replies to peers

I responded to the following blogs for mod 4 http://margaretmccullough.blogspot.com/ Margaret and http://sgudjonis.blogspot.com/2010_07_01_archive.html Sue Sandy

MODULE 5 Keller's ARCS Model

New Technologies TASK While it may be safe to assume that people have positive attitudes toward experimenting with new technologies in the workplace, it may be equally safe to assume that you will encounter people in the workplace who have low self-efficacy in experimenting with new technologies. Briefly describe a situation in which you have encouraged people to use a new technology and have been met with resistance or disappointing results. What attitudes did these people exhibit? What behaviors did they demonstrate? Using Keller’s ARCS model, describe how you could change the motivation of these people, or learners, to encourage success. Last fall, I presented a class Wiki that I had created at the parent teacher organization meeting. Some of the second and third grade children in that class attended the meeting and demonstrated parts of the Wiki to parents. All parents in attendance were thrilled with the Wiki. Their only negative comment was that not all (in fact no other) classroom had this and their children would benefit from one. The building principal was there also and he was very impressed with the Wiki project. Some other teachers were at the meeting and they had mixed reactions. One teacher was thrilled and immediately asked me to help him create a Wiki for hi classroom which we did later that week. Other teachers expressed full appreciation for the Wiki yet said they did not feel capable technologically of maintain a Wiki for the classroom. So, I offered to the entire staff and any interested parents to hold a training which I did. There were more parents than teachers at this training but everyone there learned how to make their own Wiki whether for a classroom of students or for personal needs. Keller’s ARCS model could be used to change the motivation of these people, or learners, to encourage success. Keller’s model includes four strategies of gaining and sustaining attention, enhancing relevance, building confidence, and generating satisfactions. It also includes a design process which includes analysis of the audience, defining motivational objectives, and strategies, and trying out and revising as needed. First, I would hold discussions with my colleagues and perhaps survey them to both inform then and to learn about their comfort level, interest in, and technological skills as they relate to a class WIKI and how it could benefit teachers, students, and parents thus providing the relevance of the Wiki. This would give me a baseline of information on individual confidence levels also. I would likely also create a faculty Wiki to present at a staff meeting for gaining attention. I may add humor. I would also include an element of mystery to this Wiki to create winder in the audience and I may have them try it out right thee so they are involved. I may also follow up this initial presentation with an all faculty time in the computer lab where individuals can experiment on the Wiki with a partner. BY working with a partner, it is hoped that those with less skill may learn from another person as well as build their own confidence. Lab time may also serve to generate satisfaction because skills could be applied right away. I would also allow for an open question and answer session to provide even more relevance for the faculty as I simultaneously demonstrate how the use of the Wiki can answer some questions. Last, I may offer additional times to work with individuals to maintain interest and to build confidence with practice.

CONNECTIVISM

My network changed tremendously in 2004 when I enrolled at Walden University. I was immediately connected with colleagues, instructors, my mentor, and experts in education. My lens became very wide in an instant and it continues to grow today. This occurred on courses, KAM work, my dissertation and elsewhere. The use of the online librarians’ services and the writing center staff were a wealth of knowledge and support. The way I learn now is faster, and more efficient. I work and learn more in collaboration with others than ever before. Another huge change was that others around the globe were instantly at my fingertips for help and support. I have met and worked with others that would not have been possible before. My thinking has become more analytical and I rely more on empirical research. When I have questions, I either search answers myself or contact others with knowledge and interest in the area of the question. I often looked to my colleagues and mentor for resources and opinions. Opportunities for learning now abound unlike ever in the past. I still enjoy hard copy journals and books to learn from but also rely much on technological tools. I frequently use blogs, Skype, Wiki spaces, Google docs, data bases, and other digital means of communicating and collaborating with others. Digital tools speed up my learning process and motivate me.

LEARNING NETWORK MIND MAP

peer responses

Commented on Sue’s blog at http://sgudjonis.blogspot.com/ and Amanda at http://educ7105.blogspot.com/

Module 3 On line Collaborative Learning

Rheingold, (2005) discussed that humans have a long history of collaboration going back to such as hunters and gatherers in groups to the creation of the alphabet. This grew the abilities to communicate in groups which grew with the invention of the printing press. Certainly this evolving of technology for communication opened opportunities to get into groups and collaborate. Rheingold argued that it is a human instinct to collaborate. I am not entirely convinced it is based on instinct rather than human need, greed, passions, interests, opportunities, or other. Rheingold (2005) discussed that new technological innovations have thrived and provided humans endless opportunities to network socially and professionally. In addition, we can now connect with others all over the world and work with them to solve problems using the Internet. I can definitely agree that the internet and all of the communication devices provide an unprecedented opportunity for humans to communicate and collaborate and can facilitate learner collaboration. Today, learners can access information and social gathering points on the internet within seconds. Learners have technology available to communicate with individuals and groups through email, voiced, video, text messages, chat, and more. Technology provides the tools and resources learners need to collaborate and problem solve with others. Proof is in this course alone. We have designed individual blogs, posted, and commented to each other each week. We have used the internet to search resources, watch videos, work in Google docs, and more. We have worked in small groups with others all over the country with ease and success using technology such as Skype, cell phones, Google clouds, and more. Communication and collaboration can be instant and both synchronous and asynchronous forms of communication can occur with technology. In the end, technology hands us the tools to communicate and collaborate. It is up to us to access these resources to work with others. Sandy Rheingold, H. (2005). “Howard Rheingold: Way-New Collaboration” Retrieved on July 6, 2010 from http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html