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/

Distance Education Module 2

250 million years ago the earth existed as a supercontinent which would fragment to become what we recognize as the present day continents of the world. Exploration then led to the discovery of the New World. No longer were misconceptions allowed to stand, we could discover new truths. We were once joined in a way that would have made communication facile if we had the technology to support it.

As the world expanded new opportunities arose for communication between worlds. Information was limitless yet difficult to harness. There was a need to connect the dots between the bits of information. George Siemens proposed that a theory called Connectivism could result in greater knowledge building, especially in this new era of technology. Tools such as those used in distance education had latent strengths to facilitate these connections.

Siemens’ ideas on distance education placed an importance on elements that distinguish distance learning and give it the potential to make learning increasingly valuable. Siemens (2006) discusses the idea of global collaboration in his e-book, Knowing Knowledge. He states “as everything becomes connected, everything becomes transparent” (p. 73). The lack of geographic limitations means that global conversations are no longer restricted by physical space. We can connect with tools like Skype, instant messaging, wikis, blogs, and online publishing. As soon as new information becomes available it can be communicated. “Knowledge flows in real time” (Siemens, 2006, p. 74).

We now have the technology to support communication between vast places. The former pangaea of joined bodies of information has separated to become individual entities building personalized specialties nodes. Knowledge rests on these forces coming together in collaboration and distance learning may become the bridge that supports building those connections.

References:

Siemens, G. (2006). Knowing knowledge website. Knowing knowledge book. Retrieved September 6, 2008 from, http://www.knowingknowledge.com/book.php

Siemens, G. (Speaker). (2008). The future of distance education. Video. December 19, 2008, posted to Walden University Web site: http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=3206859&Survey=1&47=4198219&ClientNodeID=984645&coursenav=1&bhcp=1