Saturday, November 20, 2010

The Development of Critical Thinking Skills in Distance Education

Hello Community Members and Dr. Powley,

Thank you for your patience and support regarding some unexcepted circumstances last week and this week. I have embeded my video below for your comments and recommendations. Again,thank you.

Michele Baylor

Monday, November 8, 2010

WK9: Concept Map: Static Versus Dynamic Technologies

Concept Map for Technology and Media for Distance Education

In teaching and developing online courses, there are many technologies that can be used to facilitate learning.  Moller (2008) suggested that as an instructor or instructional designer makes decisions regarding the technology to use in order to support knowledge building and to achieve specific learning outcomes.  For example, if an instructor selects a static technology, little is performed in assisting a learner to build on his/her knowledge.  Instead, static technologies provide learners with the opportunity to capture information.  Further, static technologies are popular because they copy the face-to-face classroom or teacher-led instruction.  Based on these findings, I have concluded that I am in the middle of the continuum.  Through the continuous use of wikis, blogs, discussion boards, chats, and other similar and new technological approaches at Walden University, I will be moving closer towards the dynamic end of the interactivity that includes:  a) virtual simulations and gaming, b) multi-user environments, and c) mindtools.  These technologies will assist me in developing a precise, clearer, and deeper cognitive level. Further, mind tools are computer applications that, when used by learners to represent what they know, which in turn engage them in critical thinking about the content they are studying (Jonassen, 1996).  For instance, using databases to organize students’ understanding of content organization necessarily engages them in analytical reasoning, where creating an expert system rule base requires them to think about the causal relationships between ideas.  Therefore, students cannot use mindtools as learning strategies without thinking deeply about what they are studying.

Jonassen, D.H., Carr, C., & Yueh, H.  (1998).  Computers as mindtools for engaging learners in critical thinking.  TechTrends.  43(2), 24-32. 
Moller, L. (2008).  Static and dynamic technologies.  Unpublished.  Laureate Education, Inc.  Retrieved from

 Baylor, Michele


Thursday, October 28, 2010

WK8: Engaging Learners with New Strategies and Tools

As an online instructor or facilitator, it is important to make use of various technological tools that are frequently use by learners.  Therefore, it is important to adopt the following technologies:  a) cell phones b) blogs, c) e-books, d) emails, and e) ipods.  For example, cell phones coupled with emails are two significant communication devices in which a learner can access and use anytime and anywhere.  Secondly, by using cells phones and emails, students will be able to attach files and pictures.  Further, other items can be sent, retrieved, uploaded, and downloaded for sharing and collaborating new learning and ideas.  E-books and ipods are two technological devices that can be used by having available notes and textbooks for courses at their fingertips.  Another advantage is that students will then be allowed the opportunity to work independently and collaboratively in order to enhance their critical thinking and reading skills, coupled with shaping how they learn.  Some advantages of a blog are: a) allow students a chance to discuss and collaborate on a specific topic, b) post relevant information regarding the subject, and c) provide positive/constructive feedback to their peers/instructor.  These tools work well in a distance education environment because most students have adopted these items, relevant to students, promotes growth; demonstrates in-depth thinking, instructors are meeting students where they are, and the possibility that students will adopt these items in the near future.  
Strategies that would engage, inspire, and empower students to move forward in collaborating are:  a) instructor mediated, b) student mediated, c) problem-based, and e) discussion boards.

The asynchronous instructor-mediated discussion strategies support student interactivity and enhance individual performance and satisfaction (Everhart 2000; Hiltz and Wellman 1997).  For example, in-depth participation can be displayed when an instructor address questions that are related to the students’ postings.  This will leave the door of knowledge open in order to encourage students to respond to the same posting.  The instructor can then focus on one main point of the student’s posting and build on it by requesting a comparative or contrast analysis and challenge the student to seek further research on that particular topic.

Student-mediated involves the use of student-moderated discussions.  The student has a choice of developing his/her topic or directed to use a suggested topic from the instructor.  For instance, the student moderator must define the expectations of the participants.  In order to be effective in executing this strategy, it is recommended that the student moderator develops a rubric as an assessment tool outlining the criteria and levels of quality (Andrade 2005, 27).  This can be posted at the beginning of the class discussion.  In my 8841 class last quarter I was selected to be the community leader.  Once we were grouped, I immediately compiled rules and procedures page, contact information page, discussion page, duties and responsibilities, etc.  An email was sent to all group members to visit the site and respond to the required information. Several emails were sent privately to inactive participants.  Further, I composed and emailed a letter to remind all members about their participation, responsibilities, and discussion postings.          

Problem-based is a strategy that engages students in learning by establishing small groups and presenting them with a scenario based on real world problems.  In using this strategy, it is important that students establish a strong rapport with each other in order that students develop strategies for supporting, sharing, and solving PBL scenarios.


Durrington, V., & Berryhill, A., & Swafford, J. (2006).  Strategies for enhancing student interactivity in an online environment.  College Teaching.  54(1), 190-193.  

Michele Baylor    

Friday, October 15, 2010

Module 2 Blog Assignment: Elements of Distance Education Diffusion

George Siemens discussed the growing acceptance of distance education in today’s corporate and educational spheres, including three possible elements of distance education that are creating more effective learning experiences and giving distance education an identity of its own distinct from F2F courses: (a) global diversity, (b) communication, and (c) collaborative interaction. Do you agree or disagree with his view?
Select one of these three elements for your reflection in this module and respond to the following in your blog:
  • How has this element evolved?
  • What online tools are available today to facilitate these interactions among learners?
Find at least two blog posts by other educators on this topic and reflect on their positions in your blog.  Include links to these other blogs as you critique their ideas.

Sunday, October 10, 2010

Storyboard: Draft #1 The Development of Critical Thinking Skills in Distance Education

Hello Community Members and Dr. Powley:

Here is my storyboarding project on critical thinking skills in distance education.  Your comments and recommendations are appreciated.

Baylor, Michele

Thursday, September 30, 2010

Community 1 Members and Dr. Powley:

WK4 Blog Post:  Elements of Distance Education Diffusion

Please review and post your comments and recommendations regarding the communication element of distance education diffusion.

Thank you.

Baylor, Michele