According to Siemens (n.d., vodcast) collaborative interaction is vital to online learning. Just as vodcasts have evolved from postage stamp size presentations with poor quality just a few years ago to the amazing quality of today’s vodcasts so has online collaboration. This helps establish a distinct educational advantage over the previous decades. In many cases distance education is superior to face-to-face (F2F) educational setting. Siemens stated several reasons. These included: a. the growing acceptance of the online environment that gives comfort established by feeling part of the group through collaboration, b. the online technology now can communicate better using conversation, c. the experience with the online medium, and d. the global dimension allowing for collaboration of groups from different areas of the world. Simonson (n.d., vodcast) says distance learning is easier, better, and more effective than F2F instruction in a lot of instances. It gives instructors and students advantages that include collaboration from almost anywhere in the world and access at almost any time. Mobile computing should reach critical mass in just a year or less according to the Horizon Report (2010). These devices, such as iPhones, can be used to advance collaboration.
Many interactive online tools are available to facilitate interactions using collaboration between students, instructors, or other students. These include Google.docs, Ning, and Skype, which are excellent tools for collaboration. According to the Horizon Report, these tools are among the up-and-coming tools reaching critical mass in society.
Instructors can take advantage of this by a. increasing the use of online format containing collaboration, b. allowing for greater collaboration from around the world, and c. increasing the use of multi-media in k-12 classrooms.
Websites for the collaborative tools include:
Google.docs can be found at http://docs.google.com/
Ning can be found at http://www.ning.com/
Skype can be found at http://www.skype.com/
Reference
Horizon Report (2010). Retrieved March 30, 2010 from http://wp.nmc.org/horizon2010/
Siemen, G. (n.d.). The future of distance education [Vodcast], Retrieved from http://sylvan.live.ecollege.com
Simonson, M. (n.d.). Distance education: Higher education, K12, and the corporate world [Vodcast], Retrieved from http://sylvan.live.ecollege.com
Tuesday, March 30, 2010
Friday, March 19, 2010
Comments to Posts
I commented to the following posts.
Brandon (Brandy) Lutz
My blog URL is: http://lutzedu.blogspot.com/
Cynthia Skelton
My blog will be at http://shelcy316.blogspot.com/
Robert Hopkins
http://toehaw-nextgenerationoflearning.blogspot.com/
Brandon (Brandy) Lutz
My blog URL is: http://lutzedu.blogspot.com/
Cynthia Skelton
My blog will be at http://shelcy316.blogspot.com/
Robert Hopkins
http://toehaw-nextgenerationoflearning.blogspot.com/
Wednesday, March 17, 2010
Comparing Articles
Simonson (2000) said that distance learning has gained a foothold in the technology world as an ever-expanding technological innovation and that “This article advocates making decisions based on what is the best way to facilitate learning.” Simonson also talked about revising the delivery of distance learning process through research proven methods.
Simonson’s (n.d.) equivalency theory, suggests that learning outcomes in traditional classrooms compared to e-learning can be made equal by the approaches used in instruction and learning. To do this, instructional approaches need to be modified. This was also suggested in distance learning you cannot duplicate the classroom, but have to adjust the learning experience to meet the learning needs in distance learning. Some of the pros of distance education that Simonson discussed are: (a) time saved by not having to travel, (b) convenience, and (c) increased access to the material. His article seemed to be based from mainly the educational stand-point; whereas, Moller, L., Forshay, W., & Huett, J. (2008) was from the business perspective, applicable to education. They acknowledged the expansion of distance learning expansion in the future. They listed concern dealing with the business end of e-learning instructional design (ID) among these were: a) making sure that the product was of learning quality, b) bettering the instructional systems design (ISD) methodologies, and c) providing needed training.
My thoughts:
Both methods are a means to the same end. Both advocate changes needed in the improvement of distance learning. I believe that each of the articles need adhered to by all the schools planning to keep up with the growing needs of today’s students and the workforce.
References
Moller, L., Forshay, W., & Huett, J. (2008). The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web. TechTrends: Linking Research & Practice to Improve Learning, 52(3), 70-75. doi:10.1007/s11528-008-0158-5.
Simonson, M.(n.d.). Distance education: The next generation [Video podcast]. Retrieved from http://sylvan.live.ecollege.com
Simonson, M. (2000). Making Decisions: The Use of Electronic Technology in Online Classrooms. New Directions for Teaching & Learning, (84), 29. Retrieved from Academic Search Complete database.
Simonson’s (n.d.) equivalency theory, suggests that learning outcomes in traditional classrooms compared to e-learning can be made equal by the approaches used in instruction and learning. To do this, instructional approaches need to be modified. This was also suggested in distance learning you cannot duplicate the classroom, but have to adjust the learning experience to meet the learning needs in distance learning. Some of the pros of distance education that Simonson discussed are: (a) time saved by not having to travel, (b) convenience, and (c) increased access to the material. His article seemed to be based from mainly the educational stand-point; whereas, Moller, L., Forshay, W., & Huett, J. (2008) was from the business perspective, applicable to education. They acknowledged the expansion of distance learning expansion in the future. They listed concern dealing with the business end of e-learning instructional design (ID) among these were: a) making sure that the product was of learning quality, b) bettering the instructional systems design (ISD) methodologies, and c) providing needed training.
My thoughts:
Both methods are a means to the same end. Both advocate changes needed in the improvement of distance learning. I believe that each of the articles need adhered to by all the schools planning to keep up with the growing needs of today’s students and the workforce.
References
Moller, L., Forshay, W., & Huett, J. (2008). The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web. TechTrends: Linking Research & Practice to Improve Learning, 52(3), 70-75. doi:10.1007/s11528-008-0158-5.
Simonson, M.(n.d.). Distance education: The next generation [Video podcast]. Retrieved from http://sylvan.live.ecollege.com
Simonson, M. (2000). Making Decisions: The Use of Electronic Technology in Online Classrooms. New Directions for Teaching & Learning, (84), 29. Retrieved from Academic Search Complete database.
Wednesday, November 11, 2009
Using the ARCS Plan
According to Driscoll (2005), John Keller’s strategies “build upon the sources of motivation (p.333)” such as self-efficacy proposed by Bandura. Keller’s ARCS model (1987) focused on four aspects of motivation: Attention, Relevance, Confidence, and Satisfaction. Keller's theories stemmed from his research of behaviorism, cognitivism, and humanism.
I found Keller’s ideas to be very interesting, especially to me, because it was right on target to be something that is missing in my educational situation. Thinking of the teachers at my elementary school, we have been given Senteos, which compliment the Smartboard, to provide a testing tool to automatically grade students for immediate feedback. I find this very motivational for students, but it has lacked the impact needed. Motivating teachers to add one more thing to their plate to do is very hard. The resistance comes from the need to add graphics or models to the “tests” to make them interesting and to have more validity. I think a motivation might be to have a motivational speaker (A) that was onboard with the technology. Teachers need to see how this would save time in the long run and help students to see results immediately (R) and then allow the teachers time to explore the software with help available (C). Then administrators need to give teachers incentives for the amount of product they produce and share, such as early release days or in-service days off (S).
Students in my third grade classroom are very distractible, due to many external forces of their daily lives that is more pressing to them than their school work. I have considered ways to apply the ARCS model. Since I am in charge of the Social Studies plans at our grade level, I decided to focus there. First, I need to gain the students’ attention (A) through intrinsic motivational strategies. I use a “set” as a part of my learning plan. This is a question or statement to arouse curiosity. I realize that I was missing an essential part of the set’s purpose and that is varying the “attention getter.” As I assess the need for this, according to the ARCS model, I plan on bringing in artifacts from a time period, finding relevant quotations of the historical figures of the time, and getting historical experts to make presentations. For relevance (R) I plan to allow the students to choose projects or if they want to partner or be by themselves. For confidence (C), I will give them rubrics of each piece of the project as it unfolds to insure success. Then finally for satisfaction (S), I will let them choose between making a vodcast to share their product and/or sending them to present their final product to other classrooms.
Keller, J. M. (1987). Development and use of the ARCS model of motivational design. Journal of Instructional Development, 10(3), 2-10
Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston: Pearson Education, Inc.
I found Keller’s ideas to be very interesting, especially to me, because it was right on target to be something that is missing in my educational situation. Thinking of the teachers at my elementary school, we have been given Senteos, which compliment the Smartboard, to provide a testing tool to automatically grade students for immediate feedback. I find this very motivational for students, but it has lacked the impact needed. Motivating teachers to add one more thing to their plate to do is very hard. The resistance comes from the need to add graphics or models to the “tests” to make them interesting and to have more validity. I think a motivation might be to have a motivational speaker (A) that was onboard with the technology. Teachers need to see how this would save time in the long run and help students to see results immediately (R) and then allow the teachers time to explore the software with help available (C). Then administrators need to give teachers incentives for the amount of product they produce and share, such as early release days or in-service days off (S).
Students in my third grade classroom are very distractible, due to many external forces of their daily lives that is more pressing to them than their school work. I have considered ways to apply the ARCS model. Since I am in charge of the Social Studies plans at our grade level, I decided to focus there. First, I need to gain the students’ attention (A) through intrinsic motivational strategies. I use a “set” as a part of my learning plan. This is a question or statement to arouse curiosity. I realize that I was missing an essential part of the set’s purpose and that is varying the “attention getter.” As I assess the need for this, according to the ARCS model, I plan on bringing in artifacts from a time period, finding relevant quotations of the historical figures of the time, and getting historical experts to make presentations. For relevance (R) I plan to allow the students to choose projects or if they want to partner or be by themselves. For confidence (C), I will give them rubrics of each piece of the project as it unfolds to insure success. Then finally for satisfaction (S), I will let them choose between making a vodcast to share their product and/or sending them to present their final product to other classrooms.
Keller, J. M. (1987). Development and use of the ARCS model of motivational design. Journal of Instructional Development, 10(3), 2-10
Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston: Pearson Education, Inc.
Monday, October 26, 2009
Connectivism: A Part of Life and Learning
Connectivism asserts that learners construct new knowledge through the networks they construct. Using collaborative network, such as those stated as cloud networking by the Horizon Report (2009) allows me to utilize the views or expertise allowed by others across cultures and curriculums. According to Siemens [Vodcast], “Finding ways for learners to express ideas” is an essential part of learning.
According to Siemens (2008),
“To effectively educate learners, fundamental assertions need to be rethought: the design of schools and curriculum, the nature of knowledge in a connected world, the relationship between educator and learner, the means and methods of authenticating information and knowledge, and, perhaps most significantly, what it means “to know” in complex, rapidly developing, and chaotic environments.”
Cloud networking has helped me see the possibilities of its impact into a classroom setting to facilitate learning. I have explored the use of Google.docs. I liked Google.docs because there was no need for a video conference and that capability is not available to everyone. Google.docs allowed my collaborative group to communicate in colors, gave a history of participation, and was easy to maneuver. As for my students, I prefer ePals as a way for them to set up a network. It is a way for students to email students from other cultures and/or in other parts of the state. With budget cuts, connectivism has taken on a new importance for “authenticating information and knowledge.” Siemens [Vodcast] stated, “So, connectivist teaching would consist, and learning for that matter, would really consist fundamentally of finding ways to optimize the ability for learners to form networks.” Kop and Hill (2008) stated, “The learning process is cyclical, in that learners will connect to a network to share and find new information, will modify their beliefs on the basis of new learning…” This tells me that with the influx of technology and to keep up with its demands, we must include networking.
Reference
Horizon Report (2009). Retrieved Oct. 25, 2009 from http://wp.nmc.org/horizon2009/
Kop, R., & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past? International Review of Research in Open and Distance Learning, 9(3), 1–13.
Siemens, G. Connectivism learning theory. [Vodcast]. Retrieved Oct. 25, 2009 from http://sylvan.live.ecollege.com/
Siemens, G. (2008) Connectivism. [Podcast]. Retrieved Oct. 25, 2009 from http://www.educause.edu/blog/gbayne/ELIPodcastConnectivism/167445
Siemens, G. (2006). Knowing knowledge. Retrieved from http://www.Lulu.com
According to Siemens (2008),
“To effectively educate learners, fundamental assertions need to be rethought: the design of schools and curriculum, the nature of knowledge in a connected world, the relationship between educator and learner, the means and methods of authenticating information and knowledge, and, perhaps most significantly, what it means “to know” in complex, rapidly developing, and chaotic environments.”
Cloud networking has helped me see the possibilities of its impact into a classroom setting to facilitate learning. I have explored the use of Google.docs. I liked Google.docs because there was no need for a video conference and that capability is not available to everyone. Google.docs allowed my collaborative group to communicate in colors, gave a history of participation, and was easy to maneuver. As for my students, I prefer ePals as a way for them to set up a network. It is a way for students to email students from other cultures and/or in other parts of the state. With budget cuts, connectivism has taken on a new importance for “authenticating information and knowledge.” Siemens [Vodcast] stated, “So, connectivist teaching would consist, and learning for that matter, would really consist fundamentally of finding ways to optimize the ability for learners to form networks.” Kop and Hill (2008) stated, “The learning process is cyclical, in that learners will connect to a network to share and find new information, will modify their beliefs on the basis of new learning…” This tells me that with the influx of technology and to keep up with its demands, we must include networking.
Reference
Horizon Report (2009). Retrieved Oct. 25, 2009 from http://wp.nmc.org/horizon2009/
Kop, R., & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past? International Review of Research in Open and Distance Learning, 9(3), 1–13.
Siemens, G. Connectivism learning theory. [Vodcast]. Retrieved Oct. 25, 2009 from http://sylvan.live.ecollege.com/
Siemens, G. (2008) Connectivism. [Podcast]. Retrieved Oct. 25, 2009 from http://www.educause.edu/blog/gbayne/ELIPodcastConnectivism/167445
Siemens, G. (2006). Knowing knowledge. Retrieved from http://www.Lulu.com
Sunday, October 11, 2009
Howard Rheingold on Collaboration
Rheingold (2008) stated that collaboration spreads across disciplines. It requires cooperation, action, and interactivities. As agriculture advanced, cities were built, and leaders kept count of taxes by making marks in clay. The alphabet was created but the elite administrators were the only ones allowed to use it. Then, according to Rheingold (2008), the printing press caused spread of collaboration and the alphabet was no longer just for the elite. He went on to say that soon there will be people walking around with super-fast computers. The sheer fast progression of this across the decades show that what Rheingold said was right on point, people have a need for interaction. I also think this is part due to the want human beings have for a need to be recognized for some contribution to the world. I don’t feel that anyone wants to think that life for them is just what there is on earth between birth and death. Whether, as I do, you believe in God or not, there is still a need to know that you “carry on” after death. Even as a proclaimed atheist, Susan B. Anthony, made her mark on the world. Why? I think she wanted to “live on in history” after her death. According to Wikipedia, Susan B. Antony (2009) was once noted as saying in regards to a family about to have their seventh child, “What a dreadful creature their God must be to keep sending hungry mouths while he withholds the bread to fill them!” It is notable to say that Susan’s niece disputes the claim that her aunt was indeed an atheist. There is always going to be more collaboration on the ideas in Wikipedia for just that reason, people have an instinct, not only to interact, but to disagree as well as continue their life after death.
With the advancements in technology, collaboration among learners is at an all-time high. Technological advances will not stop; therefore, this collaboration will be better and greater daily. The constructionist principle of a community of learners through communication is at its highest peak ever and is reaching higher.
Susan B. Anthony. In Wikipedia, the free encyclopedia. Retrieved October 7, 2009, from http://en.wikipedia.org/wiki/Susan_B._Anthony
Rheingold, H. (2008). Talks Howard Rheingold on collaboration [Video podcast]. Retrieved from http://sylvan.live.ecollege.com/
With the advancements in technology, collaboration among learners is at an all-time high. Technological advances will not stop; therefore, this collaboration will be better and greater daily. The constructionist principle of a community of learners through communication is at its highest peak ever and is reaching higher.
Susan B. Anthony. In Wikipedia, the free encyclopedia. Retrieved October 7, 2009, from http://en.wikipedia.org/wiki/Susan_B._Anthony
Rheingold, H. (2008). Talks Howard Rheingold on collaboration [Video podcast]. Retrieved from http://sylvan.live.ecollege.com/
Sunday, September 27, 2009
Response about Bill Kerr's blog:
Bill Kerr (2007) in his blog had some valid points. Cognitivism as responded to by Karl Karp (2007) in his blog referred to more of the aspects that I was thinking after reading Bill Kerr’s blog. Karl Karp (2007) stated, “What we need to is take the best from each philosophy and use it wisely to create solid educational experiences for our learners.” I concur.
Reference:
Karp, K. Out and about: Discussion on educational schools of thought. Retrieved September 26, 2009, from http://karlkapp.blogspot.com/2007/01/out-and-about-discussion-on-educational.html
Kerr, B. Isms as filter, not blinker. Retrieved September 26, 2009, from
http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html
Bill Kerr (2007) in his blog had some valid points. Cognitivism as responded to by Karl Karp (2007) in his blog referred to more of the aspects that I was thinking after reading Bill Kerr’s blog. Karl Karp (2007) stated, “What we need to is take the best from each philosophy and use it wisely to create solid educational experiences for our learners.” I concur.
Reference:
Karp, K. Out and about: Discussion on educational schools of thought. Retrieved September 26, 2009, from http://karlkapp.blogspot.com/2007/01/out-and-about-discussion-on-educational.html
Kerr, B. Isms as filter, not blinker. Retrieved September 26, 2009, from
http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html
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