This new post is my first attempt at making a video presentation. Although it is not perfect, no frills, and longer than six minutes it captures the content of what I found out about social presence and how it relates to learning environments. If you are enrolled in classes either in a face to face learning environment or in an online learning environment, the content of this video will be informative and leave you pondering how social presence impacts you.

References

Caspi, A., & Blau, I. (2008). Social presence in online discussion groups: testing three conceptions
     and their relations to perceived learning. Poc. Psychol Educ 11, 323-346. Retrieved January 24,
     2012 from http://search.proquest.com.ezp.waldenulibrary.org

Kehrwald, B. (2008). Understanding social presence in text-based online learning environments.   
     Distance Education, 29.1, 89-106. Retrieved January 24, 2012, from  
     http://search.proquest.com.ezp.waldenulibrary.org

Kim, J., Kwon, Y., & Cho, D., (2011). Investigation factors that influence social presence and  
     learning outcomes in distance higher education. Computers & Education 57, 1512-1520. Retrieved
     December 27, 2011 from http://www.elsevier.com/locate/compedu

Kekwalestswe, R. (2007). Social presence awareness for knowledge transformation in a mobile 
     learning environment. Journal of Education and Development using Information and 
     Communication Technology, v 3(4), 102-109. Retrieved January 15, 2012 from
     http://ijedict.dec.uwi.eduviewarticle/php?id=426&layout=html

Mykota, D., & Duncan, R. (2007). Learner characteristics as predictors of online social presence.
     Canadian Journal of Education, 30.1, 157-170. Retrieved on January 24, 2012 from
     http://search.proquest.com.ezp.waldenulibrary.org

Yen, C., & Tu, C. (2008). Online social presence a study of score validity of the computer-mediated
     communication questionaire. Quarterly Review of Distance Education, v 9(3), 297-310. Retrieved
     January 6, 2012 from http://search.proquest.com.ezp.waldenulivrary.org

My Continuing Path In Technology Integration

Recently I read an article about static and dynamic technology and media. I was asked to make a post on where I thought my journey was at this point in integrating technology into the education field. Static technology and media refer to the use of technology that is useful but really has no impact on the learner. Dynamic technology and media refer to the use of technology that allows the learner to gain meaningful learning but then apply it to construct new knowledge. As I reflect on my journey I believe that I am stuck in the middle of the two. Most of the media and technology I use in the classroom is for delivering instruction. Projector, interactive white board, computer presentation, and videos are all used to deliver content. Email, student blogs, and eboards are used to communicate and collaborate with parents and students. The types of technology and media that were just mentioned are considered static. I teach my students to use kidspiration which is a software program where they can construct projects applying the knowledge they have gained. The students also use voice thread to respond to questions and create as well as display projects. These media and technology choices are dynamic. As I learn more about technology and media my journey will guide me to use more dynamic choices in my classroom.

Online Learning

https://docs.google.com/document/d/1X7KtcPJ4Z9FC7phjur2KN8FXUhhyci1sFXXB1LdWrHA/edit

The link above provides a graphic organizer that demonstrates the three elements of online learning: content, communication, and collaboration. Within each of these three elements there are several tools that instructors and students can use to make online learning an engaging and rewarding experience. Most citizens within a community are well poised in using the Internet and many of the devices to search, find, learn, and communicate with each other. Being a third grade teacher has its challenges when bringing technological tools into the learning environment. The main reason for the difficulty is that there are still some homes that do not have Internet access. The struggle then becomes how do you use technology outside the classroom that is inclusive with what is going on inside the classroom. In the area of content the tool of choice would be a web page. A teacher can create a web page that contains information regarding assignments, what is going on in the classroom, and extra activities for the students to do with family at home. Communication is important. Even though there are still some that do not have Internet they can access email via cell phones and other devices. Communication through email is a great way to keep the line of communication open about events, and student participation with parents and other colleagues. The last of the elements to online learning is collaboration. Blogs are a great way for students to collaborate with parents, other students, and of course the teacher. There are always sites where educators can go to set up a free classroom blog that is safe and secure which can be accessed at home also. As technology becomes more and more evasive in the everyday lives of students as an educator it is important to find a way to integrate the technology no matter what the age of grade level of the students that are being taught.

http://i29.photobucket.com/albums/c296/JJphabulous/l_d44bad59363e4942ac38190ac70f665a.jpg

Assessing Collaborative Learning Communities

Assessing Collaboration in a Learning Community

Assessing a collaborative learning environment has its difficulties. Making sure that all students feel that they are assessed justly is important to the learning community. Palloff R., and Pratt, K. state, "Effective classroom assessment: is learner-centered, teacher-directed, mutually beneficial, formative, context-specific, ongoing, and firmly rooted in good practice" (2005, chap. 4). Having students reflect on their own learning is one way to assure fair assessment. Giving students a rubric with a grading scale is a great way for learners within a group to do a fair assessment of its members. Participation in both online learning communities and face to face classrooms is important to the discussions that take place. A student should be informed of the required amount of participation that is expected. If a student does not participate the instructor should question why. The student may be having difficulties with the course, be shy, or not feel sure of the knowledge they have to contribute to the collaboration of the group. Members of a group may notice that a member is not participating and voice concerns. The group members may be able to solve the issues on their own. Members of the collaborative learning community that do not participate should not impact the learning of the other group members. The other members should continue to do the work required of them. The instructor should continue with the assessment plan for individuals as stated in the course.

Reference

Palloff, R. and Pratt, K. (2005). Collaboration online learning together in community.

San Francisco, CA: John Wiley & Sons, Inc.

Social Presence Story Board

What is social presence? How do students within a learning community connect to other peers and the instructor? 

Social Presence inside the face to face classroom

Social Presence through enrollment in a on line learning community.

Which learning community do you fit into?

Reference

College_classroom.jpg. Retrieved on January8, 2012 from

http://www.rhl.org/blog/wp-content/uploads/2011/11/college_classroom.jpg

Student a-at-computer.jpg. Retrieved on January 8, 2012 from

http://www.westlanetech.orvsdorg

Stock-photo-college-students-on-campus. Retrieved on January 8, 2010 from

http://www.shutterstock.com

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The Future of Distance Education

     The use of distance education courses for learning in both the corporate and educational environments is progressing. More businesses are relying on distance education not only to save money but to meet the needs of individuals. Distance education offers many of the same opportunities that face to face classes offer. Collaboration is the most meaning part of a face to face class. Is collaboration between students lost in distance learning courses?

    While face to face classes offer an environment where students can communicate with each other distance education offers the same opportunity. There are technological tools that have been developed over the years to make collaboration between students in distance education courses meaningful. With the use of discussion boards, pod casting, blogs, wikis, and email; students have the opportunity to share their learning and make meaningful contributions to the learning environment.

     Dr. Michael Simonson offers some insight into the advantages of distance education in his video Distance education: Higher education, k12, and the corporate world. He states, "That professors are starting to see that many of the same things can be accomplished in hybrid courses as can face to face classes" (2010). Dr. Simonson also states that, "Higher education will not abandon face to face courses" (2010). Although distance education courses are becoming the option for more students for many reasons they offer the same opportunities for learning that face to face courses offer but there is no reason for students to be alarmed, face to face courses are not going to become a thing of the past any time soon.

Reference
Simonson, Micheal, Laureate (2009-8). Distance education: Higher education, k12, and the corporate world. Professional Sound Images Inc.