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.