RVWright

Addressing the Digital Divide

2010-08-22T20:27:00.000-07:00

What is the Digital Divide? According to the International Telecommunications Union, (Digital Divide: What it is and why it matters) "Digital Divide" refers to the gap between those who benefit from digital technology and those who do not. This website explains socioeconomics reflecting on the benefits of technology on the wealthy in contrast to lower income people. The following is suggested: “Thus giving to the poor digital technology that has been designed for the rich may actually add to the causes of poverty and accelerate the exodus of the rural poor into cities already bursting at the seams. “ (Digital Divide: What it is and why it matters) This is true if there is a lack of education that supports the technology, and a lack of cultural understanding by the educators.

As a leader in educational technology it is my responsibility to support the school systems, the education associations, and the communities to push for improvements in quality education, and in quality technology resources. Equal access to technology needs to be provided, and so must the quality of education to utilize the technology.

In providing a quality education, it means that there must be an understanding and appreciation of the cultural and societal differences. Dr. Thornburg (2009) states, “When bringing in technologies to other countries, we must understand the cultures to see what technologies are appropriate given their realities. In all of our studies as educators we have learned that in order to make a difference in the level of learning that a student acquires, we must draw from their prior knowledge and their cultures. When students see how a lesson or a topic affects their lives, they will appreciate how to benefit from the emerging technology. It shows them that the emerging technology is not taking anything away from them or making them compromise their livelihood. It is here in my role as a leader in educational technology that I must make learning and the learning of technology (or with technology) meaningful to diverse students—to all students.

I really like the quote by William Gibson: “The future arrived; it just wasn't equally distributed.” I can’t help but think that; “ Education arrived; it just isn’t equally distributed,” is a quote that the former cannot exist without.

Thornburg, D. D. (2009). Diversity and globalism. [Vodcast]. Laureate Education, Inc. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4199715&Survey=1&47=5797856&ClientNodeID=984645&coursenav=1&bhcp=1
Digital Divide: What it is and why it matters. (n.d.). Retrieved August 22, 2010, from Digitial Divide.org Ushering in the Second Revolution: http://www.digitaldivide.org/digitaldivide.html

Red Queens and Increasing Returns

2010-08-12T14:50:00.001-07:00

I first searched the library online to reserve a copy. The problem with this was that it would take a few days for them to remove it from the shelf and put it on hold. The other problem was that most copies were in VHS format. I could have chosen this option, since I have a VHS/DVD player, but I prefer the DVD. Also, it just would have been faster and easier to go to the store directly and check it out in person. I thought about digitally downloading it, but I couldn't decide which movie I wanted to watch. So I did a search on Blockbuster's inventory and found out which movies they carried and at which location I should go to. I found one close location that had 3 of the 4 movies which gave me options. So I rented all 3 of them, and decided later which one to watch and review. Also, I chose to go to the store because I like to get out of the house and just browse through the selections.

The DVD has the advantage of being portable, and of being able to be kept and stored. It is hard for me to look at these two technologies as being representative of increasing returns because ultimately, the digital downloads would be copied and stored on a DVD. I think that it is an example of Red Queens for the DVD. It must compete with the convenience of downloading a movie directly to your computer or Xbox 360 or Wii. Blockbuster and Netflix realize this. With their services, you not only can digitally download a movie, but you can still rent DVDs and have them delivered directly to your home via the mail. You don't have to drive to the store to rent a movie. You can simply go to your mailbox. I think that this is where the DVD is running and running trying to keep its usefulness apparent to the public. With a couple of DVDs that I have recently rented, there are two in the case, one which is the movie, and the other which is in a digital format to be shown on the computer.

The digital downloads seem to be in the "enhances" quadrant, improving the speed of which to view a movie, but it doesn't completely improve the DVD because it lacks portability. The DVD is still in the "rekindles quadrant", as it rekindles personal recording, and motion picture recordings that can be stored and viewed many times at home.

http://www.netflix.com/HowItWorks

http://www.blockbuster.com/download/ondemand101

Thornburg, D. (2008c). Red Queens, butterflies, and strange attractors: Imperfect lenses into emergent technologies. Lake Barrington, IL: Thornburg Center for Space Exploration.

The Disruptive Power of Second Life

2010-07-28T17:00:00.000-07:00

“There are so many things that we would like to do in real everyday life, but can’t because of limitations.” – Philip Rosendale, creator of Second Life

Disruptive technologies are examples of emerging technologies that develop spontaneously and replace current technologies. These new technologies are often creative and exciting. They involve creators who take chances and do not think like the norm. In his video, Rosendale described himself as a person who has these interests. The concept of Second Life lives up to the definition of disruptive technologies as well. It is a cyber life that allows people to assume a new and different life that they create and control via the web. This concept takes people’s thoughts and ideals above and beyond normal perspectives of life. The limitations of the imagination are challenged and people begin to act on their perspectives.
One attraction to Second Life, is that people need a form of escape. If you look at the different ways people try to escape the realities of their lives, they can be negative escapes like drinking and drug abuse or they can be positive like exercise, meditation or vacationing. In the world of Second Life, there is no need for these things to be “forms of escape”, but simply parts of life, if chosen to be so.
Another attraction to a virtual life is the control that someone can have over their own life. Through creativity and imagination, a Second Life user can enter a world that they have dreamed of, but in reality are too afraid to venture.
In the Rosendale video, he spoke of the game “Dungeons and Dragons” as being a game that he played but needed more from. This could be one innovation that Second Life has replaced, however given the fact that it is a disruptive technology, I don’t believe that it has truly replaced any one technology. Another possible technology would be story writing: fiction, fantasy and science fiction for example. Here Second Life is a visual replacement. I would venture that like there are other types of virtual worlds in existence now, Second Life will be replaced quite soon, in the next 2-5 years, due to its popularity and the need to grow bigger and better.
Social benefits
A final example of an attraction to Second Life is that the users can also start again or do something again. Real life does not allow one to relive an event from the past and change it. In a virtual world one can do this. This could be a positive way that allows people to reflect on their actions and thus think about how they will interact with others in the future.
In the field of World Language Education, virtual worlds open up many possibilities for exploring countries and cultures. People can get a visual and auditory glimpse of what life is like. They could even get a chance to try out their new language skills and make mistakes without feeling intimidated by making mistakes with real people. San Francisco-based Linden Labs (which runs SL) leading the pack. Linden says more than 100 virtual islands have been bought within its world for education purposes. (Nuthall, 2008) All areas of education will benefit from the possiblities of virtual life.

My personal views of Second Life? I don’t have a lot of interest in virtual worlds. I can see the advantages, which I pointed out, but I have a fear that people will not use this responsibly and it will open the doors to many negative experiences. I can only hope that this won’t be true.

Suggested Link: www.simteach.com

Nuthall, K. (2008, January 20). US: A disruptive technology arrives. Retrieved July 26, 2010, from University World News: www.universityworldnews.com/article.phy?story=2008117162121373&mode=print

Rosedale, P. (2008). Second Life [Video]. Retrieved from http://www.ted.com/index.php/talks/the_inspiration_of_second_life.html.

Thornburg, D. D. (2009). Disruptive technologies. Laureate Education, Inc. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4199715&Survey=1&47=5797856&ClientNodeID=984645&coursenav=1&bhcp=1

Rhymes of History Technology

2010-07-15T17:56:00.001-07:00

The Digital Voice Recorder

The Digital Voice Recorder is a technology that is an example of the evolution of several technologies that shared the same theme in history, audio recording! Throughout history, there has always been an invention of recording voices and music for society to listen to repeatedly at their leisure. It could be used for note taking, lessons, or simply for the listening pleasure of stories and music.

Various technologies have been invented to be portable and capable of storing a lot of material. The technologies that I immediately think of that the digital voice recorder has evolved from are the 8-track tape, the cassette tape, and of course the LP. These technologies were evolved from the phonograph and the gramophone back in the 1800's. All share the theme of being able to record and to playback audio recordings.

Growing up, I remember that my parents had the 8-track tape player, (invented in 1965) in the car and we would sing along with our favorite music groups. (William Lear, 2010) This later became the cassette tape player. As a language teacher, I have used cassette tapes, audio CDs and MP3 players to play the audio lessons that support our text. My colleague still pulls out a record player and plays music in Spanish for her students! They just look at her in awe, questioning this strange contraption!

Today, the Digital Voice Recorder can perform multiple actions. In the example of the Sony Memory Stick Duo Voice Recorder, one can find features such as a voice recorder that organizes and edits recordings in 340 folders. This means that I can record my students during oral examinations. I can record myself to create podcasts for my courses, all on one device. There is even software for sending audible emails—with an attachment! A completely new and innovative idea! (Memory Stick Duo Voice Recorder, 2010) Some digital voice recorders offer the feature of MP3 players and recorders, I have one that does this and it didn't come close to the cost of this Sony Memory Stick!

The digital voice recorder can be added to the long list of technologies that have been produced to provide society with voice and musical audio recordings.

References:

Bellis, M. (2010). Photo Gallery - Gramophone & Emile Berliner. Retrieved July 15, 2010, from About.com Guide: http://inventors.about.com/od/gstartinventions/ss/gramophone.htm

DVD: Laureate Education, Inc. (2009). Emerging and future technology. Baltimore: Thornburg, D.

Emile Berliner: The History of the Gramophone. (2010). Retrieved 14 July, 2010, from About.com: http://inventors.about.com/od/gstartinventions/a/gramophone.htm

Memory Stick Duo Voice Recorder. (2010). Retrieved 15 July, 2010, from Sony Electronics, Inc.: http://www.sonystyle.com/webapp/wcs/stores/servlet/ProductDisplay?catalogId=10551&storeId=10151&langId=-1&productId=8198552921665927715

William Lear. (2010). Retrieved July 14, 2010, from About.com: http://inventors.about.com/library/inventors/bllear.htm

Emerging Technologies Tetrad

2010-06-29T17:00:00.000-07:00

Smartphone:

The Smartphone does more than just allows you to communicate with other people. According to the Back 150 timeline website, (Imagining the Internet: Back 150 Timeline) the phone's purpose was to "bring people closer together, decreasing loneliness and building new communities;” The smart phone takes this a step beyond, by allowing communication to also take place through emails, using wireless internet connections. Cassavoy (2010) states, "a smartphone is a device that lets you make telephone calls, but also adds in features that you might find on a personal digital assistant or a computer--such as the ability to send and receive e-mail and edit Office documents, for example."

This technology replaces the cell phone and ultimately the telephone itself. The smartphone rekindles a cluster past technologies. The telegraph and the telegram, were important ways to communicate with people from great distances. I would think that the French would feel that pigeons sending messages would be an important past communication that should be included in this cluster too! The lost art of letter writing would be another technology that the smartphone replaces with its email application. Finally, the keyboard on the smartphone is a small replica of the typewriter.

In the future, the smartphone could continue with all the smartphone applications plus word processing and multimedia project applications, like PowerPoint, video projects, and word processing. This technology will be so sophisticated that one would not even have to type, but simply speak and the future pda will create the projects and do all the typing!

Cassavoy, L. (n.d.). What makes a Smartphone smart? Retrieved June 28, 2010, from About.com: http://cellphones.about.com/od/smartphonebasics/a/what_is_smart.htm

Cassovoy, L. (2010). Before You Buy: Which Operating System Works for Your Smartphone? Retrieved June 28, 2010, from About.com: http://cellphones.about.com/od/smartphonebasics/bb/palm_or_windows.htm
Cha, B. (2010, June 24). Cnet reviews: Best Smartphones. Retrieved June 29, 2010, from http://reviews.cnet.com/best-smartphones/

Imagining the Internet: Back 150 Timeline. (n.d.). Retrieved June 28, 2010, from Elon University/Pew Internet: http://www.elon.edu/docs/e-web/predictions/back150years.pdf

Telegram. (n.d.). Retrieved June 29, 2010, from Ask Image Search: http://www.ecommcode.com/hoover/hooveronline/hoover_dam/politics/thumb/046tn.gif

Telegraph. (n.d.). Retrieved June 29, 2010, from American Inventors and Inventions: http://www.150.si.edu/150trav/remember/r819.htm

Typewritter. (n.d.). Retrieved June 29, 2010, from Ask.com Image Search: http://i16.photobucket.com/albums/b13/tonightwedance1/typewritter.jpg

An Emerged Technology

2010-06-17T20:21:00.001-07:00

Although audio CDs have been around for quite some time, it wasn't always used in the World Language classroom. The cassette tape was used for building listening comprehension skills. In my building, CDs replaced the cassette tape in 2003 because it was time to adopt new textbooks. Not only are the CDs a more modern use of technology, but the sound quality is much clearer. The students were able to practice their listening comprehension, and improve their own pronunciation as well. The website Omniglot, best explains how foreign language learning takes place in various courses, "together with cassettes or CDs with recordings of most of the dialogues and some of the exercises. Most of these courses are suitable for beginners. Intermediate-level courses are also available for the more popular languages, such as French, German, Russian, Spanish and Italian." (What's the best way to study?, 1998-2010) As a result, students are able to communication with native speakers.

With the cassette tape, you lost a lot of instruction time while searching for the correct section to play for your students in class. The CD's allow you to go straight to the track and play what is needed right away! The students appreciate the use of the CDs, and whenever I ran into a problem with locating a track or fast forwarding, I could always rely on my students to come to the rescue!

The problems with the CD's are that there are several of them that come with the textbook; they come in a huge binder. One must be well organized and keep up with them, if you're not, then forget it! Also, teachers would be required to share them, which would become another problem. What if you both needed a particular CD at the same time? The other problem is when a CD is scratched; it takes forever to get it replaced, if you can't fix it yourself.

The listening CD would be better if it were smaller and able to hold more content to reduce the amount of CDs that accompany the text. If the CD's could be created without the possibility of scratching that would be really ingenious! I think that these may be ways to improve an already good technology! In the meanwhile, the World Language Department is now moving towards MP3 players.

References:

Holt McDougal -French. (2010). Retrieved June 16, 2010, from Houghton Mifflin Harcourt: http://holtmcdougal.hmhco.com/hm/series.htm?level2Code=MSIB10015&level3Code=4_FR

Holt McDougal World Language Catalog 2010. (2010). Retrieved June 17, 2010, from Houton Mifflin Harcourt: http://vihmh.impelsys.com/hmhcatalog/index.php?catalog=2/5/0

What's the best way to study? (1998-2010). Retrieved June 17, 2010, from Omniglot: Writing Systems & Language Learning of the World: http://www.omniglot.com/language/how.htm

New Technologies

2010-05-12T09:43:00.001-07:00

I have recently joined a non-for-profit organization that encourages the study of French. We offer courses for children through adults, at all levels of instruction. In one of our planning meetings, we were discussing ways to improve enrollment. I suggested incorporating more technology. I even gave some suggestions that I use as a classroom teacher. The other teachers became very resistant, and told me that our classrooms weren't large enough, and weren't equipped with computers or wireless capabilities like those in the public schools that I am used to. They also said that they just didn't see how it would work because the videos that accompany the texts are not well received. I have requested to observe their classes, so that I can get a feel for the students and the environment. At the same time, I found out that no, there aren't any computers, but yes there is a wireless capability. So I am currently suggesting that we create a survey of the current students and members, to learn what their technology experiences are. Do they use social networks? Do they Blog or use Skype? Are they familiar with PowerPoint or Movie making applications? And of course, do they have a laptop and an iPod? (Capturing the attention of the students.)When I explained that by incorporating these technologies, (enhancing the relevance),it could very well take some of the pressure off of the teachers, and allow them to step back and allow the students of our classes to gain some control of their learning, it began to appeal to them. (Building confidence, and generating satisfaction). (Driscoll, 2005, p.339) We are in the process of using these strategies for stimulating motivation, but I am positive that Keller's theory will prevail!

Rosetta Stone is an example of how Multimedia is incorporated into language instruction.

References:

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

Connectivism

2010-04-28T10:47:00.001-07:00

These connections facilitate learning through communication. Learning is also facilitated through knowing how to both access and use these forms of communication. Knowledge is gained with the practice of using the different applications in multiple situations. For instance, I am able to learn what my children need for their studies and their games, through email, websites and phone conversations with their teachers and coaches. I am able to learn how to budget, and plan for fun activities for my family, through email, websites and phone conversations. I can learn about what is going on in my classes at Walden through email, the website, and phone conversations as well. Other media applications also facilitate learning. Facebook provides information to and from friends and family. It also does this for students of Walden and for members of other organizations that I belong to. I am not limited to where I need to go to seek information regarding anything in my network. The more variety of avenues, the easier it is for me to learn what is going on.

It has allowed me to be current. "Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities. (Siemens, 2006, p. 31) What has changed for me is now I try different applications to learn how to do something. For example, I have always directly created blogs on blogger.com. I am now using Word 2007 to create blogs that can be directly sent to blogger. Another example is note taking. I have always used a notebook and pen. I use OneNote. OneNote is an electronic notebook application also found in Windows 2007. Now that I have discovered so many faster and more efficient ways of learning through technology, I am now open to looking into more and more areas and not simply believing that one particular one is correct.

When I have questions, I do a Google search, or I go to my classmate and professors by email, phone calls or Skype to find the answers. Like Siemens states, (2006 p. 33)," We forage for knowledge-we keep looking until we find people tools, content, and processes that assist us in solving problems."

References:

(2010). Retrieved February 2, 2010, from Getting Started with Microsoft Office OneNote 2007: http://office.microsoft.com/en-us/onenote/HA100325211033.aspx

Siemens, G. (2004). Connectivism: A learning theory for the digital age. Retrieved fromhttp://elearnspace.org/Articles/connectivism.htm

Siemens, G. (2006). Knowing Knowledge. George Siemens.

Collaboration

2010-04-14T14:13:00.001-07:00

Howard Rheingold (Rheingold, 2005) expresses that humans have a basic instinct to interact. I believe this to be true. We live in communities, attend schools and places of worship, where there are other people to communicate with. It is important for students to learn independently and create their own opinions or theories about what they've learned. Yet they need to be able to interact with others to benefit from various perspectives. They need to be able to share and seek the advice of others to verify that their thoughts are following the correct path. A prime example of this is Wikipedia that was created by Jimmy Wales (Wales, 2005). Howard Rheingold discusses this "radical idea" as an example of people who want and need to collaborate.

Rheingold gave an explanation about collective action, were people participate in activities that enrich others and benefit themselves. Initiatives to get people to vote, or raise money for a worthy cause, are additional examples of people having that basic instinct to work for a cause collaboratively.

Rheingold, H. (2005, July). Howard Rheingold on collaboration. Retrieved April 12, 2010, from TED Ideas worth spreading: http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html

Wales, J. (2005, July). Jimmy Wales on the Birth of Wikipedia. Retrieved April 12, 2010, from TED Ideas worth spreading: http://www.ted.com/talks/jimmy_wales_on_the_birth_of_wikipedia.html

Interesting Blogs:
Collaboration:Latest MetLife Survey Confirms the Power of Teacher Collaboration
="http://teachingquality.typepad.com/building_the_profession/2010/02/latest-metlife-survey-confirms-the-power-of-teacher-collaboration.html">
Archive for the ‘constructivism’ Category
http://blog.genyes.com/index.php/category/constructivism/

Cognitivism as a Learning Theory

2010-03-30T09:19:00.001-07:00

"The issue many forget is that "learning" is not one thing…it is a multi-layered word that tends to get treated as if it was just one thing…and it's not. It 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. (Kerr, 2007)

I think ultimately, this conclusion that Kerr has drawn is appropriate. There cannot simply be one school of thought that trumps them all. However, if given the need to point out the most important learning theory, then I do feel that Cognitivism is the underlying root of all the -isms. I believe this to be true because of the use of the brain. The brain tells us to think and how to think. The brain tells us to do and how to do. Even in acting out a learning process, there must be thought about how to do it, when to do it, how fast to do it, etc. One does not simply dive in and do something with the expectations of a successful outcome. There must be a thought process in the "doing" whether it is consciously or subconsciously. One of Kapp's responses was as follows, "I really believe that is the essence of good educational design. Creating learning utilizing an entire tool kit of philosophies, techniques and ideas." (Kapp, 2007)

Additional sites of interest are as follows:

Cognitivism and Constructivism http://www.coe.fau.edu/faculty/cafolla/courses/eme6051/Cognitivism.htm, and

Schema theory of learning
http://www.sil.org/lingualinks/literacy/ImplementALiteracyProgram/SchemaTheoryofLearning.htm

Davenport, L. (2001, April 26). (Old discussion but very interesting!) Cognitivism vs. Behaviorism: LUSENET: History & Theory of Psychology: One Thread. Retrieved March 28, 2010, from What are the similarities, if any, between cognitivism and behaviorism?: http://www.greenspun.com/bboard/q-and-a-fetch-msg.tcl?msg_id=0056KI

Stevenson, C. (2010, January). Learning Theory: Cognitivism (Blog). Retrieved March 29, 2010, from Laying an Instructional Foundation: http://onstoptrainer.blogspot.com/2010/01/learning-theory-cognitivism.html

Module 1 Blog Topics: #3 Metaphors of Instructors:

2010-03-17T18:01:00.001-07:00

The best described role of a digital educator should be that of the "curator", in regards to the secondary and adult levels. For the elementary level, the role of the educator needs to be a combination of "concierge" and "network administrator". (This level needs more structure and guidance.)

The "curator" role enables the instructor to guide learning based on the assumption that the student has the capacity to be self-motivated to learn. "A curator is an expert learner. Instead of dispensing knowledge, he creates spaces in which knowledge can be created, explored, and connected." (Siemens, 2008, p. 17) Being a digital classroom student, I appreciate having an instructor who allows me to bring my previous knowledge to the course and draw from my current experiences. "A curator balances the freedom of individual learners with the thoughtful interpretation of the subject being explored." (Siemens, 2008, p. 17)

In the elementary level, the students are learning to become self motivated to learn. For this level, I believe that the role of the instructor needs to help the student to gain the maturity necessary to benefit from the "curator" instructor. The "concierge" instructor is known for, "incorporating traditional lectures, and in other instances, permitting learners to explore on their own." (Siemens, 2008, p. 16) The added aspects of the "network administrator", adds to this preparation, "through evaluating,
with the learner, the nature and quality of the learning network [external] and how key concepts are
related and understood [conceptual]). "

In conclusion, I agree with the roles that Siemens has described. However, I also think that the roles need to be more level specific to ensure that the needs of all learners are understood and met.

Siemens, G. (2008, January 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

The following links are additional resources for digital learning:
Digital Learning Environments: http://www.guide2digitallearning.com/teaching_learning/back_office_classroom,A story about digital learning success in a High Risk school system:http://www.infotoday.com/MMSchools/SuccessStories/PearsonCherokee.htm,

Day 1

2009-11-18T22:31:00.000-08:00

Course Introduction

2009-11-18T22:02:00.000-08:00

Asynchronous vs. Synchronous Interactions

2009-08-10T00:08:00.000-07:00

Hi! Here is my video presentation!

MindMap

2009-08-04T10:30:00.000-07:00

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

2009-07-15T22:11:00.000-07:00

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

2009-07-07T22:11:00.000-07:00

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

2009-07-05T15:48:00.000-07:00

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

2009-06-22T16:12:00.000-07:00

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:

2009-06-10T21:08:00.000-07:00

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.