Post for Module 6

I have thoroughly enjoyed viewing the final presentations of my classmates. I have commented on the following video presentations: Dwanell Dibartolo, Heather Rogers, Kimberly Arlia, Vida Martin, and Rashida Brown. Good job ladies and good luck on your future endeavors!

Video Presentation on Plagiarism for a Professional Distance Education Conference



Posts for Module 5

I've commented on Rontra Brown's  and Heather Roger's blogs.

Moving Toward Dynamic Technologies

As a student at Walden University, I’m definitely a user of static technologies. Every day, I communicate via texting and cell phone. I interact with my classmates via discussion boards and emails. I’m not at the dynamic level yet but I find myself moving from static technologies and more towards dynamic technologies. I have moved to the middle of the scale as I learn to use wikis and blogs. According to Moller (2008), “the dynamic end of the interactivity continuum includes tools that involve learners on a much deeper cognitive level” (pg. 1). With the continued use of these tools and others, I will find myself moving closer towards the dynamic end of the interactivity that includes: a) virtual simulations and gaming, b) multi-user environments, and c) mind tools. These technologies will assist me in developing a precise, clearer, and deeper cognitive level.


Static technologies allow learners to capture the information. These technologies are what we are familiar with and “are quite popular because they mimic the traditional classroom or teacher-led instruction” (Moller, 2008, pg. 1). Dynamic tools are requiring that we take risks for the sake of creativity (Moller, 2008). By the time I graduate from Walden, I hope to have mastered these technologies which will allow me to analyze and synthesize information so that I am able to construct my own knowledge.

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 [Unpublished Paper]

Posts for Module 4

I have posted to Heather Rogers' and Vida Martin's blog posts for this week.

Engaging Learners with New Strategies and Tools



There are several ways to bring the technological tools learners are using outside the classroom into the educational process in order to build content knowledge, engage in communication with peers and instructors, and work on authentic, collaborative, problem-based tasks in the online environment. To build content knowledge, the instructor must provide written materials, such as text books and articles. These resources support the skills that are being taught. Web resources are tools which enhance the knowledge building content. Project-based learning provides students with a more meaningful learning experience. Document sharing is another resource tool that provides students with more resources and information to enhance their learning experience.

There are many technological tools that can be used to engage communication with peers and instructors. Skype is a form of communication that allows you to visually communicate with another person. Emails provide written communication between just one or several people. Texting is a quick and easy form of communication. The use of the cell phone/telephone is the standard way of communicating.

Wikis are one tool that allows students to work on authentic, collaborative, problem-based tasks. Members of a learning community can provide feedback to other team members. Blogs are also another technological tool that can be incorporated into the online environment. Discussion boards allow peers and instructor to share their thoughts and ideas. Learning communities gives peers to do small group assignments in the online environment similar to the traditional face to face environment.

The use of technological tools helps to engage learners in an online environment. A lot of the tools are currently being used by the learners on a daily basis so incorporating them into the learning environment will further enhance their learning experience by building on their content knowledge and engaging in communication with their peers and instructor.

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.

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

Post for Module 3

I have posted comments to the following blogs: Heather Rogers (http://waldeneducationaltechnology.blogspot.com/2011_10_01_archive.html) and Martha Thibodeau (http://mrsthibodeau.wordpress.com/2011/10/13/assessing-collaboration-module-three-post/#comment-19)