Module 2

Module 2 Blog
Collaborative Interaction

When I think of communication in a distance learning situation compared to that of a regular classroom. I think that there are infinitely more possibilities. I remember teaching in at a community college, and it would always seem like a discussion would really take off – and then class would be over. Or, there were three or four students who came to class and did good work, but never said much. There was always some collaboration, but nothing like what I have experienced in a distance learning format online.

For example, there are tools like Skype and Instant Messager which allows students to talk online synchronously, and allows for more interaction. In addition, there are wikis, blogs, email, and discussion boards to further communicate amongst peers and collaborate on assignments. There are also audio and video blogs for collaboration, programs that allow groups to “co-browse” online, and tools for presenting and sharing documents online.

Concept mapping online can also be used as a collaborative tool:

Concept mapping is a technique that can involve multiple parties, especially in the preliminary phase of collecting keywords regarding a particular text. In a brainstorming session, all participants are engaged in an activity that results in the creation of a list of keywords. Individually, each participant organizes the keywords in a map and then confronts them with the others. From the comparison, the individual can understand more about her own concept map, and modify it in order to be more comprehensive and thorough. Collaboration is achieved when each individual is able to criticize and modify her map by learning from others in the same group. (Cicognani, 2008, p. 155)

I think the level of online collaboration necessary to really reach the higher levels of thinking skills needs to be built around adapting some more traditional forms of lessons into the online format. If you can meet online and discuss, you should be able to meet online and create and collaborate.

Anderson, T. (Ed.) (2008). The Theory And Practice Of Online Learning (2nd ed.). Edmonton, AB: Athabasca University Press.

Best online collaboration tools of 2008. Retrieved on December 21, 2009 from http://www.mindmeister.com/maps/show_public/12213323

Cicognani , A. Concept Mapping as a collaborative tool for enhanced online learning. http://www.ifets.info/journals/3_3/b01.pdf

D. Oblinger, C, Barone, and B. Hawkins (2001). Distributed Education and Its Challenges: An Overview. Washington, D.C.: American Council on Education Center for Policy Analysis.

Module 1

Part I of the article outlines the pattern for use in distance education that currently exists in our society. Corporations have been the biggest implementers of distance education, because it can drastically reduce the cost of training employees. Distance learning, for example, can use staff in California to teach and train staff in New York. A benefit as well is that once the system is established, it becomes a matter of updating and maintaining it which reduces the cost. One issue at stake is that there are simply not enough qualified personnel to develop quality e-programs, compared to the demand for this type of program. The design of e-learning differs from traditional instruction, and so far a great deal of the e-learning sites where not developed with these differences in mind.
Part II takes about instructional design for e-learning as it pertains to higher education. He begins by taking about the changing demographics of college students, who a large portion is becoming students who are career changers or other “non-traditional” learners. For many of these students, traditional programs simple do not work for people who have to maintain school, family, and career. Colleges are trying to tap into this market by expanding their e-learning programs. The issue becomes is that many of these instructors are challenged by a new set of pedagogical issues that come with the medium of teaching. The challenge is between balancing effectiveness with recreating a meaningful classroom experience. There are also challenges in terms of time it takes to develop this type of instruction compared to traditional means, fear of student evaluations, and the stereotype that surrounds these types of courses.
Part III addresses how, so far, K-12 schools have not tapped into the opportunities that distance learning has. For example, small districts and schools can use e-learning as a way to expand the curriculum and course offerings in a meaningful way. It also offers opportunities for students who have struggled in traditional classrooms, and increases a parents view of assignments, resources, etc.

Moller, L Foshay, W., & Huett, J. (2008, May/June). The Evolution Of Distance Education: Implications For Instructional Design On The Potential Of The Web (Part 1: Training And Development). TechTrends, 52(3), 70-75.

Moller, L Foshay, W., & Huett, J. (2008, May/June). The Evolution Of Distance Education: Implications For Instructional Design On The Potential Of The Web (Part 2: Higher Education). TechTrends, 52(4), 66-70.

Huett, J., Moller, L., Foshay, W & Coleman, C. (2008, September/October). The Evolution Of Distance Education: Implications For Instructional Design On The Potential Of The Web (Part 3: K12). TechTrends, 52(5). 63-67.

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