Thursday, August 22, 2013

Moving Toward Dynamic Technologies

















Based on my philosophy of distance education, I believe I am in the middle "static-dynamic continuum with Collaboration.  In reference to Communication, I would say I am static and with Content generation, I am closer to dynamic but not there yet." I can begin to move toward the dynamic end of the "static-dynamic continuum" through the use of the multimedia principles.  Remembering that students learn better from words with graphics or pictures than just words alone, I have learned that learners are capable of creating their own knowledge but may need guidance so teacher presence is of the essence.


 Fahy, P.  (2008).  Characteristics of interactive online learning media. In T. Anderson (Ed.), The Theory and Practice of Online Learning (2nd ed.).

Moller, L. (2008). Static and dynamic technological tools. [Unpublished Paper].












Monday, August 19, 2013

Learner Engagement

Bartsch, R. A., & Murphy, W. (2011). Examining the Effects of an Electronic Classroom Response System on Student Engagement and Performance. Journal Of Educational Computing Research, 44(1), 25-33.
In this study, the author researched the effect of Electronic Classroom Response Systems (ECRS) on students. The participants included 39 female and 13 male students from a university. They were randomly assigned to one of two lectures; one with clickers and one without clickers. The results of this study proved positive results for the ECRS.

Jimoyiannis, A. A., & Angelaina, S. S. (2012). Towards an Analysis Framework for Investigating Students' Engagement and Learning in Educational Blogs. Journal Of Computer Assisted Learning, 28(3), 222-234.
Web 2.0 is an online application for blogs as well as other social networks. The authors of this article address the issue of blogging, describing it as open, interactive, and easy to use. The participants in this study included 9 boys and 12 girls from grades k-9. He results of this study were positive. Students were interested and willing to participate in the blogs.

Manfra, M., & Lee, J. K. (2012). "You Have to Know the Past to (Blog) the Present": Using an Educational Blog to Engage Students in U.S. History. Computers In The Schools, 29(1-2), 118-134.
Using qualitative research, these authors examine the use of blogging for teaching history. Data was collected from an honors U.S. History course and an academic U.S. History class. These authors found that blogging encouraged student engagement.

Parsons, J., & Taylor, L. (2011). Retrieved from
There are common elements to increase student engagement. This article explores those six general attributes of exploration, interaction, relevance, instruction, assessment, and multimedia. The authors provide distinct insight into each of these components while providing ways to increase student engagement.

Smith, A. J., & Campbell, S. (2012). Exploring a Middle Ground Engagement with Students in a Social Learning Environment. Electronic Journal Of E-Learning, 10(3), 273-282.
In this study, the authors researched a Web 2.0 program; a blog called “Youthwire”. The authors contend that there is a middle ground between social space and academic space. The results of this study provided information that there is a need for further investigation of the “middle ground”.

Willms, D. (2011.). Retrieved from
This interview with Douglas Willms provides information for ways to engage students in their own learning. Willms points out that student engagement is only one factor in academic achievement. He discusses what learner engagement looks like in an instructional setting.

Additional References
Johnson, B. (2012). Retrieved from
Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco: Jossey-Bass.

Wednesday, July 24, 2013

Learner Engagement


The technological tools learners are using outside the classroom are now providing access in the online educational process.  The tools and strategies that are best for this purpose includes discussion posts (teacher-mediated and student-moderated), FAQ (Frequently asked questions), multimedia presentations, video lectures, podcast, online postings, online bulletin boards, Web 2.0, blogs, web quests, e-mails, rubrics, and syllabus.  These tools work well in a learning environment in order to produce successful learner engagement.

There are benefits and advantages to these tools and strategies.  For example, multimedia presentations provide content using different media and the advantage is that students can go back and look at it as many times as necessary.  The same is true with the other tools listed in the graphic organizer.  Communication is an ongoing developmental process to create new opportunities for students (Siemens, 2008, p.14).  The inclusion of Web 2.0 tools and Skype is new opportunities of communication for the engagement of learners.  All of the technologies listed in the graphic organizer, whether it is for communication, collaboration, and/or content provides methods for keeping the learner engaged.


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
Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco: Jossey-Bass.
Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco: Jossey-Bass.
Wenger, E., White, N., Smith, J. D., & Rowe, K. (2005, .January 18). Creating communities of practice. In Technology for Communities

For Dr. Moller,

I have posted to the following blogs:

Mary Tolson

Devonee Trivett



Friday, July 12, 2013

Assessing Collaborative Efforts

Assessing collaborative activities are best assessed collaboratively (Palloff and Pratt, 2005, p.44). Siemans states, “Assessment is a teaching based activity that provides an opportunity to give feedback and evaluate us as educators” (Laureate Education Inc., 2008). Assessing participation in a collaborative learning community can be a challenge. According to Siemans, there are four models for assessing collaborative learning. The first of the four models is “students assessing their peers”, which by using a rating scheme. The second is “students receiving feedback and direct comments” from online communities. The third of the four models is “educators assessing based on student contributions”. These contributions include things such as the amount of time spent online, or how many times students spend on task with group activities like Wikis. The last of the four models is “educators assessing based on metrics” (2008). The varying levels of skill and knowledge students bring to a course affect the instructor's "fair and equitable assessment" of learning by broadening the concept of assessments beyond mark based, based on how much the student grows and through authentic contexts (Laureate Education, Inc., 2008). 

There is a diverse group of students in online courses, some of which may believe that online courses are supposed to be independent (Palloff and Pratt, 2005, p.31). If a student does not want to network or collaborate in a learning community for an online course, the other members of the learning community should reach out to the student, to find out the reason for not wanting to participate to see if they can assist that student. The role that the instructor should play at that point is facilitator to guide the process. As an instructor, one cannot just set up the collaborative activity and leave the students to fend for themselves. (Palloff and Pratt, 2005, p.22) The impact on his or her assessment plan would not help to connect students to the course, the learning process, and each other (Palloff and Pratt, 2005, p.53). The more students are empowered in the online learning environment, the more likely they are to be successful.

Laureate Education, Inc. Executive Producer. (2008). Assessment of Collaborative Learning. Baltimore, MD

Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco: Jossey-Bass.

Sunday, July 7, 2013

Work in Progress STORYBOARD for Video Presentation

The purpose of this blog assignment is to get feedback on my storyboard.  I have created a storyboard to help me produce a video to present a keynote speaker for a workshop.  I have decide to use a technology blogger by the name of Richard Byrne as my keynote speaker.  The storyboard is created for my topic choice, "Learner Engagement.  Remember, it is a work in progress.

Storyboard Powerpoint

Message for Dr. Moller,

I responded to the storyboards of William at

I responded to Ena at