RSA #4 Collaboration

RSA#4: ASSESSMENT AND COLLABORATION IN ONLINE LEARNING

By: Susan Mitchell

http://www-new.kent.edu/ehhs/dl/upload/assessment-and-collaboration.pdf

           

The reading for this week from Building online learning communities discusses collaborative learning. The book discusses student’s resistance to collaboration during on-line learning. It sites many reasons for this and ways to overcome them. One activity that according to the text is important is doing introductions. One important aspect of this activity is feedback or a response to the introduction. According to the text not only does this practice enable students to begin opening up to each other but it also begins creating a safe space in which they can interact. (Palloff & Pratt, 2007, p.164) In addition to the introductions to achieve collaborative learning an important addition to the process of getting to know each other is the sharing of expectations for the course. (162)

Many theoretical and empirical analyses emphasize the importance of active participation and collaboration among students in promoting the effectiveness of online learning. (Swan,Shen, Hiltz, 2006, 46) This article discusses many aspects of on-line learning and addresses the importance of collaboration. According to the article there are many important aspects to consider for successful collaboration, I focused on two. The first in online collaboration is that collaborative learning will be more successful when it is valued. (47) It suggests that collaboration should not just be a means to an end but that collaboration should be an important aspect of the assignment. Second it suggests that collaboration will only be successful if individual accountability and group accountability are valued.

These two readings complimented each other very nicely. I found that when reading the chapters in Building Online Learning Communities and this article that they both said very much the same thing in different ways.  The introductions according to BOLC failed resulting in one student dropping out temporarily when there was no feedback. This goes along with what the article discussed about doing an online activity just for the sake of doing it.

References

Pallofff, Rena, M., & Pratt, Keith, (2006). Assessment and Collaboration in Online Learning. (2nd ed., pp. 3-65). San Francisco: John Wiley & Sons, Inc.

Swan, Karen. Shen, Jia. & Hiltz, Star Roxanne. (2011). Classroom community and student engagement in online courses. Journal of Asynchronous Learning,. Retrieved from www-new.kent.edu

RSA #3 Computer Conferencing and the On-Line Classroom

RSA #3 Computer Conferencing and the On-Line Classroom

Zane L Berge, University of Maryland Baltimore County, USA

By: Susan Mitchell

http://www.editlib.org/noaccess/15148

            During the reading this week I decided to focus on the part that discusses issues and concerns associated with the on-line classroom. According to the text there may be physical problems associated with on-line classes such as carpal tunnel, back problems, and headaches. (Palloff, Pratt, 6) The pros seem to far out weigh the cons. The text goes on to say that on-line learning can draw out the student who might be quite in the face-to-face classroom. This weeks reading also discusses how to create more human connections in the on-line classroom. It states that one way to do this is to create a sense of “synchronous presence”(Palloff, Pratt, 12)

            After reading the article, Computer Conferencing and the On-Line Classroom, I also focused my attention on the pros and cons of the on-line classroom. Synchronous communication can help to make the on-line class more human.

More than one person can modify on-line course documents simultaneously, and students can have real-time discussions. (Berge, 6) Asynchronous communication also is a con for the on-line classroom in that it allows for time independence by permitting 24-hour access to other people and resources. It may be more convenient for students who work, have family, and other responsibilities. Many of the Cons discussed in the article are no longer an issue. Among these was a lack of reliable access to local area networks (LANs), wide area net- works (WANs), or Internet-connected hardware (Berge, 12)

            I found it interesting that in both the assigned reading and the article the pros for on-line learning were also the characteristics of a successful PLC. Of course the more I read I realized that this made sense because in a successful on-line course it is also a professional learning community. Both readings reinforced the importance of collaboration and using tools such as Google docs, Google WIKI and blog postings. Although they did not use these tools by name these tools would meet the criteria they presented.

References

Palloff, R. & Pratt, K.  (2007). Building Online Learning Communities: Effective strategies for the virtual classroom. (2nd ed.). San Franciso: Jossey-Bass. ISBN: 978-0-7879-8825-8.

International Journal of Educational Telecommunications
ISSN 1077-9124
Volume 3, Issue 1, 1997
Association for the Advancement of Computing in Education (AACE)  Charlottesville, VA

RSA #2 What is a Professional Learning Community?

RSA #2 What Is a “Professional Learning Community”? Richard DuFour

Susan Mitchell

http://staffdev.mpls.k12.mn.us/sites/6db2e00f-8a2d-4f0b-9e70-e35b529cde55/uploads/What_is_a_PLC._DuFour_Article_2.pdf

            The reading for this week provided more information on the importance of a strong PLC in a school and how to successfully implement the. One thing brought out was the use of SMART goals. One thing that the book stressed was that leaders who demonstrate reciprocal accountability do more then just hope teams will be successful in developing SMART goals, they provide teams with resources and support needed. (DuFour, DuFour, Eaker, Many 158)

            The article I read also discusses the importance of setting goals and the resulting change in teacher’s conversations when clear goals for student achievement are set. The article states that establishing a goal to improve the current level, working together to achieve that goal, and providing periodic evidence of progress. (DuFour, 5) The article states that a teacher is isolation can use her data to create goals but that data will become a catalyst for improved teacher practice only if the teacher has a basis of comparison. (Dufour, 5)

            The reading for the week and the article that I read had a shared opinion on the importance of setting goals.  I found all of the reading very relevant to the culture in many schools today including my own. The difference between creating in goals in isolation and in a group was a very important point. I think teachers myself included believe that having well written goals using all available data is enough. But it is not this data and goals need to be shared in a PLC to create change. Setting attainable goals is a very important role of a schools PLC and not something teachers can do independently.

References

DuFour, D., DuFour, R., Eaker, R., & Many, T. (2010). Learning by doing: A handbook for professional learning communities at work. (2nd ed.). Bloomington: Solution Tree Press.

DuFour,R.  (2004). What is a “Professional learning Community”. Professional Leadership

RSA#1 Professional Learning Communities, Leadership, and Student Learning

RSA #1 Professional Learning Communities, Leadership, and Student Learning

http://eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=EJ807417

The article that I choose to share is a study of six middle schools in the process of implementing professional learning communities.  The authors purposed five questions, to address if these schools were meeting the goals of a professional learning community. One question purposed was, is there a relationship between professional learning communities, leadership, and student learning? (Thompson 6) The researchers looked at both urban and suburban schools. Being a teacher in an urban school I felt this gave validity to the study. This article is in line with the topic of the learning module this week.

 In order for a school to be a learning community all members including teachers and the principle have to have a common focus and student learning and be able to come to together collaboratively to accomplish this goal. They need to create and maintain this goal or mission so that all teachers especially new teachers entering the building are invested in it. According to the criteria in the continuum (DuFour, 82) for professional Learning communities at work these schools are all “sustaining” the PLC’s in their schools.

Team learning must focus on group interaction through dialogue and skillful discussion. (Thompson 1) School districts across the United States are working toward implementing PLC’s in their schools. The research on this topic tends to support this initiative. Through a collaborative effort on the part of teachers administrators and parents with a focus on student learning our nations schools can improve in all areas. As to the question, is there a relationship between PLC’s and student learning, yes. There is a strong relationship between factors.

References

DuFour, R., DuFour, R., Eaker, R., & Many, T. (2010). Learning by doing. (2nd ed. ed.). Bloomington, IN: Solution Tree Press.

Research in Middle Level Education

David Hough, Ph.D., Editor Missouri State University Springfield, Missouri

2004            •            Volume 28            •            Number 1            ISSN 1084-8959

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