Assessing Collaborative Efforts

Participation in a collaborative learning community can be assessed using traditional ways of measuring learning goals and by using a wide range of web-based learner analytics.  This method of assessing collaborative efforts aligns with George Siemens strategies for assessing collaborative learning communities and for creating and maintaining successful online learning communities (Siemens, 2008).  We can improve distance education by creating a collaborative environment with a sense of community.  Expecting participation and assessing collaborative efforts helps students to build rewarding learning experiences.  Instructional design strategies can increase engagement and reduce the feeling of isolation within distance education.

Instructors can meet the needs of all students by applying “fair and equitable assessment” to varying levels of skill and knowledge.  Working in learning communities can be an interactive experience when both synchronous and asynchronous tools are used.  Innovative tools, such as Web 2.0 technologies, provide exciting new possibilities for assessing collaborative learning.  Together, students and teachers can recognize measurable learning goals and set clear objectives for class participation.  Collaborative efforts are essential to gaining knowledge and furthering skills; instructors facilitate the learning process to motivate the learning process of students who may find cooperative grouping more challenging. 

If a student fails to network or collaborate, in the manner established within the learning community, he/she will not succeed in the online learning environment.  Other members of the leaning community may support a struggling student by moving towards more synchronous interactions that can help in small groups or one on one.   The instructors’ role is to continually differentiate instruction to meet the needs of all students.  Doing so may include several options for evaluating participation and assessing collaborative efforts.  Constructivist and Connectivism learning theories support the use of educational technology to add flexibility within the online learning environment.

Reference:

Laureate Education, Inc. (Producer). (2008). Assessment and Collaboration [Video webcast]. Baltimore, MD: Siemens, G.

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

Blog Post:

Devonee Trivett - http://edtechdiffusionbydevonee.blogspot.com

Ena Smith-Goddard - http://ena-spoonfulofsugar.blogspot.com/

 DE Video Presentation Story Board

 

Frame	Title	Script
1	Cover	Game-based learning in distance education
2	Intro - AspireSTAR	This video presentation is in partial fulfillment of requirements for EDUC 8842: Principles of Distance Education.  Introducing the keynote speaker, AspireSTAR
3	Introduction	Video Clip
4	Knowledge base	PowerPoint with Narration Game based learning
5	Game-based learning	Text: Game-based learning, educational technology, engagement, access, motivation, knowledge, skills, enjoyment, gaming, connectivity
6	History of game-based learning	Time-line Graphic: The evolution of game-based learning from the history of technological advances
7	Example	Screen shot(s): Example educational game
8	Audience participation	Application: Matching Game
9	Topic overview	PowerPoint with Narration Game based learning in distance education
10	Moving images	Student(s) performing task in tradition online learning environment
11	Moving images	Student(s) performing task in a game-based online learning environment
12	Distance education and Gaming	DE + Gaming Graphic: Traditional game-based learning infused with gaming
13	Literature Review	PowerPoint with Narration Theoretical and conceptual framework of game-based learning for distance education
14	Educational Research	Screen shot(s): Visual search of online game-based learning
15	Moving images	K-12 students participating in online games
16	Moving images	Adult learners participating in online games
17	Pros-Cons of Games	Pro-Con Games Graphic: The good outweighs the bad
18	Case Studies	PowerPoint with Narration Educational research showcases the benefits of game-based learning in distance education
19	Six studies	Six Studies Graphic: Illustration of research findings
20	Moving images	Performing educational research with games
21	Moving images	Performing educational research of online games
22	Creative
23	Social trend	PowerPoint with Narration Popular educational games and online game-based learning environments
24	Moving images	Future technology advances
25	Moving images	Future of distance education
26	Moving images	Future of game-based learning
27	Question	PowerPoint with Narration Is gaming the future of distance education
28	Futuristic thinking	Imagination Graphics:  A picture of distance education for students beyond the digital age
29	Q & A	Text: Q: What is the future of distance education A:  Game-based learning
30	Conclusion	Video Clip
31	Exit - AspireSTAR	This video presentation is an introduction of AspireSTAR, the official spokesman of Aspire Innovative Learning, Inc.
32	Reference	Text: rolling reference
33	Reference	Text: rolling reference
34	Reference	Text: rolling reference
35	Back Cover	Game-based learning in distance education