Final Project Responses

I responded to:
Kimberly Dean
Lou Morris
Mike Kirsch
Sabrina McDow
Sara Becker

I also have responded to Claude Chavis

2011 Horizon Report | NMC

The most current Horizon Report. Thoughts?

2011 Horizon Report | NMC

Keynote Video

Here is my video:





I appreciate any feedback! This is the fist time I edited a video. Technology used:
Flip Video Camera
LogTech Web Cam
LogTech microphone (USB)
JayCut (editing)

Module Five Peer Blogs Responded To

Sara Becker
Sabrina McDow
Michael Kirsch
Lou Morris

Module Five Blog

This is my concept map:

I would say that my teaching and my preference as a student is more on the dynamic side.  I have to admit that I will scan a syllabi and an embedded static announcement and then move on.  It doesn’t stick with me.  When dynamic technologies are used, I am more likely to remember the information and act on it more quickly. 

Until I did the concept map, I wasn’t really thinking about how I share information or encourage my students to share information.  This made me think about two things.  One is creativity and the other is collaboration.

Creativity is needed in the world.  To me, creativity is the ability to step outside of a situation and use thinking skills that look for the not so obvious answer.  Outside of the box thinking is a direct product of creativity.  All too often, though systems of education and learning stifle creativity for conformity.  Conformity allows all children to learn the same thing and be tested in the same manner to assess the same standards of learning.  Then, when these same students enter a global, flat world where they are expected to think and show/share their knowledge, they are lost.  Why?  They can conform but they cannot creatively think about situations and come up with diverse possibilities to solve problems or even create new possibilities.

Sir Ken Robinson in a TED Talk discusses how schools kill creativity and why this matters:

Creativity allows student to think outside the box and find possibilities that may not have existed.  Creativity allows tinkering.  When you can take something apart and see how it works, it is easier to not only use the thing but also know how to manipulate the thing.  This is true in writing.  If you know the basic structure of a sentence or paragraph or even essay, you are better able to rethink how to present effective ideas in those constructs.

What about collaboration?  The model of conformity and the nature of high stakes testing makes knowledge and the acquisition of knowledge an individual sport.  Students are expected to learn what they need to effectively pass a high stakes test and move on to the next level; thus, starting the cycle again.  What about collaboration?  Again, the global, flat world will expect that students can effectively collaborate across modalities.  Emails don’t cut is anymore.  Students must be comfortable with using different modalities to communicate (Skype, Twitter, IM, etc).  We no longer live in a world where communication is a phone call away.  In most instances, communication must be a keystroke or mouse click away.  It’s faster and cheaper.  It allows collaboration to be flattened and easier to accomplish.

Global problems are not solved by individuals.  Rather, they are solved by people collaborating – thinking and working together to find and test solutions.  Sharing knowledge (Shirky calls cognitive surplus) is the most effective way to global collaborate.  In another TED Talk, Shirky gives an example of such collaboration:

What happens when we not only share information but we also share technology?  Shirky’s example of Ushahidi supports his ideas that collaboration can lead to global sharing of knowledge and information.  Student who are only taught conformity will not be able to collaborate on this level.

Static systems are needed.  In a world where communication can be disrupted by weather, we have to know that a phone is just as effective as a tweet or an IM.  In the bigger picture though, dynamic systems are the systems that are changing not only the world but also how we think and act in the world.  While we need skills to navigate static systems, it will be the dynamic systems that will allow us to change our world.

If we were really serious about educational technology

If we were really serious about educational technology

This is an interesting blog by Dangerously Irrelevant (Dr. Scott McLeod). Interesting thoughts on how to make sure we are truly thinking about education and technology.

Thoughts?

Module Four Blog Responses

For Module Four, I responded to:
Micheal Kirsch
Lou Morris

Module Four Blog: Graphic Organizer

Thoughts and Reflection

Technology fits in the online classroom.  In my graphic organizer above, I have listed what I feel is needed for building collaboration in the online environment.  More than collaboration, it is a sense of shared knowledge space and shared experience.  For this to grown, I believe that the space should be student-centered, contain problem based learning, have clear expectations and objectives, and there be a sense of open and shared communication.

For student-centered environment, I feel that the instructor should set a clear expectation that each student is responsible for his or her own learning.  This can be done on the class discussion site and even as a started in a class blog.  For the class blog, the instructors could start the conversation by asking students to propose topics and to volunteer to lead topics.  This enables the students to have some power over the communication on the blogs and even discussions.  Wikis and Google Documents are other tools to use to foster a student-centered environment.  When students are asked to share their knowledge and experience, the see that they are equals in the learning process.  The beauty of Google Documents and Wikis is that each student is adding to and correcting the knowledge that is being shared.  This is active learning.  More important, it is student driven learning.

Problem based learning is important.  When students are given real world situations to analyze and solve, they are able to see how the skills they are learning in the classroom will equate to future careers.  TED videos is a great place to show students what innovators are thinking and working on right now all over the world.  Because these are fifteen or less minutes, students not only see the ideas but also see how to present ideas.  TED Videos are also a good place to start discussions on topics.  Google Documents and Diigo are good storage places for the ideas students are discussing.  Like a Wiki, Google Documents can be used to make lists of ideas, resources, and solutions.  Diigo, as a social bookmarking site, can allow students to share resources for the project.

All good projects must have a plan and a deadline.  Setting expectations and objectives is important and needed in any collaboration.  To be successful, students must know what they are working for and what success will mean in terms of project outcomes.  Checklists are useful here.  Wikis, Jing (screen casting), and Google Documents can all be used to communicate expectations and objectives to students.  Wikis and Google Documents would allow the checklists to be edited as needed.  Jing, on the other hand, would give visual and auditory reminders of the expectations and objectives.  This also creates a sense of knowing the instructor because the student can hear the instructor.  If Vimeo was used, the student could also see the instructor.

Communication is vital in any enterprise.  Effectively communicating ideas, expectations, objectives, and feedback is needed to ensure that the collaborative efforts are on target.  Voice welcomes to class give students a sense of community and welcome.  If an instructor welcomes students to class, students have an idea that the instructor is human and not an unknown computer entity.  That sense of humanity is important in a faceless and open identity world online.  Instructors should also give weekly reminders.  This reminds students of expectations and objectives while also reminding them that there is a real person in the class (instructor).  Students have told me that hearing my voice each week makes the class more real because they associate tasks with what I am telling them.  Audacity, Vimeo, Jing, and Animoto are all good tools for weekly reminders and welcomes.  I use Animoto to share funny images with students.  For instance, I always post a stress message in week three of my class.  I give some tips and accompany them with photos.  This is a thirty-second break for students.  It also reminds them that they need to have tools to combat stress.  Vimeo allows me to do a PPT presentation or screen sharing while talking.  This gives all three learning styles a chance to engage their learning style and know what the reminders are for the week.

I have to admit that I leverage technology quite a bit in my classes.  It ranges anywhere from simple PPT to JPEG announcements to voice reminders to Jing Videos on certain tasks.  I gauge where my students are and present information in formats that I know will engage them.  I also consider my lowest technological student.  I make sure that nothing I put on class is above their level.  I will mix in with some more difficult technologies for students that are technologically comfortable.

I think each class is different.  Each of us has to find what works best for our class at any given time.  This changes.  I know that what worked last quarter may not work this quarter.  I have tools to use, though, to make sure I can engage my students.

References

Anderson, T. (2008). The theory and practice of online learning. Edmonton, Canada: AU Press Athabasca University.

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

Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco: Jossey-Bass

Siemens, G. (2008). Learning and knowing in networks: Changing roles for educators and designers. Canada: George Siemens.

Woods, R. H. and Baker, J.D. (2004). Interaction and immediacy in online learning. The International Review of Research in Open and Distance Learning, 5(2). Retrieved from http://www.irrodl.org/index.php/irrodl/article/viewArticle/186/268

Web Sites Mentioned:

Animoto: http://animoto.com/

Audacity: http://audacity.sourceforge.net/

Diigo: http://www.diigo.com/

Google Documents: http://www.google.com/intl/en/options/ (select Docs on the right side)

Jing: http://www.techsmith.com/jing/

TED Videos: http://www.ted.com/

Vimeo: http://vimeo.com/

Rethinking Education

Interesting video.  As we have been talking about in class, are we ready to change as educators.  This video shows that even if we are not ready to change, the acquisition on knowledge is already changing!

Thoughts anyone?

Updated Storyboard

I have added in media notes.  My thought now is to use Windows Movie Maker or Jay Cut to edit together video and images.  I will also add voice to the images.  I think this would make a better video.  Thoughts are much appreciated.

Erica Ellsworth

Storyboard for Final Project

**This is not a complete nor finished storyboard.  These are my initial ideas at this point.**

Scene	Notes	Media
Scene 1 Introduction; show picture of Sharan Merriam; Welcome attendees; introduce keynote Sharan B. Merriam; give her vitae and key books.  Relate that her keynote will discussion motivating adults in online distance education	The introduction will lead into the first real part of the presentation, placing Dr. Merriam with Dr. Knowles’ theory of andragogy.	Video of me initially; move to image of Merriam and then an image of her books.
Scene 2: video.	I will define andragogy and why Dr. Knowles’ theory is used in adult learning.	Video of me; possibility of using a whiteboard to draw a mind map of the idea of andragogy??  Get stills/movie clips to show students working at these tasks.  Start with my introduction of the concept and then move into the student images.  Reinforce the idea of andragogy with the images.
Scene 3: graphic giving the main points of Knowles	Merriam uses Knowles as a starting point but moves into focus on online and distance learning. Understanding the basics of Knowles is needed	Graphic image with a voice over.  Integrate student images as well.  Here, I need to reinforce the distance education link.  Seg from face to face classroom to computer/online learning (really rethink this image and think about the possibilities – Skype capture??)
Scene 4 show me on video	Discussion on Merriam’s theories (** information from Learning in Adulthood is needed here)	Video – shoot in a classroom???? OR continue from scene 3 to reinforce the online/distance nature of education.  Consider a mash of YouTube videos from Pink too – integrate to show that education is not just classroom so motivation  has to take that into account (??)
Scene 5 graphic summarizing Merriam’s points		Graphic with voice
	I need to compare Knowles and Merriam.  I also have articles from Conrad (2002), Anderson (2011), Aragon, et al (2002), Clarke, et al (2002), McKeathen, et al (2011). I am also still toying with the idea of Daniel Pink (Drive).  Dweck and Mindset????

References

Andersen, M. H. (2011). The World Is My School: Welcome to the Era of Personalized Learning. Futurist, 45(1), 12-17. Retrieved from EBSCOHost.

Aragon, S. R., Johnson, S. D., & Shaik, N. (2002). The Influence of Learning Style Preferences on Student Success in Online Versus Face-to-Face Environments. American Journal of Distance Education, 16(4), 227. Retrieved from EBSCOHost.

Clarke, J., Harrison, R., Reeve, F., & Edwards, R. (2002). Assembling Spaces: the question of 'place' in further education. Discourse: Studies in the Cultural Politics of Education, 23(3), 285-297. doi:10.1080/0159630022000029786

Conrad, D. L. (2002).  Engagement, Excitement, Anxiety, and Fear: Learners' Experiences of Starting an Online Course.  American Journal of Distance Education, 16(4), 205-227.  Retrieved from EBSCOHost.

Knowles, M. S., Holton III, E. F., & Swanson, R. A. (2005).  The Adult Learner, Sixth Edition: The Definitive Classic in Adult Education and Human Resource Development.  Maryland Heights: Butterworth-Heinemann.

McKethan, R., Rabinowitz, E., & Kernodle, M. W. (2010). Multiple Intelligences in Virtual and Traditional Skill Instructional Learning Environments. Physical Educator, 67(3), 156-168. Retrieved from EBSCOHost.

Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2006).  Learning in Adulthood: A Comprehensive Guide.  Hoboken, NJ: Jossey-Bass.

Module Three Responses

I responded to:
Michael Kirsch
Lou Morris
Joe Dupree

A Vision of Students Today

I found this on Free Technology for Teachers blog.  It really reinforces what we are talking about in Module 3.

.

Module Three Blog

Christensen, Horn and Johnson (2011) noted that education must move away from times, student-centric testing for assessment to a place where “we can compare students not by what percentage of the material they have mastered, but by comparing how far they have moved through a body of material” (p. 111).  In order to assess individual students, we have to figure out how to measure and value their learning for a set time.  This is similar in the collaborative learning environment.  In the collaborative learning environment, we have to have a measure that shows the value of the group’s production for a set time.  At the same time, we have to have penalties for those that are not helping with the group’s production.   

Siemens noted that authentic assessment had to include fair and direct assessment, assessment based on standard outcomes, and equitable assessment (Laureate Education, 2008).  How does the instructor base a collaborative learning exercise on these standards?  I think there are a couple of approaches.  First, the goals have to be clearly communicated.  If the team is creating a video, it must be clearly communicated that each member will have a job that leads to the outcome of making the video.  Second, the standards of assessment must be articulated.  What exactly will the team have to produce?  What are the points?  Third, the learning team itself must have the ability to assess the team’s performance.  This can be a blind assessment (Survey Monkey) or a signed assessment.  Finally, the instructor must look at a few variables: the final product, the division of labor, and the peer assessments.  Siemens also noted that when there is self, peer, community, and instructor assessment, the assessment has moved from learner based to collaborative based (Laureate Education, 2008). 

Paloff and Pratt (2005) found that when each learner in a collaborative learning environment is responsible for reflecting on not only their own contributions but also the contributions of the other learners, a more complete picture of assessment emerges (p. 213).  Reflection is a vital part of learning.  If a learner can take a step back and see their own progress and their own needs for improvement, they are more able to move forward in their learning journey.  Likewise, when learners are able to reflect on their collaborative partners, they are able to see the role of collaboration as well as the role of assessment.  Both are important tools to carry into the business world.

WHAT IF?!  I teach one on ground course that requires 30% learning team assessment.  Technically, each team member should receive the same grade.  I have had classes, though, where one student has done all the work to maintain their A average.  In the same class, I have had students with no technical literacy to contribute to the assignment.  How do I assess these learners?  I look at a number of things.  One of the outcomes in the class is a group presentation.  Each member has to present an aspect of the presentation.  If someone doesn’t present, that negates the presentation grade.  I also have students do blind assessments where they assess the group members individually.  Because it is anonymous, students generally are honest.  This presents another problem.  What if only one student complains about the group member that does not participate?  One of the strategies I have used to be fair is I give class time for groups to work on their projects.  I can observe the interactions and see who is and is not contributing.  This helps me determine lost points.  I have to be very careful and document any lost points.  Students will complain if they find out their points are different from another group members.  Documenting how I am assessing and why I am assessing helps to support my reasoning for the points.

WHAT IF a student is not participating?  I ask that my students let me know when they  have two failed attempts with a learning team member.  I then contact the student.  I let the student explain to me what their side of not participating is.  Depending on the situation, I will either move the student to another group or leave them in the original group.  I always caution the student that as an adult, it is their choice to participate.  If they choose not to participate, they are choosing for a lower grade.  I document all communication when reaching out to a non-participating student. 

Because I work with adult learners, I am able to tell them that it is their choice to participate collaboratively.  I also explain WHY we use collaboration.  All of the programs I teach for expect students to leave the program knowing how to work collaboratively in addition to the specific goals of the program (criminal justice, general education, etc.).  Most adult learners come to the classroom with some experience working collaboratively.  They also come with the knowledge that whatever industry they will return to or will make a new career in will expect that they know how to collaborate.

In a global world/marketplace, we have to be prepared to collaborate in real time and synchronously.  The beauty of distance education is that we teach students these skills as a means of delivering their classes.  When we place them in collaborative situations, we are reinforcing the need to know how to work asynchronously and synchronously.  We are also reinforcing the idea that they have to collaborate to move forward.

Unfortunately, there is not a 100% equitable or standard means of assessing collaboration.  As we continue to innovate in distance education, we must find ways to innovate assessment.  Report cards are not used in business models or in “the real world.”  Education needs to reflect real world, authentic assessments.  We have to include reflection and we have to show students how to assess themselves and how to goal set to improve their learning.

References

Christensen, C. M., Horn, M.B., & Johnson, C. W. (2011).  Disrupting class: How disruptive innovation will change the way the world learns.  New York: McGraw Hill.

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

Paloff, R. & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco, CA: Jossey-Bass

Storyboards Responded To

I responded to the following storyboards:
Kimberly Dean
Sabrina McDow
Sara Becker

Storyboard

Here is the first attempt at a storyboard.  I am still debating a couple of things (like Pink) and would love any feedback!

Thanks,
Erica

Erica Ellsworth

Storyboard for Final Project

**This is not a complete nor finished storyboard.  These are my initial ideas at this point.**

Scene	Notes
Scene 1 Introduction; show picture of Sharan Merriam; Welcome attendees; introduce keynote Sharan B. Merriam; give her vitae and key books.  Relate that her keynote will discussion motivating adults in online distance education	The introduction will lead into the first real part of the presentation, placing Dr. Merriam with Dr. Knowles’ theory of andragogy.
Scene 2: Show me on video.	I will define andragogy and why Dr. Knowles’ theory is used in adult learning.
Scene 3: graphic giving the main points of Knowles	Merriam uses Knowles as a starting point but moves into focus on online and distance learning.  Understanding the basics of Knowles is needed
Scene 4 show me on video	Discussion on Merriam’s theories (** information from Learning in Adulthood is needed here)
Scene 5 graphic summarizing Merriam’s points
	I need to compare Knowles and Merriam.  I also have articles from Conrad (2002), Anderson (2011), Aragon, et al (2002), Clarke, et al (2002), McKeathen, et al (2011). I am also still toying with the idea of Daniel Pink (Drive).

References

Andersen, M. H. (2011). The World Is My School: Welcome to the Era of Personalized Learning. Futurist, 45(1), 12-17. Retrieved from EBSCOHost.

Aragon, S. R., Johnson, S. D., & Shaik, N. (2002). The Influence of Learning Style Preferences on Student Success in Online Versus Face-to-Face Environments. American Journal of Distance Education, 16(4), 227. Retrieved from EBSCOHost.

Clarke, J., Harrison, R., Reeve, F., & Edwards, R. (2002). Assembling Spaces: the question of 'place' in further education. Discourse: Studies in the Cultural Politics of Education, 23(3), 285-297. doi:10.1080/0159630022000029786

Conrad, D. L. (2002).  Engagement, Excitement, Anxiety, and Fear: Learners' Experiences of Starting an Online Course.  American Journal of Distance Education, 16(4), 205-227.  Retrieved from EBSCOHost.

Knowles, M. S., Holton III, E. F., & Swanson, R. A. (2005).  The Adult Learner, Sixth Edition: The Definitive Classic in Adult Education and Human Resource Development.  Maryland Heights: Butterworth-Heinemann.

McKethan, R., Rabinowitz, E., & Kernodle, M. W. (2010). Multiple Intelligences in Virtual and Traditional Skill Instructional Learning Environments. Physical Educator, 67(3), 156-168. Retrieved from EBSCOHost.

Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2006).  Learning in Adulthood: A Comprehensive Guide.  Hoboken, NJ: Jossey-Bass.

Responded To

Blogs Responded To

Module 1:
Kimberly Dean
Lou Morris
Taryn Hailstock

Module 2:
Kimberly Dean
Sabrina McDow