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.