Day 1

Course Introduction

Asynchronous vs. Synchronous Interactions

Hi! Here is my video presentation!

MindMap

After reading the Moller article, I would have to say that I am in the middle of the Static-Dynamic continuum. I am still getting used to podcasts as a way of downloading information. I primarily use iTunes, but with the Walden courses, I have gotten the chance to download the video resources on to my iPod. Even though instruction through this means is considered to mimic that of a lecture, it is the type of instruction that I am the most used to as a student, and as a teacher.
According to Moller, “middle technology allows learners to interact with the content, new knowledge is created through analysis and argumentation.” (Moller, 2008) By taking courses through Walden, I have been exposed to using Wikis, blogs, and discussion boards. Since I have had the chance to utilize these applications, I have learned ways to incorporate them in my teaching. (I often reflect on how they could help others close to me to improve their work and studies as well.)
My ultimate goal is to be in the dynamic continuum of technology. I have a few ideas of what I would like to do in the future in creating online courses for foreign language courses as well as other courses. I know that there are a lot of exciting things that can be done with virtual simulations in these settings, like visiting The Louvre museum in Paris.
This course has given me clarity in the two different types of online distance education, asynchronous and synchronous. I have also learned that hybrid courses are equally beneficial for instruction. It appears that these types of courses are rare, and would be interesting to create, especially in my field. As I finish my lessons in educational technology, I expect to be able to be well versed enough to create challenging and innovative courses.
Moller, L. (2008). Static and dynamic technological tools. [Unpublished Paper].

Blog Posting: Engaging Learners with New Strategies and Tools

In online distance education, the courses must be learner focused in order for true academic achievement to be attained. Technological tools can provide a vast amount of ways to implement strategies that will ensure learner success. When learners are engaged and enjoy what they are doing, they will in turn benefit from the course. According to Durrington (p. 191), “The research in both traditional and online contexts suggests that student interactivity contributes to positive student learning experiences and is a key to effective instruction.” Thus students who feel comfortable, will be willing to share experiences with classmates, which allows for successful collaboration.

In addition to creating the environment and preparing learners for successful collaboration, the important factor that must be implemented is the content of the course. It is necessary that the instructor not only be well versed in the content that he/she intends to facilitate, but that he/she does so in a clear manner, i.e. syllabus. When objectives are shared with learners, they know what to work for and what to expect from their learning as well.
Siemans, spoke of the teacher being like a curator in a museum in his podcast, Curatorial Teaching. He discusses the need for teachers to become Guides of learning and not mandate what learners need to know. Students have greater access to information through this guidance, thus becoming “wayfinders” in the process.
The following technological tools and strategies are examples of what learners use outside the classroom that would be beneficial in the educational process:
Content:
a. Instructor involvement—emails, Skype, video, and podcasts allows for communication with the class
b. Online libraries—references available online, hosting ebooks, journals, and databases allows for easy access by the students
c. Journals—professional organizations publish journals that can be retrieved online for student review
d. Podcasts—audio or video speeches or commentaries can be downloaded to the computer or Ipod for convenient viewing/listening
e. Videos—speeches or commentaries, allows for students to visually learn the subject area
Communication:
a. Skype—instant messaging or video conferencing, allows for instant communication
b. Email—text messages sent and received at convenience
c. Chats—similar to instant messaging, group messages posted and each member can respond
d. Usernet—based off of email, large group gathering space, can be broken into smaller groups
e. Text messaging—text messages sent via mobile devices for instant communication
Collaboration:
a. Wikispaces—group/team working area where members can review each other’s work.
b. Whiteboards—chatting area, slide shows, and podcasts
c. Class Cafés—areas for students and instructor to freely discourse
d. Discussion Boards—area where students respond to a question and other students’ opinions.
e. Blogs—area where students can post their responses to a question or theme, or an area of interest. Others can comment on their posts.

Durrington, V. A., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190−193. Use the Academic Search Premier database, and search using the article's Accession Number: 19754742

Storyboard again

Ok, this only took me 2 1/2 hours to figure out!!!! the slides have shifted, but its a start!

this is the url which should work now!
http://docs.google.com/Presentation?id=d6rg4sz_0fszhhrgc

http://docs.google.com/fileview?id=F.e75d24c7-64c7-471b-9b7d-de8ef6b7a976

My storyboard is on power point right now, but I will be changing it!

Click the link above

Elements of Distance Education Diffusion

Element: Communication
Communication in the work place and in education has evolved in a vast amount of ways. Face-to- face communication is not the only way anymore. Today people can communicate through email, instant messaging, Skype, cell phones—and smart phones, world wide web, video and other multimedia technology as well. Some specific online tools that help to facilitate the evolving of communication are blogging, Skype, and video like found on YouTube.
The website IT Knowledge Exchange, has a section for educators to blog about educational technology. This is an example of communication evolving. Teachers can share experiences of technology with other teachers online.
In the section entitled: Our Latest Discovery, there is a blog entitled Open educational resources (OER): Creating an online education commons worldwide, posted by: Alexander Howard. He informs the reader of “globally accessible commons for educational materials.” (Howard, 2007) He shares different sites that teachers can visit to acquire free material. This kind of exchange is usually done in the teacher’s lounge or at a conference. The blogging makes it happen online.
Another form of communication evolving is through YouTube. On YouTube, patrons can create videos and share them online. In the blog entitled: Stick to Omnisio: Imagining the Next Generation YouTube Presentation Service
Posted by: William Peterson , he shares ways to expand video communication online. With Google’s purchase of Omniso, a small California-based startup that’s focused on making online video more useful and collaborative, more exciting ways of communication can be created. (Peterson, 2008)
One final example of communication was found in a blog by: Shamus McGillicuddy, entitled: VoiceCon keynote: Kraft Foods UC vision includes Avaya and the iPhone. This blog is very interesting! A manager in Kraft Foods, Tom Behnke, spoke of a pilot project that his office is a part of. To show how communication of the future will look like, “… he engaged AT&T to come in and build an in-building cellular system so that he could deploy iPhones to every employee.” (McGillicuddy, 2009) This innovation would be very exciting in a classroom! Maybe one day!


Howard, A. (2007, May 29). Our Latest Discovery. Retrieved June 17, 2009, from IT Knowledge Exchange: Get Answers from Your Peers: http://itknowledgeexchange.techtarget.com/whatis/open-educational-resources-oer-creating-an-online-education-commons-worldwide/>

McGillicuddy, S. (2009, April 1). VoiceCon keynote: Kraft Foods UC vision includes Avaya and the iPhone. Retrieved June 17, 2009, from IT Knowledge Exchange: http://itknowledgeexchange.techtarget.com/unified-communications/voicecon-keynote-kraft-foods-uc-vision-includes-avaya-and-the-iphone/

Peterson, W. (2008, August 13). Stick to Omnisio: Imagining the Next Generation YouTube Presentation Service. Retrieved June 17, 2009, from YouTube: http://itknowledgeexchange.techtarget.com/business-presentation/stick-to-omnisio-imagining-the-next-generation-youtube-presentation-service/

The Next Generation of Distance Education:

After reading the articles and viewing the videos it is clear to me that the general sentiment is that there is a need to evolve distance education to the next generation. The main similarity of the given perspectives is that educators need to understand that distance education is not what Moller et al., (2008) refer to as a “craft approach” to instruction. “The craft approach, an individual teacher fully designs and develops the course and the related materials based on what has worked for him or her in the traditional classroom and puts it on the web (Moore & Kearsley, 1996). However, models of classroom instructional delivery and models of online delivery systems are vastly different; they should not be seen as one and the same. Taking what one is familiar with and/or using what works in one environment and simply duplicating it in a new environment can lead to limited positive results.” (Moller et al., 2008, p.67)

Distance Education (asynchronous) is a completely different method of instruction than traditional synchronous (in class) instruction. Simonson’s equivalency theory emphatically explains that these two entities are separate but equal, and should be treated in this manner. “Thus, the goal of instructional planning is to make the sum of experiences for each learner equivalent and to select instructional technologies that store and deliver the learning experiences effectively.” (p. 30 Simonson) In my opinion, this is the basis of why there is a need for changes. Another factor that was pointed out in the Moller et al readings is that the current traditional style of instruction is not totally effective. (Moller et al., 2008, p.67) Given this reasoning, distance education (online) is an alternative to traditional education. Thus the style of instruction and learning must be different to successfully reach the student who perhaps is looking for a different way to thrive. This also is the foundation for how the changes should occur. Simonson’s approach did not go in the direction of the failures of the traditional systems outcomes, but more of how there is a definite need to make online learning student centered.

In Simonson’s video, “Distance Education: The Next Generation”, he gives his definition of distance education: “Distance education is defined at least by Mike Simonson as formal education that is institutionally based where the learning group, the teacher, the students, and the resources possibly are separated not only by geography but sometimes by time, sometimes by intellect. And where technologies, instructional media and communication technologies are used to link the resources, the teacher, and the learner.” With different views of what distance education is, and how it should be implemented, this further proves that distance education must evolve.

References

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.

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.

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

Simonson, M., Speaker “Distance Education: The Next Generation”. Laureate Education, Inc.

Simonson, M., Speaker, “Equivalency Theory”. Laureate Education, Inc.