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Application Discussion 7 _ RoweG _ Masters and Beyond June 16, 2011

Dreamweaver Blog.
In Dreamweaver, open a blank HTML page. On this page, create a Discussion Question prompt that includes the following:

  • A title
  • A lead-in (1–2 paragraphs)
  • Instructions for the post
  • Any graphics, illustrations, embedded video, or links to additional resources that will aid students in answering the discussion prompt
  • A scoring rubric that is linked in the discussion prompt so students can download the rubric
    • You may use the Walden discussion rubric as a starting place and adjust as needed to fit your discussion

Once you have prepared your blog post in Dreamweaver, go to your blog account, start a new posting and paste in the HTML code that you created using Dreamweaver. Note: Make sure you do not paste your HTML code in the “design view” window. Most blog accounts have a tab you need to click on first that switches you to the “HTML view.” Upload any image files and linked documents you included in your discussion prompt to your blog’s file manager. Your scoring rubric should be one of these linked documents. Save your changes and publish your Discussion Question blog post.

By Wednesday:

Post a link to your Discussion Question blog post as an entry on this Discussion board. Refer to the group to which you have been assigned for this assignment to determine in which two students’ Discussion Question blog posts you are expected to participate.

Walden University M.S. in Instructional Design and Technology Program

Formative Evaluative Criteria for Discussion Board Assignments

Quality of Work Submitted

A: Exemplary Work

A= 4.00; A- = 3.75

All of the previous, plus the following:

B: Graduate Level Work
B+ = 3.50; B = 3.00; B- = 2.75

C: Minimal Work

C+ = 2.50; C = 2.00;
C- = 1.75

F: Work Submitted but Unacceptable

F = 1.00

Contribution to the Learning Community The student’s contribution meets all assigned criteria and frequently prompts further discussion of a topic.The student takes a leadership role in discussions.
Regularly contributes to collaborative learning.The student demonstrates exemplary awareness of the community’s needs.
The student’s contribution satisfactorily meets the assigned criteria for contributions to the discussions.The student interacts frequently and encourages others in the community.The student demonstrates an awareness of the community’s needs. The student’s contribution is minimal to the posting and response deadlines.Occasionally, the student makes an additional comment.The student makes minimal effort to become involved within the  community. The student’s contribution does not meet the assigned criteriaThe student does not respond or responds late to postings.The student does not make an effort to participate in the  community as it develops.
Initial Posting: Critical Analysis of Issues**May include, but are not limited to, scholarly articles, collegial discussions; information from conferences, in service, faculty development, and/or meetings. Demonstrates critical thinking to analyze and relate key points.Supports content with required readings or course materials, and may use creditable sources** in addition to those materials. Relates to the assigned discussion topic with satisfactory evidence of critical thinking.Summarizes and supports content using information from required readings and course materials. Summarizes or restates discussion topic components with minimal evidence of critical thinking skills.Post is off topic.Post has minimal or no connection to course materials. Does not relate to the assigned discussion topic.
Responses: Quality of Learning for Colleagues and Self Provide specific, constructive, and supportive feedback to extend colleagues’ thinking.Encourage continued and deeper discussion.Offer additional resources or experiences.Demonstrate exemplary evidence of personal learning as a result of interaction with colleagues. Provide constructive and supportive feedback to colleagues.Refer to sources from required readings and course materials.Demonstrate satisfactory evidence of personal learning as a result of interaction with colleagues. Provide general feedback with minimal or no connection to required readings or course materials.Demonstrate minimal evidence of personal learning as a result of interaction with colleagues. Provide agreement without substance or connection to required readings or course materials.Demonstrate no evidence of personal learning as a result of interaction with colleagues.
Expression Provides clear, concise opinions and ideas effectively written in Standard Edited English.Includes appropriate APA-formatted citations and reference list for outside sources and direct quotes. Provides clear opinions and ideas written in Standard Edited English.Includes satisfactory APA-formatted citations and reference list for outside sources and direct quotes. Expression is unclear or interrupted by errors.Includes minimal or no APA-formatted citations and reference list for outside sources and direct quotes. Unacceptable written expression.May include outside sources and direct quotes that lack appropriate citations.
Final Assignment Grade

A: Exemplary Work

B: Graduate Level Work C: Minimal Work F: Work Submitted but Unacceptable

The Discussion Board is intended to foster a dynamic, flowing discussion that stems from students’ engagement with course materials, one another, and faculty.  Students are expected to ground their ideas and responses to one another in the course materials, in their own experience, and when relevant, in additional outside references.

**NOTE: The use of outside sources is not required for Discussion Board postings. Students must make at least one reference to course materials in their initial posting; however, it does not require a citation, unless it is a direct quotation. Outside sources must be referenced if a student uses direct quotes or paraphrases from the source.

Since all members of the online course have access to the same course materials, an allusion to an idea found in the course materials does not require an in-text citation with an accompanying reference list. However, a verbatim quote of language from any source, including course material, does require an in-text citation according to APA style (including the page number[s] of the quote) and an accompanying reference list.  (Wherever there is a citation, full bibliographic information for that source must be provided in an accompanying reference list). We are aware that eCollege prevents exact APA formatting; however, students should make every effort to present information correctly..

Also, any outside sources (e.g. personal communication, published material, electronic websites, or electronic articles) — whether an allusion to an idea, a paraphrase, or a direct quote – should be cited on the Discussion Board with an accompanying reference list.

It is expected that required Discussion postings and responses will be submitted to meet the assignment due date as postings and responses to colleagues after the due date do little to foster the purposes of discussion in a community of learners. Exceptions may be made at the discretion of the faculty member if contacted by the student prior to the due date describing extenuating circumstances.
Updated: 7.8.09

Should There Be A Problem Status List: Within (MSIDT) The Discussion- Board?
                                                 Masters & Beyond

Congratulations seem to be the Order for most of us for we have made it thus far and no one absolutely no one else, save you and God truly knows the trials and errors and heavy waives that you alone had to triumph to get here today. This is a short introduction of my question and I chose it because I feel it is a topic that should concern each and every one of us now and the hereafter to where ever we settle ourselves. I have placed a rubrics within only for representations sake, but the truth of the matter I have wondered for so long why is it we as students are always asked to design a rubrics and much of it is so tattered once handed in that the actual design really isn’t there any longer. I feel that the same thing is tattered as we enter to where we go to get settled in also somewhat like a masters pedagogy or a rubric pedagogy rather than a Masters or Rubrics Andragogy. Many of us have encountered things that cannot or would not be changed and the reason for why is because many institutions and facilities are afraid of change and they hide behind the authorities who bench sit. I had such a wondrous cloud when I first started out as an online student so wondrous that I named that cloud “Ambition” and as I went to fulfill my masters that cloud got bigger and heavier. I allowed it to even change colors only because I owned it and new that I could always recolor it to whatever I wanted it to be. Yet when I did I also realize that this is what was happening behind the scenes of true grit to get that degree I had been venturing after. Not only myself but many others that were afraid to diagnose the how to analyze their sod of true grit territory actually were to afraid to do so. That is your cloud and you have the right as I do for mind to change the colors when necessary because you have the deed to the territorial rights and it is and should be your privilege. I see online education moving far up ahead of the front of the class in the future but why should it when the weight isn’t a true weight of merited value only posttraumatic esteems of egoisms to come and go again and again as they please or see fit. To get to the point where do you take a measure that shows the revalue is netter but is pushed or waived aside because of those that have had tenure or carry more clout than others. We as instructors are still learning if we allow the transfer to fit then time is no longer in a bottle. To many times I have taken the side of the outcast or the treaded upon by those who feel they have the upper hand and there is nothing you can do about the situation. I ask myself can there be a change and if so then I do not see it coming from myself because why would I want to work there and I know what they are about behind the scenes?

Doesn’t anyone care about the problems a student goes through because of the lack of true concern endeared it will never be a real moral concept step to take you higher than their say so? Example I went to a film school and I was told that I would receive all the technology and tools that would be needed to graduate. But this was a lie that I could not see until I was ready to complain that I had more credits than most schools ask for at the time and I had not encountered any hands on or lab work to be known or to come into play for the concerned degree I wanted. I realized that for me to gain that degree I would have to fight that schools obsessive territorial gain of true dare promise or repeat. I tried to place letters to all the heads of the institution and I got nowhere fast. I finally realized that the change was never going to happen and for me to take a career job there I wasn’t going to make difference, I was only another preparing to be welcomed aboard.  I asked myself again is this what I really strived for? Walden University sent me a certificate, after placing an initiative surmount of the required credits towards my degree. But I was not impressed with that certificate because I had been there before and I couldn’t wait to finish my course to complete my MSIDT. What I was impressed with was a small token that was sent along with the certificate a thick wrist rubber band that had been embossed with the expression “Make A Difference_ Waldenconnection.com”. I where that band faithfully and I haven’t taken it off because I believe that with a true feeling for needing and wanting a difference change can take place where it is seen to be needed. Whether I work at WaldnU or not once I graduate I will never take that band off not until it rots or pops. My dreams and goals go much further than people that are scared of change for the better and I plan on taking it up with higher authorities that no when they have been bamboozled. I see no list for problems if any or where to send suggestive changes to help what is being pictured slaughtered silently of the endeared. I feel that many cases of such endearment are case sensitive but if they are true cases then what difference should that make? That is all the more the expression of “Make A Difference” should come into play.

We as WaldenU students are moving to higher grounds what have you encountered and would you really want something done about it? Would you keep striving to make a difference? This is my discussion board and I leave room for you to come forth with what do you think you would or should be done by who or what?
http://inside.waldenu.edu/c/Files/DocsSOE/MSIDT.Discussion.Board.Rubric.doc

 

EIDT 6510-1 Blog Assignment- #5 _ The Flexible Learner April 12, 2011

Filed under: Uncategorized — eworglll @ 8:51 pm

The Flexible Learner

5. Flexible Learner

My role – play # 5  Flexible Learner, one of nine types of discussion participants.

To be a flexible learner is always a plus for the individual seeking to gain knowledge for one reason or another. This is also a task worthy value of that individual if s/he ever expects to be a team member player someday on any given expert group or task assignment for qualified group project assignments where as every team member has and must provide accurate and expertise assignment performance. It is also that flexible learner’s need to know how and when to be flexible and how to use the proper tactics that would equivocate expectations that do and do not match the proficiency characteristics of the thought through or analyzed property of the measure at hand or to encounter. Being a flexible learner must comply in a mannerism that is unique in its own way where as only the learner will gain an accuracy of what is truly to be gathered from him as a worthy companion someday or a team player or leader. This is a most trust worthy value if s/he ever plans on being a team or group leader.

My ideal traits of such a team member is to know the levels of opportunity that has been confronted or assigned for him or by him so well endured that there is very little room for mistakes especially on his behalf. There should always be a timely window of appropriate compliances that should have or are to be met and a back up measure to coincide with the tangibles that are to be re-measured or gainfully placed. He or she has to keep in mind that reality has no borders but many boundaries for the ambiguities or contingencies that can crush idealistic characterizations of any given part of a plan. If you are not a flexible intelligent learner who hasn’t the profoundness of efficient counter attack or make shift makeover mode for the un-expectant than you will be unprepared for the pitfalls that will definitely be a rude awakening for you to be that learner of needed intelligence someday. No one can tell a flexible learner how he or she can be that flexible person but they can always be advised on many of the properties that a flexible learner should carry under his or her belt.

The main thing I feel a flexible learner should have is the ability of knowing his or her own value make-up as a participant, no matter whether it is a team player or a team leader. A person that carries such a trait knows when he or she has the right or wrong opportunity or task in front of them; or if he or she has bitten off more than can be handled or expected of them. This is especially equivocal for those who have great social skills because many times it is not what you know that faults you as a team player it is usually what you don’t know.

Many people or participants have hang-ups that they are afraid to face or realize especially when it comes to socializing or measuring up to great or good community skills. A flexible learner has to know in the beginning that without the appropriate skills or means for exploiting socially he or she is or will be very limited and far from the expected eye of those who were hoping for the betterment of a team leader. Today’s flexible learner has more to look forward to but things can work for him or against him or her when it comes to technology and having the skills that others do not have for the appropriate tools of endorsement’s consideration. It is always a plus for a flexible learner to have tech skills under his or her belt that can be afforded towards the process of probable causes and effect for its greater or better interest of impact’s modernity.

There are many things a person who has flexible learning skills can always know and feel good about himself from acquiring those skills, and the main thought should be it is better to have them and not need them then to need them and not have them.

Other than the technology learner there is the strategic learner who is no stranger to matters of emotional cultural ethical as well as the physical attempts to master technology or equipment there are other technicalities that measure as strategic values. The flexible learner commits himself to the frantic measures that are persuasive for the norm and ad-norm particularities that may or may not fall into play. My reading of The Types of Online Interaction Model: Individual Approaches in Online Discussions by Rozhan M. Idrus |Papers by Rozhan which was our week 6 resources, tells of a very prudent flexible learner’s trait to have or accomplish. It states of the differences of a flexible learner’s participation and his or her engagement as a flexible learner. So as it is important for the learner’s flexibility to have the skills and knowledge of tools or equipment, he or she must have a self tutorial or make-up portfolio of encountering with rules for participating and definitely for engagement sake of a flexible learner.

References

Required Readings

  • Course Text: The Online Teaching Survival Guide
    • Chapter 8, “Phase Three: What’s Happening, Themes, and Tools: Letting Go of Power in the Late Middle” (pp. 157–162)

 

Paper: Ziden, A. A., Fook F. S., Idrus, R. M., & Ismail, I. (2009). The types of online interaction model: Individual approaches in online discussions. Paper presented at the 5th WSEAS/IASME International Conference on Educational Technology, La Lagune, Spain. Abstract retrieved from http://usm.academia.edu/rozhanmidrus/Papers/162116/The_Types_of_Online_Interaction_Model_Individual_Approaches_in_Online_Discussions

 

Part 2: Blog Assignment: Plagiarism Detection and Prevention April 8, 2011

WaldenU Session X -Week 6- App. part 2- Blog post- Plagiarism Detection and Prevention

WaldenU_EIDT 6510 -1 week six Application Part 2: Blog Entry –

Plagiarism Detection and Prevention

  • What plagiarism detection software is available to online instructors?
  • How can the design of assessments help prevent academic dishonesty?
  • What facilitation strategies do you propose to use as a current or future online instructor?
  • What additional considerations for online teaching should be made to help detect or prevent cheating and plagiarism?

This week’s assignment: Plagiarism Detection and Prevention.

As many of the topics I have written about up to this date such as alienisms (UFO’s) to down to earth stealing or pirating as it is better known for when copying CD’s and DVD’s, which has better term known for technology thieving of Identical properties labeled emulating. A thief is a thief no matter what the circumstance and very few thieves learn their lesson until they’re caught and justice is set and even then the majority of thieves do not change their labeled MO>M>O: abbrev for “modus operandi”. Meaning the  manner in which a criminal works or operates;”modus” meaning way, manner or in the manner of; and “operandi” from “operarius” meaning working. But why is it that they never change their MO or add much more criminal minded “modus operandi’s” to change their outlook or criminal files. Why because as technology gets more advanced so does the technological means of thinking and that isn’t bias conclusive because it works on both sides of the table. It isn’t as if we never heard of white and blue collar crimes. Everyone seems to be into crime waves of their own and it isn’t known until they’re caught. But you the person committing the crime knows that it is a crime and that you are a criminal minded person most likely you are taking your chances and betting on the averages that no one else will find out about you accept you. Whether it is embezzlement or fraud or indemnity or copyright and licensing crimes these are criminal acts of emulating and or plagiarizing.  The more tactics and technological equipment that gets made for prevention of such criminal acts the more it seems that people want to join in the crime wave development to either test their wits or to outsmart the law and its technical advancements. We who have had a change of mind heart or status can see perfectly clear through the ups and downs and wonder why is it the crimes that you can see plain as day are ventured further and deeper in depth of criminal law? The answer stands to reason is that more and more people in higher up places have become either factors of the wrong side of the law as they work it or have been muscled into a proposition that they cannot get out from under. Many times in mafia terms it is called an offer that they cannot refuse. But this too can only last for a time being and this too shall past. There are software and websites that can rendezvous the particulars and bring them to a head such as, www.duplichecker.com / plagiarism.org / www.plagiarismtool.co.uk / www.scanmyessay.com/​plagiarismfreesoftware.php . The technology that has been made in the form of seeking out Plagiarism and its criminals of passion is devastating but as I stated a criminal isn’t seen as a criminal to him or herself until they are caught. The real missing point and factoring of what I am writing about is that of those who are committing crimes of plagiarism and do not know that they are plagiarizing or those that are not plagiarizing at all and without any intent to plagiarize but are being accused or penalized for plagiarism and that in itself is the true crime. It is people that cloak behind the scenes and make false accusations for many of the innocent such as you and I, just to ruin their name and or reputation. These people are the ones who trend in the tactics of befallen those that get slandered and labeled and then many have the mind that they may as well turn criminal for they feel their rights have been trampled on and that there really is no true justice. This is especially done by those in higher echelon and places that they feel they cannot be reached by the little voices and people that are striving to make it the hard and honest way. and are getting away with it as a hidden crime that most white collar and blue collar crimes fail to get detected. I did a paper on Rubrics in my EIDT class at Walden University online and I saw within in its rubric where it clearly stated *APA formatting guidelines need only be followed if applicable to assignment. In online discussion groups a person or student or learner should not be penalized for rewriting a statement in a small discussion period among his or her peers especially when he or she has noted in his or her references work at the bottom of the place from where the statement was gotten from. This is a small class of maybe 25-twenty five students and if a student id depicted and labeled for plagiarism at a point like this and penalized with a zero only to make his or her GPA go from a grade of 91.7 to a 67.? Then something is truly wrong with the system of that University. The students rights are not protected at all especially when his or her side was not heard from by the upper echelon of the Walden University Faculty. But the appeal has the traditional outcome in this matter and if the student felt that he or she has been slandered or stepped over to get his or her name falsely accused then they have that right to appeal. This is a true statement of recent mannerism of a student in Graduate degree courses being falsely made out to be something that he or she is not. The end of this matter will be noted in detail by an article that I will follow up with from the decision of the dean of WaldenU. This is a Plagiarism passion of crime that must be stopped as well as those that have actually committed plagiarism to bring up other means after all I have said this I feel to should be heard from this small article of :                                                                                                                                      <Plagiarism-Detection Tool Creates Legal Quandary> By ANDREA L. FOSTER.   When professors send students’ papers to a database, are copyrights violated?

When electronic tools to ferret out student plagiarism hit the market a few years ago, colleges saw them as easy-to-use and affordable. But now some college lawyers and professors are warning that one of the most widely used plagiarism-detection services may be trampling on students’ copyrights and privacy. Then there have been past probing to makeshift terms of students works as such an MO by these means;

Past Coverage

I would like to answer these questions in the order that I have received them before I finalize this blog post.

  • What plagiarism detection software is available to online instructors?
  • How can the design of assessments help prevent academic dishonesty?
  • What facilitation strategies do you propose to use as a current or future online instructor?
  • What additional considerations for online teaching should be made to help detect or prevent cheating and plagiarism?

I have mentioned tools and software that are available to detect Plagiarism such as; www.duplichecker.com / plagiarism.org / www.plagiarismtool.co.uk / www.scanmyessay.com/​plagiarismfreesoftware.php and this is nowhere near the percentage of the popularity for detection software or tools that can be gotten if searched for adequately.

How the design of academic dishonesty should be met with assessments prevention for help has to work both ways. The student may or may not be guilty of the crime this should be known first in an analysis by more than just a bias group who is out to commit the first person who comes to mind and label him or her a plagiarist. Especially when it is stated in the rubrics of the school or University and an intended means of using proper copyrights are seen, then assessments will have no judgment for a fake accused crime  but should relate that since it has gotten that far than hence where did the accusation stem from? There are various ways of using any assessment as a tool once implemented but if it isn’t for the reason that a good evaluator or analyst can gather relevant and efficient evidence for the efficacy of the determination of the measure, than what good is assessments at all?

My tactics will be very indifferent when I lay my style and means of strategic mannerism before a group of students that are truly there for me to give transfer too from dedication as an instructor professor or scientist, they will get the very best that I have to offer and then some if I can afford to do this for them; because I feel I will also being doing it for myself. Students today do not have what I had as a child they are not less fortunate because they have today what I wish I had as a kid, but I would not trade my background upbringing for all the software or  new tech-gizmos you could show and give. The students today are truly missing that adult someone special who wants them to make it, and shows them there are means and opportunities of getting what you want and need out of life without giving u on it as a lost cause. A facilitator or instructor especially an online educator knows that he or she is the very most and forward thing for a student to gain the proper and appropriate means of transfer from any course of instruction and there are no two ways about this. I know for a fact I will be proud of what I represent and bring into the lives of others and there is no dismay that can get so absurd to allow me to render my talents and skills in any difference of measure to forsake their better welfare for their education.When I finally graduate from WaldenU, should I be able to without a hung jury on my neck I will take this as a very endeared lesson to place under my belt. This will not be a first for me and I am not a shamed to mention it, but it will be a first for me at WaldenU mind you I am very Walden minded; I brag about Walden I have friends and family that have registered to Walden due to my scholastics thus far and I go out of my way to wear Walden University proudly on my caps sweat shirts polo shirts and then some that I have even had custom made . There is no way in the world I can see why anyone would wait until almost 4 months from graduating with a MS degree and would plagiarize themselves to be known as a culprit or worst a scholastic  fool.

I feel that there are a few other things that can be made as additional methods for online teaching and the prevention of students wanting to be labeled plagiarist. I feel that every school should not have just one or two persons that feel they are in charge of plagiarism assaults of mannerism in any means of the crime. I feel that there should be a committee for such ordeals and that no matter how high up on the echelon of your school faculty you sit that if you are found falsely accusing a student you should be found as guilty as the student who really has tried to plagiarize works of others. I feel that there should be a network also for each individual school and that network should have the best technologies and networking systems to offer for such crimes and ill-fated schemes. I feel that all students should have a practicum for all required applications requested by the school. This is where they can see for themselves the submission that they are about to hand in, is one that will bring and insight plagiarism to highlight and alert the reverence of protocol to its attention. I do not see where time would be wasted by trivial tactics to under-mind and underscore a student’s GPA or background can be affected at all when such things as I have mentioned earlier about discussion sessions and group sessions can break a student’s career before he or she gets started should such accusations ever set upon them in false rumors or trends not accounted for especially.

References Walden University EIDT 6510-1 Media

  • Video: “Plagiarism and Cheating” (approximate length: 10 minutes).
    Dr. Palloff and Pratt discuss effective methods for dealing with plagiarism in distance education.                             Optional Resources
  • Multimedia: “Effective Peer Critique”
  • Article: Brown, V., Jordan, R., Rubin, N., & Arome, G. (2010). Strengths and weaknesses of plagiarism detection software. Journal of Literacy and Technology, 11(1/2), 110–131.
    Retrieved from the Walden Library using the Education Research Complete database.
  • Article: Chao, C., Wilhelm, W., & Neureuther, B. (2009). A study of electronic detection and pedagogical approaches for reducing plagiarism. Delta Pi Epsilon Journal, 51(1), 31–42.
    Retrieved from the Walden Library using the Education Research Complete database.

Bing web www.faqs.org/qa/qa-5570.html Search the Q&A Archives HomeFAQ-Related Q&AsGeneral Q&AsAnswered Questions © 2008 FAQS.ORG. All rights reserved. Contact Us

Journal of Literacy and Technology Volume 11, Number 1: April 2010 ISSN: 1535-0975                            Strengths and Weaknesses of Plagiarism Detection Software

Victoria Brown, Ed. D. Florida Atlantic University Teaching and Learning Department

vbrown22@fau.edu

Robin Jordan, Ph. D. Professor, Physics Department Charles E. Schmidt College of Science

Florida Atlantic University

jordanrg@physics.fau.edu

Nancy Rubin, Ph. D. Education and Training Learning Objects, Inc.

nrubin@learningobjects.com

Gladys Arome, Ph. D. Assistant Professor, Curriculum, Leadership, & Technology

College of Education Valdosta State University

 

EIDT 6510-1 Application Part 1)-Research Paper: Comparing Learning Environments March 31, 2011

George Rowe EIDT 6510-1_App. 5-RoweG

Research Paper: Comparing Learning Environments

  • What similarities exist among the different learning environments?

The reasons and interest of each student is a learning environment of itself to be reached out to by both the student learner and the facilitator. No two students actually learn alike, their means of each of their learning concepts are constructed inside much differently then what is shown or heard on the outside.  Many of them think alike that is why test shows that they come up with the proper answer. But because the answers are alike that does not mean the conceptual retrieve method placed took the answers away in the same means of manifest. We can easily prove this by looking at the averages of the test between two people or for a faster route why not just look at the answers that were wrong from each person or student. Why did they get the answer wrong if they think alike for the right answer? Many students are in the same environment for their education but the way that each individual receives the learning transfer material is a bit different from the other students in the class. The online learning environment is quite similar to a face to face but it is actually in another dimension of itself as well are each individual student or learner person. Why is it that many people are not accepted to the college of their choice? Or why are some students choosey about where they want to learn or gain a better education from if all thinking is the same then all teaching would be the same; but that isn’t true at all. Technologies have come along long way from the telegraph and yet people are still interested in moss code, or semaphore, or chirology, or sign language as we know the term today. These few terms of different types of language may seem antiquated but how so when the blind seem to be doing very well in knowing the silent language? The blind, deaf and mute are people who need ways of communicating too; those of them that can’t see, hear or talk the use of the blackboard, radio, television or monitor in class this automatically tells us we do not all think or learn the same way. But because a method of audio is used, blind people can learn in an echoic manner very well. But then so do people who are not blind they gain transfer learning faster than some people who are more iconic learners. Still this is to be tested as learners we all need to be educated and there are so many ways of doing so. Let’s look at this learning or educating from a different point of view. The moss code cannot be seen but it is audible (echoic); the semaphore cannot be heard because it is visual (iconic).

  • How do the roles and responsibilities of the instructor and the learners change for each environment?

No one can tell another or anyone else the best way to learn for themselves in life’s up and down scenario styled means for learning. This is why there is so much technological tools for us to learn from or to adapt our daily life styles with for better connections towards the things we want in our diversified means and method of educating our selves or gaining transfer from our choice of resource. Well pointed out in the media video program of week 5, Dr. Rena Palloff and Dr. Keith Pratt discuss how technology/multimedia can enhance the online learning very productively for efficiency and impact. They effectively portray asynchronous and synchronous methods and means for the concept use of different tools and technologies for their clients to utilize especially for distant learners. Many of the tools today that we are using for everyday recreational means others are using for their education or psycho motor skills to get higher career positions. We steadily use the web and it’s growing faster everyday of the year as more and more new products come about. Believe it or not though there are still those that are old fashion yet you may call them eccentric because they will not give up on products that have come a long way such as, moss code, telegraphing, telephone, chirology, sign languages, semaphore and regular mail.  To clarify the learning need we by pass the old stuff for the want and need of newer technologies such as, smartphones, wifi,ultra red, bluetooth, networking, blended learning, laptops netbooks, tablets, texting, voice threads and web 2.0 tools such as skype. In the PDF that I received from this week’s resources, The American Journal f Distance Education, 17(2), 77-98- M.D.Roblyer and W.R. Wiencke provide this information from their works entitled Design and use of a Rubric to Assess and Encourage Interactive Qualities In Distance Courses stated this “Distant learning theory and research holds that interaction is an essential characteristic of successful distance learning courses. However, the lack of definition as to what constitutes observable, measurable interactive qualities in distance learning courses has prevented transfer from theory and research to design practices and has hindered research on ways to improve interactive qualities of courses”.

  • What differences can be seen as a benefit of one environment over the others?

Although many people today seem to be the way of the world because of modern technology there is always plenty of room for more to fit in the distinguish learner’s seat to see what he or she can gather and where and how do they fit in the modernization of our world tomorrow. Many people think that the days of in class face to face methods will soon be numbered and that is about as probable as there will never be anymore precipitation over the Amazon Rain Forrest. True it is a fact that everyday distant learning is growing and if you compare the factor as a ratio to face to face classrooms you might be right. But we cannot elude ourselves of the fact that the classroom isn’t getting smaller there are just more people finding newer and more preferred aesthetic learning  styles. This a the difference of the facts of learning that show proof and reason why technology is growing too. There are many of us who feel they have the best of both worlds,  and finally gloat  and go about their way as simple as having their cake and eating it too.

  • What differences might be seen as a drawback of each environment when compared with the other environments?

Many of the environments that feel drawbacks are a mist compared to other environments do not anticipate the drawback not to be worthy of educating, they feel it just isn’t for them and the time and style isn’t appropriate for their learning needs. So what do they do about it to get what they are seeking or hasn’t the technology come about yet they are hoping for to make their learning environment more congenial? A true learning environment can be sort unless you are in a very remote area but even then distance learning is capable. People who have the opportunity to become ongoing learners or continuing educational adults have to first learn to conquer their inferiorities before they become too complex to move along. This is realism not surrealism not just an attitude for taking a stand but reality and fate. Look at how many people you know that went to face to face on campus or on the job training sites and failed the course. That is a proven fact that learning methods have been measured and re-measured in and with replaced methods and strategies for today’s exceptional learner for their benefit to comprehend and comply.

There isn’t enough time for the ongoing person who wants to learn everything he or she can and make use of it all after wards. But they can certainly try to gain as much knowledge as possible, especially if it is only for certain fields that they want to learn about. The most brilliant doctors today that have come so very far need assistance in operating newer and more modern equipment because many of the old ways are to antiquated. No matter what the learning environment is that you are trying to be the best of there may always seem to be drawbacks but there will always be others means for learning the same thing in other environments also. People who want to learn about flying may not get the chance to fly for a large corporate airline but maybe they’ll get their chance from private companies or the military. There are far too many learning environments to lose hope and think that you will never learn something fast enough or in depth enough to meet your standards of living and surviving. Whether it is asynchronous or synchronous face to face or distance learning the real draw back is in you when you don’t take that step forward towards your purpose of needing what you seek.

  • Based on what you have learned throughout this course, what do you believe are the most important factors that should be considered when selecting an environment in which you will deliver or design instruction and learning?

The particulars of what a person wants to do and what a person is bound or going to do comes with consequences which are the facts of life. I feel very fortunate for the nation I love so well that I have the opportunity to seriously recognize my options for reaching out and grasping it as bet I can. I will take with me every learning environment that I can see that needs someone of the skills I will represent unfold before the task at hand when the time comes. The best assurance I can have is to be prepared always ready and willing and to know the right time and place to come about with what I do best and that’s keeping my mind and sight on the big picture. Never let on that I too have a box that I think in and out of for needed professional reasons. Never let on that I have a particular environment that I would prefer compared to what. I will always be looking at the changing world that keeps going round and my process thought on what job or task do I step up too next and meta factor all that is contented to be Instructed properly for this is not just a job it’s what I do for life.

References

Media

  • Video: “Enhancing the Online Experience” (approximate length: 20 minutes). Dr. Rena Palloff and Dr. Keith Pratt discuss how technology/multimedia can enhance the online learning experience, as well as the importance of feedback.
  • Course Text: The Online Teaching Survival Guide
    • Chapter 4, “Phase One: What’s Happening, Themes, and Tools: Starting Off on the Right Foot in Course Beginnings” (Review from Week 3).
    • Chapter 6, “Phase Two: What’s Happening, Themes and Tools: Keeping the Ball Rolling in the Early Middle”
    • Chapter 7, “Phase Two: Tips for the Early Middle”
    • The American Journal f Distance Education, 17(2), 77-98- M.D.Roblyer and W.R. Wiencke provide this information from their works entitled Design and use of a Rubric to Assess and Encourage Interactive Qualities In Distance Courses
 

EIDT_ 6510-1_Rubric Application Tools March 28, 2011

Below are a few examples of free web-based tools for teachers to create rubrics:

http://rubistar.4teachers.org/

http://www.teach-nology.com/web_tools/rubrics/general/

http://www.rcampus.com/indexrubric.cfm

 

Technology’s Virtually “Moving On”: Cloud Computing! March 22, 2011

Filed under: 1,connectivism networked and social learning — eworglll @ 8:28 pm
What is Cloud Computing? 

Straight Talk about Cloud Computing from the Industry Leader. Get Info.
 

Application: Blog Assignment; Setting Up An Online Learning Experience March 16, 2011

Filed under: EIDT-6510-1 Online Instructional Strategies — eworglll @ 7:19 am

EIDT 6510-1_Blog Application-RoweG