tag:blogger.com,1999:blog-75590285947188674202024-02-06T20:53:01.321-08:00My Educational Technology JourneyKCannonhttp://www.blogger.com/profile/12037969123758756876noreply@blogger.comBlogger14125tag:blogger.com,1999:blog-7559028594718867420.post-9894557929781242812013-08-21T05:59:00.000-07:002013-08-10T19:06:06.130-07:00Learning in a Digital WorldI have become quite reliant on technology now than I was, say ten years ago. In college, the majority of the time I physically visited the library to complete my assignments find resources for my papers. I had to learn to format in MLA and APA style. I had to use a dictionary to find any word I did not know and I would ask my friends and professors for help if I was lost on an assignment. Today, it’s not the same case. Now, I have an iPad, iPhone, and instant connectivity to the Internet. All of this can help me to complete any learning task quickly and efficiently find the answer to my questions. If the Internet cannot answer my question, then no one can, right?
Now, don’t get me wrong. Everyone online is not golden and it is definitely not meant for everyone. For instance, I have learned that I’m a much better learner in a face-to-face setting than I am in an online environment. I have continuously struggle through my degree program because I feel a bit disconnected from it. However, had I not enrolled in an online degree program, I never would have known this about myself. I would have always assumed because I was a good student in a face-to-face setting and that my performance would translate to any online classroom setting. I have had to adjust my learning strategies in order to successfully complete my courses. I cannot simply read a text and rely on in-class discussion to further my understanding. I now read the text, take notes, and create a visual aid. I search out resources to support my learning far more than I did before and I also find myself rereading a text more than twice, something I never would have done before. And one of the biggest adjustments has been implementing a study schedule that MUST follow in order to get my work complete in time. The slightest illness, late meeting, or conference can throw me completely off. I never worried about my schedule before being an online student. I have had to really think about what I need to do in order to succeed as a learner.
I think back to my senior year as an undergraduate. One of the graduation requirements was to create a portfolio. The portfolio needed to contain things like lesson plan samples, student work, assessments, and our own philosophy for teaching. I remember centering my philosophy around what probably 90% of teachers believe or say – “Every child can learn.” That was almost seven years ago. Now, I do believe that all children can learn but my philosophy of learning encompasses more than just that now. I now know believe in equipping students with the necessary tools to learn. These tools need to be founded on theory and research before I introduce them to my students. I incorporate instructional strategies into my classroom that are based in behaviorist (learning objectives, reinforcement, tutorials), cognitivist (chunking, images, visual cues, graphic organizers), and constructivist (authentic assessment, choice, student voice) theories. I think what we cannot do is rely solely on one theory to influence how we teach our students. Multiple theories would not exist if only one set of principles changed performance 100% of the time. However, that is not the case. How individuals learn is not one size fits all; it can even change from environment to environment i.e. my experience with online learning that I mentioned earlier. The key is being knowledgeable about different learning theories, and the resulting instructional theories, in order to knowledgeable shape our instruction to meet the needs of our diverse students.
References
Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson Education.
KCannonhttp://www.blogger.com/profile/12037969123758756876noreply@blogger.com0tag:blogger.com,1999:blog-7559028594718867420.post-67042851321204943192013-08-07T21:38:00.000-07:002013-08-10T19:04:55.715-07:00New Technologies<br />
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<span style="font-family: Georgia, Times New Roman, serif;"> I
remember being given the task of acting as a sort school expert for our computer-assisted
instruction program upgrade. Once I completed
my training, I had to present what I'd learned to my colleagues and help them
with any questions they may have had. Teachers were expected to create lessons for
students and monitor student progress using the program. However, very few teachers were following
suit. The administrator looked to me to
help those who clearly complained about the difficulty they faced with getting
started however none of these people reached out to me for help. I managed to
create a mini-manual for those who wanted
one and personally helped a few people.
I then volunteered to hold a small tutorial session. However, the administration never took me up
on my offer. Needless to say, the
program is still used by very few teachers within my school.</span></div>
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<span style="font-family: Georgia, Times New Roman, serif;"> My
colleagues low self-efficacy caused them to dismiss the benefits of this
program because they feared they could not implement it correctly. They also have negative expectations
associated with the program i.e. more work for them, focus taken away from the
standards. If I'd had Keller's ARCS
model for stimulating motivation to follow, I could have done the following things that may have motivated
my colleagues more.</span></div>
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<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.youtube.com/embed/2NLAuR5w-sY?feature=player_embedded' frameborder='0'></iframe></div>
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<li><span style="font-family: Georgia, 'Times New Roman', serif; text-indent: -0.25in;">·</span><span style="font-family: Georgia, 'Times New Roman', serif; font-size: 7pt; text-indent: -0.25in;">
</span><i style="font-family: Georgia, "Times New Roman", serif; text-indent: -0.25in;">Gaining
and Sustaining Attention</i><span style="font-family: Georgia, 'Times New Roman', serif; text-indent: -0.25in;">: My presentation could have gone beyond what the
district had provided and I could have incorporated video</span><span style="font-family: Georgia, 'Times New Roman', serif; text-indent: -0.25in;"> </span><span style="font-family: Georgia, 'Times New Roman', serif; text-indent: -0.25in;">and small group discussions.</span><span style="font-family: Georgia, 'Times New Roman', serif; text-indent: -0.25in;"> </span><span style="font-family: Georgia, 'Times New Roman', serif; text-indent: -0.25in;">I could have also developed the mini-manual
for the presentation and inserted color and graphics.</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif;"><br /></span></li>
<li><span style="font-family: Georgia, 'Times New Roman', serif; text-indent: -0.25in;">·</span><span style="font-family: Georgia, 'Times New Roman', serif; font-size: 7pt; text-indent: -0.25in;">
</span><i style="font-family: Georgia, "Times New Roman", serif; text-indent: -0.25in;">Enhancing
Relevance</i><span style="font-family: Georgia, 'Times New Roman', serif; text-indent: -0.25in;">: I could have provided</span><span style="font-family: Georgia, 'Times New Roman', serif; text-indent: -0.25in;"> </span><span style="font-family: Georgia, 'Times New Roman', serif; text-indent: -0.25in;">my
colleagues with data where the program enhanced learner performance so that the
program wouldn't be seen as a distraction from their lessons.</span></li>
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<li><span style="font-family: Georgia, 'Times New Roman', serif; text-indent: -0.25in;">·</span><span style="font-family: Georgia, 'Times New Roman', serif; font-size: 7pt; text-indent: -0.25in;">
</span><i style="font-family: Georgia, "Times New Roman", serif; text-indent: -0.25in;">Building
Confidence</i><span style="font-family: Georgia, 'Times New Roman', serif; text-indent: -0.25in;">: I could have walked my colleagues through the process of setting
up their classes and building assignments.</span><span style="font-family: Georgia, 'Times New Roman', serif; text-indent: -0.25in;">
</span><span style="font-family: Georgia, 'Times New Roman', serif; text-indent: -0.25in;">I also could have set them up in a class and had them work through a
lesson themselves.</span></li>
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<li><span style="font-family: Georgia, 'Times New Roman', serif; text-indent: -0.25in;">·</span><span style="font-family: Georgia, 'Times New Roman', serif; font-size: 7pt; text-indent: -0.25in;">
</span><i style="font-family: Georgia, "Times New Roman", serif; text-indent: -0.25in;">Generating
Satisfaction</i><span style="font-family: Georgia, 'Times New Roman', serif; text-indent: -0.25in;">: I could then give them a month to practice with their
students and then report back on their findings.</span><span style="font-family: Georgia, 'Times New Roman', serif; text-indent: -0.25in;"> </span><span style="font-family: Georgia, 'Times New Roman', serif; text-indent: -0.25in;">We could discuss what worked, what didn't,
and plan our next step with the program.</span><span style="font-family: Georgia, 'Times New Roman', serif; text-indent: -0.25in;">
</span><span style="font-family: Georgia, 'Times New Roman', serif; text-indent: -0.25in;">This way, they are actively involved in the decision process.</span></li>
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<b><span style="font-family: Georgia, Times New Roman, serif;">References</span></b></div>
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<span style="font-family: Georgia, Times New Roman, serif;">Driscoll, M. P. (2005). <i>Psychology of learning for
instruction </i>(3rd ed.). Boston, MA: Pearson Education.</span></div>
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<span style="font-family: Georgia, Times New Roman, serif;">Talab, D. (2013, February 7). The ARCS model of motivational design-learner motivation. Retrived from http://www.youtube.com/watch?v=2NLAuR5w-sY </span></div>
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KCannonhttp://www.blogger.com/profile/12037969123758756876noreply@blogger.com1tag:blogger.com,1999:blog-7559028594718867420.post-85741887277040079352013-07-24T18:48:00.000-07:002013-08-10T19:02:59.408-07:00Connectivism Mindmap<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgd9hyphenhyphentMUxSfHePkyaRiKdSPI0a08ghCGybpduU0ILEBcWwPF-BcQ5p-7Kskp7tQi7ceIfPu7yn8vEDe9ILVbk7DugUOjNM0zr01lpaCbSRmgSXT82DFMrn8JUxFr4fG7vmF7l6jO79zaw/s1600/My+Network+Connections.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="111" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgd9hyphenhyphentMUxSfHePkyaRiKdSPI0a08ghCGybpduU0ILEBcWwPF-BcQ5p-7Kskp7tQi7ceIfPu7yn8vEDe9ILVbk7DugUOjNM0zr01lpaCbSRmgSXT82DFMrn8JUxFr4fG7vmF7l6jO79zaw/s400/My+Network+Connections.jpeg" width="400" /></a></div>
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<span style="color: #333333; font-family: "Verdana","sans-serif"; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"> My network has
taken me from the realm of independent learner to collaborator and
contributor. It's much less demanding
and tedious when you can pull from a pool of knowledge versus simply relying on
what you, alone, know and understand.
This in turn, deepens my understanding because I have such a wealth of
knowledge at my access.<o:p></o:p></span></div>
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<span style="color: #333333; font-family: "Verdana","sans-serif"; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"> At home, I'm constantly
connected by either my smartphone or IPad.
I also have my Kindle app downloaded to both and use it tremendously
because I find that I read faster using my Kindle or eReader app than I do a
physical text. Being that I'm a visual
learner, colorful graphic organizers help me as well, as do videos. <o:p></o:p></span></div>
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<span style="color: #333333; font-family: "Verdana","sans-serif"; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"> Now, when I have
questions, I ask questions. If I'm at
work, I'll first ask my team leader and team members. I'll also go to my administration if I have a
question specifically for them. I also
rely on my organizational ties, such as the National Council for Teachers if
English (NCTE), Aiken Council of the International Reading Association (ACIRA),
Simple K12, Education Technology News, TES, Share My Lesson, and my new
favorite, Teachers Pay Teachers. I then
take what I've learned and apply it in my classroom. When I am at home and I come across a subject
I'm interested in, first I'll either use Google or Bing to locate information. If there is Wikipedia entry, I'll read that
first and use the hyperlinks within the entry to further my understanding. By the time I'm done, I've usually read four-five
different resources on the topic.
Afterwards, I usually end of sharing what I've learned with my family
and friends. <o:p></o:p></span></div>
KCannonhttp://www.blogger.com/profile/12037969123758756876noreply@blogger.com0tag:blogger.com,1999:blog-7559028594718867420.post-7838143955469895052013-07-11T22:11:00.000-07:002013-07-10T22:49:20.702-07:00Collaboration<br />
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<i><span style="font-family: "Verdana","sans-serif"; font-size: 12.0pt; line-height: 115%;">But I think we can
see the very beginnings of a new story beginning to emerge. It's a narrative spread across a number of
different disciplines, in which cooperation, collective action and complex
interdependencies play a more important role.
And the central, and not all-important, role of competition and survival
of the fittest shrinks just a little bit to make room.</span></i><span style="font-family: "Verdana","sans-serif"; font-size: 12.0pt; line-height: 115%;">
(Rheingold, 2008).<o:p></o:p></span></div>
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<span style="font-family: "Verdana","sans-serif"; font-size: 12.0pt; line-height: 115%;"> In nature there are many examples of species that when
they procreate, they leave their young to fend for themselves </span><span style="font-family: "Verdana","sans-serif"; font-size: 12.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">(i.e. snakes and turtles)</span><span style="font-family: "Verdana","sans-serif"; font-size: 12.0pt; line-height: 115%;">. However, humans do not; we
have what is known as the family unit. In
my classroom, my students readily rely on me as their instructor and one
another to complete their tasks. One of
the first questions out of their mouths after I give instructions is "Can
we work together?" I do believe
that most humans have an intrinsic desire to interact and work with
others. <o:p></o:p></span></div>
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<span style="font-family: "Verdana","sans-serif"; font-size: 12.0pt; line-height: 115%;"> The constructivist theory is centered around authentic
instruction or realistic learning that challenges learners to reason and think
critically. Collaboration can help ease
the challenge of authentic instruction as technology can help facilitate
collaboration. Collaborative learning through
social negotiation, can help learners with retention, understanding and use (Driscoll,
2005). Web-based collaboration can
provide problem scaffolding as learners have access to knowledge experts and
online support. "In this way,
students can identify learning goals, conduct investigations, keep track of
their progress, think about their ideas and those of others, and communicate to
others within and outside the immediate learning community" (Driscoll,
2005, p. 404). <o:p></o:p></span></div>
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<span style="font-family: "Verdana","sans-serif"; font-size: 12.0pt; line-height: 115%;"><a href="http://www.usask.ca/education/coursework/802papers/Skaalid/tools.html">Constructivist
Tools for Learning</a><o:p></o:p></span></div>
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<span style="font-family: "Verdana","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-bidi-font-weight: bold;"> Huang-Yao Hong conducted an
18 week study in which two fifth grade science classes participated in online
collaboration. Hong desire to see the effect
of knowledge building pedagogy and technology on these students' views of collaboration. The study found that students were able to
gradually work together beyond group collaboration and "that knowledge building
pedagogy, as compared with conventional instruction, is more likely to help
students develop a more idea-centered view of collaboration"(Hong, 2011,
p. 256)<o:p></o:p></span></div>
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<span style="font-family: "Verdana","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-bidi-font-weight: bold;"><a href="http://ezp.waldenulibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=65211945&site=ehost-live&scope=site">http://ezp.waldenulibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=65211945&site=ehost-live&scope=site</a><o:p></o:p></span></div>
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<span style="font-family: Verdana, sans-serif; font-size: 12pt; line-height: 115%;"> Janelle Turk conducted an action research study
when she desired to promote collegial collaboration among the students at her
middle school and the special education students. The study had two specific goals: 1) "</span><span style="font-family: Verdana, sans-serif; font-size: 12pt; line-height: 115%;"> </span><span style="font-family: Verdana, sans-serif; font-size: 12pt; line-height: 115%;">involve
the art club and life skills students in a collaborative and inclusive project
at FMS" (Turk, 2012, p. 51); and 2) "</span><span style="font-family: Verdana, sans-serif; font-size: 12pt; line-height: 115%;"> </span><span style="font-family: Verdana, sans-serif; font-size: 12pt; line-height: 115%;">create change in
both the physical appearance of the life skills room and social change among
the participants" (Turk, 2012, p. 51). It was found that the use of authentic
instruction, collaboration, and inclusion provided a life-changing experience
for all involved.</span></div>
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<span style="font-family: "Verdana","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-bidi-font-weight: bold;"><a href="http://ezp.waldenulibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=82750725&site=ehost-live&scope=site">http://ezp.waldenulibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=82750725&site=ehost-live&scope=site</a><o:p></o:p></span></div>
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<b><span style="font-family: "Verdana","sans-serif"; font-size: 12.0pt; line-height: 115%;">References<o:p></o:p></span></b></div>
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<span style="font-family: "Verdana","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-bidi-font-weight: bold;">Driscoll, M. P. (2005). <i>Psychology of
learning for instruction </i>(3rd ed.). Boston, MA: Pearson Education.<o:p></o:p></span></div>
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<span style="font-family: "Verdana","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-bidi-font-weight: bold;"><br /></span></div>
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<span style="font-family: "Verdana","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-bidi-font-weight: bold;">Huang-Yao, H. (2011). Beyond group collaboration:
Facilitating an Idea-centered view of collaboration through knowledge building
in a science class of fifth-graders. <i>Asia-Pacific education researcher</i>, <i>20</i>(2),
246-260. <o:p></o:p></span></div>
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<span style="font-family: "Verdana","sans-serif"; font-size: 12.0pt; line-height: 115%;">Rheingold,
H. (2008, February). Howard Rheingold on collaboration [Video file]. Retrieved
from <br />
<a href="http://www.ted.com/talks/howard_rheingold_on_collaboration.html" target="_blank">http://www.ted.com/talks/howard_rheingold_on_collaboration.html</a><o:p></o:p></span></div>
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<span style="font-family: "Verdana","sans-serif"; font-size: 12.0pt; line-height: 115%;">Turk,
J. (2012). Collaboration, inclusion, and empowerment: A life skills mural. <i>Art
education</i>, <i>65</i>(6), 50-53.<o:p></o:p></span></div>
KCannonhttp://www.blogger.com/profile/12037969123758756876noreply@blogger.com3tag:blogger.com,1999:blog-7559028594718867420.post-52408722312336110642013-06-26T21:00:00.000-07:002013-06-26T18:13:23.838-07:00Cognitivism as a Learning Theory<br />
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<span class="apple-converted-space"><span style="background: white; color: #333333; font-family: "Verdana","sans-serif"; font-size: 12.0pt; line-height: 115%;"> <a href="http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html"> <i>_isms
are important but use them as a filter, not as a blinker</i></a> (Kerr, 2007). I agree with Bill Kerr's statement. I believe that learning theories serve as a
guide for thinking about how we learn.
As an educator, I shouldn't rely on one sole theory to guide my
instruction. "Under a close
analysis of the behaviorist, cognitivist, and constructivist schools of
thought, many overlaps in the ideas and principles become apparent" (Ally,
2008 ,p.20). Behaviorist strategies lends
itself to certain tasks, as does cognitivism, as does constructivism. Though dominate during different times in
educational history, they all serve a purpose and can be built one upon the
other to reach learners. "Behaviorists'
strategies can be used to teach the facts (what); cognitivist strategies, the
principles and processes (how); and constructivist strategies to teach the
real-life and personal applications and contextual learning" (Ally, 2008 ,
p. 39).<o:p></o:p></span></span></div>
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<span class="apple-converted-space"><span style="background: white; color: #333333; font-family: "Verdana","sans-serif"; font-size: 12.0pt; line-height: 115%;"> <a href="http://www.uleduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/">Karl
Kapp</a> (2007) states that we need to "</span></span><span style="background: white; color: #333333; font-family: "Verdana","sans-serif"; font-size: 12.0pt; line-height: 115%;">take the best from each philosophy and use it wisely to
create solid educational experiences for our learners." I couldn't have said it better. Behaviorism, cognitivism, constructivism,
connectivism, and etc, can exist harmoniously within instruction and the use of
educational technology. The reality is
that one model cannot explain the multifaceted world of learning. Education, as has been proven over and over
again, is not one size fits all. <o:p></o:p></span></div>
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<span style="background: white; color: #333333; font-family: "Verdana","sans-serif"; font-size: 12.0pt; line-height: 115%;"> The reality is that one
model cannot explain the multifaceted world of learning. Education, as has been proven over and over
again, is not one size fits all. <span class="apple-converted-space"><o:p></o:p></span></span></div>
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<b><i><span style="font-family: "Verdana","sans-serif"; font-size: 12.0pt; line-height: 115%;">Further
Reading:<o:p></o:p></span></i></b></div>
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<i><span style="font-family: "Verdana","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-bidi-font-weight: bold;"><a href="http://www.redgravenstein.com/people/gs/mlis/281/learning.htm">Learning
Theories: Let the Instruction Fit the Task</a><o:p></o:p></span></i></div>
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<i><span style="font-family: "Verdana","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-bidi-font-weight: bold;"><a href="http://www.ascd.org/publications/educational-leadership/sept97/vol55/num01/Where-Do-the-Learning-Theories-Overlap%C2%A2.aspx">Where
Do the Learning Theories Overlap?</a><o:p></o:p></span></i></div>
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<b><span style="font-family: "Verdana","sans-serif"; font-size: 12.0pt; line-height: 115%;">References:<o:p></o:p></span></b></div>
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<span style="font-family: "Verdana","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-bidi-font-weight: bold;">Ally, M. (2008). Foundations of educational theory
for online learning. In Anderson, T. (Ed.), <i>The theory and practice of
online learning</i> (2nd ed.) (p. 15-44). Edmonton, AB: Athabasca
University Press.<o:p></o:p></span></div>
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<span style="font-family: "Verdana","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-bidi-font-weight: bold;">Kerr, B. (2007, January 1). _isms as filter, not
blinker [Web log post]. Retrieved from<a href="http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html" target="_blank">http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html</a><o:p></o:p></span></div>
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<span style="font-family: "Verdana","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-bidi-font-weight: bold;">Kapp, K. (2007, January 2). Out and about:
Discussion on educational schools of thought [Web log post]. Retrieved from<a href="http://www.kaplaneduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/" target="_blank">http://www.kaplaneduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/</a><o:p></o:p></span></div>
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<span style="font-family: "Verdana","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-bidi-font-weight: bold;">[Untitled image of people holding hands]. Retrieved
December 29, 2012 from <a href="http://www.learningsolutionsmag.com/images/articles/main/id_85_608.jpg">http://www.learningsolutionsmag.com/images/articles/main/id_85_608.jpg</a>
<o:p></o:p></span></div>
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KCannonhttp://www.blogger.com/profile/12037969123758756876noreply@blogger.com4tag:blogger.com,1999:blog-7559028594718867420.post-84036766984253663062013-06-17T16:39:00.000-07:002013-06-17T16:39:05.849-07:00Learning Theory and Educational Technology<br />
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<span class="apple-converted-space"><span style="font-family: "Verdana","sans-serif"; font-size: 10.0pt; line-height: 115%;"> </span><span style="line-height: 115%;"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"> I feel that people learn best when
they are relaxed and supported. In order
for that to occur, they need to be in an environment in which they trust those
around them, whether it be a face-to-face or online setting. So I believe the sense of a trusting and
supporting community should be established before learners are able to branch
out and find what works for them.
"...in distance education, attention needs to be paid to the
developing sense of community within the group of participants in order for the
learning process to be successful" (Palloff & Pratt, 2007, p.
40). <o:p></o:p></span></span></span></div>
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<span class="apple-converted-space"><span style="line-height: 115%;"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"> At this point, students are able to explore
or implement the appropriate strategy to meet their needs. <a href="http://www.instructionaldesign.org/theories/index.html" target="_blank">Learning theory</a> would not exist if not for
the matter that people learn differently.
Every learner will not succeed with solely behaviorist strategies, solely
cognitive strategies, or solely constructivist strategies. Content needs to be presented in a variety of
forms to meet the needs of diverse students.
Learners can then choose the appropriate strategy to meet their needs.<o:p></o:p></span></span></span></div>
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<span class="apple-converted-space"><span style="line-height: 115%;"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"> Effective instruction is informed by
theories of learning, whether face-to-face or online. They help the instructor to determine the
needs of his/her students and then assign the appropriate materials for the
learners to select from. In designing a
course, a combination of theories, from behaviorist to emerging theories like <a href="http://www.elearnspace.org/Articles/connectivism.htm">connectivism</a>,
should be used to develop materials.
"Strategies should be selected to motivate learners, facilitate
deep processing, build the whole person, cater to individual differences, promote
meaningful learning, encourage interaction, provide relevant feedback, facilitate
contextual learning, and provide support during the learning process" (Ally,
2008, pp. 18-19). Learning theory should
help in providing diversity to learners as they represent a wide array of learning
cultures, styles, and motivations.<o:p></o:p></span></span></span></div>
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<span class="apple-converted-space"><span style="line-height: 115%;"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><b><i>References</i></b><o:p></o:p></span></span></span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><span style="border: 1pt none windowtext; padding: 0in;">Ally, M. (2008). Foundations of educational
theory for online learning. In Anderson, T. (Ed.),</span> <i><span style="border: none windowtext 1.0pt; mso-border-alt: none windowtext 0in; padding: 0in;">The theory and practice of
online learning</span></i> <span style="border: none windowtext 1.0pt; mso-border-alt: none windowtext 0in; padding: 0in;">(2nd ed.) (p. 15-44). Edmonton,
AB: Athabasca University Press.<o:p></o:p></span></span></div>
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<br /></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Driscoll, M. P. (2005). <i>Psychology of learning for
instruction </i>(3rd ed.). Boston, MA: Pearson </span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"> Education.</span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><br /></span></div>
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<span style="line-height: 115%;"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><span style="font-size: small;">Palloff, R. M., & Pratt, K.
(2007). </span><i>Building online learning communities: Effective strategies for
the virtual classroom</i>. San Francisco: Jossey-Bass.</span><span style="font-size: small;"><o:p></o:p></span></span></div>
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KCannonhttp://www.blogger.com/profile/12037969123758756876noreply@blogger.com2tag:blogger.com,1999:blog-7559028594718867420.post-71443587171086888852013-03-14T21:45:00.001-07:002013-03-14T21:45:06.662-07:00Identify an Emerged Technology: Virtual Classrooms<br />
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<b>Virtual K-12 Classrooms</b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhqGIisrqK720cn00lvUgz_qeJDxbAcolK3xtpIuf5rzy9aJh1MlLnBs030JhREk80MHzJM5Zs6mWZdDPVdlWYz-3StlSzMkt8sJhYKXeEOmZZzcxtIqC3Qe5BTAToXx2lvkBmybXtCryw/s1600/Pic_VirtualClassroom.gif" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="223" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhqGIisrqK720cn00lvUgz_qeJDxbAcolK3xtpIuf5rzy9aJh1MlLnBs030JhREk80MHzJM5Zs6mWZdDPVdlWYz-3StlSzMkt8sJhYKXeEOmZZzcxtIqC3Qe5BTAToXx2lvkBmybXtCryw/s320/Pic_VirtualClassroom.gif" width="320" /></a></div>
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In the
past decade, there has been an a steady increase in the presence of virtual
K-12 classrooms. More and more teachers
are using course management software in their classrooms to supplement their
lessons. Districts are also designing
and operation their own online schools as well as cyber charter schools are
popping up and operating as their own school districts. </div>
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Though
it is quite evident that there is a steady trend in the development of more and
varied types of virtual classrooms, there hasn't been much research to support
the outcomes of a virtual classroom when compared to the performance of those
students within an traditional K-12 classroom setting. There are mixed findings about online
education and most of the studies conducted do not compare the two classroom
settings to examine the effectiveness of virtual K-12 classrooms. (Carnahan,
2012). Also, with virtual classrooms, there
are challenges in designing online classrooms as well as evaluating its
effectiveness. There is also the
concern over the amount of interaction students have with the teacher. Within an virtual K-12 classroom, student s
need to have a high level of self-efficacy to ensure achievement. Finally, not every person will have access to
this type of technology due to the equipment (Internet, Wi-Fi, computers, etc.)
and appropriate staff needed.</div>
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Virtual
K-12 classrooms do have benefits concerning student achievement. The
U.S. Department of Education <w:sdt citation="t" id="70608098"><!--[if supportFields]><span
style='mso-element:field-begin'></span><span style='mso-spacerun:yes'> </span>CITATION
Pat09 \l 1033 <span style='mso-element:field-separator'></span><![endif]-->(Patrick & Powell, 2009)<!--[if supportFields]><span
style='mso-element:field-end'></span><![endif]--></w:sdt>found that: </div>
<div class="MsoListParagraphCxSpFirst" style="margin-bottom: 10.0pt; margin-left: .75in; margin-right: .5in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]-->"Students who took all or part of their
class online performed better, on average, than those taking the same course
through traditional face-to-face instruction.</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: 10.0pt; margin-left: .75in; margin-right: .5in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--> Instruction combining online and face-to-face
elements had a larger advantage relative to purely face-to-face instruction
than did purely online instruction.</div>
<div class="MsoListParagraphCxSpLast" style="margin-bottom: 10.0pt; margin-left: .75in; margin-right: .5in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]-->Online learning can be enhanced by giving
learners control of their interactions with media and prompting learner
reflection."</div>
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Virtual classrooms allow students to receive a somewhat customized
education that allows a greater level of flexibility than they would have in a
face-to-face classroom. Virtual K-12
classrooms can also be used to help students recover credits they failed to
receive in a traditional classroom or take advance classes they may not have
access to in their own schools. This
type of instruction also allows parents the opportunity to preview the curriculum. This is especially important for parents who
may have concerns or conflicts with their religious beliefs. To combat the stigma of isolation, more and
more socialization opportunities are being and can be implemented for students
within a course or virtual school to participate in outside of the online
environment<w:sdt citation="t" id="70608097"><!--[if supportFields]><span
style='mso-element:field-begin'></span> CITATION Chr12 \l 1033 <span
style='mso-element:field-separator'></span><![endif]--> (Carnahan, 2012)<!--[if supportFields]><span
style='mso-element:field-end'></span><![endif]--></w:sdt>.</div>
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Carnahan
(2012) found through his study that virtual K-12 students perform at least at the
same level of those students who are enrolled in the traditional K-12
classroom. Throughout it all, this immersive
learning allows students to be engaged through simulations, provides them with immediate feedback, helps them to construct their
own learning, and practically apply the knowledge they've gained. </div>
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<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.youtube.com/embed/DQ-1zhFXiJU?feature=player_embedded' frameborder='0'></iframe></div>
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<a href="http://www.heritage.org/research/reports/2010/01/how-online-learning-is-revolutionizing-k12-education-and-benefiting-students">How
Online Learning Is Revolutionizing K-12 Education and Benefiting Students</a></div>
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<a href="http://www.k12educationtechnology.com/2013/02/21/walls-virtual-schools-12/">Beyond
Walls – Virtual Schools in K-12</a><o:p></o:p></div>
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<w:sdt docparttype="Bibliographies" docpartunique="t" id="70608099" sdtdocpart="t">
<h1>
<span style="font-size: small;">References</span><w:sdtpr></w:sdtpr></h1>
<w:sdt bibliography="t" id="111145805">
<div class="MsoBibliography" style="margin-left: .5in; text-indent: -.5in;">
<!--[if supportFields]><span
style='mso-element:field-begin'></span><span
style='mso-spacerun:yes'> </span>BIBLIOGRAPHY <span style='mso-element:field-separator'></span><![endif]-->Carnahan, C. D. (2012). <i>The Effects of Learning
in an Online Virtual Environment on K-12 Students .</i> Indiana University of
Pennsylvania.<o:p></o:p><w:sdtpr></w:sdtpr></div>
<div class="MsoBibliography" style="margin-left: .5in; text-indent: -.5in;">
Patrick, S., & Powell, A. (2009). <i>A Summary
of Research on the Effectiveness of K-12 Online Learning.</i> Vienna:
InternatIonal Association for K-12 Online Learning.<o:p></o:p></div>
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KCannonhttp://www.blogger.com/profile/12037969123758756876noreply@blogger.com2tag:blogger.com,1999:blog-7559028594718867420.post-65695665097630642392012-08-13T20:56:00.001-07:002012-08-13T20:56:19.524-07:00Engaging Online Learners<iframe allowfullscreen="" frameborder="0" height="344" src="http://www.youtube.com/embed/UFrtxRLxnqw?fs=1" width="459"></iframe>KCannonhttp://www.blogger.com/profile/12037969123758756876noreply@blogger.com8tag:blogger.com,1999:blog-7559028594718867420.post-2064426816385110782012-08-05T21:01:00.002-07:002012-08-08T13:54:46.631-07:00Static versus Dynamic Technolgies<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg-mS3JqUsibttRVFtz1A2JyQKczKywPQvGW-LiMWmynWWhuYxC07kxxlB7kmpAAUuwwFHAS4v-v9jR6iMHlfSyiHrX1nyPYeqZOQRpImrFcyHEs0VDF3G5J_zHmRNn0opOQTZqbNQ0hOI/s1600/Static+versus+Dynamic+Technologies.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="183" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg-mS3JqUsibttRVFtz1A2JyQKczKywPQvGW-LiMWmynWWhuYxC07kxxlB7kmpAAUuwwFHAS4v-v9jR6iMHlfSyiHrX1nyPYeqZOQRpImrFcyHEs0VDF3G5J_zHmRNn0opOQTZqbNQ0hOI/s400/Static+versus+Dynamic+Technologies.jpg" width="400" /></a></div>
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When I reflect on my position within the "static-dynamic
continuum," I find that I currently relate more to the static and middle
position. I find that these are the technologies
I currently utilize because they are the tools and concepts that I'm familiar
with already. Many of the dynamic tools,
I have never been exposed to or even heard of.
It would require personal research and professional development
opportunities in order for me to feel comfortable with using these technologies
with my students. I would never want to
be in the position where both my students and I am confused on how to
effectively use tool in order to gain knowledge. I am very interested in utilizing mindtools,
especially some of the ones mentioned by Jonassen, et. al (1998) and also
problem-based learning.</div>
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Resources:</div>
<div class="MsoNormal" style="margin-left: 0.5in; text-indent: -0.5in;">
Jonassen, D.,
Carr, C., & Yueh, H. (1998). Computers as mindtools for engaging learners
in critical thinking. <i>TechTrends, 43(2),
24-32</i>.</div>
<div class="MsoNormal" style="margin-left: 0.5in; text-indent: -0.5in;">
McGreal R. &
Elliott, M. (2008). Technologies of online learning (E-learning). In Anderson,
T. (Ed.), <i>The theory and practice of online learning</i> (2nd ed.)
(p. 440-472). Edmonton, AB: Athabasca University Press.</div>
<div class="MsoNormal" style="margin-left: 0.5in; text-indent: -0.5in;">
Moller, L.
(2008). <i><a href="https://class.waldenu.edu/bbcswebdav/institution/USW1/201270_01/PH_EDUC/NCATE_EDUC_8842_EDUC_7102/Week%205/Resources/Resources/embedded/8842_M5_Paper.pdf" target="_blank">Static and dynamic technological tools</a></i>. [Unpublished
Paper].</div>
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<div>
</div>
<br />
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<span style="font-family: Georgia, "Times New Roman", serif;"><strong>Blogs on Static vs. Dynamic Technologies I Found Most Interesting:</strong></span></div>
<ul>
<li><span style="font-family: Georgia, "Times New Roman", serif;">
</span><span style="font-family: Georgia, "Times New Roman", serif;">Christine Moore - </span><a href="http://edtech-school.blogspot.com/"><span style="color: blue; font-family: Georgia, "Times New Roman", serif;">http://edtech-school.blogspot.com/</span></a></li>
<li><span style="font-family: Georgia, "Times New Roman", serif;">Aderonke Bello - </span><a href="http://baedutech.blogspot.com/"><span style="color: blue; font-family: Georgia, "Times New Roman", serif;">http://baedutech.blogspot.com/</span></a><span style="font-family: Calibri;"> </span></li>
</ul>
</div>KCannonhttp://www.blogger.com/profile/12037969123758756876noreply@blogger.com7tag:blogger.com,1999:blog-7559028594718867420.post-11554512521155096622012-07-26T19:50:00.002-07:002012-07-26T19:50:42.965-07:00Engaging Learners with New Strategies and Tools<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEinbjb-pqrnH1eQIvN7cxyUnUKv7btKPIGQIx1WnRP7ZTWWAY5Czp2yhZTyOQV8-jGPHW2XzCLFNRNjmoOYjMltDDX_jCP0RMWhVvRgpTLAqLzHUICa3n47SHT0K64KRs1LBxKXdZZ-U4c/s1600/Engaging+Learners+with+New+Strategies+and+Tools.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEinbjb-pqrnH1eQIvN7cxyUnUKv7btKPIGQIx1WnRP7ZTWWAY5Czp2yhZTyOQV8-jGPHW2XzCLFNRNjmoOYjMltDDX_jCP0RMWhVvRgpTLAqLzHUICa3n47SHT0K64KRs1LBxKXdZZ-U4c/s640/Engaging+Learners+with+New+Strategies+and+Tools.jpg" width="523" /></a></div>
<br />
<br />
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<span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;"> When
learners leisurely use the Internet, they have many outlets for exploring
content, communicating with others, and also collaborating as well.<span style="mso-spacerun: yes;"> </span>More and more learners are reading personal
blogs, viewing videos, and podcasts to enlighten them about the world around
them.<span style="mso-spacerun: yes;"> </span>Sites such as YouTube allow them
to readily find how-to videos, as well as lectures, presentations, and
instructional videos.<span style="mso-spacerun: yes;"> </span>YouTube can also
be a way for them to communicate their ideas as well.<span style="mso-spacerun: yes;"> </span>Many learners, you will find, have a blog or
at least some social media account that allows them to express their ideas and
thoughts.<span style="mso-spacerun: yes;"> </span>Learners are also
communicating through the use of video conferencing with software such as
Skpye, Tango, and ooVoo.<span style="mso-spacerun: yes;"> </span>They are able
to reach across great distances to have conversations with friends and family
who may be clear across the globe.<span style="mso-spacerun: yes;"> </span>These
tools can also be used to help them collaborate with those friends and family
members as they have synchronous conversations.<span style="mso-spacerun: yes;">
</span>They are also collaborating by sharing documents using outlets such as
Google Docs.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
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<span style="font-family: "Cambria","serif"; font-size: 12pt; line-height: 115%; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;"><span style="mso-tab-count: 1;"> </span>All of these tools can be used
within the classroom as well.<span style="mso-spacerun: yes;"> </span>Students
can still enhance their content knowledge by accessing blogs created by professionals
within that specific content area.<span style="mso-spacerun: yes;"> </span>They
can also use sites such as <a href="http://www.youtube.com/"><span style="color: blue;">YouTube</span></a> and <a href="http://www.ted.com/"><span style="color: blue;">TED</span></a> to access presentations and lectures as
well.<span style="mso-spacerun: yes;"> </span>Students can then in turn create
their own blogs (<a href="https://accounts.google.com/ServiceLogin?service=blogger&passive=1209600&continue=http://www.blogger.com/home&followup=http://www.blogger.com/home&ltmpl=start#s01"><span style="color: blue;">Blogger</span></a>,
<a href="http://wordpress.com/"><span style="color: blue;">Word Press</span></a>) to demonstrate their learning
outside of merely participating in discussion forums.<span style="mso-spacerun: yes;"> </span>Then finally, when working in small groups,
students can use wikis (<a href="http://www.wikispaces.com/"><span style="color: blue;">Wikispaces</span></a>)
and video conferencing software to collaborate on assignments and
projects.<span style="mso-spacerun: yes;"> </span>By utilizing technological
tools that today’s learners are familiar with, it helps to ease apprehension
about learning versus directing them to a site or program that they have little
experience with.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />KCannonhttp://www.blogger.com/profile/12037969123758756876noreply@blogger.com2tag:blogger.com,1999:blog-7559028594718867420.post-22037743190429132272012-07-11T17:12:00.001-07:002012-07-11T17:12:08.532-07:00Assessing Collaborative Efforts<br />
<div class="MsoNormal" style="text-indent: .5in;">
<span style="font-family: "Cambria","serif"; font-size: 12.0pt; line-height: 115%; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Before the course begins, the instructor
should not assume that his or her learners possess the appropriate learning
strategies, knowledge, and the attitude necessary to successfully navigate within
a collaborative learning community. As
George Siemens (Laureate, 2008) identifies that “in a society where individual
contributions are highly acknowledged, collaboration learning communities can
be challenged for many students,” as it represents a loss of self. Many students who’ve reveled in individualized
recognition may not understand how to operate within collaborative environment
and still excel. With this in mind,
the instructor must create a trusting environment for individuals to work
within. To help ease the unsure of those
reluctant learners, educators must create a mix of individualized and
community-based environments (Siemens, 2008).
Palloff and Pratt (2005) suggest
that instructors set the stage for collaboration by providing: (1) an
explanation of the importance of collaborative work, (2) clear guidelines for
completing the work, (3) an agenda and instructions for the activities; and (4)
ensuring that students are comfortable with the technology in use. The instructor must also create an
environment for students to meet, complete work and determine what the “rules
of engagement” might be. Instructors
must then model, guide and evaluate the process (Palloff & Pratt, 2005).<o:p></o:p></span></div>
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<span style="font-family: "Cambria","serif"; font-size: 12.0pt; line-height: 115%; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;"> Assessment (evaluation) of the
collaborative process should be fair and direct, based on stated outcomes, and
equitable (Laureate, 2008). As the vision
of education has broadened beyond a classroom confined experience, so has
assessment broadened beyond mark-based assessment and should find basis in
degree of student growth and within authentic assessment (Laureate, 2008). Palloff and Pratt (2005) note several principles
to guide student assessment: “design learner-centered assessments that include
self-reflection; design and include grading rubrics, include collaborative
assessments; provide guidelines and model good feeback; use assessment
techniques that fit in context and align with learning objectives; design
assessments that are clear, easy to understand, and likely to work in the
online environment; and ask for and incorporate student input. This helps to provide a road map for students
as they work through the collaborative tasks. This is especially important for those
reluctant to collaborate. <a href="http://www.edutopia.org/blog/collaborative-assessment-digital-classroom-social-media-tools">Andrew
Marcinek</a>, an instructional technologist at Burlington High School in
Burlington, MA, shares some of the principles for collaborative assessment as
Palloff and Pratt. He finds that when
assessing, instructors should (1) Set clear objectives and tasks; (2) Allow for open collaboration; (3) Allow access
to learning tools; (4) Limit explicit direction; and (5): Define clear
expectations (Marcinek, 2011). <o:p></o:p></span></div>
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<span style="font-family: "Cambria","serif"; font-size: 12.0pt; line-height: 115%; mso-ascii-theme-font: major-latin; mso-bidi-font-style: italic; mso-hansi-theme-font: major-latin;"><br /></span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="font-family: "Cambria","serif"; font-size: 12.0pt; line-height: 115%; mso-ascii-theme-font: major-latin; mso-bidi-font-style: italic; mso-hansi-theme-font: major-latin;">Marcinek and Siemens
both understand that collaboration is skill that must be addressed within
education today in order for learners to be successful in the global society in
which we now live. <o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 10.0pt; margin-left: .5in; margin-right: .5in; margin-top: 0in;">
<span style="font-family: "Cambria","serif"; font-size: 12.0pt; line-height: 115%; mso-ascii-theme-font: major-latin; mso-bidi-font-style: italic; mso-hansi-theme-font: major-latin;">“Collaborative assessment must be part of our
learning today. We, as educators are doing our students a disservice if we
don’t attempt to make this type of assessment available to our students. There
are few professions and work environments that only focus on individual
competencies. Most modern work environments involve some type of collaboration
or connected problem solving to enhance their corporation or product” (Marcinek,
2011). <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "Cambria","serif"; font-size: 12.0pt; line-height: 115%; mso-ascii-theme-font: major-latin; mso-bidi-font-style: italic; mso-hansi-theme-font: major-latin;">With the previous mentioned methods, those
reluctant to collaboration may find themselves more apt to participate and
eventually become more comfortable as their entire sense of self will not be
lost as they may at first expect. Continuous
self assessment and collaborative feedback keeps them constantly involved in
the collaborative community. <o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 10.0pt; margin-left: .5in; margin-right: .5in; margin-top: 0in;">
<span style="font-family: "Cambria","serif"; font-size: 12.0pt; line-height: 115%; mso-ascii-theme-font: major-latin; mso-bidi-font-style: italic; mso-hansi-theme-font: major-latin;">“The more we engage our students in a process of
ongoing evaluation of their own performance, the more meaningful the online
course will be to them. The more we
engage them in working with one another in both collaborative activity and
collaborative assessment, the more likely they are to engage in a learning
community that will sustain them beyond the end of the course” (Palloff &
Pratt, 2005, p. 53). <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "Cambria","serif"; font-size: 12.0pt; line-height: 115%; mso-ascii-theme-font: major-latin; mso-bidi-font-style: italic; mso-hansi-theme-font: major-latin;">Throughout this entire process, the instructor
should be closely monitoring what is happening with learning individually and
collaboratively. If a learner is still
reluctant to participate within the collaborative learning community, the
instructor must address the issue and determine what needs to be done in order
to insure that learner receives the support he or she needs in order to be
successful.<o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal">
<span style="font-family: "Cambria","serif"; font-size: 12.0pt; line-height: 115%; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Resources:<o:p></o:p></span></div>
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<span style="font-family: "Cambria","serif"; font-size: 12.0pt; line-height: 115%; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: major-latin;">Laureate
Education, Inc. (Producer). (2008). (n.d.). <i>Assessment of
collaboration learning.</i> [Video
Production]. Available from</span><span style="font-family: "Cambria","serif"; font-size: 12.0pt; line-height: 115%; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;"> <a href="https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_968211_1%26url%3D">https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_968211_1%26url%3D</a></span><span style="font-family: "Cambria","serif"; font-size: 12.0pt; line-height: 115%; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: major-latin;"><o:p></o:p></span></div>
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<span style="font-family: "Cambria","serif"; font-size: 12.0pt; line-height: 115%; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: major-latin;"><br /></span></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
<span style="font-family: "Cambria","serif"; font-size: 12.0pt; line-height: 115%; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: major-latin;">Laureate
Education, Inc. (Producer). (2008). (n.d.). <i>Learning communities.</i> [Video Production]. Available from </span><span style="font-family: "Cambria","serif"; font-size: 12.0pt; line-height: 115%; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;"><a href="https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_968211_1%26url%3D">https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_968211_1%26url%3D</a><o:p></o:p></span></div>
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<span style="font-family: "Cambria","serif"; font-size: 12.0pt; line-height: 115%; mso-ascii-theme-font: major-latin; mso-bidi-font-style: italic; mso-hansi-theme-font: major-latin;"><br /></span></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
<span style="font-family: "Cambria","serif"; font-size: 12.0pt; line-height: 115%; mso-ascii-theme-font: major-latin; mso-bidi-font-style: italic; mso-hansi-theme-font: major-latin;">Marcinek, A. (2011, February 16). </span><i><span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-weight: bold;">Importance of collaborative
assessment in a 21st century classroom</span></i><span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-style: italic; mso-bidi-font-weight: bold;">. [Web log comment]. Retrieved from </span><a href="http://www.edutopia.org/blog/collaborative-assessment-digital-classroom-social-media-tools">http://www.edutopia.org/blog/collaborative-assessment-digital-classroom-social-media-tools</a><span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-style: italic; mso-bidi-font-weight: bold;"><o:p></o:p></span></div>
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<span style="font-family: "Cambria","serif"; font-size: 12.0pt; line-height: 115%; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;"><br /></span></div>
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<span style="font-family: "Cambria","serif"; font-size: 12.0pt; line-height: 115%; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Palloff, R.
M., & Pratt, K. (2005).<span class="apple-converted-space"> </span><i>Collaborating
online: Learning together in community</i>. San Francisco: Jossey-Bass.<o:p></o:p></span></div>KCannonhttp://www.blogger.com/profile/12037969123758756876noreply@blogger.com2tag:blogger.com,1999:blog-7559028594718867420.post-86655290972977763062012-07-10T16:47:00.002-07:002012-07-10T16:47:26.102-07:00Distance Education: Learner Engagement StoryboardHere is a very rough draft of the elements I plan to address within my video presentation.<br />
<a href="https://docs.google.com/presentation/pub?id=1sf1hyh4QHXmcs2dutPl4nJMA0S5_PEVnKI0pjEEtLB0&start=false&loop=false&delayms=3000" target="_blank">https://docs.google.com/presentation/pub?id=1sf1hyh4QHXmcs2dutPl4nJMA0S5_PEVnKI0pjEEtLB0&start=false&loop=false&delayms=3000</a><br />
<br />KCannonhttp://www.blogger.com/profile/12037969123758756876noreply@blogger.com3tag:blogger.com,1999:blog-7559028594718867420.post-2506067693009503122012-06-27T21:09:00.003-07:002012-06-27T21:15:42.126-07:00Distance Education and Collaborative Interaction<br />
<div class="MsoNormal">
<span style="font-family: Georgia, 'Times New Roman', serif;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: Georgia, 'Times New Roman', serif;"> Dr. George
Siemens discussed how global diversity, communication, and collaborative
interaction have all contributed to the growing acceptance of distance
education in today's society - corporately and educationally. I particularly want to focus on collaborative
interaction. Coming from an education background,
sometimes it is hard for me to relate to how distance education has vastly
improved collaborating. This is
something that I have always had to participate in my face-to-face classes and
have been pushed to incorporate into my own classroom so it is not a foreign
concept. </span></div>
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<span style="font-family: Georgia, 'Times New Roman', serif;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: Georgia, 'Times New Roman', serif;"> However, online tools have provided us the ability to
collaborate without always being near one another, which is a major convenience. We are now able to share ideas asynchronously
and synchronously. Micah, high school
teacher and adjunct professor, (<a href="http://minerclass.edublogs.org/2010/12/31/collaborative-interaction-in-distance-education%E2%80%A6/">http://minerclass.edublogs.org/2010/12/31/collaborative-interaction-in-distance-education%E2%80%A6/</a>)
is a proponent for the use of the wiki as a way to further create a culture of
collaboration, a skill learners will need in order to survive in global
competition. Maria Dolores (<a href="http://mariadoloresjardim.blogspot.com/2011/03/collaborative-interaction.html">http://mariadoloresjardim.blogspot.com/2011/03/collaborative-interaction.html</a>)
also believes that collaborative interaction is important to distance
education. Like Micah, she mentions the
use of wikis but also Google docs, video-and web- conferencing. These tools help to keeps us connected 24
hours a day, 7 days a week with our colleagues and fellow learners. With face-to-face education, you only have
the set times that you agree to meet to share your ideas. Online tools help to alleviate that
disconnect. </span></div>
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<span style="font-family: Georgia, 'Times New Roman', serif;"><br /></span></div>
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<span style="font-family: Georgia, 'Times New Roman', serif;"><br /></span></div>
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<span style="font-family: Georgia, 'Times New Roman', serif;"><b>Resources:</b></span></div>
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<span style="font-family: Georgia, 'Times New Roman', serif;"><span style="line-height: 115%;"><br /></span></span></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
<span style="font-family: Georgia, 'Times New Roman', serif;"><span style="line-height: 115%;">Laureate Education, Inc. (Producer). (2008).
(n.d.). <i>The future of distance education.</i> [Video Production]. Available from </span><a href="https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_968211_1%26url%3D">https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_968211_1%26url%3D</a></span></div>
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<span style="font-family: Georgia, 'Times New Roman', serif;"><br /></span></div>
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<span style="font-family: Georgia, 'Times New Roman', serif;">Dolores, M. (2011,
March 30). Collaborative interaction. [Web log comment]. Retrieved from <a href="http://mariadoloresjardim.blogspot.com/2011/03/collaborative-interaction.html">http://mariadoloresjardim.blogspot.com/2011/03/collaborative-interaction.html</a></span></div>
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<span style="font-family: Georgia, 'Times New Roman', serif;"><br /></span></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
<span style="font-family: Georgia, 'Times New Roman', serif;">Minerclass. (2011,
December 31). Collaborative interaction in distance education. [Web log
comment]. Retrieved from <a href="http://minerclass.edublogs.org/2010/12/31/collaborative-interaction-in-distance-education%E2%80%A6/">http://minerclass.edublogs.org/2010/12/31/collaborative-interaction-in-distance-education%E2%80%A6/</a></span></div>KCannonhttp://www.blogger.com/profile/12037969123758756876noreply@blogger.com3tag:blogger.com,1999:blog-7559028594718867420.post-76899739620885618092012-06-15T21:04:00.000-07:002012-06-16T03:45:40.331-07:00The Next Generation of Distance Education (EDUC 7102, M-1)<ul>
<li><a href="http://ezp.waldenulibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=33281719&site=ehost-live&scope=site" target="_blank"><span style="font-family: Georgia, 'Times New Roman', serif;">The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web (Part 1: Training and Development)</span></a></li>
<li><span style="font-family: Georgia, 'Times New Roman', serif;"><a href="http://ezp.waldenulibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=33991516&site=ehost-live&scope=site" target="_blank">The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web (Part 2: Higher Education)</a></span></li>
<li><span style="font-family: Georgia, 'Times New Roman', serif;"><a href="http://ezp.waldenulibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=34729472&site=ehost-live&scope=site" target="_blank">The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web (Part 3: K-12)</a></span></li>
<li><span style="font-family: Georgia, 'Times New Roman', serif;"><a href="http://ezp.waldenulibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=9179014&site=ehost-live&scope=site" target="_blank">Making decisions: The use of electronic technology in online classrooms</a></span></li>
<li><span style="font-family: Georgia, 'Times New Roman', serif;"><a href="https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_968211_1%26url%3D" target="_blank">Distance Education: The Next Barrier/Equivalency Theory</a></span></li>
</ul>
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<span style="line-height: 115%;"><span style="font-family: Georgia, 'Times New Roman', serif; font-size: large;">The
central theme from the articles and video programs is that distance education
cannot be handled like the traditional face-to-face education setting. Michael Simonson explains his equivalency
theory stating that distance education is not identical to face-to-face education, but is equivalent. It should have the same learning outcomes and
provide equivalent learning experiences to meet those outcomes. Distance education has grown quickly and
according to Simonson (Laureate, 2008), its exponential growth will
continue. With that, in order to insure
its success, "It is important to
employ a variety of technologies to help students achieve learning outcomes. Equivalency is achieved through a variety of
learning experiences that are tailored to the environment and situation in
which students find themselves" (Simonson, 2000). Moller, Huett, Foshay, and Coleman (2008)
address the demands of distance education by advocating the strong involvement
of instructional designers within the development of instruction. Instructional design has an impact on quality
of instruction and appropriate training and support for faculty and staff
involved in distance education. A shift
has to occur to employ strong instructional design at the forefront of distance
education and weave it throughout its entire infrastructure from the concepts
of funding, policy, K-12 classrooms, and higher education.</span></span><br />
<span style="line-height: 115%;"><span style="font-family: Georgia, 'Times New Roman', serif; font-size: large;"><br /></span></span><br />
<span style="line-height: 115%;"><span style="font-family: Georgia, 'Times New Roman', serif; font-size: large;">I agree with the authors that the accelerated growth of distance education calls for a greater quality of learning. People have multiple options when choosing a distance education program. A shift from quantity to quality needs to occur in order to insure the success of the field. With that, the design of the materials/lessons must be conducive to learning in an online environment. Face-to-face concepts cannot carry over to distance education. This understanding alone can have a tremendous affect on students and educators perceptions of distance education.</span></span><br />
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<span style="font-size: 12pt; line-height: 115%;"><span style="font-family: Georgia, 'Times New Roman', serif;"><b>References</b><o:p></o:p></span></span></div>
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<span style="font-size: 12pt; line-height: 115%;"><span style="font-family: Georgia, 'Times New Roman', serif;">Huett, J., Moller, L., Foshay, W. R.,
& Coleman, C. (2008). The Evolution of Distance Education: Implications for
Instructional Design on the Potential of the Web. <i>Techtrends: Linking
Research & Practice To Improve Learning</i>, <i>52</i>(5), 63-67.
doi:10.1007/s11528-008-0199-9<o:p></o:p></span></span></div>
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<span style="font-family: Georgia, 'Times New Roman', serif;"><span style="background-color: white; border: 1pt none windowtext; font-size: 12pt; line-height: 115%; padding: 0in;">Laureate
Education, Inc. (Producer). (2008). (n.d.).</span><span style="font-size: 12pt; line-height: 115%;"> <i><span style="background-color: white; border: 1pt none windowtext; padding: 0in;">Distance education:
The next barrier</span></i><span style="background-color: white; border: 1pt none windowtext; padding: 0in;">. [Video Production]. Available from </span></span><span style="font-size: 12pt; line-height: 115%;"><a href="https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_968211_1%26url%3D">https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_968211_1%26url%3D</a></span><span style="background-color: white; border: 1pt none windowtext; font-size: 12pt; line-height: 115%; padding: 0in;"><o:p></o:p></span></span></div>
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<span style="font-family: Georgia, 'Times New Roman', serif;"><span style="background-color: white; border: 1pt none windowtext; font-size: 12pt; line-height: 115%; padding: 0in;">Laureate
Education, Inc. (Producer). (2008). (n.d.).</span><span style="font-size: 12pt; line-height: 115%;"> <i><span style="background-color: white; border: 1pt none windowtext; padding: 0in;">Equivalency
theory</span></i><span style="background-color: white; border: 1pt none windowtext; padding: 0in;">. [Video
Production]. Available from </span></span><span style="font-size: 12pt; line-height: 115%;"><a href="https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_968211_1%26url%3D">https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_968211_1%26url%3D</a><o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
<span style="font-size: 12pt; line-height: 115%;"><span style="font-family: Georgia, 'Times New Roman', serif;">Moller,
L., Forshay, W. R., & Huett, J. (2008). The Evolution of Distance
Education: Implications for Instructional Design on the Potential of the Web. <i>Techtrends:
Linking Research & Practice To Improve Learning</i>, <i>52</i>(3),
70-75. doi:10.1007/s11528-008-0158-5 <o:p></o:p></span></span></div>
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<span style="font-size: 12pt; line-height: 115%;"><span style="font-family: Georgia, 'Times New Roman', serif;">Moller,
L., Foshay, W. R., & Huett, J. (2008). The Evolution of Distance Education:
Implications for Instructional Design on the Potential of the Web. <i>Techtrends:
Linking Research & Practice To Improve Learning</i>, <i>52</i>(4),
66-70. doi:10.1007/s11528-008-0179-0<o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-left: 0.5in; text-indent: -0.5in;">
<span style="font-size: 12pt;"><span style="font-family: Georgia, 'Times New Roman', serif;">Simonson, M.
(2000). Making decisions: The use of electronic technology in online
classrooms.<span class="apple-converted-space"><i> </i></span><i>New
Directions for Teaching and Learning, 84, </i>29–34.</span><span style="font-family: 'Times New Roman', serif;"><o:p></o:p></span></span></div>
</div>KCannonhttp://www.blogger.com/profile/12037969123758756876noreply@blogger.com3