Week 5

Recent weeks at work have called for additional attention to a research project including costs of online programs throughout the country, and the funding for those programs. The challenge is partially related to the fact that state by state, the funding process varies. There is no "standard", although the funding process can be broken down into state appropriation, an FTE model or PPR (Colorado)-per pupil revenue system, course fees, grants from private individuals or foundations, or some combination of the above. Preparing as concise of report and presentation for this coming week. I would like to utilize my research findings for one of the major projects this semester.

Week 4 - Reflections on the E-Learning P3 Model

Good overview of the processes but mostly the individual roles that are required for the development and maintenance of elearning materials. My experience in higher education has been that often the multiple roles are filled by 2-3 individuals, with the instructor taking on design and development and updating of documents, while an IT person deals with technical maintenance. It would be interesting to have exposure to massive projects,on a large corporate scale, where I would envision all of the roles outlined in this article were in indeed filled by individuals. Would definately require a highly organized Project Manager!

Week 3-Reflections from the Introduction of Blogs and RSS Feeds

Week 3-Comments on Reflections from the Introduction of Blogs and RSS Feeds
(West and Wright, et. al)

The authors research centered around a class whose focus “was not on technology skills, but on learning and applying appropriate technology integration principles to specific teaching situations” (page 55). This a key point when integrating technology tools into the learning process, both in elearning and face-to-face scenarios.

Technology tools, like blogs and RSS feeds are just that-tools. When integrating the use of technology tools into the learning process, instructor’s need to make sure that students first understand how to use the tools, and how they can be used most effectively for the purpose of learning. As an instructor, it is important to decide the purpose for the use of technology tools within the course first and then structure activities to take advantage of what the technologies provide, this point being made by the authors. Instructors should also “model effective blogging for students so they can understand how the tools all tie together” as they should do with any technology tool they are introducing in the classroom.

West and Wright write that “blogging is not always about communicating well developed ideas, but rather ideas that are still being developed that might benefit from comments, communication with others” (page 59).

My conclusion and plan for application after reading this article is this: as I respond to the readings for this course, I would like to post smaller, more pointed comments that will hopefully spark ideas and responses from others. The blog will then grow on its own based on one comment after another.

Ramblings - Week 1-2 Readings

In reading and digesting the comprehensive meta-analysis by Bernard, et.al, my first thoughts were “why should a study be done that mixes all digital education (DE) from K-adults? Can the outcomes that are discussed throughout the article really tell us meaningful information about online learning, and what its application is to 21st Century learning?”

The discussion beginning on page 31 regarding the outcomes of Synchronous and Asynchronous DE reinforced some of my own experiences in online learning, both from the student and teacher/administrative perspective. Per the study, “synchronous outcomes favored the classroom…while asynchronous outcomes favored the DE condition.” After completing many online courses, I have found personally that the use of discussion boards, as one example, goes much further in my personal successes, including retention of information and the ability to contribute back to the discussions much more than synchronous discussions, live conferences, etc.

This section goes on to state that “only a small percentage of the findings for synchronous DE were based on K-12 learners.” I believe that one of the major challenges for online teachers in K-12 is how to develop effective asynchronous learning and that the push has been away from synchronous learning. I would be surprised if there had been much discussion around findings for synchronous K-12 learners! Several questions were asked by the authors, including their concern about “appropriate comparisons” in this study. How does asynchronous DE compare with home schooling or the provision of specialized content by a nonexpert (e.g., in rural and remote communities)? When is it appropriate for DE to be compared with traditional instruction, other alternative delivery methods, or a no-instruction control group?” These are questions that I find are still being asked as we continue to move forward into the world of online learning.

Welcome ELearners!

Welcome to my ELearning Blog. Please feel free to share with me your insights and resources that will be helpful to those currently in the field and those entering!