EDUC 8842 Video Presentation

This EDUC 8842 assignment required a video presentation for a professional distance education conference that introduces a keynote speaker via a 6 minute video that focuses the audience’s attention and provides background and insight on the speaker’s topic. The topic chosen relates to gaming and simulations in education and although this is not a ‘real’ conference, the keynote speaker chosen is very real in the field of gaming and simulations.

References appear as credits at the end of the presentation, however I have posted them in text below the video screen.

NOTE: The volume may need to be turned up on your pc. For some reason, it is not as loud as before I posted. However, it is very loud if I use my headphones.

References:

Aldrich, C. (2009). Clark Aldrich on simulations and serious games. Available at http://clarkaldrich.blogspot.com/search?q=games+and+simulations

Aldrich, C. (2004). Simulations and the future of learning: An innovative (and perhaps revolutionary) approach to e-learning. San Francisco: Pfeiffer.

Balasubramanian, N. and Wilson, B. (2006). Games and Simulations. Retrieved July 17, 2009 from http://site.aace.org/pubs/foresite/GamesAndSimulations1.pdf

Chuang, T., & Chen, W. (2009, April). Effect of Computer-Based Video Games on Children: An Experimental Study. Journal of Educational Technology & Society, 12(2), 1-10. Retrieved June 9, 2009, from Education Research Complete database.

Gareau, S., & Guo, R. (2009, January). All Work and No Play Reconsidered: The Use of Games to Promote Motivation and Engagement in Instruction. International Journal for the Scholarship of Teaching & Learning, 3(1), 1-12. Retrieved June 9, 2009, from Education Research Complete database.

Levine, J. (2009, July). Lessons We've Learned from Society. Library Technology Reports, Retrieved July 29, 2009, from Education Research Complete database.
Ma, J. (2008, Spring2008). Utilizing digital technology to achieve leapfrog learning. Futures Research Quarterly, 24(1), 55-58. Retrieved July 5, 2009, from Academic Search Premier database.

Simpson, E., & Clem, F. (2008, March 1). Video Games in the Middle School Classroom. Middle School Journal, 39(4), 4-11. (ERIC Document Reproduction Service No. EJ788303) Retrieved June 9, 2009, from ERIC database.

Williams, A., Rouse, K., Seals, C., & Gilbert, J. (2009, January). Enhancing Reading Literacy in Elementary Children Using Programming for Scientific Simulations. International Journal on E-Learning, 8(1), 57-69. Retrieved June 9, 2009, from Education Research Complete database.

Module 5 Blog Post: Moving Toward Dynamic Technologies

Click map to view.

This week we studied media and technology. The reading was informative and I learned so much. I was aware of static and dynamic media technologies, but was not familiar with the terms static and dynamic. I am sure I will learn more as the week continues.

On the mind map continuum I am both sides. I use static media to create content. I check my emails and use Microsoft Word everyday; however, I only use Publisher when I need to make invitations or greeting cards. I can not remember the last time I used PowerPoint. I rarely use my home telephone because I rely on my cell phone for everything.

I am still adjusting to the dynamic technologies. Just this past year, I began a blog, used a wiki for the first time and used Skype. I am still learning the many offerings of these tools. As of today I do not have profiles on FaceBook or My Space; they do not interest me. I am very open to learning more dynamic technologies and I know the only way I will move further onto the dynamic side of the mind map is to have an open mind and to try more of the tools so that I can get use to them.

Module 4 Blog Post: Engaging Learners with New Strategies and Tools

Note: Please click on my Venn diagram for a larger much clear view.

All of the tools listed in the diagram can be brought into the classroom. In my experience wikis, podcasts, games and simulations, and imagine sharing are very popular. Wikis work because students are able to collaborate, discuss, and give/ receive feedback as they work on a particular project. The wiki serves as a paperless environment so students do not have to worry about transporting and/or misplacing assignments. The uploaded work is time-dated. Also, the instructor can monitor the site to see how often students participate. Another tool that is proving to be an aid in classes is the podcast, which can be in both audio and video formats. They provide students with news and researched materials. Games and simulations work to help students learn in a way that is fun and entertaining. Image sharing tools, like Flickr, allows students to share and manage pictures as they collaborate on a project.

Module 3 Blog Post: Assessing Collaborative Efforts

Assessing collaborative learning does not have to be a challenge. The assessment must be fair according to the level and knowledge of the student. Siemens (2008) suggests we should follow collaboration models. He says students can assess themselves, receive feedback from online learning communities, and be assessed via contributions made to the communities. Learning management systems like Moodle or even wiki websites give students an opportunity to participate in and contribute to activities. An advantage to these tools is that they can be monitored by the instructor and students can learn from one another. The students can learn and grow at their own pace. In other words, assessment is formative which is good for the students that do not do well with more traditional testing methods.

Some people excel using summative assessment methods and frown upon collaborative learning which causes the community members to become frustrated if they are expected to work together to create a final product. However, the learning community may be able to motivate these students because it has been found that these communities “promote communication, social interaction, and deeper understanding [which] increases participation” (Moller, et.al., 2005, p.141). After all, as Siemens (2008) mentions, “the concept of assessment has broadened beyond mark based assessment, is based on degree of student growth, and based within authentic contexts”.

Instructors can work toward getting hesitant students to work collaboratively by providing expectations in the beginning. Siemens (2008) discusses learning communities and suggests there are two ways to encourage learners to participate in the learning platforms. He says the assessment model has to change and that learners need to role-play because society works as a system of participants that provide expert contributions to a larger body to accomplish one product.

References:

Moller, L., Huett, J., Holder, D., Young, J., Harvey, D., & Godshalk, V. (2005). Examining the impact of learning communities on motivation. Quarterly Review of Distance Education, 6(2), 137–143. Use the Academic Search Premier database, and search using the article's Accession Number: 17913809

Siemans, G. (2008). Assessment of collaborative learning. Laureate Education, Inc. DVD. Principles of Distance Education. Baltimore: Author.

Siemans, G. (2008). Learning communities. Laureate Education, Inc. DVD. Principles of Distance Education. Baltimore: Author.

Presentation Outline Module 3, Week 5

Title: The Effects of Gaming and Simulations in Education

Content:

• Purpose of presentation
• Justify use of gaming and simulations for education
• Define edutainment
• Describe advantages/ disadvantages of edutainment
• Critically compare and contrast educational games and simulations
• List examples

Multimedia:

• Still images/ Animation
• Text
• Audio
• Flickr
• Google Image

Presentation Technology (two possibilities):

• Podcast with Garage Band authoring software
• Animoto
  

References (more to be added):

Aldrich, C. (2009). Clark Aldrich on simulations and serious games. Available at http://clarkaldrich.blogspot.com/search?q=games+and+simulations

Chuang, T., & Chen, W. (2009, April). Effect of Computer-Based Video Games on Children: An Experimental Study. Journal of Educational Technology & Society, 12(2), 1-10. Retrieved June 9, 2009, from Education Research Complete database.

Gareau, S., & Guo, R. (2009, January). All Work and No Play Reconsidered: The Use of Games to Promote Motivation and Engagement in Instruction. International Journal for the Scholarship of Teaching & Learning, 3(1), 1-12. Retrieved June 9, 2009, from Education Research Complete database.

Simpson, E., & Clem, F. (2008, March 1). Video Games in the Middle School Classroom. Middle School Journal, 39(4), 4-11. (ERIC Document Reproduction Service No. EJ788303) Retrieved June 9, 2009, from ERIC database.

Williams, A., Rouse, K., Seals, C., & Gilbert, J. (2009, January). Enhancing Reading Literacy in Elementary Children Using Programming for Scientific Simulations. International Journal on E-Learning, 8(1), 57-69. Retrieved June 9, 2009, from Education Research Complete database.

Module 2 Blog Post: Elements of Distance Education Diffusion

The Internet and Web 2.0 tools have revolutionized how we communicate and collaborate. Siemens (2008) mentions online tools permits global communication. The tools involved in this revolution include older items like e-mail and newer items like Skype and Twitter. All of the online communication tools have made it possible for individuals to communicate at an instant and be able to collaborate on various projects. Richardson comments that we are now equipped to “connect to vast networks” (2009, p. 5) and with this we are forced change how we approach education.

The first blog I found related to Skype gave an idea of how this tool is used and how it impacts its users. Thomas Leverett at http://tomleveretts.blogspot.com/2009/06/skype-me.html discusses the advantages and disadvantages of Skype regarding his ESL students. He states, “Love of family is the driving force that makes it difficult for people to stay abroad, or that drives them home…Skype, I feel, has more than any other force made the world much smaller. And, it's free!” Via Skype individuals can opt to use a video cam as they converse. Leverett’s blog continues as it details disadvantages of this emergent technology. Schools may not have the technology available to support the tools. The limitations could stem from bandwidth and connection. In addition, he mentions that because Skype is free and anybody can use it, predators may try to connect with students. Leverett is not sure of the educational value of Skype, but he does go on to say educational tools need to have the ability to record and save material so that it can be later viewed and evaluated.

I found one more blog that was excellent! Students used Skype to interview authors to complete a class project. I thought this was very creative and the tools gave them a chance to experience emergent technologies in the classroom. The ten minute video imbedded at the blog explained the parameters of the project, how it encouraged higher order thinking skills and nurtured the student-centered environment. The blog can be accessed at http://thefischbowl.blogspot.com/2009/06/not-education-as-usual-on-skype-blog.html by Karl Fisch, a technology director at Arapahoe High School in Colorado. To quote him “The hard part isn’t the technology, it’s the pedagogy. How do we do this in a way that’s meaningful and relevant and engaging and worth wild for kids…How do we create a valuable experience?”

References:

Richardson, W. (2009). Blogs, wikis, podcasts and other powerful web tools for classrooms. Thousand Oaks, CA: Corwin Press.

Siemans, G. (2008). The future of distance education. Laureate Education, Inc. DVD. Principles of Distance Education. Baltimore: Author.

Module 1 Blog Post: The Next Generation of Distance Education

Distance education is evolving. It has grown from correspondence studies to Internet based education. According to Michael Simonson (2008) the definition for distance education is “formal education in which the learning groups are separated by geography and sometimes time”. Distance education is beneficial to both remote and local learners (Moller, Foshay, and Huett, part 2, 2008).

For this generation distance education must continue to develop because the Internet houses so much information and so many avenues that can increase knowledge. Moller, et. al. (part 1) believe that technology is a vehicle that expands cognition because its use is relative to real world experience and it fosters social interactions that support and reinforce knowledge building. They go on to mention that distance education is needed because our current system is lacking in the types of learners it produces. They state, “Our educational system is producing learners who prefer, or are able only to interact with the content and/or the instructor, but not each other” (p. 74, ¶ 8). In a time where collaboration has been found to be a key to cognitive growth and constructivist theories, we must veer away from this type of learning. Technology allows us to go beyond the walls of the traditional classroom setting.

The integration of technology and distance education also fulfills requirements set forth by the federal government. The No Child Left Behind Act of 2001 mandates all students are technology literate by eighth grade (U.S. Dept. of Education, 2009). Moreover, the act “requires states to offer alternative schooling options to students attending schools that fail to make adequate yearly progress” (Huett, Moller, Foshay, & Coleman, 2008, p. 63, ¶ 5).

Referencing Mupinga (2005), Huett, et. al suggest that due to “teacher shortages and overcrowded schools” (p. 63, ¶ 5), it is inevitable that distance education will continue to grow. Distance education offers flexibility for learners as well as instructors. As said by Moller, et. al (part 2):

• The inclusion of technology often requires new skill sets, new ways of thinking,
  new time and resource management skills, new ways of communication and new
  communication boundaries.
  
• Flexibility, greater individual student
  participation, and the asynchronous nature of conversations that allow students
  and faculty time to think about and formulate responses and make greater
  connections…allowing for more in-depth. And higher quality
  discussions.
  
• Faculty appreciate the opportunity to advance their technical
  know-how and develop new teaching and presentation skills.

I completely agree with the views of Moller, Huett, Foshay, Coleman, and Simonson. Distance education has become a new platform for learning. The technology behind it is supported by theory. As we move forward I can only foresee distance education becoming an option that all facets of education explore and integrate to build knowledge stores of learners. Per Simonson (2008), “distance education is widely adopted and approaching critical mass in society…if we look at the past patterns in educational technology we can expect exponential growth of distance education to continue”.

References:

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.

Moller, L., Foshay, W., & Huett, J. (2008, 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. Use the Academic Search Premier database, and search using the article's Accession Number: 33281719.

Moller, L., Foshay, W., & Huett, J. (2008, May/June). The evolution of distance education: Implications for instructional design on the potential of the web (Part 2: Higher education). TechTrends, 52(4), 66-70. Use the Academic Search Premier database, and search using the article's Accession Number: 33991516.

Simeon, M. (2008). Distance education: The next generation. Laureate Education, Inc. DVD. Principles of Distance Education. Baltimore: Author.

U. S. Department of Education (May 2009). Evaluation of the enhancing education through technology program: Final report. Available at http://www.ed.gov/rschstat/eval/tech/netts/finalreport.html

The Summer Course is Upon Me

I started this blog during EDUC 8823-1: Computer Technology and Multimedia in Education. The new course calls for me to maintain a blog and to visit other blogs. I am becoming a blogger like it or not. I pray to learn either just as much or even more during this new course.

For my lone follower and those of you that visit secretly, you may have noticed I changed my template. I changed the template to celebrate the new summer quarter. I hope it is pleasing to your eye.

Lessons Learned

This quarter I had more challenges than expected; but I hung in there and surprised myself. This multimedia course and my classmates taught me a great deal. I am appreciative to all that contributed to the new the tidbits of information I have gained as a result.

I learned exactly what Web 2.0 entailed and I even learned new terms like LMS and LCMS. I discovered that I enjoy the aspects of multimedia and I love Skype. Who knew? The course has made me more aware of the technologies that I never paid attention to before like blogs and wikis.

My research on collaboration software has inspired me to use the tools in my classroom next school term. I have learned that the tools have been studied and it has been found that they align with learning theories and can increase student achievement because students are forced to construct knowledge due to their mere involvement in the learning process. Hsu (2008) states, "there are theoretical and conceptual bases for employing these kinds of technologies in the classroom" (p. 64). The theories fall along the lines of constructivist schools of thought.

I look forward to further research in the area of educational technology and I aspire to continue studying emergent technologies that can assist in the classroom. The new knowledge I have gained makes me sad that I am unable to attend this year's NECC conference. I am sure that it would have blessed me with even more information on the subject. I'll have to go next time.

Reference:
Hsu, J. (July-Sept 2008). Innovative technologies for education and learning: education and knowledge-oriented applications of blogs, wikis, podcasts, and more. International Journal of Web-Based Learning and Teaching Technologies, 3, 3. p.62(20). Retrieved March 26, 2009, from Academic OneFile via Gale

Games and Simulations

This is an excellent blog pertaining to this week's topic. It is written and maintained by Clark Aldrich. He is a simulation designer.

http://clarkaldrich.blogspot.com/search?q=games+and+simulations

The author seems to be very passionate about gaming, simulations, and AI. He has several entries on the subject. I was so intrigued that I read them all. My favorite entry is entitled: Virtual Worlds, Games, and Simulations: The Challenges of the Next Five Years. It is very likely that I will reference his material in the future.

Learning Objects and Repositories

A learning object can be anything used to aid in learning. This could range from manipulatives to technological tools. Repositories can be a tool as well. Having information housed in a central location for students to access when needed. What a great idea! 

One of my co-workers uses his wiki as a repository. At his wiki he has student pages that allow the students to upload their assignments as they are given which builds portfolios for them. He also has all of his ancillary materials housed there organized by the standard it relates to so students can print and complete them independently if they are absent or homebound. They also have the ability to do certain assignments, like quizzes, online and submit them to the wiki and/ or email. 

LMS/ LCMS

I am a little late with my submission for week 9. I had a difficult time finding another blog that I wished to critique for this weeks topic. The blog I found is not one unrelated to a company and is not necessarily a professional blog as rules state we must use. However it is written by Dr. Tony Karrer of a firm called TechEmpower. At the site http://elearningtech.blogspot.com/2009/01/learning-materials.html 

the question of what belongs in an LMS is answered. Advantages of having the content kept in the LMS as opposed to just providing the courses via SharePoint. I was not impressed by the content at this blog, but I did enjoy reading the responses to the post. 

For those of you that are not familiar with the terms LMS and LCMS I posted my discussion submission as a way of explaining. See below:

LMS and LCMS are similar, but the LMS is a platform that records progress while the LCMS is a platform for learning. In education LMS platforms can be used to keep track of professional development opportunities and hours earned. In my school system we use My Learning Plan. We are able to enroll in professional development opportunities as they become available and the system logs hours acquired at the completion of the events. We are able to get reminders of courses we have signed up for and we may also complete surveys at the site to evaluate them. The site offers other features like tracking financial expenditures, but I am not familiar. The LCMS is different because in addition to the tracking feature, it is a place where learning content is offered. An example would be ATutor. This is an award winning open source site that allows students to access content uploaded by their instructors. Learning objects would be tools and resources used to aid teaching and learning. This could include digital items like iPods or web-based applications like blogs. Learning objects could also include more traditional items like calculators or simple graphic organizers.

References:

My Learning Plan. (2004). Product info. From http://www.mylearningplan.com

Atutor. (2008). Atutor learning content management system. From http://www.atutor.ca/

Wireless Technology

This week we are discussing wireless technology. This technology is nearly everywhere and it is convenient. The schools in my district all have wireless capabilities. All of the teachers are issued a laptop to keep up with administrative duties, to communicate with colleagues and parents/ students, and to do research. It is nice to be able to print to any approved printer within the school. The students can take advantage of our wireless environment as well. Although each classroom has one to two computers in the classroom that are connected via ethernet cables, the students are able to use laptops via the portable carts for class projects and research. 

Another wireless technology that I am a huge fan of is 'clickers'. Clickers are student response systems that allow teachers to assess classes with the click of a button. Instead of printing several copies or even a classroom set of questions for quizzes and tests, teachers can post questions and students can answer them. Not all schools in my district has this technology, but I am hoping more will get it. 

Synchronous and Asynchronous Learning Environments

This has been a hectic week. The TCAP learning assessment was this week in our state which affected much of my planning time (homework time). I had to use family time to complete the assignments this week and I still had to stay up way past my bedtime; yes, I have one. I spent many hours in our asynchronous learning environment at Walden doing research and reading. The asynchronous environment has many advantages that work for me. If I had not have had the opportunity to log-on at my convenience, I would not have been able to successfully complete and submit assignments. I am not very confident that I completed one of the assignments to specification, but at least it is done. C'est la vie!!

This week I chose to critique MOODLE, WIZIQ and more- new ways of expanding your physical classroom boundaries. I found this blog to be both interesting and insightful. I like that Inma Alcázar chooses to discuss a tool that supports both asynchronous and synchronous learning environments. She discusses Moodle which is an asynchronous environment. I was not aware of the history of the tool until now. I had no idea the tool has been around since 1999. I thought it was relatively new. She also lists advantages to students as well as to the teachers that use the platform. Other tools mentioned that can be used in conjunction with Moodle are Elluminate and Wiziq. These platform supports synchronous formats. There is a hyperlink and a video that gives more information about Wiziq. Overall, the site is very informative and I give it two thumbs up. Just in case you can not access the site by clicking on its title, here is a direct link to the site:

http://myeslcorner.blogspot.com/2009/01/moodle-vs-wiziq-two-ways-to-create-your.html

 

Multimedia Project

This project took several hours. It may not look like this six minute item could take approximately 16  hours to complete, but it did and I am still learning new components. I have yet to figure out how to make my animated items move. They posted just like plain clip art. After deciding what I wanted to say and completing research about the subjects discussed, I had to teach myself how to use Garage Band to create a podcast. 

Listed below are sites that were referenced in the podcast. For some reason, they are not visible at the bottom of the frame as they were in the Quicktime window. 

http://schools.wikia.com/wiki/Center_of_Mass

http://techskills4today.wikispaces.com/Science

http://science-learning2009.wikispaces.com/

References: 

Austin, R., & Anderson, J. (Jan-March 2008). Building bridges online: issues of pedagogy and learning outcomes in intercultural education through citizenship. (Report). International Journal of Information and Communication Technology Education, 4, 1. p.86 (9). Retrieved March 26, 2009, from Academic OneFile via Gale:
http://find.galegroup.com/ips/retrieve.do?resultListType=RESULT_LIST&contentSet=IAC-Documents&qrySerId=Locale%28en%2CUS%2C%29%3AFQE%3D%28KE%2CNone%2C22%29collaborative+software%3AAnd%3AFQE%3D%28TX%2CNone%2C31%29what+is+collaborative+software+%3AAnd%3ALQE%3D%28AC%2CNone%2C8%29fulltext%3AAnd%3ALQE%3D%28RE%2CNone%2C3%29ref%24&inPS=true&sort=DateDescend&tabID=T002&prodId=IPS&searchId=R3&retrieveFormat=PDF&currentPosition=1&userGroupName=tel_p_memshel&docLevel=&docId=A172437228&noOfPages=9

Bernsteiner, R., Ostermann, H., & Staudinger, R. (July-Sept 2008). Facilitating e-learning with social software: attitudes and usage from the student's point of view. International Journal of Web-Based Learning and Teaching Technologies, 3, 3. p.16 (18). Retrieved March 26, 2009, from Academic OneFile via Gale:
http://find.galegroup.com/ips/retrieve.do?contentSet=IAC-Documents&qrySerId=Locale%28en%2C%2C%29%3AFQE%3D%28K0%2CNone%2C6%29wikis+%3AAnd%3ALQE%3D%28AC%2CNone%2C8%29fulltext%3AAnd%3ALQE%3D%28RE%2CNone%2C3%29ref%24&inPS=true&tabID=T002&prodId=IPS&searchId=R9&retrieveFormat=PDF&currentPosition=22&userGroupName=tel_p_memshel&resultListType=RESULT_LIST&sort=DateDescend&docId=A191476780&noOfPages=18

Finin, T., Joshi, A., Kolari, P., Java, A., Kale, A., & Karandikar, A. (Fall 2008). The information ecology of social media and online communities. AI Magazine, 29, 3. p.77(16). Retrieved March 26, 2009, from General OneFile via Gale: http://find.galegroup.com/ips/retrieve.do?resultListType=RESULT_LIST&contentSet=IAC-Documents&qrySerId=Locale%28en%2C%2C%29%3AFQE%3D%28K0%2CNone%2C6%29wikis+%3AAnd%3ALQE%3D%28AC%2CNone%2C8%29fulltext%3AAnd%3ALQE%3D%28RE%2CNone%2C3%29ref%24&inPS=true&sort=DateDescend&tabID=T002&prodId=IPS&searchId=R9&retrieveFormat=PDF&currentPosition=16&userGroupName=tel_p_memshel&docLevel=&docId=A186225627&noOfPages=16

Google. (2009). Google tour. Retrieved March 26, 2009 from http://www.google.com/google-d-s/tour1.html 

Richardson, W. (2009). Blogs, wikis, podcasts and other powerful web tools for classrooms. Thousand Oaks, CA: Corwin Press.

Audio and Video Emerging Technologies

Here I go again. I am learning something new in class. This week our reading focused on multimedia publishing. I discovered I am aware of live streaming, but am not familiar with screencasting which is suppose to be similar to podcasting, just with video. And although I have heard of podcasts and have listened to some sermons from church via this tool, I have never created my own. From the reading this week, Richardson makes it seem so simple. He says that “it is now very easy to create and publish recordings” (2009, p. 113) and that it just requires a method to record information and the Internet (p. 113). I will soon see how much work the creation of a podcast will entail because my multimedia project, due next week, is going to be generated via podcasting and authoring software. My plan is to enlist my students to help me. I find that they are highly skilled in the emergent technologies and are more than willing to show their teacher a thing or two. Prensky describes the students of today as “digital natives born into digital technology and their teachers are digital immigrants having learned digital technology later in life” (2005, p. 45, ¶3). I would say that the description is accurate of me and my students in this case.


References:

Prensky, M. (2005). Adopt and adapt: 21st-century schools need 21st-century technology. Edutopia, December/ January 2006. Retrieved September 8, 2006 from http://www.edutopia.org/magazine/ed1article.php?id=art_1423&issue=dec_05

Richardson, W. (2009). Blogs, wikis, podcasts and other powerful web tools for classrooms. Thousand Oaks, CA: Corwin Press.

Open and Online Learning Environments

To define open learning, it is a constructivist method that allows students to explore as they learn. Students are encouraged to research topics independently to gain knowledge. When the platform to experience open learning is based on-line, the definition is slightly different. Allessi and Trollip state “computer-based OLEs are well integrated collections of tools, information resources, and sometimes pedagogical supports that facilitate learning in flexible, somewhat learner-controlled, and motivating ways”, p. 320.


As a science teacher I fully support the open learning premise. Virtual labs can allow for individual and collaborative explorations. Students can even create their own labs to test concepts. The blog chosen this week to critique on our current topic is by Harry Keller at http://smartscience.blogspot.com/2008/10/blending-virtual-and-physical.html

Mr. Keller explains that simulations should not be considered a lab experience because students are not able to truly explore concepts. He supports virtual labs because they give students more opportunity that real labs. He says “we fill the hands-on experiment gap. Due to time, safety, cost, space, and other considerations, students don't investigate fully. They may do a single experiment, for example. By providing a rich set of virtual (but real) experiments, we allow students to investigate more completely” (2008, ¶ 7).

I agree with Mr. Keller. In addition, hands on labs can be messy and not all students want to comply with lab safety rules. Those factors as well as having to schedule lab time around other teachers’ schedules, affect the frequency of lab visits. Virtual labs can occur from anywhere software or kits can be used. Moreover, students can focus more time on the activity and less time on set-up and clean-up because in most cases virtual labs are computer-based.


References:

Alessi, S. M., & Trollip, S. R. (2001). Multimedia for learning. Methods and development. (3rd ed.). Boston, MA: Allyn and Bacon.

Keller, Harry. (2008). Great science labs take great effort. Retrieved April 2, 2009 from http://smartscience.blogspot.com/2008/10/blending-virtual-and-physical.html

Blogs and Wikis: Classroom Advantage?

I am just becoming more familiar with these two new technologies. Yes, yes... to be a young person in her mid 30s I realize I am lagging in the technology department. Before March 2, 2009 I had only read other people's blogs and viewed two wikis. I deduced the blog was a type of online diary and today that notion was confirmed. Jacobs and Williams state, "the blogging phenomenon has evolved from its early origin as a medium for the publication of simple, online personal diaries" (2004, p.1). I am just beginning to understand what a wiki is. I have recently begun to use both technologies myself and I must say wow! Both are really user friendly.

Blogging:
Richardson writes "millions of kids are already blogging...very few are using their sites as places of critical thinking and analytical writing" (2009, p. 44). The primary or secondary school subject that might benefit most from using blogs is Language Arts. I see this technology as a reflection tool or as a tool that gives novice writers a place to practice their skills. In order to write an effective blog the authors must have good critical thinking skills which becomes stronger as they search sites for interesting ideas (p. 29). However, with the advantage of hyperlinks to connect common ideas, students must practice caution because some sites may not be appropriate for them to visit. Although many schools across the nation incorporate some kind of filter software to avoid unbecoming material from being viewed.

Wikis:
These collaborative communities are useful in any subject. According to Jacobs and Williams, wikis allow its users to "freely create and edit web content via any browser" (p. 2). They are great forums that allow shy students to express themselves as well as more outgoing students to showcase their knowledge. Wikis are great places for students to learn because they chronicle and store information usually related to one topic within a subject. These communities can be considered as "a digital filing cabinet for students to archive their work, and creates a space for an online portfolio of work" (Richardson, p. 22).


Reference:

Jacobs, J. and Williams, J. (2004). Exploring the use of blogs as learning spaces in higher education sector. Australian Journal of Educational Technology 2004, 20(2), 232-247. Retrieved March 26, 2009 from http://eprints.qut.edu.au/13066/1/13066.pdf

Richardson, W. (2009). Blogs, wikis, podcasts and other powerful web tools for classrooms. Thousand Oaks, CA: Corwin Press.

Computer and Web Based Learning

My assignment this week was to search for a post that coincided with this weeks topic and respond. The blog chosen was Nik's Learning Technology Blog at
http://nikpeachey.blogspot.com/2007/11/exploiting-two-computer-based-rpgs_09.html

I think that learning aids come in all forms. From the descriptions, the two games mentioned at Nik's Blog (Stick RPG and Third World Farmer) could be an asset in a family and consumer science course. The description of the games seem to be fun and interactive and at the same time they teach life lessons. Both games seem to teach valuable economic and general survival for living in either an urban or rural environment.

I attempted to play Stick RPG, but the site never fully loaded and after 10 seconds of it trying to load I was automatically redirected to another site called Break Media and a video called Jet Propelled Bicycle played. The next game, Third World Farmer, did download. It was not as much fun as I thought it would be. In my opinion, these games would not hold the attention of a teen because it is not exciting enough. It lacks entertainment value. I also did not appreciate having to view a movie trailer for a scary movie as the game loaded. I would not recommend going to either of these websites because the ads and other items at the site are not appropriate for a primary or secondary education learner. The ads are a distraction. In addition, the content on the pages may be blocked by institutional filters anyway.

Constructivist Theory

Educators that believe in technology integration and use it on a regular basis may not realize it, but they are practicing the constructivist theory. Technology tends to encourage students to take control of their learning and to explore worlds outside of the classroom especially since the invention of the Internet. The constructivist theory focuses " on the learner rather than the teacher. It is the learner who interacts with his or her environment and thus gains an understanding of its features and characteristics. The learner constructs his own conceptualisations and finds his own solutions to problems, mastering autonomy and independence" (Thanasoulas, 2009). Emergent technologies like collaborative software and student response systems are examples of the types of tools used that engage students and encourage them to take a more active role in their learning. These technologies allow students that would not normally participate in class discussions to have a voice. They are able to 'come out of their shells' and ask questions and/or work on group projects without ever having to be seen. However, they are still learning and able to do so at their own pace and on their own terms.


References:

Thanasoulas, D. (2009). Constructivist learning. Retrieved March 12, 2oo9 from http://www.seasite.niu.edu/Tagalog/Teachers_Page/Language_Learning_Articles/constructivist_learning.htm

A New Experience

Hi all. This is my very first blog ever!! I have a lot to learn.