I wanted to purchase the new Fisher Price Smart Cycle (I think that is the correct name), and use this “toy” during our centers time. I originally thought that if I purchased 2, then I could allow the students to “work” against each other, but with the cost being approximately $100.00 each, I decided to only get one. I didn’t have any trouble getting my bookkeeper or principal to buy into the idea, but the other teachers in my grade level were very skeptical. One said that I would be wasting instructional time by letting the kids play on the video game (even though all of the games focus on basic kindergarten skills such as letter and number recognition and spelling as well as shapes and colors and numerous other skills). One teacher thought it would just be too much trouble to allow one student to play for 5 minutes then switch players and keep the rotation going during the center time.

According to the ARCS Model, our implementations should focus on using active participation, specific examples, modeling tasks, making new information relevant, and allowing students to use information in authentic learning situations. What better way to keep the attention of a 5-year-old than to get them interacting with the learning material? Put them in the role of the driver on the learning path, and the kids will be so enthusiastic they won’t even realize they are learning.

I plan to purchase the trike and implement it into my classroom centers. I am hoping that by the time the other teachers realize that the student motivation to practice the basic skills has increased, and that the level of student involvement is soaring, they will be persuaded to try it in their rooms. I think that once they understand the importance of showing the kids the material in a real world setting (they have to complete tasks to advance to other parts of the game; i.e. help the boy spell the word to open the door, or show the amount of objects Susie has to share with the other friends and how to share them fairly, etc.), they will want to give their students the same opportunity to learn in this manner. I’ll let you know how it goes. I plan to purchase this item at the end of November (gotta wait til payday, lol)…and I should have great data by Christmas break!

I wasn’t so inspired by Stephen’s comments, but only because I became cloudy on his stance. He would say he was against behaviorism, and then dis cognitivism…I found it very hard to figure out what he was trying to persuade me to believe…and that’s the thing, I feel as though I am trying to be persuaded to choose one over the other, and quite frankly, I’m just not that type of girl…I believe in using whatever works, even if it means sharing methods from each theory.

Look at the blog from education-africa (Africa…how cool that they too are looking into the whole theory thing…). I liked the wrap-up it provided, “Behaviorism focuses on the objectively observable aspects of learning. Cognitivism looks beyond learners’ behaviors to explain brain-based learning. Constructivism is a process in which the learner actively constructs or builds new concepts and ideas based on prior knowledge and experience.”

Websites:

http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

http://karlkapp.blogspot.com/2007/01/out-and-about-discussion-on-educational.html

http://blog.education-africa.com/archives/685

I once wrote a check for the water bill, placed it in the envelope, put the envelope above my sun visor to purchase a stamp, and then forgot about it-until two weeks later when I got home and didn’t have any water…apparently they turn your service off if you don’t send the check in; and they don’t really care that you wrote one-if you forget to send it. Lol

Oh, well…so such is life! Love, laugh, and enjoy all of it while you can…

I tried to upload the attachment, but at the moment can’t seem to remember how…so I am just copying and pasting the document below. Sorry for the long post.

This is a power point presentation created for my EDUC 7102 course at Walden University. I am having difficulty getting it to format into a movie with voice and that will also play the embedded into the slide show. Ugh! Oh, well…what can you do? Submit what you have, and hope for a passing grade.

     I think the overall participation within a learning community can be assessed by not so much the amount of posts, but rather the quality of the feedback the individual is offering. Siemens (2010) stated that for some, the community setting may prove to be challenging for those who are the individual type learner. Palloff and Pratt (2005) list several key points that should be considered when assessing the collaborative learning community, which include: the assessment should be learner-centered, teacher-directed, mutually beneficial, formative, context-specific, ongoing, and firmly rooted in good practice (p.41). 

     It is important to consider the level of knowledge and skill that each member brings with them to the group; and when deciding about the level of growth that was made throughout the project, the teacher must allow for self-assessments and reflections from the students, peers of that group, and then evaluate the overall performance from the student. By doing so, the assessment is more likely to “fair and equitable” to those receiving the grade.

     According to Wikipedia (2010), collaborative learning refers to various methodologies and environments where learners engage and actively interact to learn or attempt to learn something together. So, if they are learning together they should be assessing together.

     Roger Arango (2010) utilized this method for giving a grade for group work, “I proposed a scheme that would provide three separate evaluations: First, I would give a grade for the group’s work. Second, the students would provide a grade for their own effort. Third, all students would grade the performance of the other students in their groups. The final grade would be equally based on all three components.” And it appears to be one that could easily be implemented and modified.

     When students are reluctant to participate in a learning community, it is important to understand why. The other members of the community should give the member the benefit of the doubt and not jump to any conclusions without first trying to contact the non-participatory member. After alternate means of communication have been attempted, then one member from the group should notify the instructor of the lack of participation. The instructor should act as a mediator to assist in resolving the issue at hand; if that is not effective, then the instructor may need to reassign the other members to different groups, or just remove the one member. I feel like the assessment plan could remain the same and just be applied to the active members without consideration of the other member’s non-compliance.

Module 3 Video References:

http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4007778&Survey=1&47=6547357&ClientNodeID=984645&coursenav=1&bhcp=1 (Assessment of Collaborative Learning Communities)

http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4007778&Survey=1&47=6547357&ClientNodeID=984645&coursenav=1&bhcp=1 (Learning Communities)

Text References:

Arango, R. (2010). Group Projects and Group Grading: Work in Progress

Retrieved on 10 April 2010 from http://www.evergreen.edu/washcenter/resources/acl/b5.html.

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

http://en.wikipedia.org/wiki/Assessment_in_computer-supported_collaborative_learning

Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco: Jossey-Bass.

Anderson, T. (Ed.). (2008). The theory and practice of online learning. (2nd ed.). Edmonton, AB: Athabasca University Press.

Ok, so I may be misunderstanding the directions for this week, but I think I am suppose to have a beginning to my storyboard posted. This is my “outline” if you will, my thoughts in brainstorm mode. You will need to follow this link to my AuthorStream website to view the powerpoint because I am an idiot and don’t know how to upload it to this blog…I appreciate your patience with me.

http://www.authorstream.com/Presentation/TipTopTeacher-367239-creative-commons-license-education-ppt-powerpoint/

This link provides a blog that discusses the importance of communication for adult learners:

This blog focuses on the importance of communication for the adult learner in distance education:http://community.elearners.com/all_blogs/academic_advice/b/enrollment_advice/archive/2010/03/28/online-social-networking-a-must-for-adult-students.aspx

This blog discusses student collaboration in the online classroom:

http://icoblog.wordpress.com/category/distance-education/

The authors also stated that they see an increase in the online schools for the K-12 level as well. I don’t think I like the idea as of yet; however, if we follow the recommendations that the authors laid out: training Instructional Designers to work with teachers, and having a highly accountable system of performance indicators, then I think it has a chance to be successful. I also agree with what they say about the type of students who should be enrolled in these schools. It does require a self-motivated, responsible type of student and involved parents.

I do believe that online education will continue to expand and become almost as typical as the traditional school, especially as the funding becomes more available.

Links to Articles:

http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/pdf?vid=5&hid=5&sid=db066ed8-d16c-4f21-b187-98fa22d45559%40sessionmgr10

http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/pdf?vid=2&hid=5&sid=c3cf03be-51bc-41b2-beea-199ff32785da%40sessionmgr14

http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/pdf?vid=2&hid=5&sid=7e9a00bf-716c-477f-80d9-0e8a73a843c0%40sessionmgr4