Dynamic Asynchronous Learning

Towards Dynamic Technology

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.

Engaging Learners with New Strategies and Tools

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.

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. (2007). “George Siemens - Curatorial teaching.” Retrieved on January 12, 2008 from http://learnonline.wordpress.com/2007/09/20/10-minute-lecture-george-siemens-curatorial-teaching/

Assessing Collaborative Efforts

The evaluation of collaborative online work poses complications that can be mitigated by clear communication of goals and objectives. Palloff & Pratt (2007) state that, “involvement in collaborative activity creates a learner-centered focus that calls for learner-centered assessment, meaning that the student becomes the main resource for and source of assessment information” (p. 53). With the center of focus being placed on the student, the stage is set for students taking responsibility for their learning.

The first step to any successful collaboration is communication. Assessment of any type of project becomes meaningful when learners can reflect on their work and assess their own growth. Objectives, criteria, and tasks should be outlined and project expectations including essential information must be communicated. This includes scheduling requirements, technological support and being made aware of communication options with the instructor and other students. With these spelled out the instructor can determine assessment protocol and rubrics. These tools should be easily accessible to students. Students can become familiar with how their projects will be assessed including the specific assessment tools.

“The learner-centered environment is widely accepted as the optimal educational paradigm. This paradigm implies that the student themselves are the primary learning resource” (Byers, as stated in Palloff & Pratt, 2007, p. 53). As the focus of the educational leader shifts from teacher to student, unwilling participation becomes self-sabotage. A teacher's role turns into that of a motivator and facilitator, encouraging students to work to their potential. Highly motivated students can be challenged further while instructor and classmates can lend support to less than motivated students.

Assessment that is not based on a well developed foundation of goals, objectives and expected learning outcomes may fall short of the desired results. It is the supportive and collaborative partnership between instructor and student that will ensure meaningful assessment of stated objectives.

References:

Palloff, R., & Pratt, K. (2005). Collaborating Online: Learning together in community. San Francisco: Jossey-Bass.

Palloff, R., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco: Jossey-Bass.

Siemens, G. (Speaker). (2008). Assessment of collaborative learning (Transcript of Video Program). Laureate Education, Inc.

Story Board for Video Presentation

My story board can be found at this Flowgram. Preview and feel free to leave comments and recommendations for improvements.