Module 5

I know that if I did not work in school district without any money or technology, I would definitely uphold 21^st Century classroom ideals. I would use technology to vary instruction as much as I could. I do not believe that static or dynamic continuum could exist without the other. To support this continuum, there must be tools that support a variety of teaching and learning applications. In a typical distance education scenario, a variety of mixed media should be used – and that could include both dynamic and static applications. Printed applications work best for some, while audio or video applications would best for others. Ideally, the best DE would include all three forms.

Module 4

Interactive Discussions – Synchronous

Pro’s

1) Happening, existing, or arising at precisely the same time

2) High level of questions can engage students in higher order thinking

Con’s

Some students may not participate

Instructional Benefits

Exchanging ideas and responses

Instructional Strategies

Open-ended questions elicit multiple perspectives by promoting student participation, while online discussions enable the sharing and debating multiple perspectives simultaneously without worrying about interrupting the flow of a conversation that had already moved on.

Interactive Discussions – Asynchronous

Pro’s

1) Not occurring at the same time

2) High level of questions can engage students in higher order thinking

Con’s

Some students may not participate

Instructional Benefits

Exchanging ideas and responses

Instructional Strategies

1) Carefully design questions that specifically elicit on-topic discussion, 2) provide guidelines to help online learners prepare on-topic responses, 3) reword the original question when responses are going in the wrong direction and 4) provide discussion summary on a regular basis.

I have to be honest - I have not used graphic organizers in teaching high school mathematics. I have seen them used often in the younger grades, but not very frequently at the high school level. I do see however, how they can be used in a distance education setting to explain the ideas that a student has and be used for collaboration with other students. Tools like Webspiration (I used it for another class) work well for this purpose also. This allows for collaboration from student-to-student or student-to-teacher communication in an online classroom setting.

Asynchronous learning environments allow teachers to use both new technologies and the pedagogies that are made possible by their use. The new methods of communication foster communication that can replace the face-to-face communication in brick-and-mortar classrooms. Tools like instant messaging, VoIP conversations via IM services or with new technologies like ooVoo.com can even improve what online conversations miss – that face-to-face contact. But the blending of all these technologies into a online classroom setting can only make it better.

Although research demonstrates that online education can be as effective as traditional instruction when these technologies are put to a good use, the instructor’s role must include timely feedback to students posting, and keep the online conversations lively and on track.

References

Bourne, J., & Moore, J. C. (2005). Elements of quality education: Engaging communities. Sloan-C. 6, pp. 7-12. Needham: The Sloan Consortium.

Durrington, V. A., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching , 54 (1), 190-193.

Garrison, D., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. Retrieved January 10, 2009, from http://communitiesofinquiry.com/files/Critical_Inquiry_model.pdf

Seimans, G. (2008). Learning and knowing in networks: Changing roles for educators and designers. ITForum.

Siemens, G. (2007). George Siemens - Curatorial Teaching. Retrieved January 10, 2009, from http://learnonline.wordpress.com/2007/09/20/10-minute-lecture-george-siemens-curatorial-teaching/