http://www.tonybates.ca/2009/09/15/motivation-group-work-and-community-in-distance-education/
Is a website that provides great information about the qualities of motivation and group work in an online environment. This link also provides an additional link to a book "The Journal of Distance Education Vol. 23, No. 2. This great information.
Steve Lohr
http://straube.blogspot.com/2009/09/nyts-steve-lohr-on-online-education.html
This blog explains the advantages of an online education setting vs a face-to-face education setting.
Please read these blogs and leave comments and questions.
Wednesday, October 28, 2009
Monday, October 26, 2009
Module 4
The information for Module 4 can be found on my wiki page. The page information is http://ngreer.wikispaces.com. Please feel free to provide feedback. Thank you
Wednesday, October 14, 2009
Story Board
My story board will be located on my wikispace. The address is http://ngreer.wikispaces.com
Please provide feedback.
Please provide feedback.
Friday, October 9, 2009
Module 3- Learning Communities
Module 3- Learning Communities
To ensure effective assessment, it must be embedded in and aligned with the design of the course (Palloff & Pratt, 2005). Instructors should create assignments based on the learning objectives of the course. The instructor should incorporate different forms of assessment to meet the needs of every individual within the class setting (differentiated instruction).
Once again, instructors should address all learning styles. Instructors should provide frequent feedback, model or provide training on assessed material. The instructor retain the determination about what to assess, how to assess it, and how to respond to any evaluation material gathered through the reflective material submitted by students (Palloff & Pratt, 2005). Also the instructor should provide a rubric of the assignment that displays the breakdown of the grading scale.
The members should address the issue/s amongst the team. We are all adults and should handle the situation appropriately. Ask the classmate whether he or she is having problems comprehending the material or if he or she is having personal problems. Depending on the answer, the team will determine the next action.
The instructor should supervise the group’s progress and be available to prompt or assist groups that are having difficulty (Palloff & Pratt, 2005). When handling a group with problems, the instructor should allow the group members to handle the problems themselves until the situation goes over board (interventions by the group mates do not work, complete defiance by the troubled group mate, etc.). Suggest that the group explore alternatives and reach consensus (Palloff & Pratt, 2005).
The project should be broken down into equal parts. Depending on the percentage/points for each individual’s grade, the cooperating members should not be penalized. These particular members should get graded based on their parts. If the instructor wants them to complete the entire project, extra time should be granted without being penalized. The uncooperative member should receive credit for any fraction that he or she did.
Sources:
Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco: Jossey-Bass.
To ensure effective assessment, it must be embedded in and aligned with the design of the course (Palloff & Pratt, 2005). Instructors should create assignments based on the learning objectives of the course. The instructor should incorporate different forms of assessment to meet the needs of every individual within the class setting (differentiated instruction).
Once again, instructors should address all learning styles. Instructors should provide frequent feedback, model or provide training on assessed material. The instructor retain the determination about what to assess, how to assess it, and how to respond to any evaluation material gathered through the reflective material submitted by students (Palloff & Pratt, 2005). Also the instructor should provide a rubric of the assignment that displays the breakdown of the grading scale.
The members should address the issue/s amongst the team. We are all adults and should handle the situation appropriately. Ask the classmate whether he or she is having problems comprehending the material or if he or she is having personal problems. Depending on the answer, the team will determine the next action.
The instructor should supervise the group’s progress and be available to prompt or assist groups that are having difficulty (Palloff & Pratt, 2005). When handling a group with problems, the instructor should allow the group members to handle the problems themselves until the situation goes over board (interventions by the group mates do not work, complete defiance by the troubled group mate, etc.). Suggest that the group explore alternatives and reach consensus (Palloff & Pratt, 2005).
The project should be broken down into equal parts. Depending on the percentage/points for each individual’s grade, the cooperating members should not be penalized. These particular members should get graded based on their parts. If the instructor wants them to complete the entire project, extra time should be granted without being penalized. The uncooperative member should receive credit for any fraction that he or she did.
Sources:
Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco: Jossey-Bass.
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