Journey‎ > ‎Regis University‎ > ‎

EDTC 601 Virtual Communication and Collaboration

Communication and Collaboration

Overview

As technology becomes more mobile, humans can interact easily and in ways never before seen in the world. Front facing cameras on cell phones allow two people from opposite sides of the country connect while shopping in the grocery store while social media connects people who have never physically met. Children embrace this technology while schools fall behind and are unsure of how to deal with this surge of social media. In a scramble we look to engage students in learning through virtual communication and collaboration as we realize that teachers are no longer the adult in the classroom, but the face on the device in their hand.

Reflection

When I initially started this course I wasn’t sure how we were going to cover virtual communication and collaboration in 8 weeks, meaning, I didn’t think there was enough content to sustain us. To me virtual collaboration and communication was Google+ hangouts, texting, or email and surely we all had a good grasp on those concepts since many of us grew up with those technologies. What I learned, and hadn’t initially considered, were the implications of virtual communication and collaboration to areas like online learning or how a district monitors and manages this through acceptable use policies. Yet, what stuck out most to me, as has been the pattern of my program at Regis, is the idea that these technologies aren’t innovative in themselves, but it’s what great teachers do with these tools that the real magic happens.

During week 7, when we were asked to interview online teachers, Glenn Moses said something that has really hit me deep. When I asked him if online learning was better or worse than brick-and-mortar classrooms he said, “Good teaching and good learning can take place in a parking lot, on a roof, in a social network.” I kind of already knew this but I never really dwelt on it nor did I make it part of my person vision for education. It’s so easy to get lost in Google Apps, Edmodo, EduClipper, iPads, and all these other kinds of technology tools without realizing that bad teaching with technology equals bad teaching without technology.

Since I am a technology coach and my job is to help teacher’s integrate technology into their instruction, I must realize that pedagogy takes priority and, as I learned in the course, we should always be thinking about things like Bloom’s Digital Taxonomy and Marzano’s Instructional theories. When we take these theories, these best practices as you will, and blend them with technology, Web 2.0, virtual reality, online learning, blogs, wikis, and social networking we get learning environments where students learn and everyone knows why these tools are being used.

If we are to change education, we can’t use technology for technologies sake. We must use technology to let students create, not control what they learn. Technology should be used for collaboration and not individual work projects. We should create acceptable use policies that show kids how to use the Internet, not just a list of things they shouldn’t do. We need to show students how social networking is more than liking someone’s picture and the list goes on and on and on. Let us be leaders and innovators who go against the grain, using best practice, be educators who maximize the potential of virtual communication and collaboration, and bring teaching and learning into the 21st Century.

Artifacts

Jerusalem_Modell_BW_2

Many of the artifacts I created were papers and charts (something that surprised me in a class that called "virtual"). My two favorite artifacts are my Acceptable Use Policy website I created on Google sites, and my Online Learning research paper where I interviewed Glenn Moses, a Principal of an online school.

My AUP website is a document I created in an attempt to encourage safe use of the internet while pushing educators to maximize the potential of the web. Acceptable Use should encourage teachers to train students on safe and responsible use instead of trying to restrict and limit. If we can't train our kids while they're young, they won't know how to handle the internet when it is not restricted on college campuses.

My Online Learning research paper could be summed up by one quote, "Good teaching and good learning can take place in a parking lot, on a roof, [or] in a social network." This has become my motto for learning as I continue to develop my own blended learning courses. We must remember that best practice/pedagogy should not only apply to brick and mortar classrooms but to our online learning environments as well.

List of Artifacts

Acceptable Use Policy for  Schools

Research on Blogs and Wikis

Sample Minecraft Virtual Reality Lesson

It’s not About Formative or Summative but Being Authentic

Online Learning Research and Conclusions

Social Media Comparison Chart

Standards

NETS-S

2. Communication and Collaboration

a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media
b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats
c. Develop cultural understanding and global awareness by engaging with learners of other cultures
d. Contribute to project teams to produce original works or solve problems

6. Technology Operations and Concepts

a. Understand and use technology systems
b. Select and use applications effectively and productively
c. Troubleshoot systems and applications
d. Transfer current knowledge to learning of new technologies

NETS-T

5. Engage in Professional Growth and Leadership

a. Participate in local and global learning communities to explore creative applications of technology to improve student learning
b. Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the
leadership and technology skills of others
c. Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning
d. Contribute to the effectiveness, vitality, and self renewal of the teaching profession and of their school and community

2. Design and Develop Digital Age Learning Experiences and Assessments

a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching

Bibliography

Books

Abel, R. (2005). Implementing best practices in online learning. Educase Quarterly, (3), Retrieved from http://www.flvs.net/areas/aboutus/Pages/default.aspx

Ausburn, L. J., Martens, J., Washington, A., Steele, D., & Washburn, E. (2009). A cross case analysis of gender issues in desktop virtual reality learning environments.

Journal Of Industrial Teacher Education, 46(3), 51-89. Retrieved from  http://scholar.lib.vt.edu/ejournals/JITE/

Barr, B. A., & Miller, S. F. (2013). Higher education: the online teaching and learning experience. Online Submission.

Callison, D. (1998). Authentic assessment. School Library Media Activities Monthly14(5), Retrieved from http://www.schoollibrarymonthly.com/articles/

Casap, J. (2010, June 28). Two more states open google apps for teachers and students. Retrieved from

http://googleblog.blogspot.com/2010/06/two-more-states-open-google-apps-for.html

Charlottesville City Schools. (2004). Charlottesville city schools acceptable use policy for technology (aup). Retrieved from

http://www.ccs.k12.va.us/departments/ims/docs/0405aup.pdf

Davidson, R. (2012). Wiki use that increases communication and collaboration motivation. Journal Of Learning Design5(2), 38-49. doi:10.5204/jld.v5i2.110

Denver Public Schools. (2012). Policy egaeb- internet policy. Retrieved from

http://www.dpsk12.org/policies/Policy.aspx?-db=policy.fp3&-format=detail.html&lay=policyview&-recid=33005&-findall=

Durham Public Schools. (2012). 3040 - technology acceptable use policy. Retrieved from

http://www.dpsnc.net/about-dps/district-policies/523/3040-internet-acceptable-use-by-students

Figueroa, A. (2013, Aug 6).http://www.alternet.org/education/corporations-profit standardized-tests. Retrieved from

http://www.alternet.org/education/corporations-profit-standardized-tests

Friedman, L., & Friedman, H. H. (2013). Using social media technologies to enhance online learning. Journal Of Educators Online10(1), Retrieved from:

http://www.thejeo.com/

Giles, J. (2005). Internet encyclopedias go head to head. Nature, 438(7070), 900-901. doi:10.1038/438900a

Hazari, S., North, A., & Moreland, D. (2009). Investigating pedagogical value of wiki technology. Journal Of Information Systems Education20(2), 187-198.

Retrieved from: http://jise.org/

Huffington Post. (2011). Online learning: The pros and cons of k-12 computer courses. Retrieved from

http://www.huffingtonpost.com/2011/04/12/online-learning-pros-and-cons_n_848362.html

ISTE. (2007). Nets for students. Retrieved from http://www.iste.org

Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001).Classroom instruction that works: Research-based strategies for increasing student achievement. (pp. 55-65).

Alexandria, VA: Association For Supervision and Curriculum Development.

McGee, M. (1998). Assessing negative side effects in virtual environments. (Master's thesis, Virginia Polytechnic Institute and State University)Retrieved from

http://scholar.lib.vt.edu/theses/public/etd-11198-94048/materials/etd.pdf

Meyer, K. PhD. (2008). If higher education is a right, and distance education is the answer, then who will pay? Sloan Consortium, Journal of Asynchronous Learning

Networks, Vol. 12 (1), February. Retrieved from http://www.distanceandaccesstoeducation.org/contents/JALN_v12n1_Meyer.pdf

Moore, M., & Kearsley, G. (2011). Distance education: A systems view of online learning. (3rd ed.). Belmont, CA: Cengage Learning.

Morabito, M. (2013). Calcampus origins. Retrieved from http://www.calcampus.com/calc.htm

Mostow, J. (2009). Surrogates [Theater]. Available from http://www.imdb.com/title/tt0986263/

Nagal, D. (2010, June 29). Report: Online learning nearly doubles among high school students. Retrieved from

http://thejournal.com/articles/2010/06/29/report-online-learning-nearly-doubles-among-high-school-students.aspx

Naison, M. (2012). Defending teachers and teaching: Standardized testing cons. Retrieved from

http://www.californiaprogressreport.com/site/defending-teachers-and-teaching-standardized-testing-cons

Neveldine, M. (Director), & Taylor, B. (Director) (2009).Gamer [DVD]. Available from http://www.imdb.com/title/tt1034032/

O'Malley, J., & Lorraine, P. (1996). Authentic assessment for english language learners. (1st ed.). Boston: Addison-Wesley.

Open University. (2013). History of the ou. Retrieved from http://www.open.ac.uk/about/main/the-ou-explained/history-the-ou

O'Reilly, T. (2005, September 30). What is web 2.0: Design patterns and business models for the next generation of software. Retrieved from

http://oreilly.com/web2/archive/what-is-web-20.html

Pascopella, A., & Richardson, W. (2009). The new writing pedagogy. District Administration45(10-), 44  46,. Retrieved from: http://www.districtadministration.com

PBS. (2001). The testing industry’s big four. Retrieved from http://www.pbs.org/wgbh/pages/frontline/shows/schools/testing/companies.html

PR Newswire. (2012). Global market for elearning to reach $169 billion by 2018; private tutoring nears $103 billion in market value. Retrieved from

http://www.prnewswire.com/news-releases/global-market-for-elearning-to-reach-169-billion-by-2018-private-tutoring-nears-103-billion-in-market-value-180027521.html

ProCon.org. (2013, July 13). Is the use of standardized tests improving education in america?. Retrieved from http://standardizedtests.procon.org/

Quest Base. (2013). Assessments made easy create, publish, share your assessments and surveys easily!. Retrieved from http://www.questbase.com/product/

Quest Base. (2013). Privacy policy. Retrieved from http://www.questbase.com/company/privacy.aspx

Resmovits, J. (2012, Nov 29). School testing in u.s. costs $1.7 billion, but that may not be enough: Report. Retrieved from

http://www.huffingtonpost.com/2012/11/29/schooltesting_n_2214362.html

Ryan24359. (Designer) (2012). Why virtual reality gaming is a bad idea! - my response to seananners [Web]. Retrieved from http://www.youtube.com/watch?v=BlYJ3F9-ZTc

Socrative. (2013). Privacy policy for socrative.com. Retrieved from http://www.socrative.com/privacy-policy

Straighterline. (2013). Infographic history of distance education. Retrieved from

http://www.straighterline.com/online-education-resources/online-education-tools/infographic-history-of-distance-education

The College Board. (2013). History of the tests. Retrieved from https://sat.collegeboard.org/about-tests/history-of-the-tests

Tran, M. (2010). Girl starved to death while parents raised virtual child in online game. Retrieved from

http://www.guardian.co.uk/world/2010/mar/05/korean-girl starved-online-game

University of Texas at Austin (2009, November 11). Avatars can surreptitiously and negatively affect user in video games, virtual worlds. Science Daily.

Retrieved July 30, 2013, Retrieved from http://www.sciencedaily.com/releases/2009/11/091110211037.htm

Watson, J., Murin, A., Vashaw, L., Gemin, B., & Rapp, C. (2012). Keeping pace with k-12 online learning: An annual review of policy and practice. Retrieved from

http://kpk12.com/reports/

WGU. (2013). The wgu story. Retrieved from http://www.wgu.edu/about_WGU/WGU_story

Wheeler, S., Yeomans, P., & Wheeler, D. (2008). The good, the bad and the wiki: evaluating student-generated content for collaborative learning. British Journal

Of Educational Technology39(6), 987-995. Ddi:10.1111/j.1467-8535.2007.00799.x

Wikipedia. (2013, August 22). Web 2.0. Retrieved from http://en.wikipedia.org/wiki/Web_2.0

Wu, H., & Wu, P. (2011). Learners' perceptions on the use of blogs for efl learning. Online Submission, Retrieved from: http://www.ifets.info

Xu, D., Jaggars, S., & Columbia University, C. (2013). Adaptability to Online Learning: Differences across Types of Students and Academic Subject Areas.

CCRC Working Paper No. 54. Community College Research Center, Columbia University.

Comments