I am closer to the static end of continuum. Before I started working on this degree, I found myself to be as far on the static end as one could be. I have been improving and moving toward the other end continually. As a middle school teacher, who is preparing students for the 21^st century, it is very important for me to move toward the dynamic end. Working on an advanced degree in technology is what will help me move more in the right direction on the continuum.

http://www.networkguy.net/?p=32
http://open-source-development.blogspot.com/2009/07/static-versus-dynamic-websites.html
http://www.aumnia.com/blog/mobile-trends/content-matters-static-or-dynamic

Module 4- Blog Assignment

Online learners use many kinds of technological tools outside of the classroom on a daily basis. The same tools can also be used in an online learning environment. Email, Skype, instant messaging, and social networking sites are basic tools for communication and networking. Two synchronous communication tools are Skype and instant messaging. Skype can be used for having guest speakers from around the world. Students can participate in a meaningful experience without ever leaving the classroom. Email is another type of communication in which a group of people can receive the same message. For educational purposes, social networking sites may not be appropriate for an educational setting. Wikis and blogs would be a better choice. They are useful for communicating messages and facilitating discussion and discourse amongst students and faculty. In my district we use wikis for students to post discussion responses and student work. Podcasts and programs like GarageBand and Imovie are tools that can be used for students and faculty to share content information. Siemens (2008) believes that if students are familiar with technology tools the may produce an increased level of engagement in a course. Using these tools in a real world setting can help students to see an application beyond socializing.

Anderson, T. (Ed.). (2008). The theory and practice of online learning (2nd ed.). Edmonton, AB: Athabasca University Press.

Durrington, V. A., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190−193. Use the Academic Search Premier database, and search using the article's Accession Number: 19754742

Siemens, G. (2008, January). Learning and knowing in networks: Changing roles for educators and designers. ITForum.

Outline/Storyboard

Opening Screen with Computer Lab Photo

Title Screen fades in with Presenter/Class Information
Online Learning in High School
Video Presentation for EDUC 7102
Walden University
Elizabeth Roberson

Slide 1 – Comes on screen with presenter narrating at bottom corner (Picture in Picture set up)

Why offer online courses to high school students?
· Meet the needs of 21st Century Students
· Create Equitable Opportunities for all students (Shepard, 2008)
· Daily increase in the number of students needing and wanting to take online courses (Entrekin, 2007)
· Dropout Prevention

Slide 2 – Comes on screen with presenter narrating at bottom corner (Picture in Picture set up)

Advantages
· Expand curriculum offerings for a low cost
· Small schools can offer the same courses as large schools
· Students gain valuable technology experience
· Students take control of their learning
· Communication with experts in an area or field is more readily available
Disadvantages
· Lack of personal contact
· Training time involved for teachers
· Technical issues
(Donlevy, 2003


Slide 3 – Comes on screen with presenter narrating at bottom corner (Picture in Picture set up)

How can it be done?
· Train students in online learning success
· Offer labs where students can go to complete work (Adult Supervised)
· At first hybrid course formats may even be considered before offering fully online classes
(Entrekin, 2007)
· Make sure students that are recommended can prove to have:
o A good self image
o A strong work ethic
o A good sense of self-motivation
(Kachel, Henry, & Keller, 2005)

Slide 4 – Comes on screen with presenter narrating at bottom corner (Picture in Picture set up)

What to offer?
· Enrichment Courses
· Remediation Courses
· Courses not currently offered at the school
· Professional Development courses for teachers
(Abell, 2002)


Slide 5– Comes on screen with presenter narrating at bottom corner (Picture in Picture set up)

Common Misconceptions
· Online Courses are not as rigorous as face to face
· Only for the students in need of remediation
· Students are totally isolated from peers
(Crammer, Crammer, Fisher, & Fink, 2008)

Fade in to a solid colored screen, the credit title roll and music finishes the video out. Fade to black

Credits
¨ Video Presentation Storyboard

¨ Done for completion of degree in Educational Technology from Walden University

Abell, M. (2002). Kentucky educators first to Web with middle school and high school online learning. The Mathematics Teacher, 95(5), 396-398. Retrieved October 23, 2009, from
Research Library. (Document ID: 118325353).

Cramer, S., Cramer, S., Fisher, D., & Fink, L.. (2008). Online or Face-to-Face? Which Class to Take. Voices From the Middle, 16(2), 25-36. Retrieved October 23, 2009, from Research Library. (Document ID: 1618382801).

Debra E Kachel, Nancy L Henry, & Cynthia A Keller. (2005). Making It Real Online. Knowledge Quest, 34(1), 14-17. Retrieved October 23, 2009, from ProQuest Education Journals. (Document ID: 899713291).

Donlev, J. (2003). Teachers, technology and training: Online learning in Virtual High School. International Journal of Instructional Media, 30(2), 117-121. Retrieved October 23, 2009, from Research Library. (Document ID: 456130221).

Entrekin, F.. (2007). Online High School Courses: Preventing Dropouts and Providing a Successful Learning Experience. Distance Learning, 4(4), 41-47. Retrieved October 23, 2009, from Research Library. (Document ID: 1667401801).

Shepherd, C.. (2008). Any time, any place: online advanced placement courses for high school students. Universal Access in the Information Society, 7(4), 285-292. Retrieved October 23, 2009, from ProQuest Computing. (Document ID: 1571811691).

Module 3 - Blog Assignment

Participation in a collaborative learning community be assessed based on the level and quality of participation. It is important for instructors to be fair and consistent. When taking into an learners level of skill and knowledge in assessment the instructor has to evaluate each situation on a case by case basis. I do believe a certain basic skill set should be required of students before entering the course and this should help to set a baseline for assessing students.

If a student does not want to participate in a learning community for an online course the other members of the course must document efforts, but not let it hinder the momentum of the group. The instructor should gently remind the student of the requirements of the course and how the participation within the online community can affect the individual grade. Students are more encouraged to participate when they know that something is going to be apart of their individual assessment (Siemen, 2009)

Siemen, G. (2009). “Learning Communities”. EDUC7102 Module 3 Video Resource

Module 2 - Blog Assignment

The various ways in which students and faculty are able to communicate in at a distance has greatly evolved. You have much more available today than just email. Now students can communicate in live chat sessions such as the instant messengers, but even more evolved are communication and conference tools such as sykpe. Not only have the tools of communication evolved, but the mediums through which we are able to access online communication tools. We now have more people who have access to some form of high speed internet, rather than dial up, which would make it almost impossible to get great quality video or online communication. (Siemens, 2009)

Siemens, G. (2009). The Future of Distance Education. EDUC7102 Course Video.

Blog Assignment 1

The course readings for this module suggest that it is time for a new evolution in distance learning. It is time to bring it to the next level. I think that we see that happening in our courses now. This is the first time that I have been apart of an online course that offers video resources integrated into the modules. It is also taking the interaction to another level. I believe that the distance learning will have to evolve in order to meet the needs of the new generation. This next generation of learners are used to online interaction, but it is the environment that content is presented and how it is presented that I think will need to be changed.