Considering learners access to information creates multiple opportunities for exploration, the teacher’s role has shifted to one of guidance through structure and experiences with tools and strategies in online learning environments. Online facilitators must provide clear expectations and requirements. Use of syllabi to offer direction, rubrics to highlight details, grading scales to express achievement, and modeling to encourage reflection are recommended. Assessment details should be posted in advance of occurrence. The teacher’s presence in terms of feedback is extremely important as it “contribute(s) to a learning environment that is supportive and encourages interactivity” (Durrington, Berryhill, and Swafford. 2006. p. 191).
Students are able to develop an online community by working collaborative on projects using tools such as wikis and blogs. Skype and other instant messaging tools allow students to network within their digital environment. The need to network synchronously is becoming more important in education. As Simonson et al. (as cited in Durrington, Berryhill, and Swafford, 2006) notes, students’ “life situations make it necessary for them to take online courses” (p. 190). Podcasts and vodcasts have enabled students to download course content and listen to or view it on their own time. This provides another means to learn, and integrate studies in a manner that suggests learning to be a daily engagement and ongoing part of life. Via the tools mentioned above, students are perhaps now living the lifelong learning paradigm.
References
Anderson, T. (Ed.). (2008). The theory and practice of online learning (2nd ed.). Edmonton, AB: Athabasca University Press.
Durrington, V. A., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190-193. Retrieved April 20, 2010 from the Academic Search Premier database. Accession Number: 19754742.
Siemens, G. (2008, January). Learning and knowing in networks: Changing roles for educators and designers. ITForum.
Hi Laurie, I absolutely loved your graphic organizer!!! What you said, "Skype and other instant messaging tools allow students to network within their digital environment. You "hit the nail right on the head." Cyndy Shelton talked from Hilton Head Island to my class in the upstate of S.C. and they loved it. They are from impoverished backgrounds and do not have a knowledge base from which to conceptualize different life styles. It was probably the most memorable experience for them this year. We've been told there would be no field trips because of budget cuts, so this was fabulous. Deb :)
ReplyDeleteLaurie,
ReplyDeleteGreat graphic organizer, but it seems a little off the topic of your blog entry. I thought we were supposed to keep with the CCC model.
I really enjoyed the Skype session with Debra's third graders. It inspired both of us to look at the Dimdim session that you set up as a potential program to use with her classes. Debra made history in her district with the Skype session!
Cyndy
Laurie,
ReplyDeleteI think with the wikis and blogs the students are normally shy or don't speak out often during class could more easily be "heard". Students are comfortable with this media and would welcome it in their learning environment.
You are absolutely right that synchrononistic interaction is going to be one of the next "big" ideas in education. I wish that I had not missed the Skype session this week. Being able to communicate in real time would allow for that f2f type of interaction that some people feel is lacking in online education.
ReplyDelete