The Metaphorical Role of Educators

There are different beliefs about the role of educators in the learning process. Identifying the differences between learning models can be difficult. Therefore, using metaphorical roles can assist with understanding. Siemens (2008) uses metaphors to describe four of these different opinions. These learning models describe educators as a master artist, network administrator, concierge, and curator (Siemens, 2008).

John Seely Brown compares the role of an educator to that of a master artist and the classroom to an art studio. In this setting, the educator observes the work of the students and praises exemplary work. Students derive inspiration from not only the educator but from each other. “The activities of all students can serve to guide, direct, and influence the work of each individual” (Siemens, 2008 p. 15).

Clarence Fisher’s theory gives educators the role of network administrator. This model suggests that educators are responsible for assisting students in creating learning networks. Students acquire information from within their networks. The educator helps the students make connections between different sources to increase knowledge and addresses any possible gaps within the individual networks (Siemens, 2008).

Curtis Bonks uses the term concierge to describe the role of educators. In this model, educators lead learners to different resources and learning experiences. The educator then steps back, providing minimal guidance, while students explore and learn on their own (Siemens, 2008).

Siemens believes that educators should hold the role of curator. According to Siemens (2008), “a curatorial teacher acknowledges the autonomy of learners, yet understands the frustration of exploring unknown territories without a map” (Siemens, 2008 p. 17). Within this model, students are free to explore knowledge and information within boundaries of the field.

Each of these learning models addresses the need for student autonomy with the educator being an expert in the field. However, the way the educator interacts with students throughout the learning process differs for each. I believe that in a digital classroom, educators should hold the role of curator. Without a guide, students could become lost in the vast amount of information and knowledge found on the Internet.

I relate a curator to a zoo keeper. A zoo keeper is an expert in the field and has a plethora of knowledge and information to share. He provides time for visitors to explore and discover based on personal interest. He sets up groups for visitors to explore with and learn from. A curator encompasses the roles of master artist, network administrator, and concierge. It provides a balance that allows students to explore and discover personal learning without ending up in the lion’s den.

This only displays four prospective roles of educators in a digital classroom. Bernard Bull provides additional roles here and suggests that educators need to take on multiple roles.

Resources

Siemens, G. (2008, January 27). Learning and knowing in networks: Changing roles for educators and designers. Paper presented to ITFORUM. Retrieved fromhttp://itforum.coe.uga.edu/Paper105/Siemens.pdf

Credibility of Online Learning Video Presentation

Annotated References

Allen, E., & Seaman, J. (2013). Changing course: Ten years of tracking online education in the United States. Babson Survey Research Group and Quahog Research Group, LLC.

            Presents the research findings on the state of online learning in the United States.  This was the tenth year this research has been conducted.  Surveyed items include the growth in online education, perceptions and acceptance of online learning by faculty, as well as the effectiveness of online education in comparison to traditional educational settings.  Statistical graphs portray the changes occurred during the varying time frames.

Raj, S., & Al-Alawheh, M. (2010). A Perspective on Online Degrees Vs. Face-to-Face in the Academic Field Proceedings of the Fifth Conference of Learning International Networks Consortium. Cambridge, MA; LINC.

            Described the perspectives of employers in regards to the acceptability of online distant education programs of online doctoral degrees.  Delivers insight into the minds of hiring officials from multiple fields depicting the uncertainties surrounding online graduate degree programs.  Suggests new approaches to instructional design for online courses could improve these perceptions.

Richardson, J. (2010). Online Credentials: A State of Wariness. School Administrator, 67(8), 18-22.

            Discusses the skepticisms found in personnel directors towards individuals with a graduate degree that was primarily obtained online.  School districts are noted as being reluctant to hire administrators without a traditional education.  Research suggests that individuals with a degree obtained online are viewed as under qualified to potential employers.

Shelton, K. (2011). A Review of Paradigms for Evaluating the Quality of Online Education Programs. Online Journal of Distance Learning Administration, Volume IV, Spring 2011(Number I).

Sinow, R. &.-B. (2012). The Value and Acceptability of an Online Degree in Hiring Gatekeepers’ choice for Employment in the Multimedia Production Industry. Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1918-1927). Chesapeake: AACE.

            Describes the acceptability of online degrees in the multimedia production industry.  Studies show that individuals with experience in online learning are more likely to accept online degrees.  Hiring personnel from technology-based fields find online degrees more credible than that of management fields.  Limitations to peer interaction is viewed as a weakness of online education.  General acceptance of online degree programs rises.

Udegbe, I. (2012, March). Attitudes of Prospective Human Resource Personnel towards Distance Learning Degrees. Online Journal of Distance Learning Administration, XV(1).

            Discusses the attitudes of human resource personnel towards obtaining online degrees.  The majority of those surveyed believed traditional campus-based universities provided a more rigorous experience.  Nearly 43% of respondents stated that they would not hire someone with an online degree.  Overall, only a third of employers surveys had favorable attitudes towards online learning.

Vukelic, B. &. (2011). Employers' evaluation of online education. Annals Of DAAAM & Proceedings, 1471-1472.

            Research studies conducted in Austria discovered employers held negative opinion towards applicants with online degrees.  90% stated that online degrees did not provide adequate skills and/or knowledge for successful potential employees.  It was noted that often it is difficult to differentiate between degrees obtained online and degrees earned from a traditional academic setting.

Zain-Ul-Abdin, K. &. (2010). The acceptability of online degrees in teacher training and hiring. Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (pp. 995-1000). Chesapeake, VA: AACE.

            Provides research findings on high school principals’ acceptance of potential teachers with licensure degrees obtained online.  Findings showed that 95% of those surveyed would not hire a teacher with an online degree.  Meanwhile, 99% stated they would choose an applicant with a traditional education over one with an online degree.  The participants’ reasoning was that online programs could not provide adequate socialization required of effective teachers.

Additional Resources

Todd Oppenheimer clips retrieved from YouTube: 

http://www.youtube.com/watch?v=rYPLM4PoZSU&feature=share&list=PLDNCUyHEfxsAG3Wg9HDiEnvFbMIWGKlqm

Images retrieved from:

www.openculture.com 

www.123rf.com

www.franklin.edu

www.onlineuniversities.com

www.geteducated.com

Static versus Dynamic Technologies

I believe I fall somewhere between static and dynamic on this continuum.  According to Moller (2008), "The middle-of-the-road approaches allow learners to interact with the content." However, in thinking of distance education, I believe that higher levels of learning occur when using more dynamic tools.  In order for me to move towards dynamic technologies, I must first gain a deep understanding of how to use the technologies.  While I have experience in Google Apps, wikis, and Dropbox, I don't feel like my level of knowledge is enough to be able to successfully integrate them into a distance education setting.  Research shows that a teacher's experience with the technologies is more important than teaching experience (Fahy, 2008).  Therefore, as I increase my abilities with the different dynamic tools, I will become more effective as a distance education educator.

Fahy, P. (2008). Characteristics of Interactive Online Learning Media. The Theory and practice of online learning (2nd ed., pp. 305-340). Edmonton: AU Press

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

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Engaging eLearners Graphic Organizer

    Learners today are using a variety of technological tools that can be brought into educational settings to enhance learning.  Blogs, Skype, email, and streaming video are tools that many individuals use frequently for personal use.  These same tools can be used in online learning.    Blogging is a phenomenon that is widely used throughout society.  From DIY projects to instructional activities, society utilizes blogs to enhance their personal knowledge on topics of their choice.  Blogs can be an effective tool in an online setting.  Students can explore blogs of experts in the field to increase knowledge.  Ibraheem Almuhanna states in his blog that blogs offer a place “where authors can express themselves and reflect on their knowledge while getting feedback and comments from readers”.  Blogs can also be an assessment medium.  Students can create their own blogs and write on assigned topics to portray knowledge.  This gives students the opportunity to gather feedback from individuals around the globe instead of just the course instructor.

     Wikis are widely used throughout multiple fields.  Collaboration is getting a lot of press, and schools and educators are being urged to incorporate collaboration within their instruction.  Implementing wikis in an online setting provides students with tools to collaborate with peers from across the world.  Students can work together to complete a final product.   In addition, since wikis track changes and page edits, it is easy for instructors to identify individual contributions for assessment purposes.  The benefits of this free tool should not be overlooked.

   Isolation is a major concern for many entering an online setting.  However, video conferences tools such as Skype can help alleviate this problem.  Skype has the capabilities of recreating the face-to-face aspect that many feel is lost through online education.  Synchronous discussions can occur in online learning.  Research has shown that using a variety of tools that are appropriate for specific instructional tasks can make distance, or online, learning just as effective as traditional learning (Durrington, Berryhill, & Swafford, 2006).

Almuhanna,  Ibraheem  (2012).  Online learning tools and communication guidelines.  Retrieved from: http://onlinelearningstrategies.blogspot.com/2012/11/the-world-wide-web-offers-many.html

Durrington, V. A., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching,54(1), 190−193.

Comments posted to:

LeAnn Morris

http://leannmorris.blogspot.com/2013/01/module-4-graphic-organizer-engaging.html?showComment=1359305805732#c2650712318728670290

Martha Bless

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Assessing Collaboration

Module 3

In distance education, designing instruction that incorporates a collaborative learning community can be a difficult task.  However, assessing individual student contribution on the given task can be a greater challenge.  While it is acceptable to alter instructional methods to meet the demands of our ever changing society, we hold tight to the traditional methods of assessment.  However, as we’ve grown to learn that traditional lecture-based instruction is not always (or mostly) the best method to maximize student achievement and performance, educators have vastly remained stagnant in assessing.  This unbalance may be why assessing collaboration or “group work” so difficult for educators in kindergarten through grad school.

In order to prepare our students to meet the demands of our ever-changing society, our philosophical shifts must occur within instruction AND assessment.  Building learning communities that foster collaboration requires student participation (Palloff & Pratt, 2007).  The amount of information recall as student obtains is no longer our main concern.  However, the ways in which students use their knowledge to improve the overall success of the group is key.  Collaboration is often product focused, but assessing the final product does not give a fair or clear picture of individual student performance.  George Siemens offers multiple suggestions on how to change our assessment models to match our instructional goals (Laureate Education Inc., 2008).  Peer and self-assessment provide instructors with insight on how individual contributions lead to final product.  Educators need to assess collaboration work based on the contributions made by individual students and how those students fostered interaction throughout the group (Laureate Education Inc., 2008).  Wikis and learning management systems can track individual contributions throughout the entirety of a project and assist in accurately assessing participation in collaboration efforts.  This can help ensure that the product was completed collaboratively by all members of the learning community.

Not everyone openly embraces collaboration in a learning community.  Often, individual accomplishments were acclaimed in the past and due to the definition of collaboration, some can have a “loss of self” mentality (Laureate Education Inc., 2008).  This can lead to failure for not only the individual but the group.  Jeffery Hammond reminds us in his blog of the significance of communicating the individual importance of each group member.  Without individual participation, the group will be unsuccessful.  Instructors and learning communities can take measures to prevent this from occurring.  In the very beginning, instructors need to ensure that every student feels welcomed and clear and direct expectations are provided, and learning communities should create a team charter that explicitly defines individual roles and expectations from within the group (Palloff & Pratt, 2007).  If this fails, the instructor should step in to mediate without dominating the group or relinquishing control from the active members (Palloff & Pratt, 2007).  Regardless of preventative measures, there will be times when a student refuses to participate or participates in a negative manner.  This is why clear and concise expectations given at the start is so important.  The groundwork is laid and assessments should be given based on the initial expectations and charter.  Active participants should not be negatively assessed based on these behaviors.  The instructor may need to reconstruct groups in order for the active participants to be successful. 

Collaboration is an effective and meaningful instructional strategy that will provide students with the skills needed to collaborate in the corporate world.  Designing appropriate assessments for collaboration is essential for successful and productive collaboration learning communities.

References

Laureate Education, Inc. (2008). Principles of Distance Education. Baltimore, MD: Author.
Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco, CA: Jossey-Bass.

Blog replies to:

LeAnn Morris
http://leannmorris.blogspot.com/2013/01/assessing-collaborative-efforts.html?showComment=1358101719892#c5821701707820266493

Karen Wagoner
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Global Diversity in Distance Education

George Siemens believes that there is a growing acceptance of distance education throughout the corporate and educational worlds.  I agree that distance education is going to continue to grow at an insurmountable pace due to the benefits provided by distance education.  Increase in global diversity, communication, and collaborative interaction are the main reasons Siemens’s believes distance education is going to continue to evolve and become more and more acceptable (Laureate Education Inc., 2008).

The element of global diversity will be my main focus throughout this post.  Whether you’re an entrepreneur trying to break through into the global market or on Wall Street trying to make investments in the global economy, global diversity is a skill that will be needed throughout all fields in the workforce.  Global diversity will no longer be an optional addition to highlight your resume.  It will be a required prerequisite.  Alphonse Badoma discusses in his blog how distance education gives the education field a medium to overcome issues in regards to diversity.  In addition, Teri Page (2012) states in her blog that “online programs are preparing students for the corporate world by giving students experiences in working with other student across the world.”

Distance education allows students to work with peers and colleagues from around the globe.  Prior to enrolling in an online degree program, the only global interaction I in education was through a foreign exchange student a friend hosted while in high school.  While working on my master’s degree, I took several courses online with students from different countries.  Interacting with them enhanced my personal learning as well as gave me insight to how education is expanding throughout the world.  Had I attended a traditional university to further my education, my peers would have been limited to others who were geographically and culturally equivalent to me.

Technological advances have provided us with a multitude of tools to interact with peers globally.  Discussion boards, blogs, and chat rooms have been around for a while and allow for basic interactions.  However, technologies such as Skype and wikis allow more personal interactions as well as collaboration from across oceans. With the constant evolution of technology, it is impossible to imagine the capabilities of distance education of the future.

Laureate Education, Inc. (2008). Principles of Distance Education. Baltimore: Author

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Erin Rocha
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Allison Hill
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The Next Generation of Distance Education

In my limited experience, I have found that society often looks down at online learning.  I have heard individuals make comments about how it is better to attend a traditional classroom setting as opposed to an online setting despite better accreditation.  The evolution of distance education will have to negate these beliefs in order for society to completely adopt this innovation.  Often, these comments are uttered from the same mouths that say, “If it was good enough 20 years ago, it’s good enough now.”

Moller, Foshay, Huett, and Coleman (2008) believe that the evolution of distance education needs to occur within instructional design.  I strongly agree with this belief.  Teacher preparation programs prepare educators to enter a traditional classroom.  While technology has become a big emphasis in this, online learning has not.  Many teachers are not prepared to enter such an environment as online learning.  Many of the tactics used within a classroom setting are nonexistent in an online setting.   Therefore, just as traditional systems have instructional specialists constantly staying abreast best practices in the classroom, distance education needs its own experts in instructional design.

In addition to discriminating between the instructional approaches of traditional vs. online classrooms, the individual students need to be considered as well.  Moller, Foshay, and Coleman (2008) state that “the personal and psychological characteristics of successful online learners include autonomy, metacognition, self-regulatory skills, positive self-efficacy, motivation, and internal locus of control.”  A world where every student encompasses these skills exists in fairytales.  We accept the differences among students in a traditional classroom, so why should we assume these differences disappear when entering a learning environment with even larger boundaries?

Simonson (2000) argues that the Equivalency Theory should be used in regards to online learning.  I believe this is accurate as well.  While the learning outcomes should remain the same for both environments, the roads to meet those are different (Simonson, 2008).  Just as students have different learning styles, different learning environments require different means.  Like a traditional classroom, distance education settings must evolve the meet the ever-changing state of society.  Distance education provides a medium to meet many of the needs that are missing in a face-to-face setting.  However, the needs to maximize learning must be met.

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.

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.

Simonson, M. (2000). Making decisions: The use of electronic technology in online classrooms. New Directions for Teaching and Learning, 84, 29–34.

Simonson, M. (Presenter). (2008). Distance education: the next generation. [Vodcast]. Laureate Education, Inc.

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Karen Wagoner
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Erin Rocha
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