Distance Ed. for a Global Community
The following organizations/websites deal with issues related to distance education for a global community:
International Centre for Distance Learning
International Council for Open and Distance Education
International Review of Research in Open and Distance Learning
Neomillennial Learning Styles
Dede, C. (2005). Planning for neomillennial learning styles. Educause Quarterly, 28 (1), 7-11. Retrieved November 1, 2005, from http://www.educause.edu/ir/library/pdf/eqm0511.pdf
Planning for neomillennial learning styles: Implications for investments in technology and faculty
Educating the Net Generation
The Net Generation has grown up with information technology. The aptitudes, attitudes, expectations, and learning styles of Net Gen students reflect the environment in which they were raised—one that is decidedly different from that which existed when faculty and administrators were growing up.
This collection explores the Net Gen and the implications for institutions in areas such as teaching, service, learning space design, faculty development, and curriculum. Contributions by educators and students are included.
http://www.educause.edu/educatingthenetgen
Questions related to the social responsibility of ID and assessment
Assessment is an important component of virtually all instruction, whether face-to-face or online. Murray, Gillese, Lennon, Mercer, & Robinson (2002) speak to social responsibilities that educators possess regarding assessment and note, “Instructors are responsible for taking adequate steps to ensure that assessment of students is valid, open, fair, and congruent with course objectives.†This is a formidable task for any instructor embark upon, necessitating an answer to the question, “Why assess teaching & learning?â€
Ellis (2001b) stresses the synergistic value of combining teaching, learning, and assessment and lists three reasons why assessment is important: (1) to classify students, (2) to diagnose students, and (3) to encourage and support learning (p. 38). Classification refers to the classic “grading†of student work while diagnosis attempts to identify deficiencies in the students’ knowledge. The encouragement and support of learning is the ultimate goal which assessment can ideally promote on an ongoing basis.
Distance educators face particular challenges when conducting assessment online. The roots to many problems with online assessment can be found in the design of assessments which don’t adequately measure learning objectives. Rather than employing authentic assessment metrics (Ellis, 2001a) educators often utilize superficial assessment activities that neither accurately measure nor engage learners in higher-order thinking.
The challenges are therefore numerous for online educators conducting assessment. Here are some common questions for the online instructor to consider when developing assessment for online learning:
- What is the purpose of the assessment? (ie: classification, diagnosis, encouragement?)
- What is the assessment attempting to measure?
- Who is the true author of the work? (ie: authenticity)
- Does the assessment adequately measure the students’ level of learning?
- Does the assessment foster reflexivity (Ellis, 2001b) and increase cognitive presence (Garrison, 2003; Garrison & Anderson, 2003)?
References:
Ellis, A. K. (2001a). Research on educational innovations (3rd ed.). Larchmont, NY: Eye on Education.
Ellis, A. K. (2001b). Teaching, learning, & assessment together: The reflective classroom. Larchmont, NY: Eye on Education.
Garrison, D. R. (2003). Cognitive presence for effective asynchronous online learning: The role of reflective inquiry, self-direction and metacognition. In J.
Bourne & J. C. Moore (Eds.), Elements of quality online education: Practice and direction. Needham, MA: The Sloan Consortium.
Garrison, D. R., & Anderson, T. (2003). E-learning in the 21st century: A framework for research and practice. London: RoutledgeFalmer.
Murray, H., Gillese, E., Lennon, M., Mercer, P., & Robinson, M. (2002). Ethical principles in university teaching. Society for Teaching and Learning in Higher Education. Retrieved November 14, 2005, from http://www.tss.uoguelph.ca/stlhe/ethics.html
Social responsibilities related to interactions in online learning
Successful distance educators must be competent not only in the subject matter of the course but also in a wide range of pedagogical and pragmatic skills crucial to successful teaching and learning in various distance education settings (Murray, Gillese, Lennon, Mercer, & Robinson, 2002). The ultimate goal of distance educators therefore should be to facilitate a quality learning experience, defined by Garrison & Anderson (2003) as, “The dynamic integration of content and context created and facilitated by a discipline expert and pedagogically competent teacher†(p. 4).
Often people look to e-learning as being the answer to creating “learner-centered†educational opportunities. What we ought to be looking to create is not simply “learner-centered†learning but truly “learning-centered†learning. So many times our focus is upon the format in which learning rather takes place rather than the quality and relevance of the learning experience. Therefore, the true measure of successful e-learning has nothing to do with the particular technology that is employed. Successful e-learning can be found when educators create environments where learners are motivated to engage in meaningful and worthwhile learning experiences (Allen, 2003; Garrison, 2003; Garrison & Anderson, 2003).
I’ve had the opportunity to experience e-learning from the perspectives of student, instructor, course designer/developer, and even administrator. I propose that interaction and presence are critical components of any successful face-to-face or e-learning educational environment. In the face-to-face context, students want to feel valued and appreciated and receive timely and substantive feedback and they relish the immediacy of such interpersonal interactions. Online instructors must be much more intentional at providing equivalent interactions for learners within the online learning environment than face-to-face instructors. This involves not only encouraging students to socially connect early in the course (Hardy & Boaz, 1997) but structuring learning activities throughout the course which promote meaningful interactions among students and the instructor (Garrison & Anderson, 2003; Wagner, 1997).
My experience has been that if learners connect with one another and the instructor early in the course, it sets the tone in the course where learners are much more willing to share freely than if no personal connections are made. I’ve also come to recognize that the size of the class has a major impact on the depth of interactions that take place. I’m currently teaching several online section of a class in which one section has only a handful of learners while the other has nearly 20. The smaller class, presented with the same discussion questions and facilitation, has participated in much more intimate communication than the larger class.
The successful online instructor understands the complexities of guiding such an online community and is diligent to ensure that each participant feels valued and supported within the community. This is by no means an easy task.
References:
Allen, M. W. (2003). Michael Allen’s Guide to e-Learning: Building interactive, fun, and effective learning programs for any company. Hoboken, NJ: John Wiley & Sons, Inc.
Garrison, D. R. (2003). Cognitive presence for effective asynchronous online learning: The role of reflective inquiry, self-direction and metacognition. In J. Bourne & J. C. Moore (Eds.), Elements of quality online education: Practice and direction. Needham, MA: The Sloan Consortium.
Garrison, D. R., & Anderson, T. (2003). E-learning in the 21st century: A framework for research and practice. London: RoutledgeFalmer.
Hardy, D. W., & Boaz, M. H. (1997). Learner development: Beyond the technology. New Directions for Teaching and Learning, 71, 41-48.
Murray, H., Gillese, E., Lennon, M., Mercer, P., & Robinson, M. (2002). Ethical principles in university teaching. Society for Teaching and Learning in Higher Education. Retrieved November 14, 2005, from http://www.tss.uoguelph.ca/stlhe/ethics.html
Wagner, E. D. (1997). Interactivity: From agents to outcomes. New Directions for Teaching and Learning, 71, 19-26.