Tech Update and Introduction

First Let me introduce myself.  I am your friendly neighborhood Tech Guy.  My name is Jason Wolfe, and I am the Project Specialist for the New Mexico Learning Network, which supports the IDEAL-NM initiative.  my email is jwolfe@nmsu.edu my office phone number is (575) 646-6075.

Now to give you a quick Technology update.  We are in final contract negotiations with the vendor that will be supplying the state wide LMS, and we are hoping to be able to announce who was chosen by the second week in December.  The IDEAL-NM eLearning Service Center just received their new computers, and they are working great (I know cause I installed them).  APS recently purchased the Blog and Wiki tools for BlackBoard, and we are being given access to them for the spring semester.  I will provide more information on this topic coon.  Sorry this has to be short, but I've got circuit boards sparking at me.  Hope all of you had a great Thanksgiving, and a great rest of the week.

JW:)

Learning 2007

I really wanted to go to Elliot Masie's Learning 2007 Conference, but
here's the next best thing - they are wikifying much of the good
stuff. They have added hours of video and
audio content including keynotes from Dan Pink, Jenny Zhu, Bobby Flay,
Wharton Faculty and Ken Blanchard. Check it out at
http://www.learningwiki.com

:)
~julz

Threaded Discussions (rubric)

I enjoyed Edelstein and Edwards article on threaded discussions. Specifically the need for a robust rubric for instructors to use that is also "facilitator" friendly. The authors give examples of two different rubrics and then "test" the second rubric using examples of three different students responses. Intially, I thought that the rubric was robust, but had the potential to not be facilitator friendly. How much time can an instructor devote to each thread of each discussion for each student? Upon review of the student "c"'s response I was amazed that the studen recieved any points at all. Yes the student did respond, and did participate, but did he collaborate or even contribute? Perhaps future rubrics need to put more emphasis on not just participation, but active participation. Participation that shows evidence of growth or learning in the individual or the group as a whole. Sed Keller

Collaboration and Cooperation

While I value the learning achieved through both, I also know the energy level required by the teacher to set up a successful project and keep the groups going. Panitz did a good job of differentiating the two, and I can see that collaboration can be an effective tool for online communities. However, knowing that I need to create carefully crafted collaborative projects as well as ensuring that content is provided, students' learning styles and other needs are met, a community is established, and students/parents/ facilitators are kept informed, sounds like it would take a super-human effort! No wonder the Star Wars theme is appropriate! The one bright spot, however, is that collaboration on projects among students may well create the community, allow others to meet various students' needs, and encourage additional communication/peer teaching to somewhat reduce the load on the instructor of the OLC. (After all, while in a face to face class, everyone may hear a question and answer, or it may be discussed more than once allowing multiple opportunities for success, whereas the online teacher may not be able to provide as many repetitions for all students. Having the record in a threaded discussion, or having other members of a group available to explain may promote more learning.) Of necessity, it seems, teachers of online classes may have to give up the complete control of a cooperative learning experience in a face to face class with a more collaborative approach for online classes.

Collaboration and Problem based learning

Cooperative and collaborative learning are very similar and for the most part can be seen as synonymous. Upon closer examination, cooperative learning focuses more upon a group of students working toward a specific end product, while collaborative learning seems to be concerned with the process a group uses to arrive at a solution. In the first approach, goals and objectives for the lesson come from the teacher, while in the second approach, the group takes a situation and devises a plan for reaching a solution. The collaborative approach often fits best within the structure of problem-based learning. This learning is a method based on carefully chosen problems that require the learner to use critical thinking and problem solving skills, self-directed learning and collaboration. This approach to learning is more open ended as students take an active role in the learning process. Teachers step into a position of facilitator rather than leader in the process. A group of students work together on a question or problem posed by the teacher to arrive at the best possible solution(s). Collaboratively, students often take a greater responsibility in the learning process. They move away from a view of education as something that is done to them toward the perception that they can be both learner and educator. Problem based learning goes beyond the traditional approach of acquiring a body of facts and recalling those disjointed facts on an exam. It forces students to take the information and experience that students already possess and synthesize that into solving an “ill structured” problem. Teachers work to encourage participation, provide the necessary information to keep students on track and coach positive responses. Students and teachers both benefit from the sharing and dividing of tasks in a larger, more complex problem. Roles are taken that both enhance and challenge each individual’s abilities. In this way, problem based learning simulates real life situations where professionals and employees work together on complex and immense projects. Students develop the skills necessary for success in the 21st century workplace.

cooperative learning

Cooperative learning should be used in conjunction with effective instructional strategies that take into account the individual needs and learning styles of each student. In cooperative learning groups, individuals work together to reach common goals. Some of the skills taught in elementary grades include staying with the group, sharing materials, taking turns, encouraging one another, and speaking in quiet voices. One of the best times for students to learn and practice social skills is in cooperative group situations. Collaboration can achieve collective results that the participants would be incapable of accomplishing working alone. Using these two strategies online will create a challenge for the student. It is more difficult to coordinate activities of a virtual group that must work remotely and asynchronously to achieve collaboration, but not impossible. Raynee

Threaded discussions

The articles on threaded discussions state that they can be an excellant tool for the teacher to use in their online courses. This method can be used to set up interaction between teachers and students. However, the articles do stress that teachers must participate to make sure that the students have a positive experience with the discussions. This is done by wording of the topic, posting responses, offering encouragment, and redirection if necessary. These are things that teachers also do in a regular classroom. I understand that it will take practice and trial and error for me as a teacher to learn to make threaded discussion a successful tool for my students. Ruth Shields