Education for a Digital World Advice, Guidelines and Effective Practice from Around Globe, 2008a

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29 – Identity in Online Education Thematic: The thematic approach is a more common one. Common categories used include: • skills/competencies • education and training • professional development • accomplishments • projects • community/volunteer • leisure/hobbies/travel The simple STAR (skills, training, accomplishments, references) format is a useful way to organize your documents if you don’t have a lot of evidence to display. S—Selection The final step in deciding what to put into your e- portfolio involves selecting items that will be appropriate for your audience. Some questions to consider are: • Who are the key people who will be viewing my e- portfolio? • What exactly will they want to see? • What is their familiarity with e-portfolios? • Will they need assistance in navigating through this item of evidence or through the organizational format used? • How might they evaluate my skills? • What questions might they ask? E-PORTFOLIO RESOURCES We recommend the following sites as points of departure for educators and learners interested in further exploring the prospects, purposes, and possibilities of portfolios in education. • Educause (http://www.educause.edu/)—North American group focused on learning technologies • FuturEd eLibrary (http://www.futured.com/)—research company focused on learning innovations • Learning Innovations Forum (http://www.lifia.ca/)— non-profit agency sponsoring e-portfolio forums • ePortConsortium (http://www.eportconsortium.org/)—portfolio research at the higher education level Summary “Slave is an Ephebian word. In Om we have no word for slave,” said Vorbis. “So I understand,” said the Tyrant. “I imagine that fish have no word for water.” (Prachett, 2000, p. 356) Like a fish in water, we are so steeped in the notion of identity that we tend to take it for granted, and we feel that many online initiatives fail, or are not as successful as anticipated, precisely because of this oversight. Though we are seldom aware of the issue until it is brought to our attention, we feel that one of the primary challenges of online learning is the question of learners’ identities; how educators working in online environments address this challenge may determine the success or failure of an initiative. We also feel that identities are malleable as well as extensible, so, when we endeavour to foster cooperation and collaboration, we must keep in mind how learners’ (and educators’) identities have been established and how they can be stretched and adapted in ways to best facilitate online learning. We think it is useful to consider online classrooms expanding not only space (as distant learners can be incorporated into the classroom) and time (as asynchronous CMC permits time shifting), but also in terms of how much more flexible our views of online learners’ identities are, and how learners can consciously develop their identities in ways that facilitate learning. Harvey’s discussion emphasizes how the online environment is akin to a universal solvent, forcing us to reconsider concepts and ideas, and it is important for online educators to be aware of this when creating and maintaining learning environments. We then looked at the state of play in a Canadian province, British Columbia, to gain an understanding of issues of learner identity and participation, and how they operate in this setting with relatively advanced online educational offerings. As a practical example, and a possible end point for educators, we considered e-portfolios, the construction of which involves making a learner’s identity concrete not only for evaluation by educators, but also for learners to use to understand themselves and to make their way into the wider world. When viewed through the lens of learner identity, the organizational principles of e-portfolios take on an added significance. It is probably beyond the realm of possibility that the online teacher in lower elementary school classes would be able to teach while having a clear idea of what students will want or need to do 10 or more years in the future, but, by aligning the basic raw material of learner identity with the firmly practical notion of e-portfolio development, we hope to highlight the fact that the elementary educator is connected to final outcomes of online education in serious and meaningful ways. Education for a Digital World 473
29 – Identity in Online Education References Arbaugh, J. B. (2001). How instructor immediacy behaviours affect student satisfaction and learning in web-based courses. Business Communication Quarterly 64(4), 42–54. Blake, N. (2000). Tutors and students without faces or places. Journal of Philosophy of Education 34(1), 183–196. British Columbia Ministry of Education [BC MOE]. (2007). Policy Document: Distributed Learning Funding. Retrieved December 21, 2007, from http://www.bced.gov.bc.ca/policy/policies/distributed _learning_funding.htm Burbules, N. C. (2002). Like a version: playing with online identities. Educational Philosophy and Theory 34(4), 387–393. Diaz, D. & Cartnal, R. (1999). Students’ learning styles in two classes: Distance learning and equivalent oncampus. College Teaching, 47 (4), 130–135. Donnelly, Margarita. (1987). At-risk students. ERIC Digest Series Number 21. [electronic version]. Retrieved December 21, 2007, from http://www.eric digests.org/pre-928/risk.htm Downes, Stephen. (2006). Podcast from Tennessee. Retrieved November 1, 2007, from http://www.downes .ca/files/audio/tennessee.mp3 Easton, S. (2003). Clarifying the instructor’s role in online distance learning. Communication Education 52(2), 87–105. Funk, JoAnn. (2006). At-Risk Online Learners: Reducing Barriers to Success. Retrieved December 8, 2007, from http://www.elearnmag.org/subpage.cfm?section =best_practices&article=32-1 Hara, N. & Kling, R. (2000). Students’ distress with a web-based distance education course: An ethnographic study of participants’ experiences. Information, Communication and Society, 3(4), 557–579. Hawisher, G. E. (2000). Constructing our identities through online images. Journal of Adolescent and Adult Literacy 43(6), 544–552. Hodges, C. B. (2004). Designing to motivate: Motivational techniques to incorporate in e-learning experiences. Journal of Interactive Online Learning 2(3), 1–7. Kirkup, G. (2001). Teacher or avatar? Identity issues in computer-mediated contexts. In Elizabeth J. Burge and Margaret Haughey (Eds.), Using Learning Technologies (pp. 71–81). London: Routledge/Falmer Studies in Distance Education. Meyer, K. A. (2003). The web’s impact on student learning. Technology Horizons in Education Journal 30(10), 14–19. Murphy, K. L., Drabier, R. & Epps, M. L. (1998). A constructivist look at interaction and collaboration via computer conferencing. International Journal of EducationalTelecommunications, 4(2/3), 237–261. Retrieved December 19, 2007, from http://www.coe .tamu.edu/~kmurphy/writings/constructivistlook.pdf National Learning Infrastructure Initiative [NLII]. (2003). Electronic Portfolios (NLII 2002–2003 Key Theme). Retrieved December 21, 2007, from http://web.archive.org/web/20040617081550/http://w ww.educause.edu/nlii/keythemes/eportfolios.asp Palahniuk, Chuck. (1999). Fight Club (Film Tie-In Edition). New York: Holt Paperbacks. Pratchett, Terry (2000). Small Gods (Mass Market paperback). New York:HarperTorch. Quammen, David. (1998). Flight of the Iguana: A Sidelong View of Science and Nature. New York: Touchstone. Robbin, A. (2001). Creating social spaces to facilitate reflective learning on-line [unpublished paper]. Retrieved December 21, 2007, from http://rkcsi.indiana .edu/archive/CSI/WP/wp01-01B.html Shale, D. (2003). Does “Distance Education” really say it all—or does it say enough? Quarterly Review of Distance Education 4(4), 395–399. Singh, P. & Pan, W. (2004). Online education: Lessons for administrators and instructors. College Student Journal 38(2), 302–309. Smith, G. G., Ferguson, D. & Caris, M. (2002). Teaching over the web versus in the classroom: Differences in the instructor experience. International Journal of Instructional Media 29(1), 61–67. Smith, R., Clark, T. & Blomeyer, R. L. (2005). A synthesis of new research on K–12 online learning. Retrieved November 1, 2007, from http://www.ncrel .org/tech/synthesis/synthesis.pdf Subrahrnanyam, K., Smahel, D. & Greenfield, P. (2006). Connecting developmental constructions to the Internet: Identity presentation and sexual exploration in online teen chat rooms. Developmental Psychology 42(3), 395–406. Thorpe, M. (2001). Evaluating the use of learning technologies. In Elizabeth J. Burge and Margaret Haughey (Eds.), Using Learning Technologies (pp. 125–134). London: Routledge/Falmer Studies in Distance Education. Tomkins, Les. (1976). George Shearing: The Shearing Spell [interview]. Retrieved November 1, 2007, from http://www.jazzprofessional.com/interviews/George %20Shearing_2.htm Walker, K. (2003). Applying distributed learning theory in online business communication courses. Business Communication Quarterly, 66(2), 55–67. Wingard, R. G. (2004). Classroom teaching changes in web-enhanced courses: a multi-institutional study. Educause Quarterly 1, 26–35. 474 Education for a Digital World
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Education for a Digital World ADVIC
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Contents Chapter Abstracts / v Intr
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Chapter Abstracts Part 1: The Impac
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Chapter Abstracts BUILDING COMMUNIT
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1 Emerging Technologies in E-learni
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17 E-learning Standards Randy LaBon
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Page 516 and 517: Contributors Dr. Mohamed Ally, Prof
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