Motivating Adult Learners

I viewed and commented on  the following blogs
Olufemi Gordon - Dirrerentiated Instruction
http://olufemigordons.blogspot.com/

Daniel Oprish Blog - Gaming
http://daoprish.blogspot.com/2012/02/module-6-week-11.html?showComment=1330095801632#c4153037774896971974

Candice Jones Blog  on Critical Thinking
http://crjoneswaldenu.blogspot.com/2012/02/educ-8842-principles-of-distance_12.html?showComment=1330097321869#c1440959443698116400

I also viewed and commented on:

Joshua Sherman - http://shermansdistanceedblog.blogspot.com/

Suzanne Beer - http://sue-educ7102.blogspot.com/2012/02/project-assignment-video.html?showComment=1330123972001#c8886356734861222174

Jerome Chenever t- http://jachenevert.blogspot.com/2012/02/final-project-collaboration_24.html#comment-form

Laura Wojciechowicz - http://wojoedtech.blogspot.com/2012/02/module-6-motivating-students-through.html?showComment=1330125654237#c9034370951179782086

Brandi Renfro - http://ballinteach44-atl.blogspot.com/2012/02/my-movie_13.html?showComment=1330126694862#c295927494749377178

Publish Your Video Presentation - Module 6

Moving Toward Dynamic Technologies - Module 5

Static and Dynamic Technologies

Moller (2008) posited that it is imperative that instructors and program designers carefully consider the goals and objectives of distance education program as they select the technologies that are incorporated. This will ensure that technologies selected are aligned with goals that encourage higher-order thinking and interactivity.  He also proposed that technology is on a continuum that stretches from static to dynamic technologies.   Static technology could be equated to “the lecture” or “Chalk and talk” method of instruction, as it enables the presentation of information with little or no activity on the path of the learner.  On the other hand dynamic technologies encourage self-learners to actively take responsibility for their learning. 

On this continuum, as an educator in the elementary arena, I believe that I my instructions are tailored in the middle.  This is so as many of the sites that are deemed dynamic are not accessible within our school district!  Classroom instructions and delivery are usually centered on making minor adjustments to pre- prepared packets!  However, being aware of this continuum has opened my eyes that it is important to take risk and experiment with our students if we are to help them to “think outside of the box” or critically.  This can be acquired by getting involved on committees that made the decisions on technologies that are adopted within the district.  Additionally, striving to create lessons that encourage collaboration that extends beyond the task or assignment will be beneficial.

Reference

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

Responded to:
Daniel Oprish http://daoprish.blogspot.com/2012/01/week-8-discussion.html#comment-form
Olufemi Gordon http://olufemigordons.blogspot.com/
Candice Jones

http://crjoneswaldenu.blogspot.com/2012/02/educ-8842-principles-of-distance.html?showComment=1330098945196#c3216655153815628829

Assessing Collaborative Efforts - Module 3

Assessing Collaborative Efforts

    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?  

Siemens (Laureate, 2008) postulated that there should be a shift in the manner in which students are being assessed.  However one of the challenges that many instructors face is that of moving away from the model of individualized learning assessment to a model that is tailored to collaborative learning.  He continued by proposing a model of assessment that involves peers, online communities feedback and the educators contribution in the assessment process.  I too believe that this would tailor to the participatory features attached to working collaboratively. 
Being a peer assessor is an important aspect,  as it aides students in critically observing each other,  as well as,  it enables individual to discover areas of weakness within themselves as they take on the role of an assessor.  I also believe that an instructor’s role in assessing students is vital.  However, I do not think that the feedback received from online communities, that are independent of the course being pursue, should have a great weight on students’ overall scores.  This is so, as these outside individuals may not be privy to the degree of growth that an individual has made over the period of instruction and collaboration.  What I think would be more beneficial is for students to receive feedback and suggestions from these online communities to build their knowledge-based or broaden their experience in such a manner that it assist them in generating a better production of work.  The instructor can then observe how well the student acts upon the criticisms or suggestions given in completing the task. Finally, I think students should be given the opportunity to rate their level of growth or participation in a project.  This will assist the instructor in gaining insight on the level of skill and knowledge the student brought to the course and the growth that was realized. I think this is important, especially with the use of technology; some students may be novice, while others are professional.  This will assist the instructor in making a fair and equitable assessment.
      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?  
As we have heard many times, individual have preferred mode of learning. As a result of this some students may want to stay within their comfort zone of working alone.  However with technology and the abundance of materials that is available this type of learning is not the most beneficial.  I think of the old adage “each one, teach one” Based on this, the learning experience through collaboration and networking is endless!  I think these individuals should be made aware of the benefits that can be derived by working with others.  This can be accomplished by the instructor.  Here, the instructor can create groups of learners that have common goals, personalities, or other similarities. This could springboard a genuine team that shares some commonalities. This should also be taken into consideration during assessment as that students may have grown to a higher degree than an intrapersonal person who naturally likes to participate in activities that involves others.
Reference 
Laureate Education, Inc. (2008). Assessment of collaborative learning. Baltimore: Author.

 

  This is a copy of a storyboard I am working on for my course EDUC8842.  Please do not hesitate to give me some advice, suggestions and comments on how I can improve on the final product.  (I had images on the original storyboard documents , however I was unable to upload it with them :(  Thanks in advance for all your comments.

Storyboard for Video

Topic: Motivating Adult Learners

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Video	Diagram	Audio
Need to further your education but think it is not possible because of the following reasons?		Music playing in background
Too busy with work		Music playing in background
Family obligations		Music continues
No school in your location
Feeling of isolation		Music continues
Feeling that you do not have the capacity to compete with the youth learners
You are not alone! Research shows that distance learning facilitate % of adult learners.	Me talking about research on adult education and learning.
Who is an adult learner What do adult learners need to stay motivated in an online learning environment	Me – describing an adult learner and what is needed for them to be motivated.
All individuals need motivation to help them as they pursue various aspects of their lives. Adult learners are no exception!		Zoom in on teacher helping child

What is the difference between children learning and adults learning?	Pedagogy Vs Andragogy	Zooming on Each word
Slide depicting differences.	Andragogy is a term used for a theoretical framework concerning adult learning. It is contrasted with child learning, or pedagogy. It suggests that adults learn differently than children. The term is widely used by educators to describe the theory of adult learning. Malcolm Knowles Pedagogy (definition)	Me narrating slide information
	Me - using a chart to explain the difference between pedagogy and andragogy.	Zoom in on each bullet on chart.
What can instructors do to motivate adult learners?	Me – Explaining what instructors are doing to motivate adult learners
What can peers do to keep motivated?	Me explaining what peers can do to stay motivated. And announcing the keynote speaker.

Viewed and commented on

Candice Jones blog at - http://www.blogger.com/publish-confirmation.g?blogID=8207365330662640784&postID=5785308695091715908&timestamp=1330103489553&javascriptEnabled=true

Daniel Opish

Olufemi Gordon
http://olufemigordons.blogspot.com/2012/01/module-3-creating-storyboard.html?showComment=1330106397637#c7215202452680642302

Engaging Learners with New Strategies and Tools - Module 4

Engaging Learners with New Strategies and Tools

The idea of bringing technological tools used outside of the classroom, into the learning environment is supported by many researchers (Palloff and Pratt, 2007, Anderson 2008, and Seimen).  Some of these tools are usually used for social interaction such as blogs, wikis, Skype and Facebook just to name a few.  There are many discussions on implementing these tools into theclassroom as they can provide a richer and deeper learning experience than traditional learning tools. This is so as it enables individuals to network and learn from each other, developing reciprocity and getting needed support.  Seimens (2006) posited, “Knowledge set free enables dynamic, adaptive, and personalized experience” (p.5)

Tools and their benefits

·       Blogs – utilized to conduct discussions on topics of interest.

·       Wikis - utilized to conduct discussions on topics of interest.

·       Social media (facebook, twitter, MySpace etc)

·       Emails – students are able to email their assignments, clarify information, and collaborate with peers.

·       Skype , collaborate with members in a learning community , as well as instructors.  Connecting names with faces, developing personal academic relationships.

·       Webex.com, provides collaboration, online meeting. Web and video conferencing.

·       My big Campus, A safe collaborative platform used to facilitate learning, chat, blogs, assignment, essentially a virtual classroom.

·       Webspiration – organized mindmaps, collaborate

·       Webinar – Enables large group, seninars, lectures and presentations via the web.  Individuals can participate in discussions in a collaborative manner.

·       Vodcasting, provides both audio and video presentations to large group. 

·       Podcast, provides both audio and video presentations to large group.

Blog on technology tools in learning

. http://caseinsights.com/index.php/2011/02/15/a-wiki-way-of-learning/

Using Skype in the classroom

http://coolcatteacher.blogspot.com/2006/10/using-skype-in-classroom-or-just.html

I also viewed and commented on

Olufemi Gordon Blog
http://olufemigordons.blogspot.com/2012/02/module-4-blog-post.html#comment-form

Daniels Blog

http://daoprish.blogspot.com/2012/01/week-8-discussion.html#comment-form

Candice Blog

http://crjoneswaldenu.blogspot.com/2012/01/educ8842-principles-of-distance.html?showComment=1330099538407#c9215208108613254210

Elements of Distance Education Diffusion

Siemens (2008) argued that the collaborative interaction has positively created more effective online learning. I am in agreement with his arguments.  The revolution of technology has changed the dynamics of how we communicate and interact with each other, or even complete a task!  Technology has opened the door so that distance and time constraints experienced in the past are no longer a hindrance or obstacle for being productive.  As a classroom teacher, scholar, I have participated in many collaborative experiences that enabled me to experience a rewarding interaction with both my students, co-workers. and colleagues. 

Being able to set up an assignment that my students can work on collaboratively provides them with a rich learning experience.  One area of study that readily comes to mind is in the teaching of writing, to my fourth grade class.  These students are able to work on an assignment collaboratively and remain engaged throughout the process, with little or no other motivation. An example of this can be seen in how I execute and teach and provide practice of the writing process.  After teaching the writing process, I encourage students to work in groups (each student takes on a stage in the writing) and it is amazing how well they do on the final project! However it must be noted that, though collaborative interaction is enhanced by technology, it is imperative that educators design activities in a manner that will promote a rich collaborative experience.  Therefore, providing the opportunity to complete task via technology , alone, will not provide the rich learning experience of which Siemens (2008) spoke, unless careful planning in the collaborative interactions are conducted.

There are many online tools available that enhances effective collaborative interaction.  One such tool is the utilization of googledocs.  This is an online resource that enables individuals within a learning environment to work collaboratively to complete written assignments.  Individuals can edit, present, as well as, compile assignments through this medium.  Another tool that facilitates collaborative interaction is mind maps, especially those available at webspiration.com.  Other tools are wikis, webinars, podcast, and video conferencing. These makes what we though was impossible, a possibility!

Reference

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

Blogs on Collaboration
Ronni Burt - Student-centered learning and collaboration using technology
http://edublogs.org/2010/09/10/edublogs-weekly-review-student-centered-learning-and-collaboration-using-technology/
Keith Sawyer - Collaboration and Learning
http://keithsawyer.wordpress.com/2009/08/29/collaboration-and-learning/

Responded to
Olufemi Gordon’s Blog
http://olufemigordons.blogspot.com/2011/12/elements-of-distance-education.html?showComment=1330096949383#c8412814032285314044

Candice Jones Blog
http://crjoneswaldenu.blogspot.com/2011/12/module-2-assignment-1-elements-of.html?showComment=1330101746931#c7282245530003173794

The Next Generation of Distance Education

Simonson (2008) postulated that, “distance education is formal education that is separated geographically as well as by time.  Based on this premise, I think that distance education should evolve.  One situation that is observed is that more and more individuals are retiring early and there is a need to further their studies to keep abreast with the new information and discoveries. As we get older, I find it harder to travel or relocate in an effort to upgrade or continue educational studies. Similarly, parenting and other family ties demands that we wear many hats as we balance our everyday activities. Distance education not only provides the convenience of being accessible globally, but it also enables learners to learn and collaborate with others. This can provide a richer learning experience that is at times missing in the traditional classrooms.  

 Additionally, Huett, Moller, Foshay & Coleman ,(2008) postulated that distance education can be cost effective,  This is so as, distance education can eliminate the cost of building new facilities for teaching and learning. By evolving distance education in this manner, funds could be diverted from building cost and instead used to train teachers in taking on specific roles such as curriculum designers or content- knowledge facilitators, not only in higher education, but also in the K-12 classrooms. I think this is a change that should be embraced, especially with “bullying” being so prevalent in the lives of these younger children.

References

Huett,J ., Moller. L.,  Foshay W., & Coleman, C. (2008). The evolution of distance education: Implications for instructional design on the potential of the web. (Part 3: K12). Retrieved from, http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?sid=c3d4e92c-6290-4afd-a5e6-620810ad8052%40sessionmgr104&vid=2&hid=104

Laureate Education, Inc. (Producer). (2008a). Distance education: the next generation [Video program]. Retrieved from, http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5701353&CPURL=laureate.ecollege.com&Survey=1&47=4769372&ClientNodeID=984645&coursenav=0&bhcp=1

I veiewed and responded to

Olufemi Gordon
Daniel Oprish
and Candice Jones Blogs