Concept Map Module 5

Dr. Moller,

Please click on the following link below to access my concept map!  I wish I would have known upfront that www.wordpress doesn’t allow users to attach a file, pic, or storyboards. Knowing this upfront would have saved me a whole lot of time.

Alison

http://www.slideshare.net/alisontaylorparker/8842-concept-map-static-dynamic-technologyzz

Based on your philosophy of distance education, share where you believe you are on the “static-dynamic continuum.” Postulate on how you can begin to move toward the dynamic end of the “static-dynamic continuum” as a result of what you have learned in this course thus far.

According to the information presented by both Anderson (2008) and Durrington, Berryhill & Swafford, (2006) I would say that I am in a “Work in Progress” phase in terms of my proficiency with shifting from using static technologies to dynamic technologies. For example, under the category of static technologies, specifically communication and content, I sparingly use Facebook, but never use Twitter. I just have a problem with constant updates………who really cares. Maybe with time I can delve and discover what so many people consider a viable resource for communicating. In terms of using Podcasts I have never created one before my other course I am taking this quarter, “Evolution of technology.” They can certainly serve as a great tool to access current content in the field of educational technology. What usually works for me is teaching my students how to integrate a technology and then it becomes part of my pedagogy and personal life. On the other hand, I have a ways to go with fully using Google Docs, video-conferencing and teleconferencing as well as http://www.voicethread.com. These seem like viable and fun tools to use……..One just needs time to play with all of them to see the value and endless possibilities. I have a Dropbox account and want to share this with the 4th grade team at my school so we can stop printing worksheets to share and just refer to the Dropbox so colleagues can pick and choose the ones that are most useful for their students. To fully make the shift integration of technology has to be embedded into everyday practices at the workplace, I hate to say it from the top down of most teachers do not want to learn, esp. at my school. This had led me to the conclusion that I need new friends/colleagues and I will use Walden’s Ph.D Ed. Tech Student Network to locate new friends that are indeed interested in the integration of educational technologies.

References
Anderson, T. (Ed.). (2008). The theory and practice of online learning (2nd ed.). Edmonton, AB: Athabasca University Press.

Durrington, V. A., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190−193.

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Module 5 Keynote Speaker Video @ www.youtube.com

11/10/13

Colleagues & Dr. Moller,

Please click to following link to access my researched based keynote speaker introduction.

Warning:  I am sick with a hoarse voice and it shows.  This was a fun yet tedious project to create.  Hope it meets the demands of the rubric!

Alison Parker

Click here: http://www.youtube.com/watch?v=Cclf_-x12i8&feature=youtu.be

 

Module 3 Reflections

As an instructor, there are several issues to consider:

  • 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?  Participation in a collaborative community should be assessed taking into account both a healthy balance of individualized participation as well community based participation where learners begin to gain experience in problem solving on a task/project with other diverse leaners.
  • 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?  If a learner does not want to participate in an online environment with the rest of the colleagues the responsibility lies with both the professor & the other adult learners.  I remember when I taught a course at Drexel University.  I had at least 2 or three students that were either absent for wks at a time or just non consistent during weekly discussions.  Adult learners who juggle so much may need a “check in, ” a reminder, an email, what have you.  If failure is not an option for students-that includes adult students too….doesn’t it???????  According to Siemens (2008) “participative pedagogy” is the newest wave of student interaction where teamwork, collaboration, cooperation and individuality are celebrated enabling scholars ample opportunities to immerse themselves in 21st century learning.

Blogs I replied at:  Brittany Hunt & Anne Kelly.

Reference

Laureate Education, Inc. (2008). Principles of Distance Education.  Baltimore, MD:  Author.

Module II Distance Education and its Growing Acceptance

Distance Education has been around for over a century.  And the trend  of more and more people being plugged in for learning at a distance is growing. If we had to choose one element of the three:  communication, collaboration, or global diversity I would select all three.  Its hard to decide since they’re interdependent.

Since need is the mother of invention educational technology will continue to be catapulted in the future providing a means for people, diverse in countries near or far would be able to access the same resources, able to communicate and collaborate. 

Other blogs/links to support this statement:

http://www.westga.edu/~distance/ojdla/fall53/valentine53.html

http://www.irrodl.org/index.php/irrodl/article/view/27/369

http://ateacherswrites.wordpress.com/2007/04/02/collaboration-at-a-distance-a-case-for-collaborative-learning-in-distance-education/

Alison

Module I Principles of Distance Education

Principles of Distance Education

Why is there a need to evolve Distance Education to the next generation? Why? Why not?

There is a need to evolve distance education to the next generation. Distance Education will continue to grow exponentially (Simonson, 2008). According to Simonson (2008) education when practiced at a distance should be equivalent to face to face instruction in that both settings should be rigorous, with learning outcomes, with equivalent learning experiences to meet the learning outcomes. However, that is not the norm. Adults are attending distance education programs at alarming rates and as such have a right to quality distance education programs. However, according to Moller, Foshay, and Huett (2008) most distance education programs lack sound ID principles. The current and next generation of E-learners require sound pedagogical design for both E-learners where needs assessments are conducted, training is monitored and instruction is evaluated at the leadership and student level.

How can DE advance to the next level if there is no consensus in the field with respect to the instructional design process in K-12, business, military, training and university environments? Clearly, more work must be done to advance Distance Education.

****I responded to the following blogs: Heather Price & Ann Kelley.

References

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.

Laureate Education, Inc. (2008). Principles of Distance Education. Baltimore, MD: Author.

Moller, L., Foshay, W., & Huett, J. (2008, May/June). The evolution of distance education: Implications for instructional design on the potential of the Web. 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.

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.