Week 6: Assessing and teaching skill-sets for autistic adults

Peers:
See link below for my final video project; feedback welcome at first chance; has been rewarding collaborating on this course curriculum and technically informative. Best; David Miller

Allen, K., Anderson, M., Bowen, S., Burke, R. & Howard, M. (2010). Evaluation of   two instruction methods to increase employment options for young adults with          autism spectrum disorders. Research in Developmental Disabilities 31 (2010) 1223–1233

Allen, K., Wallace, D., Renes, D., Bowen, S., & Burke, V. (2010). Use of video modeling       to teach vocational skills to adolescents and young adults with autism spectrum        disorders. Education and Treatment of Children, Vol. 33, No. 3, 2010 Pages 339–349.

Corbett, B.A. (2003). Video Modeling: A Window into the World of Autism. The        Behavior Analyst Today: Volume 4, Issue No. 3.

Hastings, R., Nash, S., Toogood, S., and Totsika, V. Interactive training for active        support: perspectives from staff. Journal of Intellectual & Developmental       Disability, September 2008; 33(3): 225–238. Taylor and Francis, Ltd.

Meyen, E., Lian, C. and Tangen, P. (1998). Issues associated with the

            design and delivery of On-line instruction. Focus on Autism and other    Developmental Disabilities,     Volume 13, Number 1, Spring 1998, pages 53-60.

Wood, L. (1994). Computer technology and autism.  LINK autism-europe
            English Edition Nr. 15 Quarterly - 4 th quarter 1994.

http://youtu.be/V28xV4zq9Qg

<iframe width="420" height="315" src="http://www.youtube.com/embed/V28xV4zq9Qg" frameborder="0" allowfullscreen></iframe>

Module 5 Moving Toward Dynamic Technologies/Concept Map dMiller

Peers, see below for Module 5 Blog assignment.
Regards., David Miller

As a result of the curriculum, collaboration, use of innovation and diffused technologies in The Principles of Distance Education, I believe I am somewhere in the middle of the “static-dynamic continuum”. According to Moller (2008), we often see technologies or approaches to learning that include wikis, blogs, and discussion boards. Having the opportunity to use media technology in this program at Walden has shown me how to communicate, collaborate and view content in an online setting. I am analyzing what others contribute in the discussions within a learning community that allow me to share and respond to other scholars ideas which are expanding my on knowledge. Although I am using mind-maps and learning in a multi-user environment, I don't see myself on the dynamic end of the continuum because my experience using these technologies is limited. However, as I progress in the program I believe the interaction with classmates through various media technologies I will gradually shift to the dynamic end of the continuum. While I feel comfortable with my current use of technology, I do not want to become complacent. As an educator I hope to incorporate blogs, wikis and mind maps into my teaching to relay the content to my students and to give them encouragement as they strive to gain new knowledge. As Fahy indicates in the reading, it will be important for distant educators to monitor the trends as they usually translate from an individual's culture to the online classroom. (Fahy, 2008).

          I also have learned that incorporating blogs and wikis into the learning process has enriched learning and given me the confidence to use them while watching new trends in technology. I think as technology changes, we will always be challenged to move in the "dynamic" arena. To keep up with the changes if we pursue careers in distance education we will have to move towards the dynamic continuum. I think remaining on the static end of the continuum will create an adverse effect.

References

Fahy, P. (2008), Characteristics of interactive online learning media. Anderson, T. (Ed.). Edmonton, AB:    Athabasca University Press.


Moller, L. (2008). Static and dynamic technological tools. [Unpublished Paper].

Additional Sources:

CHIN (Canadian Heritage Information Network). Creating and Managing Digital Content http://www.chin.gc.ca/English/Digital_Content/ index.html

Cornell University Library (2003) Digital Preservation, Management: Implementing Short-term Strategies for Long-term Problems,

http://www.library.cornell.edu/iris/tutorial/dpm

Distance Education Clearinghouse (2007). Provides a wide range of definitions of distance learning and distance education http://www.uwex.edu/disted

Open Directory Project Distance Learning entry, viewed 22 November 2007,

http://www.dmoz.org/Reference/Education/ Distance Learning

PrestoSpace (2006) Preservation Guide. November 2007, http://wiki.prestospace.org/ pmwiki.php?n=Main.NavigationGuide

TASI (Technical Advisory Service for Images) Advice

Documents.  http://www.tasi.ac.uk/advice/advice.html

Includes an Introduction to Digital Preservation and Establishing a Digital Preservation Strategy http://www.tasi.ac.uk/advice/delivering/digpres.html

Module 4 dMiller Engaging Learners with new strategies and tools presentation

Peers, see this link for slideshare site to view Module 4 assignment Graphic Organizer.

<div style="width:425px" id="__ss_9953507"> <strong style="display:block;margin:12px 0 4px"><a href="http://www.slideshare.net/b767miller/engaging-learners-with-new-strategies-and-tools-9953507" title="Engaging learners with new strategies and tools" target="_blank">Engaging learners with new strategies and tools</a></strong> <iframe src="http://www.slideshare.net/slideshow/embed_code/9953507" width="425" height="355" frameborder="0" marginwidth="0" marginheight="0" scrolling="no"></iframe> <div style="padding:5px 0 12px"> View more <a href="http://www.slideshare.net/" target="_blank">presentations</a> from <a href="http://www.slideshare.net/b767miller" target="_blank">b767miller</a> </div> </div>

Module 4 dMiller Engaging Learners with new strategies and tools

Peers, sorry for late post; many technology snafus going on; see below for Module 4 post; Graphic Organizer would not load; will add first chance.

Best , David Miller

Movement from the static towards the dynamic end of the continuum requires flexibility and earnest resolve in restructuring pedagogical and instructional methods for the 21st Century and its learners. A teacher’s job is not only to educate others but to glean some wisdom for themselves. This may mean finding equilibrium between what has been done and what needs to be done. The tools of the trade have changed. Technology and its resources have provided new means of finding information and creating knowledge. In a static stage we remain fixed and predetermined in our ideas while dynamic interactions can be characterized by growth and progress.

            Teaching and learning in the 21st Century has evolved to include technological tools that facilitate collaboration in an online environment. Some of these tools provide authentic scenarios in which students can communicate with their peers and instructors. Siemens (2007) and Durrington, Berryhill, & Swafford (2006), posit that distance online learning can result in high levels of engagement when we reconsider the role of educators and the tools implemented with ‘millennial’ learners. Through use of tools that are already part of 21st Century students’ repertoire the strategies educators employ must include those which they are familiar with such as those mentioned in the graphic.
            The overabundance of data available online presents the challenge of using the appropriate tools to sift through information in an effort to make a connection which results in new knowledge. The educational process can only be enhanced through the use of technological tools that have value in bringing students closer to experts in the field, current research, and significant learning experiences.   

            The number of online course offerings in higher education is growing at a rapid pace. According to a 2008 study conducted for the Sloan Consortium, 3.94 million online students were enrolled in courses in the Fall of 2007 (Allen & Seaman, 2008). This figure represents more than twice as many online students that were enrolled in 2002. The continued increase in the demand for online instruction compels more and more faculty to learn to change from the traditional face-to-face instruction format to the online medium (Durrington, Berryhill and Swafford, 2006). The on-line instructor’s integration and support of high degrees of presence in this collaborative environment promotes instructor-student interaction. This may bridge the potential physical and psychological gap associated with distance learning. The amount of interactivity with the instructor is significant to student retention in distance education and higher levels of interactivity tend to lead to positive student attitudes and increased performance in the virtual classroom.  This interaction can be accomplished with one-on-one communication with the students via email and through prompt and regular feedback. It can also be accomplished in a global fashion, with weekly or bi-weekly updates with upcoming deadlines, matters of import and progress reports. This continual form of communication creates an environment conducive to student interaction with the professor.

            Content-student interaction is accomplished through the use of a variety of modes to deliver course content that go beyond a primarily text-based web environment to ensure that the learners stay connected and motivated to return to the course each session.
The use of lecture videos developed by the instructor can promote engagement and strengthen the instructor’s presence in the virtual classroom. These videos can be produced with footage of the professor or narrated PowerPoint slides for instructors less fond of the camera. A plethora of engaging instructional material can also be located at numerous online resources. Conventional websites such as Google Video, Blinx, and YouTube feature information that can be adapted for online instructional use. In addition, specialized educational online repositories exist that contain a wide variety of learning objects, such as videos, simulations, and demonstrations indexed by the subject matter. Many of them are prepared by instructors and hence they contain ancillary instructional materials, such as exams and assignments. MERLOT.org, and DiscoveryEducation.com are two such resources. If an instructor is unable to locate specific materials appropriate for the course, these resources provide the user with inspiration for ideas that can be adapted to meet the user’s needs.

            Because technology has changed a great deal in the last 5-6 years, one should be knowledgeable in what each of the following technology is and how it may be used in a classroom.

1.        Google Tools Knowledge- Google Tools can be an important part of every catechist’s tool kit. All you need is a computer with Internet access in your parish, school, or home.  Often we would like to have our students go beyond what they have learned in the classroom. Or maybe we would like to ENHANCE a class session with technology.

2.        Google Earth Knowledge- Google Earth can help you bring a world of information alive for your students. It can be used with all grade levels, and the possibilities are endless with your imagination! Students can use Google Earth to explore topics like the progress of human civilization, the growth of cities, the impact of civilization on the natural environment, and the impact of natural disasters like Hurricane Katrina. Teachers can use Google Earth demos to get their students excited about geography beyond the static map, or use different Google Earth layers to study transportation, demographics, economics, and in specific local or exotic contexts.

3.        Wiki Knowledge- The Wiki is gaining traction in education, as an ideal tool for the increasing amount of collaborative work done by both students and teachers. Students might use a wiki to collaborate on a group report, compile data or share the results of their research, while faculty might use the wiki to collaboratively author the structure and curriculum of a course and the wiki can then serve as part of each person’s course web site.
4.  Blogging Knowledge- In a broader and more educational system, blogs are about communicating. You observe your experience, reflect on it, and then write about it. Other people read your reflections, respond from their perspectives by commenting or writing their own blog article. You read their perspectives, often learn something through their eyes, and write some more. Blogging is about reading and writing. Literacy is about reading and writing. Blogging is about literacy.

5.   Spreadsheets Skills- Educators should be able to use some type of spreadsheet program to compile grades and chart data.
6.    Database Skills- Educators should be able to use some type of database program to create tables, store and retrieve data, and query data.
7.    Social Bookmarking Knowledge- This is a method for Internet users to organize, store, manage and search for bookmarks of online resources. Unlike file sharing, the resources themselves aren't shared, merely bookmarks that reference them. In other words, it is the practice of saving books marks to a public website and tagging them with key words. Tags can also be thought of electronic file folders.   Social bookmarking has also been defined as a network of people who collect favorite or bookmarked websites, categorize them with keyword tags, and share them with others.

8.        Social Networking Knowledge- A social network service is an online service that focuses on the building of social/internet networks among people who share interests/activities. This service consists of some type of representation of each user (often a profile), his/her social links, and a variety of other related services. Most social network services are web based and provide a way for users to interact over the internet, using e-mail and instant messaging. Social networking sites allow users to share ideas, activities, events, and interests within their individual networks.

9.    Web Resources in content area - Each teacher should have access to and knowledge of web resources in their content area. The Internet has a vast amount of education related material in every content area. This material is easily accessible, downloadable and instantly usable. With the advent of Web2.0 tools there even more usable interactive, relevant tools for teachers of every discipline. All that is needed is the ability to find the information and to use it. There are a large number of educational portal type sites on the web that provide easy access to needed web based resources in all content areas.
10.    Web Searching skills- All educators should understand how to use the world wide web to search for and find information quickly. Many web sites have turned to databases to create web pages on the fly when requested by a user. The database contains the information, which is inserted into a web page template on demand.

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.

Module 3 Blog Post 3

·          How should participation in a collaborative learning community be assessed? How do the varying levels of skill and knowledge students bring to a course affect the instructor's "fair and equitable assessment" of learning?  Value in any instructional system comes from assessment; what is assessed in a course or a program is what is valued; what is valued becomes the focus of activity. The link to learning is direct. Instructors signal what knowledge skills and behaviors they believe are most important by assessing them. Students quickly respond by focusing their learning accordingly. The first issue is how various are the kinds and learning goals of online collaboration and so how difficult it is to address the assessment of collaboration generally. Some examples of the diversity of focus among collaborative activities in online environments are the collaborative construction of knowledge bases, the collaborative investigation of scientific phenomenon, group engagement in game-likelearning tasks or simulations, peer review and evaluation of learning products, online peer mentoring, collaborative analysis of case studies , and collaborative discussion groups. Even within these various groupings, one single sort of assessment will not be appropriate because learning goals vary from implementation to implementation. Nachmias, Mioduser, Oren & Ram (2000) distinguished between structured and emergent collaboration schemes.

            The second issue is that collaboration is a complex activity which involves both individual and group effort. To encourage collaboration, both aspects must be assessed. Johnson and Johnson (1994) contended that the key to successful cooperative learning is maintaining both individual accountability, in which students are held responsible for their own learning, and positive interdependence, in which students reach their goals if and only if the other students in the learning group also reach theirs. The way to ensure individual accountability and positive interdependence, according to Johnson and Johnson, is to assess both individual and group learning. A simple example of this kind of assessment using summative testing is to give each student a grade based on some combination of their test score and the average score for their group. Another frequently used scheme is to give a common assessment for a group project and have group members rate their peers’ contributions which are then averaged for individual grades.

            The third issue is the role of collaborative assessment. Some argue that if collaboration is an essential feature of successful online learning, then assessments as well as activities should be collaboratively designed. Some recent procedures have been described that incorporate student active participation and collaboration into the assessment process itself. Participation and collaboration have been integrated into various phases of collaborative assessment, such as collaborative development of the grading scheme, collaborative question composition , collaborative question answering,  collaborative examinations, and peer and self-grading.

            Another way to provoke collaboration is to develop rubrics that reward collaboration. Rubrics that reward collaboration must focus on discussion responses. They might, for example, only credit responses that cite and either extend or refute previous postings. Another possibility is to assess postings based on the discussion threads they engender, making thread initiators responsible for sustaining collaborative discussion. This may insure that both individual accountability and group interdependence. An important means for assessing and encouraging collaborative discussion is to have some sort of outcome or product of discussions which is graded.

            In collaborative learning, the common goals are educational and generally culminate in the creation of an educational product. Small group collaborative learning has been shown to result in higher achievement, less stress and greater student satisfaction, and greater appreciation for diversity. Some educators suggest that it may be particularly important and well suited to the online environment as a way of incorporating the social aspects of learning into a virtual environment. For example, Hoag and Baldwin (2000) found that students learned more in an online collaborative class than in a face-to-face classroom comparison, but that they also acquired greater experience in teamwork, communication, time management, and technology use. 

If a student does not want to network or collaborate in a learning community for an online course, what should the other members of the learning community do? What role should the instructor play? What impact would this have on his or her assessment plan?

 

Factors affecting levels of learner contribution include but are not limited to 1) lack of common ground, 2) incentives to participate, and 3) usability issues with the Blog engine. In respect to a potential or noted lack of participation of individual learners, a basic motivation to participate in online communities is the ability to gain returns for one's participation. These returns might be motivated by self-interest or might be pro-social where contributions benefit the community. In terms of self-interest, people are motivated to contribute when they see there is value in their contributions and that they are able to receive either a tangible or intangible gain. These gains might include access to useful information and expertise or new insights that might help to refine one's thoughts. A significant motivation to participate is the ability to access knowledge rather than just static information. This issue may become problematic in the Distance Education class community as the size of the class might prove to be a hindrance towards contributions from individual members. The problem with this is that when communities grow too large, the members will have great difficulty in getting the appropriate information that pertains to their needs.  

·          

            Pro-social, or community-based behavior, can be explained by a number of theories namely, the potential for generalized reciprocity to take place in the future, the strength of social relationships amongst the parties and peer recognition when one's contributions are made visible. In terms of the class blogs, the amount of pro-social behavior that takes place is dependent on the fact that contributions to the blog are mainly made to fulfill the class requirements. These contributions may have no bearing on each class member's learning outcome and there is no incentive for individuals to go through each other's entries.

            Additional resources that highlight collaborative Distance Education literature, webinars, and blogs include:

http://podcastingforpp.pbworks.com/f/palithra.pdf

http://www.ascilite.org.au/conferences/melbourne08/procs/vanzanten.pdf

http://wcet.wiche.edu/learn/student-authentication

http://www.ehaweb.org/Education/Education-Session-Webcasts

References

Hoag, A. and Baldwin, T. (2000). Using case method and experts in inter-university electronic learning teams. Educational Technology and Society 3(3), 337–348, 2000.

Johnson, D. W. and Johnson, R. (1994). Joining Together: Group Theory and Group Skills, Fifth Edition. Boston: Allyn & Bacon, 1994.

Nachmias, R., D. Mioduser, A. Oren, and J. Ram (2000). Web-supported emergent-collaboration in higher education courses. Educational Technology & Society   3(3): 94–104, 2000.

Module 3 Story board update Week 6 D Miller

Peers, see this link for update to Project Storyboard, feedback welcome.
David Miller

http://www.slideshare.net/b767miller/mod-3-miller-storyboard-draft-9735505

Module 2 Principles of Distance Education Storyboard draft 1

Peers; if I have done this correctly, see below site for my Module 2, Week 4 assignment to post a draft of my Project Topic Storyboard.
Let me know if there is a better way and open for feedback on Storyboard.

Many thanks.

David Miller


http://www.slideshare.net/b767miller/principles-of-distance-education-storyboard-module-2

Module 2 Blog Elements of Distance Education Diffusion - d.Miller

The Evolution of Collaborative Interaction

            Open-source blogging has created a lot of experimentation in the blogging field and some innovative collaborative blogging models such as P2. It is “a collaborative blogging theme for WordPress that blurs the lines between posts, comments and updates”, (Wagner, 1977). The theme inspired by Twitter and microblogging takes advantage of more recent interaction design patterns like inline editing, front-end and mobile posting and rapid “push” updates to foster a more casual conversational interaction.

            The collaborative blog format is an experiment in online group dynamics. Such experiments take place in many fields, including academia. While the blog format has been widely adopted by individual academics world-wide, many institutions have started adopting collaborative blogs that amplify, extend, and might one day even replace the role of their academic journal. These online experiments in new forms for academic publishing challenge the cultures of peer review, public vs. private debates, intellectual property, academic freedom and accreditation.

            Some of these collaborative blogs have been used to extend the classroom experience too. Educators who incorporate collaborative blogs into their curriculum invite their students to create some of the content that will lead the class through the semester. These contributions can be anything from a single guest post to a full integration of blogging and commenting into class dynamics with multiple postings from students every day through the week.

          Wagner (1997) suggested that the primary goal of interaction is a positive final outcome; not necessarily the agent upon which the educational experience was grounded. This author cited that "Interaction can serve as an outcome of clearly conceptualized, well-designed, and well-developed instruction" (p. 25). Twelve interaction strategies by this author included: participation, communication, feedback, elaboration, learner control, negotiation, team building, exploration, discovery, clarification, and closure. Below is an excellent table that highlights interaction strategies and planning decision towards engaging Distance Education diffusion.

Table 1.  Summary of Planning Decisions and Interaction Strategies

PLANNING DECISION	INTERACTION STRATEGY
Perform Instructional Analysis (i.e. valid learning outcomes for weekly units)	Learner Control Communication Motivation
Develop Performance Measures (i.e. personal marketing plan and practice quizzes)	Elaboration Feedback
Develop A Media Mix (i.e. computer conferencing with online and offline instructional resources)	Learner Control Communication Clarification Discovery
Develop Forum Topics (i.e. a welcoming environment and thought-provoking forum questions)	Participation Communication Elaboration Negotiation
Develop Principal Components Of Instruction (i.e. instructional methodology)	Communication Feedback
Develop Instructional Resources (i.e. suggested alternative readings and website resources)	Elaboration Discovery

            Source: Case Study in Planning Online Interaction (2001)

To heighten interaction as part of an efficacious instructional strategy, the principal recommendation for online instructional designers and teachers is that certain planning decisions need to be carefully considered for possible effects on interaction.

References

http://learningthroughdigitalmedia.net/when-teaching-becomes-an-interaction-design-task-networking-the-classroom-with-collaborative-blogs     

                                                                                                          

https://research.netacad.net/mod/oublog/view.php?id=5&tag=interaction+design-blog

Wagner, E. D. (1997). Interactivity: From agents to outcomes. In T. E. Cyrs (Ed.) Teaching and Learning at a Distance: What it takes to effectively design, deliver and evaluate programs: No. 71. New directions for teaching and learning. San Francisco, California: Jossey-Bass, pp. 19 – 26.

Module 1 Blog Assignment- DMiller

EDUC-7102-2/EDUC-8842-2 Principles of Distance Education

Instructor: Timothy Powell

Module 1 Blog Assignment

David J. Miller

September 17, 2011

            Distance education, like all other technical–social developments, is historically constituted in the thinking and behavioral patterns of those who developed, tested, and implemented what were once novel systems. The designs thus encapsulate a worldview) that defines its epistemological roots, development models, and technologies utilized, even as the application of this worldview evolves in new eras. Distance education systems have evolved through three eras of educational, social, and psychological development. Each era developed distinct pedagogies, technologies, learning activities, and assessment criteria, consistent with the social worldview of the era in which they developed.

             As evidenced by Moller, Huett, Foshay and Coleman (2008b), most higher education lacks good instructional design for effective learning in distance education, relying heavily on faculty not trained in instructional design or distance education. Additionally, training (as opposed to education) relies heavily on quick turn around times and one-size-fits-all approaches. K-12, of the three areas of learning mentioned in the articles by Moller et al (2008a, 2008b) and Huett, Moller, Foshay, and Coleman (2008c), has the least research but an incredible impact on a wide variety of learners. It is apparent that how students learn, as well as which technology to facilitate that learning, need to be taken into account when designing courses specific to the audience.

            Simonson (2000) noted that learning in a face-to-face course cannot be equal to an online course, only equivalent, because the teaching strategies used in a face-to-face course do not translate into a technologically-based one. Again, it is how students learn within the medium given that is important. However, each industry has a unique need, time frame, and requirements. Instructional design, then, must continue to evolve to meet the learners where they are so that they, too, can continue to evolve in their learning.

            The old ways of design are not sufficient anymore to design for learning activities across a wide population. To move forward, instructional designers need to reflect on learning theory (adult and child), the design process itself (rapid prototyping, ADDIE, etc), and the participant (college student, lifelong learner, kindergartner, etc.). Additionally, the skills of the designer should be taught to subject matter experts, professors, teachers, educational technology coaches (to name a few) so that the process of design flows smoothly and the best learning opportunity is made available to students.

References

Moller, L., Foshay, W., & Huett, J. (2008, May/June). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 1: Training and Development). TechTrends, 52(3), 70–75.
Moller, L., Foshay, W., & Huett, J. (2008, July/August). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 2: Higher Education). TechTrends, 52(4), 66–70.

Huett, J., Moller, L., Foshay, W. & Coleman, C. (2008, September/October). The       evolution of distance education: Implications for instructional design on the  potential of the Web (Part 3: K12). TechTrends, 52(5), 63–67.
 Simonson, M. (2000). Making decisions: The use of electronic technology in online classes. New Directions for Teaching and Learning, 84, 29–34.