Week 9 Learning Management Systems

“Edu2.0 offers a complete Web-based learning management system for public and private teaching, more than 10,000 shared online resources, and a range of networking and collaboration features--wikis, blogs, feeds, chat, etc. And it also includes assessments, attendance logs, grading, assignments, and many other features found in traditional learning management systems but without the cost of commercial systems and without the hassle of implementing an LMS from scratch. There is no cost for Edu2.0, and there is no advertising on the site. And, unlike many social sites out there, Edu2.0 is easy on the eyes and on the brain” (Nagel, 2008).

The use of Learning Management Systems has been growing by leaps and bounds. In a blog post by Kevin Jarrett, (he seems to be my go to guy, recently) he shares statistics on the recent growth of online learning communities. Distance learning, virtual charter schools, and online learning are becoming practical tools for use in education. Edu2.0 falls into this category as a free LMS that is chock-full-of functions and resources and allows for the delivery of online courses.

Check out Edu2.0 to see the list of features and possibilities in the virtual classroom.

Dave Nagel, D. (2008). Review of Edu2.0. The Journal. Retrieved October 31, 2008 from, http://grahamglass.blogs.com/main/2008/04/the-journal-rev.html

Week 8 Wireless Technology

The use of wireless technologies such as cell phones has become commonplace for adults and children of all ages. Most adults use cell phones as they were intended to be used, as a phone. Most students though, are cell phones power users and can text without looking at the keypad, take video and post to the web with a few clicks, and access calendars and web sites with ease. Keeping this in mind, a recent article written by Christopher Null, for PC World, highlights some of the newest technologies to be on the look out for. He mentions how developments in cell phone technology will make them even more commonplace than they already are.

“Applications to eliminate the need for a printout in nearly any situation are flooding the market. Cellfire offers mobile coupons you can pull up on your phone and show to a clerk; Tickets.com now makes digital concert passes available via cell phone through its Tickets@Phone service.”

With the arrival of wireless technologies that make our lives easier shouldn’t we consider taking advantage of a technology that is routine for students in an educational settings?

Null, C. (2008). 15 Hot New Technologies That Will Change Everything. PC World. Retrieved October 30, 2008 from, http://www.pcworld.com/printable/article/id,152683/printable.html

Week 7 Asynchronous Environments

Asynchronous learning environments place the instructor and learner in different places at different times while still providing the platform for them to learn. An opportunity for learning called the K12 Online Conference 2008 is an example of this asynchronous environment at work.

I responded to Kevin Jarrett's blog (a Walden instructor, computer teacher and technology facilitator in his school district) about this upcoming K-12 online conference that is available at no cost to participants.

Check out the K-12 conference schedule which boasts of innovators in the field sharing their knowledge and experiences in a multitude of disciplines. You can follow along using Twitter, video podcasts, audio podcasts or through a chat called Cup of Joe discussion groups. Each presenter has identified three essential questions relating to their session and these will be posted on a correlating presentation using VoiceThread. Participants are invited to asynchronously post their thoughts and responses to this discussion forum.

Being able to access information and process it on a level that is meaningful to you makes for a rich and relevant learning.

Week 6 Podcasts

Ewan McIntosh’s posts a blog on the usefulness of podcasts in the classroom and presents ideas on how to make the most of your podcasting experience. He suggests taking typical school announcements and kicking them up a notch by using tools like Garage Band and Audacity to add some pizazz to your work by including images and videos to podcasts.

He provides this link which gives instructions on how you and your students can jazz up your presentations. McIntosh states:

"Making a radio show, a regular podcast, that kids and parents can find on iTunes and listen to in their own time, has huge advantages of class presentations..."

The use of audio and video emerging technologies like podcasts and educational television creates a new level of interaction and experiences for our students. Traditional lessons have students listening to a teacher deliver instruction. With these new tools, students no longer need to be passive recipients of information they can become active contributors.

Open Source

A recent blog post by Jared Stein continues a conversation began by Darren Draper whose blog post I commented on last week. The discussions continue on open source materials and how open should open be. In our efforts to move adeptly into the 21^st Century of learning utilizing tools that are community created and educationally sound, when do we gently ask teachers to step to the side of the dais and begin supporting self-directed instructional strategies?

Stein asks, “What is not replaceable in teaching? What do we risk losing as we move more and more instruction online, as we realize grand dreams of open-courseware, self-directed learning communities, etc?”

How do we determine where the balance between open source and traditional practice should be? Do we embrace the advancements of current innovators and reach as far as we can? Or, do we play it safe and continue to practice in long-established fashion using tools that may become the relics that future historians unearth and use to determine how our culture taught their young?

Stein, J. (2008). Flexknowlogy Blog post. What is not replaceable in teaching? Retrieved October 4, 2008 from, http://flexknowlogy.learningfield.org/2008/10/02/what-is-not-replaceable-in-teaching/

CBT v WBT

In a recent blog post by Darren Draper, a Technology Curriculum Specialist for a school district in Utah, he reflects on predictions and comments made by teachers and ideas shared by David Wiley, a respected authority on Open Source Content, and Connectivism guru, George Siemens, on content delivery options.

“…the delivery of education via online courses will change the entire landscape of course development and control of the curriculum. Each academic field will supply its experts to help create the courses in that field. Once these courses are created, the notion that a teacher at a local school should be creating their own course no longer makes any sense whatever. (p. 19)”

Based on our discussions on computer based training (CBT) versus web-based training (WBT) we have narrowed the concepts to show the main differences being the manner in which information is delivered, processed, and produced. In CBT platforms students interact mainly with the computer as discover through learner controlled instruction and allows for the student to receive feedback that would normally be provided by a teacher. In a WBT platform the learning environment can provide an opportunity for myriad styles of learning and interactivity through simulations, web conferencing, video/audio tools, and online discussion groups.

The best case scenario using either option is designing a platform that is accessible to every student where they are and in the mode that best meets their needs. A curriculum that is well designed must be accessible not only in the classroom through direct teacher instruction but via computer or web-based for easy access for those who could benefit from its use.

References:

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

Drape’s Takes Bog post. (2008) Retrieved October 1, 2008 from http://drapestakes.blogspot.com/2008/10/hacking-curriculum.html