Reflective Summary 2

Reflective Summary 2
EIPT 6613
Karen Hill


Question 1

In the CSCL 2 book, the chapter 2 case study of the uses of a web-enabled collaborative learning environment of graduate and undergraduate students. One of the research questions were how the asynchronous communication by computer supported intentional learning environments (CSILE) with or without F2F (face-to-face) communication changes learners’ activity systems (Koschmann, Hall & Miyake, 2001). The study grouped students together as novice or experts. The groups were tested in an asynchronous and synchronous style learning using the CSILE based on the internet. The lesson learned was that the use of any instructional technology does not guarantee the accomplishment of instructional goals – the learning environment contains many elements and the technologies are only a part of the larger environment. The net result of this case study was that in the expert group, using WEBCSILE the challenge was for the learner to think at a higher level of understanding. While the strategy was for the groups to focus on solving problems via collaboration, the approach was different. The expert learner was able to improve their knowledge building while using the web-based learning environment, while the novice learner recognized the usefulness of the tool but had a difficult time building knowledge without a teacher involvement. As Lin & Hatano reports in the commentary of this chapter, educational technology tools are extremely variable in terms of functions, because their use is medicated by teachers and students who have different mental models about and needs for learning (pg 90). As a professor announced at the beginning of a course, “I will be the guide on the side, not the sage on the stage.” That phrase has stuck with me for many years now and means more now than ever.

Question 2
Design for VLC:
The VLC I plan to design is and online course with a similar format as this course on D2L. The students enrolled into the course will be assigned a log in name and then they will select a password. The syllabi will be available for printout if necessary. A list of required text will also be supplied in the syllabus. A podcast will be posted for each student to listen to at the beginning of the course, it will allow me the facilitator of the course to explain the course objectives, resources available and give some tips for success. The course will begin with modules scaffolding from simple to complex concepts for building the needed knowledge for passing the state test for certification. I will incorporate the use of asynchronous and synchronous discussion formats as well as some face-to face meeting to determine competency prior to testing. The use of Skype for conference calls will be utilized once weekly for those students needing further clarification and facilitator explanation of concepts. I also look forward to implementing the wiki and google docs for collaboration of documentation used in the nursing field.
My role as facilitator/instructor will be to give guided questions to facilitate learning, and to give feedback for further knowledge construction.
The task based learning community is necessary to complete the course of knowledge needed to be success passing the state certification exam. This type of VLC can be used for those students interested in applying for the PN program without quitting their day jobs in the process.







References
Renninger, K. A., & Shumar, W. (2002). Building virtual communities. New York, NY: Cambridge University Press.
Riel, M., & Polin, L. (2004). Common ground and critical differences in designing
technical environments. In Online learning communities (pp. 16-46).
Koschmann, T., Hall, R., & Miyake, N. (2001). CSCL 2: Carrying forward the conversation. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.