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Thursday, July 1

  1. page GOAL 1 edited ... Chapter Two (TPOL): Toward a Theory of Online Learning Discussion Board Post Reflections on C…
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    Chapter Two (TPOL): Toward a Theory of Online Learning
    Discussion Board Post Reflections on Chapters
    Chapter One Response.pdf
    Chapter Two Response.pdf

    Annotated Bibliography
    Annotated Bibliography Academic Integrity_KPRICE.pdf
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    1:35 pm
  2. page SUMMARY REFLECTION (deleted) edited
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  3. page GOAL 3 edited ... Integrating Web 2.0 Tools into InstructionAn Online Professional Development Course developed …
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    Integrating Web 2.0 Tools into InstructionAn Online Professional Development Course developed for K-12 teachers.
    Reflection on Learning Experiences
    In reading Chapter 10 in the Theory of and Practice of Online Learning, one of the key discussions that “stuck” with me was the discussion of what it means for a course to be online and what it takes to have a successful implementation of an online course. Unless in the course development process, an intentional and purposeful effort is made to ensure the full integration and utilization of technology resources and tools in such as way as to ENHANCE rather than simply supplement the learning, an online course is missing a great opportunity to be something extremely effective and forward thinking. As I mentioned in an earlier Discussion Board posting:
    Simply placing information on the web and utilizing digital technologies is NOT online instruction, but rather the it is simply a delivery method and is the platform for the instruction. Instead, online instruction occurs when learners USE the Web to go through a sequence of instruction, to complete the learning activities, and to achieve learning outcomes and objectives “(Ally, 2002; Ritchie & Hoffman, 1997). The goal of all types of instruction involves engaging the learner and promoting learning through effective pedagogical methods and practice. The use of online technologies simply promotes access and flexibility. It is NOT a substitute for solid pedagogy and instructional design principles. In fact, I believe that in developing an online instructional course or training module, the instructor must , if anything, have a stronger grasp on issues related to identifying learning objectives, utilizing quality assessment and measurement, providing adequate resources, engaging the learner and being accessible.
    All too often, faculty are asked to develop online courses, but they are not equipped with the technological skills and expertise regarding the learning management system to be able to effectively create a course that implements sound pedagogical practices for effective online learning. Additionally, they are not often provided the level of support and instructional design consultation that would improve the quality of the course and subsequently, the learning outcomes for the students. This reading helped to provide some basic context for creating an online course as well as a basic framework for the makeup of the development team. It has been a good source of information as my College looks to develop online programs. In fact, we participated in several webinars related to the development of online programs at small colleges and each one of them focused on the issue of instructional design support, technology training and expertise and a team model for developing the courses.
    This team approach also played out in the LMS build group project. Despite the fact that the course development happened in an extremely abbreviated timeframe, each person on the team had different strengths and skills to offer. I was initially overwhelmed by the assignment, as I am sure many faculty are when presented with the task of creating an online course. However, due to the fact that I was working with three other team members, the process moved through the development and implementation stages very smoothly with each person having contributions to content, ideas for structure and format as well as technological expertise with the LMS product that was invaluable to the design and creation of the course. This experience was an extremely positive one and our group worked seamlessly together. The experience has served to further enhance the group model presented in Chapter 10 and has solidified my position that it is not just something that is “nice to do”, but rather a “must do” approach. I will definitely utilize the structure, format, and make changes to the overall setup as I plan to use this course as a framework for developing a Special Topics Hybrid course on Educational Technology in Instruction. I am fortunate that the course will not be offered until the Spring 2011 semester so I have the necessary time to fully develop the course. I will most certainly rely on the lessons learned and experiences of this course as my College further explores online educational programs.

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    1:27 pm
  4. page GOAL 3 edited ... http://www.aupress.ca/index.php/books/120146 (select ebook) Chapter Ten (TPOL): Development o…
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    http://www.aupress.ca/index.php/books/120146 (select ebook)
    Chapter Ten (TPOL): Development of Online Courses- A Narrated Presentation and Comments
    Learning Management System Build
    Group Project Using Blackboard LMS to create online course

    Integrating Web 2.0 Tools into InstructionAn Online Professional Development Course developed for K-12 teachers.
    Reflection on Learning Experiences
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    12:49 pm
  5. page GOAL 2 edited ... In the Chapter, David Noble (2001) presents a very negative view of the reach of educational t…
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    In the Chapter, David Noble (2001) presents a very negative view of the reach of educational technologies into the classroom today in viewing the increase of online learning as a “rapidly growing trend of university corporatism” and the exploitation of knowledge workers (Kompf,2001). Interesting, this is the argument being presented by the faculty at my College. They view the inclusion of hybrid and online learning environments not from a perspective of increasing access to higher education and the excitement of new learning platforms and communities, but instead tend to focus on the corporate “money-making” reasons for adding these programs. Unfortunately, there are numerous examples of these type of profit motivated programs, but through the discussion of incorporating sound research based practices, well-defined principles and standards of excellence and measuring academic outcomes, hopefully we can begin to see the paradigm shift so often referenced in our readings.
    The project assignment to develop an evaluation rubric and then use the rubric to assess LMS sites was a great application of the discussion of how to appropriately define quality and develop measures to assess such. Our group attempted to use some of the standards and principles that had been established through the ISTE National Standards for Educational Technology as well as the guidelines suggested by an accountability program, Quality Matters. These frameworks helped to shape our ideas regarding important features to evaluate within an online course using an LMS. I must say, though, that it was disappointing to see how poorly the courses we selected "measured up" so to speak. It did, however, present a solid background for the LMS build project where our group tried to incorporate the different standards within our respective rubrics and established guidelines for effective teaching and ensure we integrated experiences that would promote active learning, collaboaration, community building, and demonstration of learning through a more product based demonstration than simple wrote memorization of content.
    The process of developing our own course utilizing the Blackboard Learning Management System did demonstrate both positive experiences as well as how the limitations and intricacies of any system can present barriers to fully meeting the demands of a "model". Even though the system contains numerous features and capabilities that allow for the potential to meet the standards of a quality online course, it is ultimately the course design, theoretical perspective, pedagogical approaches and ability of the instructor to interface with the system that will determine if the course development meets its goals. I definitely learned that the course development process is far more complex and requires far more planning, design and technological expertise than most instructors possess. It was a solid reminder that this type of course development and programming cannot happen in isolation, but requires the team approach that was discussed in Chapter 10 of the Theory and Practice of Online Learning.
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    12:33 pm
  6. page GOAL 2 edited ... In experiencing the accreditation process personally, I agree strongly with the statement made…
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    In experiencing the accreditation process personally, I agree strongly with the statement made in the chapter that “Establishing the terms through which to assess online education should not be left to either the marketplace or to self-perpetuating bureaucracies”. It is important that educational institutions take an active role in “making the case” for how they are meeting accepted standards of quality in education and actively assess student learning outcomes in online education. There needs to be a sustained institutional commitment to support distance learners through continued assessment of our programs. Ultimately, the goal of such examination should be to identify ways to improve the teaching and learning environment. Too many people view assessment and accountability as something “they have to do” rather than something they “should be doing” as best practice to inform their pedagogy and strategic planning processes.
    In the Chapter, David Noble (2001) presents a very negative view of the reach of educational technologies into the classroom today in viewing the increase of online learning as a “rapidly growing trend of university corporatism” and the exploitation of knowledge workers (Kompf,2001). Interesting, this is the argument being presented by the faculty at my College. They view the inclusion of hybrid and online learning environments not from a perspective of increasing access to higher education and the excitement of new learning platforms and communities, but instead tend to focus on the corporate “money-making” reasons for adding these programs. Unfortunately, there are numerous examples of these type of profit motivated programs, but through the discussion of incorporating sound research based practices, well-defined principles and standards of excellence and measuring academic outcomes, hopefully we can begin to see the paradigm shift so often referenced in our readings.
    The project assignment to develop an evaluation rubric and then use the rubric to assess LMS sites was a great application of the discussion of how to appropriately define quality and develop measures to assess such. Our group attempted to use some of the standards and principles that had been established through the ISTE National Standards for Educational Technology as well as the guidelines suggested by an accountability program, Quality Matters. These frameworks helped to shape our ideas regarding important features to evaluate within an online course using an LMS. I must say, though, that it was disappointing to see how poorly the courses we selected "measured up" so to speak. It did, however, present a solid background for the LMS build project where our group tried to incorporate the different standards within our respective rubrics and established guidelines for effective teaching and ensure we integrated experiences that would promote active learning, collaboaration, community building, and demonstration of learning through a more product based demonstration than simple wrote memorization of content.
    (view changes)
    12:25 pm
  7. page GOAL 2 edited ... LMS_Rubric.Price.Malinski,Lowery.McDaniel.EDET755.pdf LMS Evaluation Summary Reflection on …
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    LMS_Rubric.Price.Malinski,Lowery.McDaniel.EDET755.pdf
    LMS Evaluation Summary
    Reflection on Learning Experiences

    In reading Chapter 13 of the Theory and Practice of Online Learning, we reviewed a discussion on issues related to defining quality and developing standards and systems of accountability. The pressure to apply management techniques to higher education came from a perceived crisis in confidence with post-secondary systems, and from the growth of sponsored accountability systems. For supporters, it “has long been understood in organizations that when you want to improve something, you first must measure it” (Widrick, Mergen, & Grant, 2002, p. 130). As someone with a background in assessment, institutional research and who has been actively involved with my College’s SACS reaffirmation of accreditation, the issue of measuring organizational effectiveness and using data to make decisions and be accountable to stakeholders is one that is close to my heart.
    In experiencing the accreditation process personally, I agree strongly with the statement made in the chapter that “Establishing the terms through which to assess online education should not be left to either the marketplace or to self-perpetuating bureaucracies”. It is important that educational institutions take an active role in “making the case” for how they are meeting accepted standards of quality in education and actively assess student learning outcomes in online education. There needs to be a sustained institutional commitment to support distance learners through continued assessment of our programs. Ultimately, the goal of such examination should be to identify ways to improve the teaching and learning environment. Too many people view assessment and accountability as something “they have to do” rather than something they “should be doing” as best practice to inform their pedagogy and strategic planning processes.
    In the Chapter, David Noble (2001) presents a very negative view of the reach of educational technologies into the classroom today in viewing the increase of online learning as a “rapidly growing trend of university corporatism” and the exploitation of knowledge workers (Kompf,2001). Interesting, this is the argument being presented by the faculty at my College. They view the inclusion of hybrid and online learning environments not from a perspective of increasing access to higher education and the excitement of new learning platforms and communities, but instead tend to focus on the corporate “money-making” reasons for adding these programs. Unfortunately, there are numerous examples of these type of profit motivated programs, but through the discussion of incorporating sound research based practices, well-defined principles and standards of excellence and measuring academic outcomes, hopefully we can begin to see the paradigm shift so often referenced in our readings.

    (view changes)
    12:16 pm
  8. page GOAL 1 edited ... http://www.aupress.ca/index.php/books/120146 (select ebook) Chapter One (TPOL): Foundations o…
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    http://www.aupress.ca/index.php/books/120146 (select ebook)
    Chapter One (TPOL): Foundations of Educational Theory of Online Learning
    DiscussionChapter Two (TPOL): Toward a Theory of Online Learning
    Discussion
    Board Post ReflectionReflections on ChapterChapters
    Annotated Bibliography
    Annotated Bibliography Academic Integrity_KPRICE.pdf
    (view changes)
    11:39 am

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