Module 4 Response

I responded to the following blogs:
1. http://rodrussell-roderickr.blogspot.com/2012/01/module-4-graphic-organizer.html?showComment=1327808691393#c9222691366479704843

2. http://principlesofdistanceeducationblog.blogspot.com/2012/01/graphic-organizer.html?showComment=1327809072378#c3104793005032314905

Storyboard/ Module 3

http://portal.sliderocket.com/BKBZL/My-Presentation-1

(Please copy and paste this URL)

Response to Blog 3

Responded to:
(1)  http://principlesofdistanceeducationblog.blogspot.com/2012/01/blog-3.html?showComment=1326600270095#c7168127476931503454

(2) http://langstonnotes.blogspot.com/2011/12/module-3-assignment.html?showComment=1326601168007#c5958711846168782353

The following Storyboards I responded to:
http://langstonnotes.blogspot.com/

Storyboard Post Module 3

Storyboard: Plagiarism

Module 3 Discussion

Participation is defined as taking part or engaging in something, and it is easy to judge the outcome. For example, a professor can look back at conversations, comments, and response. Not only that, but the participation reflects the students assignments and how well they write their papers on specific topics that are discussed through blogs, wikis, emails and other responses. Through the online learning, the different levels of the students and their knowledge help to add justification to a certain answer. That way, there is never a right or wrong answer, and many times, the student’s response brings an actual reason or justification to the question or problem. It allows the students a fair chance to give their opinion or understanding of something, with actual facts to support their response.

Students can easily assess their peers, and this is a great way to engage or get to know other students. They get the chance to see what a student is thinking or how they feel about a certain topic. This encourages learners to participate in open communities; the feedback comes from all different types of people from all different backgrounds (Siemens, 2008).

If a student does not want to collaborate or network, I think that there would really need to be a good reason or an explanation from the student. The group or community learners should be able to chat with the student to try to convince him/her about all the good reasons and benefits behind the collaboration and network. Many times we have to reassure about why we are doing something, we need to foresee the outcome. If the student still felt the same way, the professor would need to see what it is that has caused the student to feel this way. It could be something as easily as a misunderstanding or a place of uncomforting, that has derived from not really knowing how to network.
So, as an educator, communication with the student would definitely have to take place in order to understand the reason and try to change the students mind. Once the understanding is clear, the student should be able to make the connection and see that in order for the assessment to take place and be beneficial he/she has to be a part of it.
Laureate Education, Inc. (2008). Principles of Distance Education, Baltimore; Author.