology of Technology: http://www.soc.iastate.edu/sapp/soc415Diffusion2.html

Below are useful sites for:
Wikis:

• http://www.emints.org/ethemes/resources/S00001969.shtml
• http://wikisineducation.wetpaint.com/page/Wikis+in+the+Classroom

Blogs:

• http://www.glencoe.com/sec/teachingtoday/educationupclose.phtml/47
• http://www.21classes.com/

Internet Usage in the classroom

• http://www.internet4classrooms.com/
• http://www.thirteen.org/edonline/ntti/resources/internet1.html

Collaborative Assessment

"Assessment can be seen as the engine that drives students course activity; online or off (Swan, Shen, & Hiltz, 2006). Assessing students correctly and effectively can be challenging for individual students, however, group collaboration has been a challenge to assess for a while. According to Siemens (2008), collaboration is not the issue; the issue is how you change an assessment on a model based on collaborative learning. Simenens suggested that students should access their peers which can take a minor load off of instructors and allow students to interact and share experiences through online discussions (Laureate Education, 2008). The peer to peer assessment will not only allow students to participate with each other and gain knowledge from each other, it can become a significant part of their course grade. Students should be assessed in a collaborative learning environment by participation alone. There are several technologies used today for group members to be able to communicate and work collaboratively. Wikis, blogs, and online discussions are networks that allows for students to participate with their peers. If students are not participating, then it should reflect in their grade. I believe that what matters most if whether the students have actually learned something despite their skills or knowledge that is brought to the learning environment. I am uncertain if knowledge or skills should affect an instructor’s ability to equally assess learning in a collaborative learning environment. It may be an assumption that during collaborative learning, students bring some sort of knowledge or skill to their group no matter the varying levels of skills. Roles in the learning community should be delegated by skills and knowledge, the instructor should be informed on these skills so that they can assess effectively. Students could possibly fill out a self-aptitude test which is used to determine the strengths and weaknesses of an individual’s capability. This test could aid the instructor in determining what students are strong in what areas so that they can be assessed in that area.

If a student does not want to network or collaborate in a learning community, others in the learning community should inform the instructor about the student's lack of participation and continue to collaborate among the students that wanted to be involved in the learning community. The instructor should then inquire about the student's lack of participation because he may have a justifiable reason. A justifiable reason could be a student's lack of knowledge associated with the use of online communication tools. For example, I was unfamiliar with how to use Wikis to interact with my classmates in the learning community, and that was the cause of my lack of participation. I did not participate because I was unfamiliar with how Wikis worked, however, I finally figured it out! The choice not to participate in a learning community would have a major impact on an individual’s assessment plan because assessment is not being allowed to be utilized because of the lack of participation. Also, an instructor is not able to determine if the students is understanding the course content if he or she is not participating with peers online.

References:
Siemens, G. (2008). Assessment of collaborative learning. Vodocast. Laureate Education, Inc

Swan, K., Shen, J., & Hiltz, S. (2006). Assessment and Collaborating in Online Learning. Educational Technology Center .

Useful Links:
http://teaching.berkeley.edu/bgd/collaborative.html
http://www.aln.org/publications/jaln/v10n1/pdf/v10n1_5swan.pdf (GREAT ARTICLE)
http://www.computer.org/plugins/dl/pdf/proceedings/icce/2002/1509/00/15090262.pdf?template=1&loginState=1&userData=anonymous-IP%253A%253A71.199.168.58 (GREAT ARTICLE)

Motivating Adult Learners (Stroyboard)

Click the link to view my storyboard for Motivating the Adult Learner