Module 2 Blog Responses

I responded to Chris Douglas and Danita Doan for Module 2.

Module 2 Blog Post: EDUC 7108

Smart Phone Tetrad Graphic


Smart Phone Tetrad

Enhances: Communication with others is enhanced because you can be anywhere and still be able to keep in touch with family and friends, you no longer had to be at home to receive a phone call.

Information storage was enhanced because you could store information on your smart phone and sync it with all of your other mobile devices including your events and meetings.

Music was enhanced because you could download music from iTunes or other music stores and store them on your smart phone and listen to it anywhere. Most cars now come equipped with a plug for listening to your music through your speakers from your smart phone.

Obsoletes: The use of the telephone land line is no longer necessary and many people have canceled that service and just use their smart phone for all types of communication.

Smart phones come equipped with a calendar that will sync with all your mobile devices and the palm pilot is no longer needed for organization or as a calendar.

The Email feature on smart phones along with texting has made actual

letter writing using the post office pretty much obsolete.

Retrieves: The capability to easily find out new information has brought back the need for learning and self-improvement.

Remember Polaroid pictures, you would get to see your photo right away after taking it? Your smart phone rekindles that ability that you can take a picture and immediately share with everyone.

Reverses: The ease of finding information and being in constant contact with others through Twitter and Facebook has its drawbacks. People get together but instead of communicating with each other, they are all on their cell phones ignoring the people right in front of them. The obsession to know what is going on at all times causes people to stay up and stay on their iPhone constantly checking it, the next thing you know it is 3am & you have to be up at 5.

Sets the stage: As Skype abilities continue to improve, having regular phone conversations may be replaced with video calls via a mobile device. Holographic communication may also replace smart phones.

Blog Post 1: Emerging Technology EDUC 7108

A current technology that is emerging in education is game-based learning. “We don’t need more time in the classroom to learn how to think and perform in the face of real-world challenges. We need effective, interactive experiences that motivate and actively engage us in the learning process” (Trybus, 2012). Game-based learning can achieve that goal. Through the use of game-based learning, students will become more engaged in their own learning and be able to apply what they have learned to real-life situations.

Two problems or challenges associated with game-based learning include cost and how to handle competition in the classroom. With virtual games and simulations needing their own mainframes, and special interface equipment, it was too expensive to use in K-12 classrooms. Through the success of game-based simulations in the military and healthcare industries there are now “games that focus on if-then, choice-consequence learning typically run on standard PCs, [that] require no expensive peripherals, and can be downloaded and installed in minutes” (Trybus, 2012). Many educators are concerned with the competition element of games and whether or not their students can handle it. “Using games for learning requires the same priorities we already employ for formal assessment: fairness and relevance of the score to learned material” (Starting Point, 2012). Educators can find ways to reward students that is not based on the highest score and everyone can get a prize, but the highest score can make their choice first. (Starting Point, 2012).

The website I found compared traditional learning to hands-on and game-based learning. http://www.newmedia.org/game-based-learning--what-it-is-why-it-works-and-where-its-going.html 

In figure 1, the comparison shows the benefits of game-based learning over just using traditional learning or hands-on learning. There is a time and a place for all types of learning, but game-based learning can benefit students by giving them real-life experiences and they will be able to apply what they have learned. 

References:

Starting Point. (2012, August 24). Playing fair. Retrieved from Starting Point Teaching Entry Level Geoscience: http://serc.carleton.edu/introgeo/games/competition.html

Trybus, J. (2012). Game-based learning: What it is, why it works, and where it's going. Retrieved from New Media Institute: http://www.newmedia.org/game-based-learning--what-it-is-why-it-works-and-where-its-going.html

Module 6 Blog Assignment

Learning in a Digital World

An educator’s philosophy is based on learning theories and philosophical concepts. My belief is that learners need to be active participants not passive. I am a believer in constructivism. “Constructivist theory rests on the assumption that knowledge is constructed by learners as they attempt to make sense of their experiences” (Driscoll, 2005, p. 387). I believe that children learn by doing, especially in math. By deriving formulas and rules on their own, children have a deeper and better understanding of the concepts being taught. I do think that direct instruction has its place in teaching though. The critical and non-negotiable aspects of teaching and learning to me are that all lessons should incorporate a variety of learning styles: visual, auditory, and kinesthetic. Every child learns differently and in order to reach your students you need to include all three styles in your lessons. The other non-negotiable for me is that learning needs to be meaningful and relevant to the student. “The constructivist approach to identifying learning goals emphasizes learning in context” (Driscoll, 2005, p. 390). In order to get and keep the attention of your students, you must make your lessons relevant to their lives. By connecting the concepts you are teaching to real-life, your students will be able to understand why they need to learn them and will be active participants in their learning.

In the digital world of today, I also believe that social networking needs to be a part of the classroom. I have introduced some of my former co-workers to www.edmodo.com and they plan to use it this year in their classrooms. I believe that Siemens is right when he says we learn from our connections through our networks. “Connectivist teaching and learning must optimize the ability for learners to form effective networks” (Siemens, 2009). By using Edmodo, students can discuss the book they are reading in English class or work together to solve a math problem. It brings the class discussion home and students can continue it as they complete their homework. The teacher can then show the class the discussions from the night before and have even more discussions on the concept. Social networking is a part of children’s lives today and it is very beneficial to make it a part of their education as well. As educators we must embrace the ever changing world of technology. Behaviorism, cognitivism, and constructivism help educators to form instructional theories and create lessons. Siemens’ idea of connectivism gives educators insight into the world of social networking. We should take heed of this information and incorporate social networking into our classes. While I do not believe that connectivism is a new learning theory in and of itself, I do believe that some of Siemens concepts should be utilized in today’s classroom.

References:

Driscoll, M. (2005). Psychology of learning for instruction (3rd ed.). Boston: Pearson Education, Inc.

Siemens, G. (2009). Connectivism learning theory. Class Podcast.

Module 5: Blog Assignment

New Technologies

Three years ago, my school system switched to a new grading program. I was asked by my principal to attend the training along with the Instructional Lead Teacher. I was excited to learn the new program because it included a blog for us to communicate with parents and students. There was also a place to include detailed descriptions about assignments, including the standards students needed to master. It was going to be more than just a grade book; it was going to a great tool for communication as well. By attending the training I agreed to present the information to the rest of the faculty upon return to the school. I was also one of the go-to people in the building if someone was having difficulty with the program. There were quite a few teachers who were resistant to make this change. They were perfectly happy with the old grading program and did not want to take the time to learn something new. These same teachers still relied on using the phone to contact parents and vary rarely used e-mail. However, they did not have a choice and they needed to learn how to use the new grading system.

Using Keller’s ARCS model, I need to gain their attention, make it relevant to them, help build their confidence in using the new system, and be there to help them through the process of switching, offering advice and praise. “To make the most of curiosity caused by stimulus changes, teachers can capture students’ interest by using novel or unexpected approaches to instruction or injecting personal experiences and humor” (Driscoll, 2005, p. 334). During the presentation to the teachers I should vary my instructional approaches and use my own experiences with the program to capture their attention. I could also give them hypothetical situations that might come up and ask for them to discover ways in which the grading program could help them. By getting and keeping their attention, I have a better chance of getting them to buy-into the new program. Making the program relevant is the second part of Keller’s motivation model. By having the teachers write their own goals and showing them how the program can help them achieve those goals, the relevancy of the program is shown and their resistance should become less. The third part of Keller’s motivation model is building their confidence. I can let the teachers work in the program during the training session and learn how to use it on their own. By setting up an environment where they are safe to make mistakes and learn from those mistakes, their confidence in using the program will increase. The last part of the model is to generate satisfaction. I need to make sure that I’m available to answer all questions and help with all problems that arise during the course of the first year of using the program. Throughout the year I also should offer praise to the teachers as they venture into the new areas offered by the program and use them successfully. “Maintaining consistent standards throughout a course or training experience is essential for learners to feel that they have been fairly and equitably treated” (Driscoll, 2005, p. 338). As with all learning situations the most important of Keller’s model is relevance. If students are shown the relevance of what they are learning then they tend to remain on-task and learn the concept being presented.

Reference:

Driscoll, M. (2005). Psychology of learning for instruction (3rd ed.). Boston: Pearson Education, Inc.

Module 4 Assignment

• How has your network changed the way you learn?

My network has been extended because I’m now connected to friends, family, and colleagues more readily than I’ve ever been. I now have resources accessible 24/7 to help me in any learning situation. With access to an infinite number of experts through the Internet, I can now find answers to any question or “how-to” advice for any problem.

• Which digital tools best facilitate learning for you?

The digital tools that best facilitate learning for me are blogs, wikis, podcasts, YouTube, purplemath.com, mathway.com, and the Walden Library.

• How do you learn new knowledge when you have questions?

My first step when I have questions is to immediately go do a search on Google and/or post a question for my friends and colleagues on Facebook. However, I still like to have access to an actual textbook when learning something new. It has helped tremendously to have information readily available when needed, especially while I’m pursuing this degree. Being able to ask the opinions of others helps me to see “the other side” of situations and make better decisions. Research has changed dramatically in the last 5 years to where you can get real-time opinions from such a diverse pool through social networking sites. The Internet makes it possible to find answers quickly and conveniently.

Module 3 Responses

I responded to Charee and Amanda for Module 3.

Charee: http://chareehampton.blogspot.com/2012/07/module-3-collaboration.html?showComment=1342408077627#c1431056359155124618

Amanda: http://langstoneducationaltechnology.blogspot.com/2012/07/module-3-assignmentblogs-responded.html

Module 3 Blog Assignment

Do you believe that humans have a basic instinct to “interact and work as a group,” as Rheingold proposed in his discussion of the evolution of Wikipedia as a collectively developed encyclopedia? 

I believe that the basic instinct of humans is to work alone. I do not believe that humans have a basic instinct to work as a group. Humans do have an instinct to want to interact with others but the skill of being able to work as a group is one that needs to be learned. When it was required that we start using the Math Workshop Model in our classes, we had to teach and train our students how to work together. They were used to completing assignments on their own because that was how math had been taught in the county starting in elementary school. While I enjoy working with others, I have to make sure that my tendency to “want to be in control” is kept in check. I had to learn how to work with others and learn from others.

How can technology facilitate collaboration among learners based on constructivist principles?   

Constructivists believe that the learner is an active participant in his/her learning. The use of technology allows the teacher the opportunity to create activities that will meet the individual needs of students and allow for them to be actively engaged in their learning. “Students are not passive recipients of instruction that has been designed for them. Instead, they are actively involved in determining what their own learning needs are and how those needs can best be satisfied” (Driscoll, 2005, p. 399). It is imperative that children today learn how to apply concepts and knowledge learned rather than simply memorizing and regurgitating it. While this was written in 1995, I thought is summed up how technology can facilitate collaboration among learners based on constructivist principles.

In a technology-rich environment one must remember that the educational focus is on learning and instructional goals instead of the technology itself, because technology [is] merely [the] tools or vehicles for delivering instruction. It is not what equipment is used, but how the equipment is used which makes it relevant to a constructivist classroom (Matusevich, 1995, para. 14).

Through the use of computer simulations, virtual field trips, and SmartBoard activities, students can collaborate and connect their learning to real-life as well as be an active participant in their own learning.

Find a current research study that has been conducted in the last 5 years that supports collaboration as an effective tool for learning. Include the link and reference for this study in your blog.

There was a mini-research project conducted on the use of Wikis supporting collaboration. “Based upon research findings … children are collaborative when learning with the support of Wikis. Therefore, Wikis could be seen as an effective tool to support collaborative learning … and facilitate group learning where students can learn and share knowledge” (Allsop, 2011, p. 136).

http://www.eric.ed.gov/PDFS/EJ946618.pdf

References:

Allsop, Y. (2011, Oct). Does collaboration occur when children are learning with the support of a Wiki? The Turkish Online Journal of Educational Technology, 10(4), 130-137. Retrieved from http://www.eric.ed.gov/PDFS/EJ946618.pdf

Driscoll, M. (2005). Psychology of learning for instruction (3rd ed.). Boston: Pearson Education, Inc.

Matusevich, M. (1995, May). School reform: What role can technology play in a constructivist setting? Retrieved from Pixel: http://pixel.cs.vt.edu/edu/fis/techcons.html

Module 2 Responses

I responded to the following classmates:

Charee: http://chareehampton.blogspot.com/2012/06/module-2-assignment.html?showComment=1340909909986#c1562359291234024522

Ellen: http://mathtechprescott.wordpress.com/2012/06/28/mod-2-discussion/comment-page-1/#comment-8

EDUC 7105: Module 2 Assignment

"[Learning] is multi-facetted and that is why developing new models for “learning” is so difficult…there are too many levels for one school of thought or one model to do it all" (Kapp, 2007). I agree with Kapp and Kerr on the fact that each theory (Behaviorism, Cognitivism, Constructivism) is beneficial to learning and educators can use some of each -ism to be effective teachers. There is a time and place for each theory, as Kapp suggested. When needing to memorize or recognize, educators can use behaviorism. For technical or "rule-based" learning, the emphasis can be on cognitivism. When learners are problem-solving or collaborating, then constructivism should be the focus. The educational pendulum is constantly swinging back and forth and there will always be a new theory or strategy that educators need to try. Most of the time, it is the same concept with a new name and a few tweaks. In order to reach as many learning styles as possible, educators should rely on a little from each of the -isms. 

References:

Kerr, B. (2007, January 1). _isms as filter, not blinker [Web log post]. Retrieved from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

Kapp, K. (2007, January 2). Out and about: Discussion on educational schools of thought [Web log post]. Retrieved from http://www.kaplaneduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/

Module 1 Responses

I have responded to the following classmate's Module 1 blog assignments:

Christopher Cannon: http://chrisotphercannon.blogspot.com/2012/06/beliefs-about-how-people-learn.html

Amanda: http://langstoneducationaltechnology.blogspot.com/2012/06/module-1-assignment.html

EDUC 7105: Module 1 Blog Assignment

Critique Siemens’s “metaphors of educators.” Which of these metaphors best describes the role you believe an instructor should take in a digital classroom or workplace? Is there a better metaphor to reflect your view of the role of instructors?

Excellent online teachers have to first be excellent teachers. Anderson, (2008) stated that excellent teachers:

         • Enjoy working with and learning with learners
         • Have excellent knowledge of their subject area
         • Communicate and express enthusiasm for their subject and their job as a teacher
         • Have a “pedagogical” understanding of the educational process
         • Are prepared with an abundance of learning activities to reach every student

Along with the above characteristics, online teachers must “have sufficient technical skill to navigate and contribute effectively within the online learning context, have access to necessary hardware, and have sufficient Internet efficacy…” (Anderson, 2008). All educators, whether in a face-to-face classroom or an online classroom must provide a safe learning environment for their students that fosters communication among and between students and between instructor and student. Online instructors must participate in the discussions and show their students that there is someone listening to them and motivating them to participate. Effective online instructors provide a clear set of instructions, rubrics, and examples in order to help their students be able to complete assignments without frustration. The best teachers are those that can be a facilitator and an expert and encourage their students to become experts through critical thinking and collaboration.

Each of Siemens metaphors discusses the teacher as either a facilitator or an expert. Both the educator as a master artist and network administrator depict the teacher as a guide or facilitator that guides the learning process and allows students to explore and learn on their own. The educator as a concierge depicts the teacher as an expert that shows students all the available resources in their field of study. “The concierge serves to provide a form of “soft” guidance—at times incorporating traditional lectures and, in other instances, permitting learners to explore on their own” (Siemens, 2008, p. 16). The educator as curator is, in my opinion, the role an instructor should take whether in a digital classroom or a face-to-face classroom. Siemens (2008) defined the curator “as experts with advanced knowledge of a domain and guides who foster and encourage learner exploration… A curator balances the freedom of individual learners with the thoughtful interpretation of the subject being explored” (Siemens, 2008, p. 17). Learners need to be able to explore on their own but with guidance from the instructor. There must be a balance between the “guide on the side” and “sage on the stage”. With the educator as a curator, “learners are free to explore, [but along the way] they encounter displays, concepts, and artifacts representative of the discipline” (Siemens, 2008, p. 17).

References:

Anderson, T. (2008). Teaching in an online learning context. In T. Anderson, The theory and  
          practice of online learning (2nd ed., pp. 343-365). Edmonton, AB: Athabasca University
          Press.

Siemens, G. (2008, Jan 27). Learning and knowing in networks: Changing roles for educators and
          designers. Paper presented to ITFORUM. Retrieved from
          http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf

Module 5 Concept Map

Concept Map: Static vs. Dynamic Technologies

I believe that I'm in the middle of the static-dynamic continuum and moving towards the dynamic side. Wikis and Blogs are a great way to get students to collaborate that is not static and is different from the regular face-to-face classroom. I'm comfortable using Wikis and Blogs and collaborating with my classmates in this manner. While webinars and podcasts have their place in distance learning, educators must use other tools to engage their students. My research into Second Life has changed my opinion of virtual worlds and I believe that virtual worlds would be beneficial to higher ed distance learning and a step in the direction of dynamic. I would like to explore the use of virtual worlds and mind tools in education and learn more about how to use them.

Video Presentation for EDUC 8842

Blog Post Module 4-Engaging Learners

Here is the link to my graphic organizer and reflection: https://docs.google.com/file/d/0B1dMwuHRmUHwWUU5SUhWWGY4U0U/edit

Assessing Collaborative Efforts - Module 3

Participation in a collaborative learning community is a key component to the success of the community. Due to other demands on learners; technical issues with computers; and differences in learner expectations, learner participation will not be equal and instructors need to address these issues at the beginning of the class (Palloff & Pratt, 2005). “The challenge isn’t that collaboration is an issue. That’s the positive. The challenge is: How do you change an assessment model that’s been pinpointed on individual learners” (Siemens, 2008a)? Siemens provides the following four models for assessment in a collaborative learning environment: peer assessment, peer feedback, students assessed on individual contributions, and students assessed based on metrics from learning management systems. Assessment needs to be “fair and direct, based on stated outcomes, and equitable” (Siemens, 2008a). Students have different levels of knowledge and skill that they bring to the classroom. Students who are used to being the brightest and assessed based on their individual work will have the hardest time with collaborative learning. In order to make sure assessment is fair and equitable; a large portion of the assessment needs to be based on participation. “The notion of equitable assessment is that it is based and tied tightly to participation” (Siemens, 2008a).

“The best way to get students to participate in a learning community is to tie the assessment participation that emphasizes working together” (Siemens, 2008b). There has to be a mixture of individual participation as well as collaborative participation. In order to have a successful collaborative environment, Siemens stated that there must be “a high level of trust, a combination of well-connected sources, and external connections to tightly knit groups” (2008b). If a student does not want to participate, the learners can try and talk to the student that is not participating but if they are unsuccessful in getting the learner to participate, the instructor must step in. By making sure there is an individual assessment as well as a group assessment, the instructor can help to ensure that all students will be willing to participate in a collaborative environment.

References:

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

Siemens, G. (2008a) Assessment of collaborative learning [Video file]. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6509797&Survey=1&47 11068223&ClientNodeID=984645&coursenav=1&bhcp=1

Siemens, G (2008b) Learning Communities [Video file]. Retrieved from

           http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6509797&Survey=1&47 11068223&ClientNodeID=984645&coursenav=1&bhcp=1

Here is my storyboard for the video presentation. I have never done this before, please give me feedback as to if I'm on the right track or not and any suggestions you have.

Thanks, Mel

Storyboard Video Presentation

Apparently you have to create an account on Prezi in order to view my storyboard, sorry. It's free and all you need is your e-mail and a password. =)

If the above link does not work. Try this one:

http://prezi.com/qtlaryxnnb-f/second-life-presented-by-philip-rosedale/

Communication in Distance Learning-Module 2

As Dr. Siemens (2010) stated, “more and more of us are having experiences communicating online”. People are beginning to realize that you can have a meaningful learning experience and develop meaningful relationships online just like you can face-to-face. I agree with Dr. Siemens about communication in distance education. It has come a long way and will continue to evolve. My first experience with an online class was in 2001. At that time, the class was basically the face-to-face version available online. I had to attend class at a specific time one day each week. The different time zones proved to be a slight challenge for some, but we managed to make it through. Some of us were in class at 9 pm while for others it was 7 am the next morning. I still had to take the regular paper-pencil assessments as if I were on campus taking the course. Since that time, online communication has improved tremendously and through the use of blogs, video conferencing, YouTube, Skype, live lectures, and class discussion posts, my online experience today is much different than in 2001. Dr. Siemens also stated, “The concept of interaction in an online environment has changed significantly”. I agree completely based on my experiences over the past 11 years.

I reviewed the following blog: http://blog.kbz.com/2011/10/moving-past-distance-learning-video-conferencing-in-academia/ and Hunting (2011) discussed the value of video conferencing to distance education. He stated that while video conferencing has been used by educators to connect with students remotely, there are three areas in which it can be a great benefit to higher learning institutions. Through the areas of research, administration, and interviews; Hunting shows how higher learning institutions can use video conferencing to save money and help benefit the school. I agree with Hunting that video conferencing helps colleagues “separated by geography” to be able to work together, it allows for different departments of the university to be able to get together to discuss budget issues and other administrative tasks, and interviews of subjects from around the world can now be conducted from the campus instead of having to hire teams of people to go out and conduct the interviews in person.

Another blog I reviewed http://www.mottobiz.com/2011/09/communication-tools-to-enhance-distance.html discussed different tools that can used in distance learning to communicate showing how communication has evolved. “Communication is critical in distance learning, and a more connected world means that many more people have the opportunity to participate in education that previously would have required them to all be in a single location” (Jariwala, 2011). Jariwala discussed three “mediums” that can be used in a distance learning setting for communication purposes: live lectures, classroom forums, and online assignment submissions. For me, I personally like how online learning has changed because it is more flexible since I do not have to attend a class once a week online and instead I can discuss with my classmates via the course’s page in our discussion posts each week. It has made it easier to be able to get a degree online with the busy demands of life. I also agree that by completing assignments using the technologies we are discussing is far more beneficial as an assessment than taking a paper-pencil assessment and submitting that to the professor. In the long run, I will learn more about the technologies available to educators if I use them to create assignments and then receive feedback versus answering questions about it on a test. I agree with Jariwala statement: “Learning online is a game changer when it comes to education.  Taking location out of the equation opens so many doors for students to learn and instructors to share” (2011).

References:

Hunting, B. (2011, October 17). Moving past distance learning - Video conferencing in acedemia
             [Web log post]. Retrieved from  http://blog.kbz.com/2011/10/moving-pastdistance-learning
             -video-conferencing-in-academia/

Jariwala, C. (2011, September 13). Communication tools to enhance learning [Web log post].
             Retrieved from http://www.mottobiz.com/2011/09/communication-tools-to       
             enhancedistance.html

Siemens, G. (2010). The future of distance education. Laureate Media. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6509797&Survey=
1&47=11068223&ClientNodeID=984645&coursenav=1&bhcp=1

The Next Generation of Distance Education - Module 1

Distance education is vastly changing and Huett, Coleman, Foshay, and Simonson agree that if we are going to meet the needs of learners, distance education needs to evolve.  The collective opinion of the authors is there must be effective training for teachers and better instructional design. Simonson states that in order to provide effective learning strategies in distance education, the learning experience must be equivalent to face-to-face instruction but not identical.  “Distance and face-to-face should: 1) have the same learning outcomes and 2) provide equivalent learning experiences to meet those outcomes” (Simonson, 2000). Foshay et al. proposes “the challenge for instructional design professionals is not only to evolve the field, but also to assure that the products of sound professional design practice lead the e-learning enterprise” (Foshay, Huett, & Moller, 2008).  I agree with both positions. Distance education needs to evolve just like face-to-face education constantly evolves. There must be effective and relevant training for the educators in distance education and better instructional design. Virtual High Schools are becoming the choice for many due to the flexibility and easy accessibility. Instructors must be effectively trained to design lessons that provide meaningful instruction similar to the traditional school setting.

References

Foshay, W., Huett, J., & Moller, L. (2008). The evolution of distance education: Implications for instructional design on the potential of the web. TechTrends: Linking Research and Practice to Improve Learning, 52(4), 66-70.

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