8842 Module 3 - Assessing Collaborative Efforts

Assessment of collaborative learning can be delivered in a number of ways.  One effective method is allowing classmates to assess each other.  Siemens suggested that educators diminish their role as the sole individual conducting all of the assessment (Laureate Education, 2008).  Moreover, Siemens postulates that instructors ought to direct learners to online communities where they can network with other learners as well as offer and provide feedback (Laureate Education, 2008).  Learning Management Systems (LMS) are tools that educators can utilize to assist in the assessment of online collaboration.  Via LMS educators have the ability to track and assess learners based on metrics relating to time used for group activities as well as log in time and duration.  

Students can choose not to participate in group activities for a lot of reasons.  Whether their reasons are positive or negative, lack of participation in a collaborative environment is unacceptable.   Siemens asserts that educators must establish a fusion of environments among community as well as individual environments in order to develop effective learning experiences (Laureate Education, 2008).  This will help those individuals who are reluctant to completely abandon an individualistic approach.   Members of the learning community can encourage others who may be reluctant to participate by inviting them to conversations or asking them for advice on an assignment.  Siemens suggested that educators base their assessment on participation which has been guided by clearly stated outcomes (Laureate Education, 2008).   

According to Miller (2011) relying on a singular assessment model proves to be ineffective due to the fact that learning objectives are not developed from a singular model.  If a student refuses to participate, he or she is making a conscious decision not to do so.  Instructors are obligated to get involved in situations where learners may over or under participate because doing so will help to reduce any conflict or frustration (Palloff and Pratt, 2005).  There are situations which call for educators to modify their assessment plan but I do not think this is one of them.   According to Siemens, educators have to modify their assessment model to focus on community learning approaches (Laureate Education, 2008).

References

http://b767miller.blogspot.com/2011/10/module-3-blog-post-3.html

Laureate Education, Inc. (2008). Assessment of collaborative learning. Baltimore, MD: Author.

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

The Next Generation of Distance Education

Part I of the article by (Moller, Foshar, & Huett, 2008) details Corporate America’s use of e-training and development. The popularity of the Web has contributed to its growth. Cost effectiveness, reduction in training time, as well as being able to service more employees has led businesses to implement e-training. According to Huett, Mollet & Foshay (2008), many organizations realize that not only is e-training more cost effective but it is also judged by pure appearance or the number of learner hours logged. Moreover, the authors suggest that there needs to be provisions developed to measure learner outcomes.

Part II reflects on how the rapid growth of distance education has begun to change post-secondary education. Lifelong learners as well as working professionals have begun to select virtual learning or distance learning as their educational delivery method. Traditionally, education was in the power of the teacher, but faculty has come to appreciate how e-learning encourages asynchronous communication which in turn enhances student learning (Moller, Foshay, & Huett, 2008).

Part III explains the increase of training and development in e-learning within the K-12 school sector. The No Child Left Behind Act allows any child who attends a school that is not making adequate yearly progress the opportunity to seek alternate schooling options. Online education allows students to have access to highly qualified instructors in areas where there are overcrowded schools, teacher shortages, or rural schools.

Due to the fact that students learn differently depending on whether they are in a brick-and-mortar classroom or a virtual classroom, Simonson (2008) reflects on the usage of electronic technology for the online classroom development. Regardless of the mode, both of them need to attempt to make experiences as similar as possible by offering equal opportunities to all students (Simonson, 2008).

There is definitely a need to advance distance education, it can only help benefit everyone. Each of the authors echo ideas and points that I agree with. Without a doubt, there is a need for more research on distance education that will aid in the development of best practices, curriculum, presentation as well as instructional design. Educational leaders should make every effort possible to develop brick-and-mortar classrooms and online classrooms as similar as possible.

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.Use the Academic Search Premier database, and search using the article's title.

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. Use the Academic Search Premier database, and search using the article's title.

Moller, L., Foshay, W., & Huett, J. (2008, July/August). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 2: Higher Education). TechTrends, 52(4), 66–70. Use the Academic Search Premier database, and search using the article's title.

Simonson, M. (2000). Making decisions: The use of electronic technology in online classrooms. New Directions for Teaching and Learning, 84, 29–34. Use the Academic Search Premier database, and search using the article's title.