Archive for September, 2010

Module 2 Post

Collaborative Interaction


Siemens (2008) suggested that some of the acceptance of online education can be accredited to the increase of online collaborative interaction in people’s lives (Laureate Education, Inc., 2008). Norris (2010) lamented that her college education did not provide her with social media education which she felt was vital to compete in today’s world. Loginquitas (2010) reviewed the written work of online collaboration authors Palloff and Pratt and concluded online collaboration is an effective method of providing quality online instruction. Loginquitas traced the development of online collaboration through Palloff and Pratt’s catalog. He suggested that their later works provide evidence of deeper understanding of the educational uses of online collaboration. Garcia (2007) created a timeline that traced the evolution of collaborative online tools and predicted the next wave of changes. He predicted we were at the end of Web 2.0 and about to enter Web 3.0 which is characterized by portable access, cloud computing, and intelligent software.

There are many online collaboration tools that can be used. Palloff and Pratt (2005) assembled a list of collaborative learning activities that included “role playing (p. 57)”, “simulations (p. 60)”, “case studies (p. 63)”, “collaborative discussions (p. 69)”, “dyads (p. 73)”, “small group projects (77)”, “jigsaw activities (p. 79)”, “blogs (p. 80)”, “virtual teams (p. 83)”, “debates (p. 85)”, “fishbowls (p. 87)”, “learning cycles (p. 89)”, and “WebQuests (p. 93)”. Tangient LLC. (2010) have compiled a list of collaborative tools and descriptions on a wiki. Here is a link: College Times (2010) collected 50 collaboration tools as well. Here is a link:

The two blogs I found were:

Norris (2010) suggested that college faculty should demonstrate social networking tools instead of merely mentioning how important they are. She evaluated her social media courses as outdated and believed they were preparing her for the past instead of for the future. Norris’ position reminds us how slow education changes in reaction to new technologies and ideas.

Garcia (2007) predicted that Web 3.0 would be here this year. Many of the features he described as Web 3.0 are indeed here including; the semantic web, smart Internet applications such as Apple’s Genius, and cloud computing. Garcia predicted we were heading toward Web 4.0 in the future. This blog reminds educators that technology is constantly changing. Students need to be educated for the future, not the past.


College Times (2010, April 8). 50 free collaboration tools for education. Retrieved from:

Garcia, F. A. C. (2007, February 9). How the WebOS evolves? Web 2.0 to Web 3.0 and the metaweb. [web log post]. Retrieved from:

Laureate Education, Inc. (2008). The Future of Distance Education. On Principles of Distance Education. Baltimore: Author.

Loginquitas, E. (2010, March 5). Advancing distance learning: The Palloff and Pratt collection [web log post]. Retrieved from:

Norris, M. (2010, September 14). Social media – Why aren’t teachers and students learning it?? [Web log post]. Retrieved from:

Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco: Jossey-Bass.

Tangient LLC. (2010). Online Collaboration Tools. [wiki post]. Retrieved from:


Responses to other blogs

I read and posted on April’s blog:

Here is a copy of my comment:


I found the article on k-12 the most interesting when the authors revealed the different types of learners taking online courses. I agree with your conclusion that online instruction needs to reflect the learning styles of the students taking the course. I am a high school teacher and am finding very little research on high school specific online course design. I agree with your response to Jamie; online instructional designers will have to specialize in an age group to make quality online courses.


I also posted on:

Here is a copy of my post:


I agree that online course design needs to be lucrative to attract quality instructional designers. Moller, Foshay, and Huett (2008) reflected that many online courses were not designed using current instructional design techniques. In order for quality course designs, the instructional designer needs to be properly paid for their services. I believe this is especially important in the online high school environment where online courses are viewed as a cost saving option for struggling school districts.

Dave Harms


Moller, L., Forshay, W., & Huett, J. (2008). The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web. TechTrends: Linking Research & Practice to Improve Learning, 52(3), 70-75. doi:10.1007/s11528-008-0158-5.

I continued to read and posted at:

Here is a copy of my post:


I am working on a KAM featuring the work of Thomas Friedman. Your observation that online learning is a reflection of today’s industry environment reminds me of both his work and the work of John Dewey. I think it may be dangerous to the future K-12 education if online learning is looked at as a cheaper alternative to face to face education. Many children can benefit from online courses, but many others will not.

Dave Harms

EDUC 8842 – Blog 1

Moller, Foshay, and Huett (2008a) contended that Instructional Designers (ID) need to stay current in ID literature and theory to develop quality online instruction (pp. 70-71). They lamented about the current quality of online classes suggesting that students do not distinguish between quality online courses and poorly developed online courses. This phenomenon has tarnished the publics’ image of online learning in general (p. 71). Huett, Moller, Foshay, and Coleman (2008) warned that conclusions made for post-secondary online learning should not be transferred to secondary online education and that original literature needs to be conducted specifically on secondary education (p. 63). They evaluated students currently taking online secondary classes and concluded that these students make up a different population than the students identified in the literature as prone to online learning success (pp. 64-65). Simonson (2000) introduced Equivalent Theory. Equivalent Theory states online students should learn in “acceptable and appropriate (p. 29)” methods instead of exactly the same methods as traditional students learn.

All of the authors presented the need for distance education to evolve. There are many students benefiting from distance education today. The student population enrolling at the secondary level is not the same population of learners succeeding at the post-secondary level. Distance education needs to adapt and evolve to be able to accommodate different learning styles. I agree with Huett, Moller, Foshay, and Coleman’s (2008) observation that K-12 specific research needs to be conducted for distance learning. This was the same conclusion I came up with in my first Knowledge Area Modula (KAM) (Harms, 2010, p. 51).


Harms, D. (2010). Knowledge Area Module One. Unpublished manuscript, Department of Educational Technology, Walden University, Minneapolis, Minisota.

Moller, L., Foshay, W., & Huett, J. (2008a, May/June). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 1: Training and Development). TechTrends, 52(3), 70–75.

Moller, L., Foshay, W., & Huett, J. (2008b, July/August). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 2: Higher Education). TechTrends, 52(4), 66–70.

Huett, J., Moller, L., Foshay, W. & Coleman, C. (2008, September/October). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 3: K12). TechTrends, 52(5), 63–67.

Simonson, M. (2000). Making decisions: The use of electronic technology in online classes. New Directions for Teaching and Learning, 84, 29–34.

Links to articles: (Need Walden Log-In To Access)

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