postings

I posted to:

Amusingmoose - http://amusingmoose.wordpress.com/

Creative Collaborations - http://lkortecc.blogspot.com/

Lutz-Blog - http://brandylutz.wordpress.com/

New Technologies

At the school in which I work, one of the technological resources used for instruction is the Interwrite pad. Many of the teachers embraced the value of its capabilities while others remained set in their ways and refrained from using the device. Although we were given professional development opportunities by administration, many still chose not to use the device. I however had no qualms in using the device because I had previous experience with many technological mechanisms and welcomed new ones to try. Because of my background, I knew that many of these devices were user-friendly and could rarely be broken through use. This was one of the major concerns with the teachers who chose not to incorporate the device into their instruction. Another major concern was change. Using the device in their instruction would disrupt their current routine and many of them were comfortable with their teaching methods. Additionally, they did not want to seem incompetent in front of their students if by chance something went wrong at the time of instruction.

If I were to use Keller’s ARCS model, to help change the motivation of these teachers to encourage success, I would first show them how the interwrite pad has helped me to free up some of my time and make the class instruction flow smoother. I would explain how it also helps with classroom management for various reasons like, you are able to move around the classroom and the visual usually keeps students’ attention to the instruction. I would then try to show them how it can be applied in their own classroom no matter what subject area they teach. Giving them examples in their own subject would enhance relevance. To build their confidence, I would let them experiment with the device and show them no matter what they do, there would be a way to undo their error. This would show them how user friendly the device is and make them feel at ease when using it. To make it all stick, I would provide them with cheat sheets to allow them resources to remember particular things they would like to do with the device within their instruction.

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

I posted to: http://mikedillon1977.wordpress.com/ and
http://brandylutz.wordpress.com/

Connectivism

How has networking changed the way you learn?
Networking has opened up my learning to a world of new possibilities. No longer should you expect to gain knowledge only from one arena. Most people think you can only learn in a school, at a workplace or maybe even a church, but everytime you interact, there is a possibility to gain some knowledge. It doesn't even have to be with a physical being, a form of technology can provide that same benefit.

Which digital tool best facilitate learning for me?
The digital tool that best facilitates learning for me would have to be, if I had to choose, search engines. They provide you with connections to so much information in which you can choose from. Using these tools, I have found technical information which allowed me to fix my computer and other electronics in my home. I have also used it to locate medical information in research of certain illnesses and found ways in which to deal with them. This is only some of the ways search engines have helped me obtain information.

How do you learn new knowledge when you have questions?
I learn new knowledge when I have questions by my favorite digital tool, the search engine. I normally go to ask.com or google.com to search for information. A lot of information can be retrieved from a search, but the important thing is to make sure the information picked is relevant information for the topic being inquired upon and that the other stuff that does not pertain is disregarded. I also make sure the information is from a legitimate source according to the importance of the reason the information is needed. In addition, prior to getting on the Internet and using search engines, I resort to my family members like my mother and father for their knowledge on things I believe they will be experts on. If they do not know, I could then go to other members of my family and friends, those who I believe can best answer the questions. However, one good characteristic about using the search engine for information is that it is confidential to a certain point. No one knows what information you are trying to acquire.

Blog postings

I posted to the following blogs:

http://lkortecc.blogspot.com/


http://durffsblog.blogspot.com/

http://kat-edtheory.blogspot.com/

Collaboration

Yes, I believe humans have the 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. Humans coming together is an instinct entrusted from birth. They naturally gravitate to others for bonding and acceptance. It is only natural that the same need will cross over into the area of work. "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). Wikipedia as an open forum for people to record what they have learned to through experiences and adjust their ideas by the new material being absorbed is a perfect way for humans to collaborate on an intellectual level. Wikipedia is an open source in which anyone can revise or add information to the data currently on the site, which makes it an ever changing, ever growing piece of work. Driscoll states, "new, particularly conflicting experiences will cause perturbation in these structures, so that they must be constructed anew in order to make sense of the new information" (2005, p. 388).

Constructivists purport collaboration and social blending as an integral part of learning in the constructivist method. "Because constructivists hold to these beliefs about learning and thinking, they emphasize collaboration as a critical feature in the learning environment" (Driscoll, 2005, p. 396). In constructivist theory, every member of the group brings an integral element to the group to solve and pull the puzzle together. Wikipedia allows for this to happen where members of the learning community can help others to learn.

Cognitivism as a Learning Theory

In reference to the blog conversation of Bill Kerr, Stephen Downes and Karl Kapp, I have taken a stance in which I believe there should be an even or equal part of all the learning theories in instruction and learning. Behaviorist and cognitivist learning theory are needed in many aspects of answering problems in society today. It may also be important at times for them to be used simultaneously. As Karl Kapp describes the scenario of the nuclear technician in response to a meltdown at the nuclear plant and his reactions to the crisis, there needs to be some cognitive knowledge along with some behaviorist knowledge involved in the solution to the problem. In many work related incidences there are problems that needs to be solved in specific ways but the cognitive knowledge learned allows a person to know when and which solution should be applied to the specific incidence. I believe the theories are chopped up into too many specific details, which detracts from them. Learning specific information and being rewarded for it is covered under the behaviorist theory, whereas understanding knowledge through comprehension would be covered under the cognitive theory. Learning should not be limited to a specific theory, it should be made up of all theories needed in the instance of instruction. What ever works for the type of knowledge or understanding needed should be used to get the job done.


In the blog, Bill Kerr spoke of all the isms that have come about with time. He spoke of the new ism, connectivism spoke of by George Siemens. Siemens explains, “connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories. Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual”(Siemens, 2004). The question is, is the information exchanged in the connectivism theory not information that began in the other theories like behaviorism, cognitivism or constructivism. If not for the knowledge that already exists in one or all of these theories, connectivism would not be, therefore, some cannot exist without the others and some should not exist without the others.


Kerr, B. (2007). _isms as filter, not blinker. Retrieved from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

Siemens, G. (2004). Connectivision: A learning theory for the digital age. Elearnspace. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm

Postings

I posted to :
http://amusingmoose.wordpress.com/
and
http://mikedillon1977.wordpress.com/

Metaphors of Educators

With the many facets of metaphors for educators, it is hard to decide which one best describes the role of educators. "All four models, then, share a common attribute of blending the concept of educator expertise with learner contruction"(Siemens, 2007). I tend to gravitate more toward the educator as concierge. " 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, 2007, P.17). An educator's job is to provide students with the opportunities to expand their knowledge by various methods of instruction. All learners are not the same and does not learn in the same way, so educators must profice a plethora of learning possibilities for their students. I believe this incorporates all other metaphors provided by Siemens, as what an educator should be. Another good example of a metaphor of an educator as coach. A coach does many of the jobs of others all in one and being a coach of education will allow guidance for all students in what ever area is necessary at the specific time.

Peer Reviews

I posted to:
Bill Goldstein, Andree Simmons, Latonya Simmons and Amy Cantymagli.

Video Presentation - Best Practices in Online Discussion Forums

Apple IPod Graphic Organizer Module 4

The Ipod Touch is a technological innovation that has been highly diffused. Many of our students currently have one or something similar. This tool does much of what a phone could do, but actually have a verbal conversation. Many of its apps can be adapted to fit in class instruction. It has access to the internet for collaboration and communication. It also has email or access to sites that allow interaction like Facebook and LinkedIn, and has apps like Twittelator Pro and Loopt for sharing videos and discovering places friends have been. Gps and travel apps can have a major impact in a lesson for a social studies class as would access to fitness and shopping sites in a math class. The Ipod could have a major impact on a classroom, it just needs to have that advantage discovered.







Retrieved from http://www.apple.com/ipodtouch/games-and-apps/

Post Comments

I commented on Bill Goldstein and Andree Simmons.

Technology and Media for Distance Education

Static and Dynamic Technology Used in Distance Education

Currently, distance education is mainly on the static level of interaction. Many of the things we do in the classes stem from streaming videos, audio and books. Discussion posts, blogs and email are mainly what is used to collaborate at this time. It will be very interesting to see how these classes would work using many of the dynamic innovations for distance learning. Dynamic media will redefine distance education. It will enhance the expectation of distance education for providing an environment of interaction of people from all parts of the world. Although this is true now, it is hard to feel that aspect of distance education while still working with static media. Once dynamic media starts to take off, there will be another face on distance education.

Module 3 Responses

principlesofdistanceeducationwaldenu.blogspot.com    Richard Wasserman
walden-crand.blogspot.com   Christine Rand

Storyboard Responses

andreesimmons.blogspot.com
nyharris.blogspot.com

Assessing Collaborative Efforts

"To place the needs of the group above those of the individual, some people fear entering into a community because they assume in doing so that they must submit to the will of the group"(Paloff &Pratt, 2007, p 28). The importance of building a community and collaborating must be emphasized to each member of the learning community in order for each learner to get the most out of the class. Although some members of the community may be hesitant to participate, they must understand it is a vital part of the online community and that they will be assessed the same as others for the work they have completed in the group. Going into the program, online learners should have known the requirements of participating in an online enviroment and if there were issues with conducting group activitites, maybe the online environment was not the right choice for these individuals. Instructors should, however, when grading take into consideration the levels of learners that are in the class. A learner who has little experience and has made major growth should be considered as having accomplished a lot. Assessments should be evenly divided into the various sections of the course for what is required in online classes giving learners who may be strong in one aspect and not another the same chances of making a well deserved grade in the class.



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

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

Swan, K. (2004). Relationships between interactions and learning in online enviroments. The Sloan Consortium.

Storyboard - Best Practices of Discussion Forums

Story Board for Best Practices in Online Discussion Forums Video


I. Introduction                                                                    Video of f2f class and online

II. What is an online discussion?                                          Definition slide

III. Educational Experience                                                 Video - 
a. Social Presence                                                               Hand shaking
b. Cognitive Presence.                                                         Student learning
c. Teaching Presence                                                           Educator teaching

IV. Timing                                                                           Time table
 a. synchronous
 b. asynchronous

V. Forums                                                                           Video of Logos of various forums
 a. Chats
 b. Wikis
 c. Blogs
 d. Email
 e. Skype (video conferencing)

VI. Similar aspects to f2f discussions                                     Video of rapid fire discussion in classroom
       What to expect

VII. Different aspects from f2f discussions                             Video of clock time moving and collaborative
        What to expect                                                              groups

VIII. Preparation for discussion                                             Educator Responsibilities
                                                                                            -Lists & Video preparation

IX. During discussion                                                            Educator Responsibilities
                                                                                            -Lists & Video of discussion

X. Post discussion                                                                Educator Responsibilities
                                                                                            -Lists & Video of Post discussion

XI. Outcomes, Student Behavior,                                          Student based
       Response and Learning    

XII. Key Note Speaker                                                        Speaker introduction

Module 2 postings

I posted to :

http://web.me.com/marsha.jones/site/blog/blog.html

http://andreesimmons.blogspot.com

http://billgoldstein.blogspot.com

Elements of Distance Education Diffusion

I agree with Siemens' view in that global diversity has brought a different aspect to corporate and educational spheres. The technology and advancements found in today's world of business and education has allowed for a new form of a melting pot to form. The ability to converse or get advice from persons across the world with in minutes, maybe even seconds, is an ability that could have only come from the onset of the newer and more innovative technology found today. Due to innovations like, the internet, email, blogs, discussion forums, skype and many other forms of technology, the world has become a smaller place. What would have taken ages to accomplish can now be done in an instant. Siemens states "greater contributions from experts around the world has made a major impact on distance education"(Laureate Ed, 2008). It is always good to hear many points of view on a subject when trying to form your own stance. Well informed decisions are the best to be made and global diversity allows for view points based on many different aspects such as culture, beliefs, educational backgrounds and experience, which are some among many.


Laureate Education Inc. (2008). Principles of Distance Education. Baltimore: Author.