Module 4
Online Discussions (8 Points)
Social & Cultural Learning
Goals
Examine the model of Community of Inquiry (CoI).
Discuss and describe the research dealing with social presence in distance learning.
Discuss the assessment of distance education.
Research and discuss the strategies of the assessments of research in distance education.
Critical thinking: From Socio-Cultural Learning to Digital Lifelong Learning.
Complete group task: Assignment 3: Emerging Learning Environment
Complete final project proposal.
Instructor's Notes
Congratulations! You have almost finished this course. It is our last module.
In this module, we will focus on online learning community from socio-cultural perspectives; assessing online learning, and conclude our class with this critical thinking question: how may socio-cultural learning migrating to digital lifelong learning. This is a fairly broad question. In fact, it covers the topics we examine in our class. So by answering this question, it is more like that we take a comprehensive exam for this course. So think hard, think thoroughly.
Tag to share your Module 4 resources with:
Tag Architecture: ETC777, Module4
Activities |TOP|Assignment|
KEY-1-Community of Inquiry (CoI)
Read:
Read at least one publication from this site:
Discussion Questions:
Use your own words to define CoI.
How is CoI different from online learning community?
Discuss one strength and one weakness of CoI model.
KEY-2-Social Presence (SP)
Read:
Required:
Optional:
Gunawardena, L. & Zittle, F. (1997). Social presence as a predictor of satisfaction within a computer‐mediated conferencing environment.
Discussion Questions:
What critical factors impact online social presence? ( Gunawardena & Zittle's and Tu & McIsaac's articles are good background and historical readings for social presence.)
KEY-3-Assessing online/blended learning
Read:
Prineas, M. & Cini, M. (2011). Assessing Learning in Online Education: The Role of Technology in Improving Student Outcome.
Visit QM website to understand the missions of QM
Create a free account to obtain QM rubrics
Read/Study either one or both of QM Rubrics based on your own interests.
Discussion Question:
Compare Prineas & Cini's assessment model and QM's rubrics.
What similarities and differences do you observe?
KEY-4-Digital Lifelong Learning, Accelerated Learning, & Learning Theories
Read :
Complete the Digital Lifelong Learning Survey first. By responding to this survey would help you to form the ideas to respond to the questions below.
Discussion Question:
Do you agree or disagree that accelerated instructions/courses (7/8-weeks) provide better support to digital lifelong learning (formal; non-formal; informal learning)?
As an educational technology expert, which learning theory (Behaviorism, Constructivism, Connectivism, or others) align better with minimester instructions?
Which theories (Behaviorism, Constructivism, Connectivism, or others) do you practice for your online learning in our class?
KEY-5-From Social-cultural learning to Digital Lifelong Learning
Read:
Tu, C. H. (in press). Evolvements ofsocial presence in open and network learning environments. In A. L. Whiteside, A. G. Dikkers, & K. Swan (Eds.) Multiple Perspectives of Social Presence Online: Concept, Research, and Practice. Stylus Publishing, Sterling, VA.
Discussion Question:
We covered different perspectives of socio-cultural learning in online learning in previous modules. In addition, we discussed digital lifelong learning. Now, I like us to link socio-cultural learning to digital lifelong learning.
In the previous modules, we examined these concepts. In addition, from the reading, I shared my thoughts as a model with you.
Social Identity-Self presentation
Social Presence-Social Interaction
PLE: Self-Actualization
ONLE: Integration
Digital Lifelong Learning: Goal-Realization
Network Learning Literacy: Learning Literacy
Now, this is your turn. Let's try to thread these concepts together. Are you able to observe how these concepts may related to each other, or one another?
It is not an easy task to see how these concepts may relate to each other. You may or may not see it. It is ok if you don't see it. But give it a try, even it is incomplete ideas that you have. There is no fixed answer for the relations. That is reason why we are researchers. Right? We are looking for answers for the questions.
Optional:
If you could, can you draw a figure to represent the relations that you observe?
KEY-6-Data-Driven Instruction (DDI)
In our class, we cover social network analysis (SNA), Learning Analytics (LA), Adaptive Learning (AL), and Connectivism etc. One thing in common in these areas is "data" or even large data set. What do these data mean to students, teachers, administrators, and other stakeholder?
Digital interactivity and connectivity could support data-driven instruction. For example, in ETC777, we integrate SNA to help you to understand the roles you play in class community/network.
Read:
What do teacher believe about data-driven instruction and the tools that support it (p.7-12) by Bill & Melinda Dates Foundation.
Data-Driven Instruction by Wikipedia
Optional
Conduct online search: Data-driven instruction.
Teachers know best: Making data work for teachers and students by Bill & Melinda Dates Foundation.
Read the entire report, 30 pages, to obtain thorough understanding.
Discussion Questions:
How may data-driven instruction may support and enhance open and distance learning (ODL)?
KEY-7-Predictive Research
Read:
Brooks, C. & Thompson, C. (2017). Chapter 5. Predictive Modelling in Teaching and Learning. C. Lang, G. Siemens, A. Wise, & D. Gašević (Eds.) The Handbook of Learning Analytics (p.61-68). SOLAR.
Optional
C. Lang, C., Siemens, G., Wise, A., & Gašević, D. (Eds.) The Handbook of Learning Analytics. SOLAR.
There are chapters in this book discuss predictive research. If you have interests in predictive research, additional chapters reading in this book could be useful.
Discussion Questions:
With digital interaction data available to researchers, we can conduct different types of research rather than perceptions, attitudes, or opinion data. Behavioral data would help educators to understand what works for specific students in specific circumstances. Horn and Fisher (2016) inspires research that pushes the understanding beyond the average learners and instead works to discover predictable effective paths for each individual.
How may predicative research provide researchers with different understanding on digital behaviors?
KEY-8-Open Forum
Read:
To be determined.
Discussion Questions:
This is an open forum. Throughout the session, we may come up some discussion topic(s) that we would like to deepen it. We may use this "Open Forum" to strengthen our understanding and knowledge.
Assignment |TOP|Activities|
Assignment 3: Emerging Learning Environment
Grade: 18 points
Group Task
Submission:
Use Google Docs to share your file with the instructor at ct68@nau.edu
File Name: ETC777-Team#-Assignment#. EX. ETC777-Team1-A3
Task:
Collaborative writing a paper on Emerging Learning Environment:
Topic:
Selected Distance Learning Topic & Mobile Learning and/or Augmented/Virtual Learning Environment.
Instructions:
Goals:
To compare & contrast theoretical frameworks/frameworks/constructs/models of selected distance learning topics & mobile learning, augmented/virtual learning
This final collaborative paper is highly encouraged to submit to any professional organization conference as presentation proposals. In the past, more than 50% of the students presented their group papers at varied international conferences.
Decide the topic: Due: End of Module 2
One person from the group should e-mail the instructor which topic that your group would like to research to get approved by the instructor.
How:
Select one or more distance learning topics: Here are a few suggested topics but not limited:
Social Presence
PLE (Personal Learning Environment)
Gamification.
Game-based learning.
MOOCs.
Learning Analytics.
Adaptive Learning
Assessments.
The topics are limited the ones listed above. If you and your group have ideal topics, please contact the instructor for the permissions.
Identify a framework(s)/framework(s)/construct(s)/model(s) from the selected distance learning topic(s).
Identify a framework(s)/framework(s)/construct(s)/model(s) from mobile learning and/or augmented/virtual learning.
Compare and/or contrast the relationships or relations between both areas (selected topic & ML/AR/VR).
For example:
If your group select "social presence" as your distance learning topic, your tasks would be:
Identify the existing social presence framework(s)/framework(s)/construct(s)/model(s)
Identify a framework(s)/framework(s)/construct(s)/model(s) from mobile learning and/or augmented/virtual learning.
Compare and/or contrast the relationships or relations between social presence framework and ML/AR/VA framework.
Between both frameworks, do you see any relationships or relations? What are they?
The paper title could be:
Mobile social presence
Social presence in augmented reality or virtual reality
Social presence in ubiquitous learning
Length:
3,000 words (6-7 pages)
Exclude the references, figures, charts, tables etc.
Required sections in the paper
Abstract
Introduction
What is the selected distance learning topic?
Why is this topic critical and significant in distance learning?
What is the framework for the selected topic?
What the framework for ML/AR/VR?
Compare and/or contrast the relationships or relations
Proposed valuable research questions or directions
Conclusions
Notes:
It is highly recommended, not required, that you should draw a feature for represent your analyses between both sets of frameworks.
Q: Is this more like a literature review for the selected topic and ML/AR/VR?
A: Correct. Be sure to cite relevant literature.
Need any support?
Contact the instructors at:
Chih-Hsiung Tu, Ph.D. <Chih.Tu@Nau.Edu> (for general questions)
Özlem Ozan, Ph.D. <ozlemozan@gmail.com> (For ML)
Yasin Özarslan, Ph.D. <ozarslan@gmail.com> (for AR/VR)
Assignment 4: Final Paper Proposal
Grade: 5 points
Individual Task
Goals:
Submission:
Use Google Docs to share your file with the instructor at chihhsiungtu@gmail.com
File Name: ETC777-YourLastName-YourFirstName-A(Assignment)#. For example, ETC777-Tu-Chih-A4
Instructions:
Length:
No page limitation
In the individual final paper outline/proposal, students are required to develop a comprehensive outline of what is to be included in the final project. A research title must be provided. Appropriate references for the paper must be included.
Be sure to review the final project instruction first before you start prepare your project outline.
Upload to a 3 level outline covering the content of your proposed final project research paper. Be sure to include details about your topic. Make your 3 levels 1, 1.1, and 1.1.1. Remember that every level must have at least two items. Check the formatting before you submit your proposal.
An outline/proposal functions like a contract between a student and the instructor. A solid and well-framed outline will help students to develop a logical and comprehensive research paper. Students should use the template provided below to develop their outlines.
Be sure to discuss with the instructor on your outline. I highly encourage you to contact the instructor to discuss your final project topic and your out line before start developing your paper.
Assignment 5: Final Paper: Literature Review
Grade: 20 points
Individual Task
DUE: 05/31
Length:
4,000-5,000 words (8-10 pages)
APA, 12 references (minimum).
Exclude the references, figures, charts, tables etc.
Goals:
Submission:
Use Google Docs to share your file with the instructor at chihhsiungtu@gmail.com
File Name: ETC777-YourLastName-YourFirstName-A(Assignment)#. For example, ETC777-Tu-Chih-A5
Instructions:
Each student should select one research topic in distance education based on his/her own research interests.
Propose your research question(s).
Conduct a comprehensive literature review on the research question(s) that you propose.
Propose potential research methodology to answer the research question(s).
It is very important that students discuss their ideas, concepts, and topics with the instructor prior to developing the complete project. Assignment 5: Final project proposal presents an opportunity for students to consult with the instructors about their ideas. Below are a few themes that have been popular and critical in the distance education field. Your research topics are not limited to these themes.
These topics are not in any priority or importance sequence.
Gender difference in distance education
Critical issues in online multi-cultural classroom
Critical thinking in online learning
Online collaborative learning community
Assessments for online learning
Social presence in online learning
Web 2.0 Learning Environments
Social Media
Open Network Learning Environments (ONLE)
Personal Learning Environments (PLE)
Mobile Learning
Digital Game-based learning
MOOCs
Gamification
Learning Analytics
Adaptive Learning
Open learning & assessments
Open learning & accreditation
This paper should contain a few sections:
Title, your name
Abstract (100 words)
Introduction (1-2 page): Overview of your intentions and findings on the topic.
Literature review (8 pages): The studies that have been done on this subject and their findings.
Research questions (1/2 page)
References: No page limitations.
All references must be bookmarked on Diigo and share with ETC777 Diigo Group.
Include your Diigo bookmark links in your paper
Required tags
ETC777, Final Project, References
Other relevant tags
The paper should be in a descriptive format and should represent a distillation of the results of the literature review. Simply stating that this paper states this or that is not acceptable.
Notes:
Resources: