Assessing Collaborative Efforts - MD 3

Collaboration is a vital tool in online learning and distance education, but how to grade collaboration can be a tricky endeavor. For one, students bring a variety of knowledge and experience levels which can effect how one is graded, especially since that grading system must be “fair and equitable.” This can be done by utilizing a rubric so that the expectations of the collaboration is clearly spelled out and a teacher has the information and tools to know exactly what is required within the collaborative activity. Another benefit of collaboration within a distance learning environment is the opportunity for the student to build his/her professional network and extending his/her learning environment. However, what does one do with a student who is not collaborating? If the non-contributing member’s lack of collaboration is negatively affecting the group then one of them should try to contact the member (non-combatively) to discern what is wrong and ensure their hasn't been a form of miscommunication. If that does not work, then the instructor may have to intervene, which may entail removing him from the group or some other form of action so as not to punish the entire group.

Distance Education Diffusion MD 2

In reflecting on three likely elements of DE which is creating a more successful learning experience, collaborative interaction plays a vital role and has evolved greatly. In looking at a traditional classroom the collaborative structure and opportunities play an important role in offering students effective educative experiences. The issue though, pertaining to collaborative interaction as it pertains to DE, has always been the lack of a physical classroom. Yet, thanks to learning management systems such as Blackboard, collaboration within discussion forums have been able to help facilitate learning collaboratively more easily. Other programs such as Skype, a video conferencing program, can also offer methods for collaborative interaction without the necessity of a physical presence in a classroom. Twitter and blogging forums are also great places for a student to build their professional network and constantly interact with fellow students, again emphasizing the benefits and conveniences of distance education.

Presentation for DE Conference

Static vs Dynamic Technology in Distance Education

Technology and Media for Distance Education

In reviewing various forms of technology applicable to distance education, I find that though I embrace dynamic technologies in some areas I still utilize more static technologies in others. For example, identifying possible dynamic technologies I realized that in collaboration I use more dynamic tools in my classroom with the use and promotion of blogs, wikis, and Google Docs. However, I struggled determining content generation tools that were dynamic thus realizing that I must not use many dynamic content generation tools. This was a humbling realization because I pride myself on student creation opportunities in my class and a project-based learning approach yet the tools and technology I incorporate in my classes may not be dynamic. Bearing this in mind, I intend on doing more research into possible technologies and programs which offer students dynamic learning experiences, especially in content generation.