Graphic Organizer & Criticism

1. Graphic Organizer & Criticism Wenda M. Burnom EDUC -7101

2. TECHNOLOGY DIFFUSION INNOVATION FOR THE FUTURE

3. ONLINE LEARNING PRO-INNOVATION BIAS INDIVIDUAL-BLAME BIAS RECALL PROBLEM ISSUE OF EQUALITY

4. ON LINE LEARNING

5. Differentiating Instruction in Online Environments Individual –Blame Bias This differentiating instruction was planned by individuals. The individuals are teachers that implemented the use of differentiating their instruction for students online. These studies are for all students, not just the talented and gifted. This differentiated instruction provides student learning with different resources and allowing them to use media and technology to demonstrate their learning. The teachers found the 3 important design for implementing this innovation were differentiating content, process and product. (Milman, 2009)

6. Exceptional Learners: Differentiated Instruction Online Issues of equality Federal legislation such as the Individuals with Disabilities Education Act (1990) mandates that exceptional learners with disabilities have access to curricular and learning opportunities equivalent to those available to students who are not disabled. This includes environments and courses for online learning (Keeler, 2005) This legislation allow equity for alternative teaching for student learning. Students in the hospital will be provided with video and other media instruction. Some parents may agree to home school their child because of disabilities. These home schooled children will be provided with the needed online resources for academic success. Some types of disabilities are specific learning disabilities, speech and language impairments, behavior disorders, visual impairments, and other disabilities that causes a student to struggle in learning. (Keeler, 2005, p 126)

7. Overcoming Facelessness in the Online Classroom No Criticism, but Uncertainty According to Marzelli(2006) students were to evaluate whether the online learning had advantages or disadvantages. The results showed that students missed the face to face modeling of instruction. Marzelli (2006) used online learning to encourage students interest. She developed a cognitive apprenticeship where students interacted with each other by posting and responding to questions related in class. Marzelli (2006) modeled a welcome page to students with her personal interest and experience with online learning this motivated students to be engaged in the assignment. Students interacting with each other in the online learning after sharing their background made it easier for overcoming facelessness in the classroom. Marzelli (2006) diffuse this innovation of uncertainty by using the cognitive apprenticeship, brief announcements online, prompt feedback and frequent communication four or five times a week. Facilitating peer interaction diffused much of the uncertainty for positive learning in the online classroom. (Marzelli, 2006, p 4)

8. Outcomes of Chat and Discussion Board Use in Online Learning: A Research Synthesis Recall problem The outcomes of chat and discussion board provided a way for students to collaborate with each other 24/7 . These discussion board and chat was recalled to apply knowledge and learn from each other this being a form of active learning. The problem with the chat and discussion board was the timing. The board had trouble with making sure the meeting times were convenient to all members. The members collected data from student out comes. Students responded and evaluated the program based on the regular communication of other students through the discussion board. This problem was not diffused as a future social change. There seemed to be no urgency or active movement to study more research about the use of online learning. (p 1)

9. Part One – The Shift Toward Online Education Pro-Innovation Bias The sponsor of this learning outcomes between traditional and online learning. The bias was the concern of why the shift of having online learning. The members of the committee was witnessing enhancement through globalization with international students and faculty. Dykman, C., and Davis, C., (2007) stated “teaching online is very different from conventional teaching and it is not easy. Planning online coursework is much more demanding and student-teacher relationships, much more complex. Once mistakes are made, it is really difficult to recover fully in an online environment. And once a professor, a department, or a student body has soured on Internet-based online education, it may take a long time to get any of them to reconsider pursuing it again” (Dykman, & Davis, 2007, p 11).

10. Reduce Online Learners’ Isolation Through Vicarious Immediacy Individual – Blame Bias Burns (2005) incorporated online learning in the classroom. She created “vicarious immediacy,” a sense of psychological and physical closeness between the student and the instructor” (Burns, M., 2005, p 8) Burns would incorporate a video clips for less than 5 minutes daily that required at least five chat sessions with other students. The connection between herself and her online students was Mari Burns purpose for vicarious immediacy. A video of online learning activity was made so Mari Burns could answer the 2 questions to make sure she kept interaction with students. She wanted to know will it help students understand the material better and will it cause students to be more connected to me? The Online learning instruction will continue to be ways for students to interact with others. In the future Mari Burns would like to see more connection with flexibility with media and student video participation. (p 8)

11. Online Learning Pro-Innovation Bias Ash, Katie (2011) stated “growth in the pre-K-12 sector has increased much faster than the e-learning market in general because of the launching of virtual schools, a dramatic increase in the number of online students, and state budget cuts says the report” (Ash, K., 2011, p 2). The funding was the diffusion of this new market-research study. Ash (2011) reported a figure that is expected to reach $24.2 billion by 2015. (p 2)

12. ONLINE LEARNING Online learning is a new innovation that is beginning to speed up the educational system for schools. The students need to be able to compete in academics globally throughout the United States. Our students are using technology in their home. The students are familiar with using some type of computer or electronic gadget. The data from these articles issued that there is a need for online differentiated instruction. Online learning is a good program for students that are at risk, special needs, home schooling and struggling in school. Some Students were uncertain about online learning. They were willing to try the online instruction with the guidance of their teacher. They indicated the face-to-face was their choice of instruction. The teacher will gradually introduce a new innovation often until the students feel comfortable. The manufactures and business were skeptic members. They wanted to see if this was a social change. In summary, Online learning is a new innovation. There must be a need in a workplace or school. A plan has to be made as to the timing, guidance, feedback and other resources for the success of academics. Online learning is an cyberspace innovation that will exist in the future of the classrooms. Our students must prepare for the digital age for success in education for academic achievement and differentiated instruction.

13. CRITICISMS FOR DIFFUSION PRO-INNOVATION BIAS INNOVATION LOOKED AT BY MEMBERS OF A GROUP TO MOVE ON THE IDEAS AND HOPING ALL OF THE MEMBERS AGREE WITH ASSUMPTIONS. INDIVIDUAL-BLAME BIAS AN INDIVIDUAL IS FAULTED AND NOT THE COMPANY OR SYSTEM

14. CRITICISMS OF DIFFUSION RECALL PROBLEM TIME THAT THE IDEA WAS DISCOVERED AND LEARNED ABOUT. ISSUES OF EQUALITY EQUALITY BASED ON THE SOCIAL STRUCTURE AND ECONOMICS IN THE NATION

15. Research Lawton, D., Vye, N., Bransford, J., Sanders, E., Richey, M., French, D., and Stephens, R., (2012) Online Learning Based on Essential Concepts and Formative Assessment. Journal of Engineering Education. Vol. 101, pp 244 Retrieved from http://www.jee.org Mburns@iowalakes.edu Dykman, C., (2007) Part One-The Shift Toward Online Education, Journal of \ Information Systems Education, Vol. 19(1)

16. Research (cont) Baglione and Nastanski (2007) Outcomes of Chat and Discussion Board Use in Online Learning: A Research Synthesis, University of Alabama Marzelli, S., and Dicker, L., (2006) Overcoming Facelessness in the Online Classroom. Distance Education Report. Vol. 10. p4-7, 2 p Retrieved from smarzell@atlantic.edu and Ldicker@atlantic.edu Milman, N., (2009) Differentiating Instruction in Online Environments, Distance Learning, Retrieved from nmilman@gwu.edu

17. Research (cont) Keeler, C., Richter, R., Lynne Anderson, I., Horney, M., and Ditson M., (2007) Exceptional Learners: Differentiated Instruction. What Works in k-12 Online Learning. University of Oregon http://web.ebscohost.com.ezp.waldentibrary.org/ehost/detail Roby, T., (2005) 17 Tips for Successfully Including Peer Collaboration in an Online Course. Retrieved from teshia.roby@oit.gatech.edu

18. 17 Tips for Successfully Including Peer Collaboration in an Online Course Pro-Innovation bias University system of Georgia participated in an online meeting. Online learning was in the first year of diffusion and innovation. Many of the teachers did not have training. The 17 tips as the result of this innovation group were as follow: 1) get rid of preconceptions 2) adapt and adopt existing collaborative exercises 3) begin with a manageable amount of collaboration 4) Consider a course orientation 5) make the collaboration a stated course outcome 6) teach students how to collaborate 7) provide structure for and require deliverables from the students 8) organize the student groups early and stabilize the groups throughout the course 9) create groups of three to five students 10) Instruct groups to report large problems 11) provide feedback often 12) carefully choose discussion topics 13) prepare in advance for chat room discussions 14)organize the discussion board for productive discourse 15)Constantly facilitate and monitor online collaboration 16) promote peer collaborations through grading and 17) receive student feedback on collaboration exercises. (Roby, 2005) This online learning was in the pro-innovation bias beginning stage with assumptions and lack of research to understand the social change for the future.