Talking Tech

Dynamic Asynchronous Learning

2009-02-08T16:53:00.000-08:00

Towards Dynamic Technology

2009-01-31T14:27:00.000-08:00

Movement from the static towards the dynamic end of the continuum requires flexibility and earnest resolve in restructuring pedagogical and instructional methods for the 21st Century and its learners. A teacher’s job is not only to educate others but to glean some wisdom for themselves. This may mean finding equilibrium between what has been done and what needs to be done. The tools of the trade have changed. Technology and its resources have provided new means of finding information and creating knowledge. In a static stage we remain fixed and predetermined in our ideas while dynamic interactions can be characterized by growth and progress.

Engaging Learners with New Strategies and Tools

2009-01-18T18:10:00.000-08:00

Teaching and learning in the 21st Century has evolved to include technological tools that facilitate collaboration in an online environment. Some of these tools provide authentic scenarios in which students can communicate with their peers and instructors. Siemens (2007) and Durrington, Berryhill, & Swafford (2006), posit that distance online learning can result in high levels of engagement when we reconsider the role of educators and the tools implemented with ‘millennial’ learners. Through use of tools that are already part of 21st Century students’ repertoire the strategies educators employ must include those which they are familiar with such as those mentioned in the graphic.

The overabundance of data available online presents the challenge of using the appropriate tools to sift through information in an effort to make a connection which results in new knowledge. The educational process can only be enhanced through the use of technological tools that have value in bringing students closer to experts in the field, current research, and significant learning experiences.

References:

Durrington, V. A., Berryhill, A., & Swafford, J. (2006). Strategies For Enhancing Student Interactivity In An Online Environment. College Teaching, 54(1), 190−193.

Siemens, G. (2007). “George Siemens - Curatorial teaching.” Retrieved on January 12, 2008 from http://learnonline.wordpress.com/2007/09/20/10-minute-lecture-george-siemens-curatorial-teaching/

Assessing Collaborative Efforts

2009-01-08T17:46:00.000-08:00

The evaluation of collaborative online work poses complications that can be mitigated by clear communication of goals and objectives. Palloff & Pratt (2007) state that, “involvement in collaborative activity creates a learner-centered focus that calls for learner-centered assessment, meaning that the student becomes the main resource for and source of assessment information” (p. 53). With the center of focus being placed on the student, the stage is set for students taking responsibility for their learning.

The first step to any successful collaboration is communication. Assessment of any type of project becomes meaningful when learners can reflect on their work and assess their own growth. Objectives, criteria, and tasks should be outlined and project expectations including essential information must be communicated. This includes scheduling requirements, technological support and being made aware of communication options with the instructor and other students. With these spelled out the instructor can determine assessment protocol and rubrics. These tools should be easily accessible to students. Students can become familiar with how their projects will be assessed including the specific assessment tools.

“The learner-centered environment is widely accepted as the optimal educational paradigm. This paradigm implies that the student themselves are the primary learning resource” (Byers, as stated in Palloff & Pratt, 2007, p. 53). As the focus of the educational leader shifts from teacher to student, unwilling participation becomes self-sabotage. A teacher's role turns into that of a motivator and facilitator, encouraging students to work to their potential. Highly motivated students can be challenged further while instructor and classmates can lend support to less than motivated students.

Assessment that is not based on a well developed foundation of goals, objectives and expected learning outcomes may fall short of the desired results. It is the supportive and collaborative partnership between instructor and student that will ensure meaningful assessment of stated objectives.

References:

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

Palloff, R., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco: Jossey-Bass.

Siemens, G. (Speaker). (2008). Assessment of collaborative learning (Transcript of Video Program). Laureate Education, Inc.

Story Board for Video Presentation

2009-01-03T17:47:00.000-08:00

My story board can be found at this Flowgram. Preview and feel free to leave comments and recommendations for improvements.

Distance Education Module 2

2008-12-27T14:38:00.000-08:00

250 million years ago the earth existed as a supercontinent which would fragment to become what we recognize as the present day continents of the world. Exploration then led to the discovery of the New World. No longer were misconceptions allowed to stand, we could discover new truths. We were once joined in a way that would have made communication facile if we had the technology to support it.

As the world expanded new opportunities arose for communication between worlds. Information was limitless yet difficult to harness. There was a need to connect the dots between the bits of information. George Siemens proposed that a theory called Connectivism could result in greater knowledge building, especially in this new era of technology. Tools such as those used in distance education had latent strengths to facilitate these connections.

Siemens’ ideas on distance education placed an importance on elements that distinguish distance learning and give it the potential to make learning increasingly valuable. Siemens (2006) discusses the idea of global collaboration in his e-book, Knowing Knowledge. He states “as everything becomes connected, everything becomes transparent” (p. 73). The lack of geographic limitations means that global conversations are no longer restricted by physical space. We can connect with tools like Skype, instant messaging, wikis, blogs, and online publishing. As soon as new information becomes available it can be communicated. “Knowledge flows in real time” (Siemens, 2006, p. 74).

We now have the technology to support communication between vast places. The former pangaea of joined bodies of information has separated to become individual entities building personalized specialties nodes. Knowledge rests on these forces coming together in collaboration and distance learning may become the bridge that supports building those connections.

References:

Siemens, G. (2006). Knowing knowledge website. Knowing knowledge book. Retrieved September 6, 2008 from, http://www.knowingknowledge.com/book.php

Siemens, G. (Speaker). (2008). The future of distance education. Video. December 19, 2008, posted to Walden University Web site: http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=3206859&Survey=1&47=4198219&ClientNodeID=984645&coursenav=1&bhcp=1

Evolution of Distance Learning

2008-12-12T20:36:00.000-08:00

Is there a need to evolve distance education to the next generation? That would be similar to asking if we should make ready our old television sets to go digital. While some may want to hang on to what is old and familiar, the outdated tools may no longer work efficiently in today’s environment. Distance education is not a new concept but one that has experienced much growth within it’s more than a hundred years of existence. Simonson (2000) describes its history as growing from correspondence study to open universities to the use of the Internet to deliver content. He distinguishes, using his equivalency theory, that distance education is not identical to face-to-face education but it is the equivalent in that the same learning outcomes should be achievable.

Moller, Foshay, Huett, and Coleman (2008) suggest that there are implications for the instructional design of distance learning programs. Although research is still necessary on the "factors that ensure successful teaching and learning", (p. 65) there are still benefits that supersede the stigma attached to e-learning that demonstrate interest and positivity from faculty regarding distance learning.

Carefully structured models of distance learning could include a combination of methodologies that address some of the shortcomings of distance education such as student isolation. Simonson (2008) and Moller et al. (2008) agree that the advancement of distance education should include a supportive and collaborative effort between designers and educators to plan and influence environments that promote engaged teaching and learning at a distance.

Distance learning can arguably be seen as a sweeping initiative or as a long-term goal in education. There are no clear statistics that indicate whether or not its success is imminent. What is agreed upon is that there is a need to foster education in nontraditional environments that meets the needs of various learners. Distance learning appears to provide education that is accessible and if carefully designed, can provide meaningful learning experiences that are free of static, has a variety of channels, and can be turned on at all hours of the day.

Resources

Anderson, T. (Ed.) (2008). The Theory And Practice Of Online Learning (2nd ed.). Edmonton, AB: Athabasca University Press.

Moller, L Foshay, W., & Huett, J. (2008). 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.

Moller, L Foshay, W., & Huett, J. (2008). The Evolution Of Distance Education: Implications For Instructional Design On The Potential Of The Web (Part 2: Higher Education). TechTrends, 52(4), 66-70.

Huett, J., Moller, L., Foshay, W & Coleman, C. (2008). The Evolution Of Distance Education: Implications For Instructional Design On The Potential Of The Web (Part 3: K12). TechTrends, 52(5). 63-67.

Simonson, M. (2000). Making Decisions: The Use Of Electronic Technology In Online Classes. New Directions for Teaching and Learning, 84, 29-34.

Simonson, M. (2008). (Video podcast) Distance education: The next generation. Accessed December 4, 2008 from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=3206859&Survey=1&47=4683208&ClientNodeID=984645&coursenav=1&bhcp=1

Simonson, M. (2008). (Video podcast) Equivalency theory. Accessed December 4, 2008 from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=3206859&Survey=1&47=4683208&ClientNodeID=984645&coursenav=1&bhcp=1

Emerging Tech Podcasts

2008-11-16T16:12:00.001-08:00

Week 9 Learning Management Systems

2008-10-31T11:02:00.001-07:00

“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

2008-10-31T10:01:00.000-07:00

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

2008-10-14T17:31:00.000-07:00

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

2008-10-14T16:20:00.000-07:00

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

2008-10-06T09:19:00.001-07:00

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

2008-10-01T08:40:00.000-07:00

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

Blogs and Wikis

2008-09-30T14:12:00.000-07:00

Picture this: Gales winds of up to 80 mph hit the city knocking out power lines and leaving hundreds of thousands of dwellers without power some for more than a week. It is hard to image needing to be so connected that within a week you feel like the world has experienced major new developments and you have missed out on the discussions that have ensued.

The power of blogs has been what has kept many Cincinnatians feeling connected and in the know. After Hurricane Ike’s remnants hit the city finding a power source to plug in your computer to get the latest news was probably similar to the way miners felt when they struck gold. Being able to hear first hand what was going on around the city from those who were experiencing it was more valuable than hearing from the energy company on when power was going to be restored, “It won’t be looong!”

In education and training the use of blogs adds a new dimension to the discussions going on. We are hearing from different sources piquing the interest of new listeners. Blogs and wikis have added a unique dimension to the discussions that are occurring in fields and the contributions individuals are making are being valued and heard. Using these dynamic tools makes the discussion of whether a tree falls in the forest worthy of having.

Spelunking and Adventure Learning

2008-09-11T16:01:00.001-07:00

As I read Walczak’s (2002) article on Adventure Learning what resonated most were the images of the young girl learning through her exploratory experiences. Being a person who learns best through physical engagement much of my schooling is a blur of regurgitated material, praise, and good grades.

Fast forward to a recent trip I took to San Antonio where I seized the opportunity to visit the Caves of Sonora, rated as one of the top ten most beautiful caves in the United States by the Adventure Travel and Outdoor Recreation Group (GORP).

For me the experiences described in Walczak’s article on Adventure Learning and going spelunking, bore a striking similarity. Certainly, the difference of one being situated in a futuristic setting and the other in terrain that has been in existence for millions of years makes no difference because the parallels between the two are compelling. A few of them, as I see it, are as follows;

Education should be a full contact sport. Learners should participate in meaningful experiences which engage all of the senses. The cavers of yesteryear tacitly knew that the only way they could really understand the cave system was to get in the cave. They put themselves underground, immersed themselves in the environment, looked, listened, and learned. Cavers know caves from their experiences not from what they have read. In the future, learning may have to be a throw back to the wisdom unearthed by cavers which is, the best way to learn is to get down and dirty with your topic.

Reference:
Walczak, D. (2002). Encompassing education, pp. 60-64, In Department of Commerce. (2003). Visions 2020: Transforming education and training through advanced technologies. Government Report. Retrieved September 1, 2008 from, http://www.technology.gov/reports/TechPolicy/2020Visions.pdf