Assessing Collaborative Efforts

Assessment

Participation in a collaborative learning community should be assessed in multiple ways to ensure that the activities are meeting the stated outcomes that are to be mastered within the learning environment. I feel that when students understand that goals can be reached through various avenues they are more comfortable to spread their wings and participate as opposed to when collaboration can only take place in one specified way. Siemens (2008) gave four models of assessments which can be used within collaborative learning communities which were:

1. Peer assessments
2. Feedback received from online communities such as comments and discussions
3. Student contribution within or among the learning community
4. Learner management -
   - number of times logged in
   - number of hours spent online
   - number of posts made within a discussion or comment section

Varying levels of students' skills and knowledge should no longer have a tremendous impact on the assessment process of an instructor as various strategies have come about such as differentiated instruction. Assessments should be based on one's ability to show growth over a period of time. Siemens (2008) discusses how a student with low abilities may enter a class and not meet or succeed on a given task, but if that student has displayed growth, credit should be given accordingly. This is also to a student that may be very skillful in the area being assessed, if the this student does not show any growth, but is able to show understanding of the skill has any learning truly occurred? Siemens (2008) explains that assessments are not always a grade, but about demonstrating learning. It is also important for the instructor to understand that assessments are teacher-based activities that should allow for opportunities to give feedback on student progress as well as a tool to assess the educator's ability to convey the information in a way that others are able to display a sense of understanding (Siemens, 2008).

Participation

If a student is unwilling to network or collaborate in a learning community for an online course, there is not much that the other members of the learning community, as a whole, can do. The other members of the group can attempt to communicate with the unwilling party in an effort to show him/her that their participation is valuable in more ways than just carrying their weight. The group can also create roles for each person in an effort to make everyone feel as though they are needed and without their piece the puzzle will not get completed. Lastly, and probably the most important, the group needs to maintain communication with the instructor as to what is, or should I say what is not, happening. This way the instructor will be aware as well as can also reach out to the person and inform him/her of their need to be involved. The instructor should be a mediator as well as a motivator for both the group and the person unwilling to participate in the learning community. At times the person unwilling to participate has a reason and the instructor can be that person to identify that reason and assist with overcoming whatever barriers may exist. There is also a need to keep the group motivated to move on, sometimes it only takes one to spoil the bunch. Siemens (2008) suggests for an instructor to have an assessment based on collaboration in an effort to encourage participation from everyone. This should have a positive impact on the instructor's assessment plan as the assessment is able to reflect to the importance of the desired outcomes and objectives which would be positive, productive collaboration among individuals.



References:

Laureate Education, Inc. & Siemens, G. (2008). Principles of distance education. [Vodcast: Assessment of collaborative learning.] Baltimore: Author.

Laureate Education, Inc. & Siemens, G. (2008). Principles of distance education. [Vodcast: Learning communities.] Baltimore: Author.

Storyboard posts

I responded to Sara and Erica's storyboard posts.

Elements of Distance Education Diffusion

Module 2 Blog:

George Siemens (2008) gives a compelling argument as to the growing acceptance of distance education in today’s corporate and educational spheres. I agree with his views, especially those as they relate to the communication aspect of distance education as well as its growth within the corporate arena.

Communication has evolved from telephone conferences to live video meetings through the use of Skype and other like technology software. Siemens (2008) explains that this has been fueled by “an increase in online communication and practical experiences with new tools”. He also states that “the concept of interaction of an online environment has changed” (Siemens, 2008), which is allowing individuals to become more comfortable with the ideas of distance communication.

The plethora of tools available to facilitate the growth of communication within the online environment can be overwhelming, as well as the affordability of these tools. Students have the availability of software such as Skype which is free to download and social networks such as: Facebook, MySpace, Friendster and LinkedIn which allow for information to be instantly sent to mobile devices and computers to remain connected. It has become abnormal for a cellular phone to not have a camera or a video option, as well as purchasing a camera to connect to your PC is beyond affordable.

As a whole, we as a society are beginning to understand that distance is no longer a factor and as people are overcoming the gap of discomfort in an online environment, and distance education is “becoming a preferred medium of learning” (Siemens, 2008).

References:

Laureate Education, Inc & Siemens, G. (2008). Principles of distance education. [Vodcast: The future of distance education]. Baltimore: Author.

The Next Generation of Distance Education

Module #1 Blog:

Moller, Wellesley & Huett state perfectly that, “The growth of online distance learning (e-learning) is explosive in almost all sectors” (2008, p. 66), as to why there is a need to evolve distance education to the next generation. The use of distance education has expanded from the corporate world of training, evolving into the realm of higher education and opening doors within the fields of K-12 education. The need for distance education has become that of financial stability, educational diffusion and meeting educational mandates, to name a few. Within corporate training, distance education “offsets the costs of travel to training centers, provides timely and on-demand learning access, and employees or customers can use it immediately” (Moller, Foshay & Huett, 2008, p. 70). The higher education arena has opened the doors to distance education to meet the demands of the “non-traditional” student (Moller, Foshay & Huett, 2008, p. 66) and remain competitive with one another. Lastly, K-12 education has began leaning toward the use of distance education to meet mandates such as No Child Left Behind which “requires states to offer alternative schooling options to students attending schools that fail to make adequate yearly progress” and filling the gap of teacher shortages (Huett, Moller, & Foshay, 2008, p. 63). I agree that a need to move distance education to the next generation is needed to ensure that technology is more than just a tool but becomes a mean of effectiveness and produces satisfactory outcomes. Throughout the reading of the articles one theme rang true, “to assure that the products of sound professional design practice lead the e-learning enterprise” (Moller, Foshay & Huett, 2008, p. 66).

References:

Moller, L., Foshay, W., & Huett, J. (2008, May/June). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 1: Training and Development). TechTrends, 52(3), 70–75.

Moller, L., Foshay, W., & Huett, J. (2008, July/August). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 2: Higher Education). TechTrends, 52(4), 66–70.

Huett, J., Moller, L., Foshay, W. & Coleman, C. (2008, September/October). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 3: K12). TechTrends, 52(5), 63–67.

Introduction

Hello everyone,

   My name is Taryn Hailstock and I am currently a student with Walden University. I am pursing my Educational Specialist degree focusing in Educational Technology. The information and discussions provided in this blog will be related to Educational Technology and various topics presented during my matriculation through the program I am enrolled in with Walden.

   Please feel free to provide your educated opinion related to the topics presented, provided a worth-while learning environment for those wanting to become effective contributors to the world of education and technology.



Thank you,


Taryn Hailstock
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