Engaging Learners with New Strategies and Tools

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The curatorial teacher sets the stage for learning to take place. Learners are now comfortable with using technology, but can download information faster that they can interpret and use it. The curatorial teacher must make sense of all of the tools that are readily available to learners and create an environment for authentic problem solving.

The teacher should be sure to introduce a detailed syllabus at the start of the class to guide instruction. He/she can also use online lectures, videos, research databases, and journal articles to build content knowledge.

Creating comfortable interactions between stdents and the instructor is one of the most important aspects of the online classroom This can be done through blogs, chat rooms, wikis, email, peer-based learning, a discussion area, and an FAQ area.

There are many tools available to nurture authentic, collaborative problem soving such as iPods, wikis, smartphones, and learning communities. These can promote interaction and effective group assignments.


Take this poll or post your comment on the question of whether or not online learning can be as effective as classroom learning.

View this article which discusses the importance of effective communication in online education. Data is taken from a study at Drexel University for this article.

References
Durrington, V. A., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190−193

Siemens, G. (2008, January). Learning and knowing in networks: Changing roles for educators and designers. ITForum.

Assessing Collaborative Efforts

Assessment is always a difficult part of teaching. Students want and need validation of their work, and sometimes it is dependent on the work of others. In the assessment handbook developed by the Washington Center's Evaluation Committee, the suggestion is made to grade collaborative assignments in three parts; a group grade, a grade the student gives themselves, and a grade given by the other members of the group. Evaluation by other group members is important because it gives the instructor a clear idea of each member’s participation in a particular assignment.

Because everyone brings a different level of skill and knowledge, especially in an online course, using rubrics are the best way to fairly assess students. The criteria are clearly stated, and if the student meets the criteria, they should receive the maximum grade. It is not fair to judge students against each other because of the varying level of skills they bring to a course. Letting students have input in creating the rubrics is another way of ensuring student buy-in and success on a project.

Collaborative learning is an integral part of most online courses. If a student does not want to work collaboratively, then he/she may want to consider another type of course. Collaborative learning is good practice for the real world, because there are few careers where you are able to work completely alone. If a group member refuses to participate, the other members should divide the incomplete work to make sure the project gets finished. While this is not necessarily fair, in the real world when someone is paying you to do a job, they expect it to get done mo matter what the circumstances. It is up to the instructor to handle to assessment of this student. If it means a failing grade, that is because of the choice the student made not to participate. If the course was clearly outlines in the beginning, the instructor should not have to alter his/her assessment plan.

According to Lassiter & Orvis (2007), the role of the instructor is to regulate, monitor, and guide. They are to regulate interactions amongst the teacher, students and technology. They should monitor and maintain student discussions, and guide them to proper responses. If the student seems to be unclear on a topic, it is the instructor’s responsibility to understand the reason for the unclarity and guide the student to understanding.

References:
Lassiter, L.R. & Orvis, K.L. (2007) Computer-Supported Collaborative Learning: Best
Practices and Principles for Instructors. Hershey: Information Science
Publishing.

Siemens, G. (2008). Assessment of collaborative learning. Vodocast. Laureate
Education, Inc.

Siemens, G. (2008). Learning communities. Vodocast. Laureate Education, Inc.

Washington Center's Evaluation Committee (Eds.) Assessment in and of Collaborative
Learning. Retrieved from ://www.evergreen.edu/washcenter/resources/acl/index.
html.

View the following blog which gives a detailed plan for assessing online learning.

Video Storyboard Outline

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