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?

Participation in a collaborative learning community should be assessed based on the student’s input, depth of knowledge and citation of information provided.  Palloff & Pratt (2007) wrote that if instructors have done a good job of establishing learning guidelines and outcomes, as well as the criteria for evaluating student performance, then establishing a formative process of student assessment should be relatively easy.  So when the guidelines have been set and the rubric has been provided then students know the criteria on which they will be assessed.  I feel that varying skills and knowledge students bring to a course should not affect the instructor’s “fair and equitable assessment” of learning.  I say that because expectation are set forth in the beginning the syllabus and students know what is expected of them.  I feel that as we progress to higher levels of learning the expectations of students should not be lower based on abilities but every should graded equally which is fairness to me.

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?

When a student does not want to network or collaborate in a learning community I feel that student should be dropped from the course because of a lack of participation.  It really put the other students in the online class at a disadvantage because of the lack of participation.  It’s a disadvantage because a lot of times especially at the masters or higher lever the number of students in a course is not that high.  So every students registered for the class input is needed to make it a learning community.  The role of the instructor is basically to asses the performance of the students and provided the blueprint of instruction for the course.  I feel that once the students has been informed of their lack of participation by the professor the rest is up to the student.  The impact this would have on the assessment plan would simply be failure of the course.

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

I posted on the following blogs

Mary Tolsen  – URL http://marytolsoneds.blogspot.com/2013/07/module-3-assessing-collaborative-efforts.html?showComment=1373757816743#c4472574630842998279

Theresa Wiggins – URL http://twiggins-family.blogspot.com/2013/07/assessing-collaborative-efforts.html?showComment=1373758228053#c5217155211615514680

Multimedia Presentation

This is my work in progress.  Please give me some feedback on how to make this better.

Board 1 – Video Introduction of Games

Board 2 – Topic Introduction

Board 3 – Research information

Board 4 – Data supporting research

Board 5 – Example of educational games

Board 6 – Students playing games

Board 7 – Data showing how games increase student achievement

Board 8 – Questions and Answers

 

Elements of Distance Education Diffusion

Collaborative interactions in distance education really has evolved into a very useful tool.  Students are now able to still get the interaction and collaboration with their peers as professors.  The unique thing about collaborative interactions today is that you have such a diverse group of students with a varied background of experience.  Distance education actually to me is the “melting pot” to open those line of collaboration in a true professional learning community.

When distance education first started out students simply had to complete work on blackboard which basically was uploading information worked on and the professor was the only one who seen the work.  Now in blackboard students have the class cafe and the discussion forum where true collaboration take place.  Students are able to ask questions, debate ideas and questions various topics.

Another online tool use today is webinars.  Webinars allows working professional to do professional learning on the job and receive the same information.  The incorporation of webinars saves school districts, colleges and universities alot of money because the training can be done with a computer and telephone.  Participates in webinar still experience similar face to face interaction because the training is usually conducting the session live and able to manipulate various programs which models and shows participates what expected during the training. 

The Next Generation of Distance Education

Distance Education is now the common trend for most people because of the flexibility of process of completing the learning.  In this flexibility with distance education many working individual are now able to continue their education as well as continue working on a job.  Not only has distance education made it easier to complete a degree but many businesses and corporation utilize the concept for professional learning which allows for employees to receive on the job training without leaving the business.

Simonson’s video and Moller, Huett, & Foshay (2008) three articles discuss the need to enhance and expand programs for distance education.  When looking at implementing distance education in the workplace, it’s crucial that training is a part of the process so that everyone involved can fully understand the requirement and process of distance education.  When the concept is fully understood then organization can become more efficient because the training can be done without a costly expense of sending employees off.  As an educator, distance education really allows me to gain more knowledge without missing time from my students.  Not only is it convenient for me to participate but i’m able to work at my own pace and receive all the information needed for my professional growth.

Article number two discuss the use of distance education in higher education which I completely agree with.  In working on this Specialist degree, distance education has given me the opportunity complete my degree and continue to work full time.  The setup of the program allows me to continue working toward my goal of obtaining a higher degree and also giving me an opportunity to network with a lot of other people who bring different expertise to the table.

Moller, Huett and Foshay (2008) discussed distance education in the high school setting which I have some reservations about.  In my opinion, I feel that high school students readiness levels aren’t where they need to be when it comes to distance education.  Distance education requires alot of self discipline and time management which many high school students struggle with which would make it more difficult for them to complete tasks.  So I feel that it’s more beneficial on the college level and high school students benefit more from direct instruction.

References

Laureate Education, Inc. (2010). Distance Education:  The Next Generation.  Retrieved from http://laureate.ecollege.com/ec/crs/default.learn

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, May/June).  The Evolution of Distance Education:  Implications for Instructional Design on the Potential of the Web (Part 2:  Higher Education).  TechTrends, 52(4), 66-70.

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 3: K-12).  TechTrends, 52(5), 63-67.