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Dallas McPheeters

zerobaggage offers new business model of owning less while enjoying more. - 0 views

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    I left a sticky note of questions on this page.
Christie Mitchell

Group2 (ETC677) - 7 views

    • Chih-Hsiung Tu
       
      I will ask each group several common questions and specific question on your group treatise paper. These questions can be responded by any of your group members as an individual opinion or as group response. It is your group decision. Please list five most critical elements of distributed learning system in distance learning.
    • bodi anderson
       
      Distributed learning is a broad term "associated with face-to-face(f2f) instruction that incorporated some form of technology-based learning experience, either inside or outside the classroom." (Simonson, et al, 2009) 1. Unless access is deliberately restricted, courses are available to any qualified individual anywhere in the world with properly equipped computer and internet connection. Students can participate from school, home, office, or community locations 2. Asynchronous course components are available 24/7- time zone independent 3. Students can work at own pace. 4. Online materials are easy to update and change on the fly 5. Materials and methods are designed to take advantage of the interactivity and resources that the internet provides; The internet can provide a student centered learning environment
    • Chih-Hsiung Tu
       
      Most of people probably would agree that all instructions should have integrated online technology. Do you agree or disagree? Why? Please at least provide three reasons with good literatures to support your arguments.
    • bodi anderson
       
      (all answers consist of collaborative work by all members of team 2) I have recently talked to many who tell me that online learning is not for them. When I ask why they tell me that they need the physical presence of other learners….no mention of an instructor. Some have told me that they are not disciplined enough for online learning. While I know that there are all types of learners and learning styles, I am still amazed to hear people say these things. I originally would have said yes to this question, but now I know that some learners are turned off by online learning. There are many different teaching styles as well. Some teachers may not feel comfortable or want to teach online. Also in different cultures, the use and acceptance of technology is different (say in the Middle East where some teachers do not want their students to go online for fear they may be exposed morally deficient material). In this case, it is best to integrate technology to meet the socio-cultural needs of both the students and the teachers, making sure everyone is comfortable with the technology. Sloan-C. (2003) Sizing the Opportunity: The Quality and Extent of Online Education in the United States. Retrieved November 13, 2009, http://www.sloan-c.org/publications/survey/survey03.asp It would seem a great idea given the fact that many 21st century learners are technology literate. However, we need to examine barriers that must be overcome: Some teachers do not want or are uncomfortable with technology in the classroom. Students in a lower socio-economic strata may not have access to equipment. Some classrooms are not equipped and some teachers are not trained to incorporate technology into the lessons. The digital divide is real. Internet courses are labor intensive. Support infrastructure (technology, technicians, training) may be minimal or nonexistent. (Simonson, et al, 2009) Simonson, M., Smaldino, S., Albright, M., Zvacek, S. (2009) Teaching and learning at a
    • Chih-Hsiung Tu
       
      In distributed learning assessment (collaborative learning), it is very difficult to know who is doing the course work. How do we know the actual students are doing the course work and how can we assess?
    • bodi anderson
       
      (all answers consist of collaborative work by all members of team 2) In the real work world, it is an accepted fact that often the work is distributed unevenly. This can happen in the academic world as well. Often a teacher or the group will assign different roles to each member for full responsibility. In other words, the members of the team provide the peer pressure when the "jobs" are given to each member for assessment. In the distance learning world, a synchronous element with recording and video could make members more responsible. In order to help structure group work, often assigning the group specific roles (such as leader, task manager, editor, etc..) can help ensure that everyone is responsible for specific parts of an assignment and therefor will spend time working. Another way to help ensure equal group is to implement a group and self peer-review form, in which group members review both the quality and quantity of work their peers have done as well as having to be responsible to for detailing the work they put into a project. Using programs like wiki's and Google Docs leaves a trail of timestamps and changes allowing teachers to determine how much an individual student has added to an assignment. However, this should only be used as a final step in determining group work as it can be quite tedious. Finally, when forming groups, allowing the students choose who they work with can often (though not always) help ensure group work is done with more equal distribution.
  • ...39 more annotations...
  • provides opportunities for students to engage in social interaction, critical thinking and to create new knowledge
    • Dallas McPheeters
       
      Ideally but not always, right? Perhaps a caveat of "when done well" should be added here. ??
    • Janet Coolman
       
      Point taken.
  • DLE based
    • Janet Coolman
       
      Perhaps we should have written out distributed learning environments and put DLE in parentheses.
  • It is important to remember that students are at the center of all learning
    • Dallas McPheeters
       
      citation for this statement of fact?
    • Janet Coolman
       
      I consider this my general knowledge.
  • Three Component Model for Online Learning
    • Christie Mitchell
       
      reference?
  • Group learning, collaboration, and social interaction play predominant roles in online learning
  • Students, teachers, parents, facilitators, moderators and instructional designers were listed as the obvious choices. The not so obvious choices included businesses, politicians, administrators and communities
    • Sandra Mihalko
       
      This is a good comprehensive list of stakeholders. Businesses take a great deal of interest in local schools since their future employees are potentially current learners.
  • strategies
  • trategies
  • pedagogical model
  • learning technologies
    • Christie Mitchell
       
      which ones?
  • the historical evolution
  • refers tools
  • the tools of a Management system are categorized: collaborative and communication tools, content creation and delivery, administrative tools, learning tools, and assessment tools
  • CMS and LMS
    • Dallas McPheeters
       
      I thought these were just two terms referring to the same thing. ??
    • Sandra Mihalko
       
      Research pointed out that these are not considered the same. CMS is more formal such as Blackboard, Moodle, Sakai. LMS is more learner driven such as a wiki.
    • Christie Mitchell
       
      I wasn't aware of this difference either. Interesting!
  • a d higher
    • Janet Coolman
       
      Spell check is needed.
    • Christie Mitchell
       
      yes there are a few
  • need for efficacious
  • goes to
  • to one of tradition-bound hierarchy
    • Christie Mitchell
       
      there is still plenty of hierarchy to go around
  • Granted this
  • DE as
  • due to their non-hierarchical and highly social nature
  • One often o
  • While DLEs are not necessary for online learning they do have many advantages
  • the online platform is conducive to learning by adding components for reflection and assessment
  • help to create and support online communities
  • asing popular i
  • Distributed learning or learning that includes face
  •  Distributed learning or learning that includes face-to-face a
    • Janet Coolman
       
      Our paper would be easier to read in 12pt. font.
  • Instructors can easily see which students are contributing and evaluate accordingly
    • Matt Romanoski
       
      This is a good point. Sometimes it f2f classrooms it can be difficult to tell who did what, but online collaboration provides an electronic footprint that can solve this issue.
  • Web 2.0 also implies little or no cost while allowing maximum creativity in a constructivist-learning context.
    • Matt Romanoski
       
      Important point. One administrators and school officials should be paying more attention to in this time when budgets are constantly being slashed.
    • Sandra Mihalko
       
      We do need to work on administrators to understand that these are high impact and low cost, I agree.
  • Conclusion
    • Matt Romanoski
       
      Overall great information. Well organized and well researched and referenced. Would be interesting to see a Wordle of your paper to see what the focus looks like. Thank you for your work.
  • administrator does not see the number of students.
    • Christie Mitchell
       
      this, of course, is not always true. If you notice our course had a limited # of students. facilitating an online course is no easier than F2F and can be even more challenging. Where it does save money is in facilities.
  • Early authoring tools converted  paper-based instructional designs and learning programs by assembling text, graphics, media and animations and sequencing them into interactive instruction modules (Dabbagh & Bannan-Ritland, 2005).
    • Christie Mitchell
       
      this is popularly quoted but very hard for me to visualize-- what was going on??
  • Blackboard Vista.
    • Christie Mitchell
       
      not the only one by far
  • Section 2
  • Authoring tools Authoring tools 
    • Christie Mitchell
       
      this section is very comprehensive and well done!
  • Section 3: Distributed learning environments
    • Christie Mitchell
       
      Very well written section for the most part and very comprehensive! great work
  • References
    • Christie Mitchell
       
      wow so many resources! link to Delicious tags is also helpful.
  • Group2
    • Christie Mitchell
       
      Really nice work Group 2. I enjoyed reading it.
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    Evaluator: Bodi Anderson Group 2 Score:5 Overall I am impressed with our work on this paper. We used a broad range of sources focusing primarily on academic peer reviewed journals. We also went beyond the questions Chih proposed and created our own ideas for each sub-section based on research done on those questions. While we were each responsible for writing our individual sections (and each section outline had a primary author and feedback from other members), we also we sure to comment on and proofread each other's sections. We met near weekly on Skype to discuss how to fit the paper together and deal with problems with individual sections and that really payed off. Working in a coherent intro and conclusion was a bit more interesting as, after we had completed each individual we collaborated real time in Google docs to make sure both sections were cohesive and complete. One problem , as usual, we had we reformatting the document for Google docs. As you can see the posted version has a few spacing problems and the sources are not really APA style. In the end it was a pleasure working with Jan and Sandra and I think we cooperated quite well together. Everyone participated equally and 100%.
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    Great organization of the paper that flowed with ease from one section to another. I particularly liked reading your section on DLE's. Good use of research to support this section. Be careful to not use first person in an APA paper (stuck out in the conclusion). Overall, nice work Team 2! I enjoyed reading your take on distributed learning! Score: 5
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    Paper review: 5/5 I think group 2 made a strong argument for the importance of Distributed learning. Each sections was backed up with relevant details and the conclusion summed up their argument.
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