Walden Educational Technology Blog

Module 6

2011-05-26T04:57:00.001-07:00

As aleader in educational technology, what can you do to help make emergingtechnologies valuable to others, while maintaining gender, cultural, andsocioeconomic sensitivity?

The firstthing would be to work side by side with others to learn the benefits andbarriers the technology may present to different people. This would give memore information about various users and make me more aware of and sensitive toaspects that influence the audience. My field is k-12 education. Socioeconomicsis a factor with technology when it comes to public schools. A goal I wouldhave is that all public schools would have the capability for families toaccess their server at no cost whether through wireless or some other manner. Ifschools had to provide laptops, netbooks, tablets, or other mobile technologyto families for access they could. In this way, all of the students would havethe same access to information for learning as well as tools for communication andcollaboration. All learners would have the same benefits in learning despite socioeconomicfactors.

Module 5 blog

2011-05-09T14:49:00.001-07:00

Initially, I turned to my computer as a source to view the movie for Module 4 but was unable to view it for free. I am not a member of Netflix so move on to trying movies on demand on my television. None of the movies we were required to view were available on demand so my next thought was to drive to the local Block Buster video store. Well, the store was closed so I returned home and the following day, I drove to the public library and checked out the Blade Runner movie at no cost.

I would argue that the competition between DVDs and video on demand is an example of Red Queens. With increasing returns, there are two technologies competing in which one of them is chosen and the other disappears. Red Queens leaves more room allowing two competing technologies to surge ahead of others because of intense competition. Currently, both DVDs and on demand videos are both leaders in movie viewing and are not causing the other to disappear.

On the tetrad I would say that DVDs enhanced VHS tapes and obsoletes VHS also. I think on demand movies enhance DVDs and other movie viewing sources with the speed and convenience of access. I do not think that on demand features have made obsolete any other media yet. Both DVDs and on demand retrieve recreational film viewing and revert to older forms of movie media such as films.

Disruptive Technology

2011-04-30T08:58:00.000-07:00

According to Thornburg (2009), disruptivetechnology is one that suddenly arrives and exceeds the functions, cost, andefficiencies of an existing technology thereby replacing or making it obsolete unexpectedly.

Rosedale (2008), argued that virtual worlds, such as Second Life, will replacethe web as we know it. Reasons for this are that virtual worlds allow us tocombine and use our creativity with designing endless possibilities without thebarriers such as cost of materials. In addition, virtual worlds allow others toeasily access these creations and participate in designing new features withothers. The web communicates information mainly with the use of text however,virtual worlds uses symbols. This allows users from all areas of the globe toaccess, create, design, and collaborate with others without the cultural andlanguage barriers faced by using text only. Human brains will more easilyorganize and retain information with the use of common symbols and images thanwith text alone. According to Rosedale, humans have a need for social interactionwhich is also a huge advantage of virtual worlds over the web. Users are alwayspresent with others in real time while in virtual worlds which meets the humanneed to communicate and collaborate with others. Virtual worlds allow users toexperience and create anything that would otherwise be impossible.

Rodriquez(2009), discussed use of Second Life as replacing traditional educationaltools. She argued that virtual worlds would allow learners to create andexperience things that would be impossible to experience in the real world.Furthermore, virtual worlds are extremely diverse and provide social benefits withincreased communication and collaboration for learners across global barriersnow in place using the web. She argued that virtual worlds are disruptive becausethey replace the existing traditional teaching environments and the long heldeducational paradigm with a learner centered approach.

Rodriques,L. Second Life as a Disruptive Technology in Education. Retrieved on April 26,2011 from : http://lrodriguezetc.wordpress.com/2009/10/29/second-life-as-a-disruptive-technology-in-education/

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

Thornburg, D. (2009).Evolutionary technology Vodcast: In Laureate Education, Inc. Emerging andfuture technology.

Ryhmes of History

2011-04-10T07:44:00.001-07:00

DataStorage devices today are capable of preserving mega data in very smalldevices. In fact now, one can store data in a cyber cloud. Rhymes of historycan be used to explain how data storage impacts users to fill a need that hasbeen in existence since ancient times. It has always beenimportant for people to have ways save and communicate information. Oralhistory was the first method preserving and communicating important informationand the most significant of this that comes to mind for me is how the words ofthe bible were communicated and saved by oral history until they could bewritten down. Following oral history, the earliest form of data storage known waspaintings and carvings on cave walls Pictures and symbols were used to preservedata initially. (http://www.moah.org/exhibits/archives/brains/ancient.html).

Carving and painting of pictureswas time consuming and required a lot of space. Hieroglyphics was the earlyversion of alphabet writing used by the Egyptians to make communicating andstoring data in writing more efficient and more compact. The Chinese created asystem of writing using pictures and symbols. About 3,000 years ago thealphabet was designed by the Phoenicians and was revised later by the Greeksand Romans. Structures and objects also were built for the purpose ofcommunicating and storing significant data. Ancient temples and tools such asthe slide rule are examples of these.

It is clear that communication andstorage of data has always been a need for humans. As time progressed, methodsof storing data became more uniform, miniature, and portable. Today, humans arecapable of storing data in cyber clouds which have replaced older devices.Punchcards used perforated paper storing patterns in 1725. In 1846, punched papertape was used which miniaturized the cards. The selection tube was designed asa form of computer memory in 1946 and during the 1950s; magnetic tapes wereused to store more data in smaller places. Then, in 1963, the compact tapeswere introduced and again could hold more data in a smaller device. Since then,we have moved from the floppy disc to flash drives and now storage of data in clouds.When one looks back through the long progression of data communication andstorage means, the idea of the need for more efficient devices that could beminiaturized, portable, and hold significant amounts of data is a strongpattern. One can see the rhymes of history unfold when considering human needto communicate and store data.
Ancient Forms of Data Storage. Retrieved on April 9, 2011 from http://www.moah.org/exhibits/archives/brains/ancient.html.

History of Data Storage. Retrieved on April 9,2011 from http://gadgets.fosfor.se/history-of-data-storage/

Mod 2 tetrad 2

2011-04-02T13:27:00.001-07:00

ENHANCEMENT Enhances cell phones with the addition of communicating emotional and physical feelings.	OBSOLESCENCE Obsoletes cell and smart phones.
RETRIEVAL Retrieves feelings obtained through face to face conversations.	REVERSAL Reverses due to lack of privacy and communication of feelings one wants to keep to themselves.

Researchers have created a communication device called theHug. ) http://www.forbes.com/2005/10/20/cx_gd_1024featslide_comm05_2.html?thisSpeed=6000).It would allow phone communication to portray emotional and physical feelingsbeyond voice. This may replace cell phones as communication devices becausepeople desire the personal aspects of face to face conversations. The Hug mayallow this from afar.

Tetrad of the telephone

2011-03-26T07:41:00.000-07:00

TELEPHONETETRAD

ENHANCEMENT Mobile phones today have continually enhanced wired and cellular phones since the first cellular phone public customers in Chicago in 1977.	OBSOLESCENCE Alexander Graham Bell's success with the telephone came as a direct result of his attempts to improve the telegraph. Mobile cellular phones have since made landline wired phones obsolete.
RETRIEVAL Retrieves previous inventions of communication such as the wired phone and early cellular phones as well as means and access to internet information using desktop and laptop computers.	REVERSAL Reverts to previous means of communication and information access via the Internet.

Today, we have an abundance and variety of cellularmobile communication devices. The telegraph, operating since the 1840s, and theearly telephonewere both wire-based electrical systems(http://inventors.about.com/od/bstartinventors/a/telephone.htm).It waslong ago that individuals began experimenting with wireless telephones. In 1865, Dr. Loomis was one of the first tocommunicate with another through the atmosphere (http://cellphones.org/cell-phone-history.html).Dr. Cooperdesigned and used the first cellular phone in 1973 and in 1977; the Chicagocommunity were the first public customers of the cellular phone. Since thistime, the cellular telephones have changed and diffused rapidly around theglobe. Inthe 1990s, 2G digital networks were online and replaced analog networkfrequencies making them obsolete (http://www.tech-faq.com/history-of-cell-phones.html).Soon after, 3Gmobile phones arrived and included SMStext, email, and Wi-Fi Internet access.

Mobile phones today are capable of instant communicationand information access with increasing miniaturization, speed, and quality.Today we have smart phones, touch phones and more. We can take photos and videoand instantly send them to others around the globe or post them to theinternet. We can have face to face calls and instantly send a text message. Wecan download and read books on our phones and play games on the internet withthat same device. We can watch television on our phones.

Over the past few years, the cellular phones havecontinually been improved with changes to retrieved information from earlierdevices. Mobile cellular capabilities and use may revert to earliercommunication and information access through wired systems such as landlinetelephones and wired computers. It may even revert back to older forms ofcommunication such as good old letter writing and face to face meetings. Reasonsfor this reversal could include: newly recognized health risks due to mobiledevice use, newly discovered environmental risks to due to mobile devices, or arealization of some cultures that mobile devices have destroyed the benefits ofour earlier social interactions, pace of life, and personal values.

8848 module 1

2011-03-18T15:32:00.001-07:00

When I read this assignment, the first technology that came to mind was the netbook but then I read the article and Thornburg had used the netbook as an example. So, I had to put more thought into this. Although Thornburg discussed open source software I considered using the Wiki but then decided against it. I think I will use the document camera as an example. This is the same device I am using in my project as it replaces the overhead projector. The overhead projector was an essential tool in schools for decades and served the purpose of displaying presentations better than any other technology available. During the 1990s, the overhead projector began losing usefulness mainly because it was not keeping up with other modern technology that people were used to. Modern technologies had vast improvements over the old and people expected a high quality tool. The overhead projectors used transparencies prepared by the user. In later years, the overhead even had color capabilities. The tool was large and inefficient however compared to newer tools such as the document camera. Advantages & Disadvantages of a Document Camera. Retrieved on March 16, 2011 from http://www.ehow.com/list_5924983_advantages-disadvantages-document-camera.html Brown. Case Study: Broadneck Elementary School, Benefits of Document Cameras over other classroom Technologies. Retrieved on March 15, 2011 from http://www.averusa.com/presentation/downloads/broadneck_full_report.pdf. Frisk, J. (2008). The Document Camera: Advancing Classroom Visual Technology. Retrieved on March 15, 2011 from http://www.techlearning.com/article/14472 McGilvra, D. Advantages and Limitations of Using a Document Camera. Retrieved on March 16, 2011 from http://www.soyouwanna.com/advantages-limitations-using-document-camera-20859.html

replies to peers

2010-07-23T18:01:00.001-07:00

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

MODULE 5 Keller's ARCS Model

2010-07-21T11:13:00.000-07:00

New TechnologiesTASKWhile 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

2010-07-18T13:45:00.001-07:00

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

2010-07-17T17:47:00.000-07:00

peer responses

2010-07-16T08:23:00.001-07:00

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

Module 3 On line Collaborative Learning

2010-07-14T05:45:00.000-07:00

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.SandyRheingold, 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

module 2 responses

2010-06-29T09:36:00.001-07:00

Responded to post by Jadasi and Margaret at:

http://margaretmccullough.blogspot.com/

http://jadasi.wordpress.com/

Learning Theory

2010-06-29T05:58:00.000-07:00

The experts such as Kerr (2007) and Kapp (2007) expressed that all of the learning theories are important and should be used when designing courses and delivering instruction. Both gentlemen argued that behaviorism, cognitivism, constructivism, and conectivism all offer useful insights. Educators need to use various aspects of all of the philosophies to provide quality learning experiences.

Kapp argued that learning is so complex that at this time, no one single learning theory can explain learning in entirety. Kapp suggested that lower level learning requires a behaviorist approach, procedural and rule-based learning requires an emphasis on cognitivism and, problem-solving, collaboration and creativity require a view of constructivism. In my experience, this seems a somewhat vague description that does not capture learning accurately. For example, it seems trial and error learning would fall under behaviorism yet one could problem solve using trial and error method. One could even collaborate with other using this method to solve a problem. Perhaps the difference would be in efficiency of the strategies one implements to problem solve.

Perhaps the difference is one’s ability to apply existing knowledge to new situation. Perhaps we could say it is about the how, what, who, where, and why of things where the definitive information of who, what, and where are more behaviorist and the how cognitive, and the why constructivist. It is complicated and therefore it seems all necessary and significant to consider all theories when considering the idea of learning and how we approach course design, materials, and methods of delivery.

Downes, S. (2005). An Introduction to Connective Knowledge. Retrieved on June, 24, 2010 from http://www.downes.ca/cgi-bin/page.cgi?post=33034

Downes, S. (2007). How Do You Know? Retrieved on June 24, 2010 from http://www.downes.ca/post/40849

Kapp, K. (2007). Out and About: Discussion on Educational Schools of Thought. Retrieved on June 22, 2010 from http://karlkapp.blogspot.com/2007/01/out-and-about-discussion-on-educational.html

Kerr, B. (2007). _isms as filter, not blinker. Retrieved on June 22, 2010 from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

Siemens, G. (2004). Connectivism: A Learning Theory for the Digital Age. Retrieved on June 26, 2010 from http://www.elearnspace.org/Articles/connectivism.htm.

module 1 responses

2010-06-16T04:34:00.001-07:00

http://evonie-rash.blogspot.com/http://sgudjonis.blogspot.com/2010/06/module1.html?showComment=1276426400443_AIe9_BE2u7f-b9kW0MbSguZJbSnY0uDFwjC0CdzD9u9eVOKeEZ0RydF_HyT0vG-tCZ2eWzm6f7nedCyHS4jMG5L59cSbE1XtBD8qcdgVkU-yclk7Y59Gz0FWk1yHYb4zBXYpAyOof2L-cnS9uOBdQ2Vdz8gBXvX_9dfUaPvUuhDCxJNYiF94065mv5YwpieXDLuDmkaEujY4MBgMBV7p3ViiP81a8o7WZQ#c458195219264043445http://thomasharrislearningtheory.blogspot.com/2010/06/thomas-eric-harris-mod-1.html?showComment=1276687982490_AIe9_BHgU-Vemgn4Sdkp0BM2dgvjXNlu4OCCiwXy8wD3lwQ33rNFrzoHLyYWDvfe3SKRPWQALfwhW2BLowrgV4mEA-DFnjxAg8ng-8j2TDcUzTCfwcDNXl1Mqnnx7MoHpR3aI4LXUtCPUHskzx-l7RGKqg74Gc2gkGacyVwJ4dX2UImDtLvDUA4B7MExm7OEYNisbif5g5QQfxGzRry1V95o4tmc1eeMpL9c8NFiVHhUlpIjML9TNV14m4OXJyiHV0UPYsTIyCm_#c3821461941247215296Above are links to my peers' blogs that I commented on.Sandy

LEARNING THEORY MODULE 1

2010-06-13T04:27:00.001-07:00

Similar to my philosophy of face to face education with elementary children, my philosophy of distance education is a strong constructivist approach. With that said, my philosophy also includes some aspects of behaviorist and cognitivist approaches. Given these beliefs I trust more learners will be motivated, engaged, and able to use their strengths and learning styles. According to Anderson (2008), the constructivist view holds that learners interpret the world differently and gain knowledge by observing, translating, processing, and personalizing information connected to their experiences all in order to gain meaning. Boghossian (2006) argued that constructivist approaches can have a variety of names such as inquiry based learning, problem centered learning, differentiated instruction, discovery learning, and others. This includes flexible delivery, flexible learning, situated cognition, and workplace learning. Given these views, my teaching is often inquiry based and directly related to learners’ activities and interests. It allows for their unique interpretations of classroom activities.Altun and Buyukduman (2007) discussed constructivist teaching as being much more facilitative than a traditional teaching approach. Constructivist methods also allow the learners to participate in deciding instructional matters thus creating crossover of roles among students and instructors. My instructional design includes relationships between instructors and learners as reciprocal within the structure provided. Instructors would guide and facilitate learning while also giving autonomy to learners to determine what they learn whether in second grade or graduate school. In addition, assessment in constructivism can be more subjective than traditional assessments of learning and emphasis is placed on students’ self-assessments. Mueller (2005) provided data that contrasted the traditional styles of assessment such as multiple choice tests with authentic assessment styles. These contrasting concepts included: Traditional Authenticselection of responses performance taskscontrived real-liferecall/recognition construction/applicationteacher structured learner structuredindirect evidence direct evidenceAssessment in my design is authentic and will measures student success in attaining the predetermined learning goals. Learners will be provided a detailed rubric to inform them of the required quality of the work being assessed. Through small group work, learners will be allowed to provide each other feedback so they can strengthen their products thus informal peer assessment will occur. Additionally, learners demonstrate how they were all involved in the projects, and how well they collaborated and made decisions. Required participation in discussions will also occur and serve as one form of formative assessment. A summative assessment will also be provided and will be based on the components of the rubric in determining to what extent students met the learning goals. Authentic assessments are combined with other formal measures to determine what has been learned.Classroom management is another key factor for successful learning. In class, there be face to face instructor meetings with groups as classroom management of the project steps as well as group interactions. Teachers may guide learners through any problem solving that may be needed. For learners with unique behavioral needs, a strong behaviorist approach is implemented to diminish undesirable behaviors and replace them with new behaviors. This may include a chart for data keeping, and a variety of scheduled rewards and consequences to meet individual needs. The purpose of learning theory in technology is to provide a foundation for course design and instruction. A variety of theories allow one to create a variety of avenues to teach a diverse student group. ReferencesAltun, S., & Büyükduman, F. (2007, January). Teacher and Student Beliefs on Constructivist Instructional Design: A Case Study. Educational Sciences: Theory & Practice, 7(1), 30-39. Anderson, T. (Ed.). (2008). The theory and practice of online learning (2nd ed.). Edmonton, Alberta, Canada: Athabasca University Press.Boghossian, P. (2006, December). Behaviorism, Constructivism, and Socratic Pedagogy. Educational Philosophy & Theory, 38(6), 713-722. Clark, D. (2004). A brief history of instructional system design. Retrieved from http://www.nwlink.com/~donclark/history_isd/isdhistory.htmlLee, H. S., & Lee. S. Y. (n.d.). Dick and Carey model. Retrieved February 2, 2009, from http://www.umich.edu/%7Eed626/Dick_Carey/dc.htmlMueller, J. (2005, April). AUTHENTIC ASSESSMENT in the CLASSROOM... and the LIBRARY MEDIA CENTER. Library Media Connection, 23(7), 14-18. Retrieved August 21, 2008, from Academic Search Premier database.Siemens, G. (2002, September 30). Instructional design in elearning. Retrieved from http://www.elearnspace.org/Articles/InstructionalDesign.htmThe ADDIE Model located at http://www.learning-theories.com/addie-model.htmlThe ASSURE Model located at http://www.ou.edu/class/eipt3043/assure.html

Learner Community in Distance Education 8842 project

2009-11-15T18:14:00.000-08:00

http://www.slideboom.com/presentations/112020/8842-community-video-project

Above is the link to my final project for 8842 Principles of Distance Education. It describes the significance and need for learner communities in education. I look forward to your feedback.
Sandy

Distance Education Technology and Media Mind Map

2009-11-02T17:00:00.001-08:00

http://wenzel.wikispaces.com/8842+PROJECT

Above is the link to my mind map.

Based on my philosophy of distance education, I believe that I lean toward the dynamic end of the “static-dynamic continuum.” I could move further in this direction however. I need to continue to explore new technolo0gy and media as i have been in my educational technology courses. Then, and more importantly, I need to apply these in my daily work with students. This would require some positive risk taking. I can continue to further my knowledge on the dynamic portion of the continuum by taking further courses in this area and practicing the skills in courses and else where.As one who believes in the constructivist approach to teaching and learning, this concept of dynamics falls well into the constructivist theory.
Sandy

ENGAGING LEARNERS WITH NEW STRATEGIES AND TOOLS

2009-10-20T17:00:00.001-07:00

http://wenzel.wikispaces.com/8842+PROJECT

Above is the link to my wiki with the October 20, 2009 blog post graphic organizer

Anderson (2008) provided an overarching framework for a successful distance education experience. This framework includes the major categories of teacher presence, social presence, and cognitive presence. Anderson’s structure was utilized in the above graphic organizer and the work of others in this paper was inserted to demonstrate specific strategies and tools that could be successfully used to establish all three categories through instruction, establishment of the learning environment, and learning experiences.

Siemens (2008) discussed how learning networks have changed the structure of traditional institutions. The participative web added to communication and content development with new tools to gain information from. People now have a networked view of the world instead of a geographic view and networks provide more equity to learners given their access to information. He added that although the overwhelming amount of information available can make it difficult for learners to sift through it, the network tools can also provide assistance with this using blogs and online communities (Siemens (2007). Siemens (2008) added that there has been a disconnect between classroom tools and methods and the general society. Additionally, the increase in networked tools for learning has pressured education to change models better equipped for the interests and digital literacy skills of learners as well as fostering higher levels of learner engagement.

Siemens (2008) further argued that learning can be autonomous due to web tools and this meets to requirements of the constructivist model of teaching and learning used in distance education. As a result, the learner can be in control of the learning and an instructor is an expert who guides and encourages learner exploration. The instructors recognize the autonomy of learners and create resources that that give structure for critical ideas, concepts, papers, and places to create, explore, and connect knowledge. Instructional design has also changed so designers are also educators to educators in addition to their other tasks. Siemens (2007) also stated that instructors establish the core structure of resources for learners to explore without mandates on what they need to know. He argued that at this time, the goal for instructors is to achieve a centralized outcome through decentralized means.

Web tools that Siemens (2008) suggested fall into the categories of social sites or access to resources. Social sites such as Skype, blogs, social bookmarking, Ning, instant messaging, wikis, podcast, virtual worlds, and email include tools that create dialogue and disseminate information for learners. Google Scholar, Scopus, open access journals, and Wikipedia provide access to information. Other technological tools used by learners include cellular phones, computers, and internet all provide access for teaching and learning.

Siemens (2007) also discussed the web tools provide learners with new ways to communicate, collaborate, and explore information. Networks tools allow learners to be actively engaged in learning in different ways and from different sources from the older authoritative teaching in institutions. One example was that Skype can reduce barriers because it allows interaction and connection using voice and video in addition to asynchronous dialogue. Durrington, Berryhill, and Swafford (2006) added that high levels of interaction give learners more motivation, engagement, and learning. Some avenues that instructors can use to build this interaction are to provide a syllabus that sets the climate of the learning environment, create an area for learners to ask questions and instructors to answer, and instructors can use emoticons to add expression in postings. Additionally, asynchronous discussions, email, phone calls can be used between students and students with instructors to promote this interaction. Small groups can also be established for interaction prior to posting discussion as a means of promoting this essential interaction. Skype would be another good web tool for this purpose as it can add video for those learners who prefer this option.

References

Anderson, T. (Ed.). (2008). The theory and practice of online learning (2nd ed.). Edmonton, AB: Athabasca University Press.

Durrington, V., Berryhill, A., & Swafford, J. (2006). STRATEGIES FOR ENHANCING STUDENT INTERACTIVITY IN AN ONLINE ENVIRONMENT. College Teaching, 54(1), 190-193. http://search.ebscohost.com

Siemens, G. (2008, January). Learning and knowing in networks: Changing roles for educators and designers. ITForum.

Siemens, G. (2007). Curatorial Teaching. Podcast.
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BUILDING COMMUNITY IN DISTANCE EDUCATION 8842 PROJECT STORYBOARD

2009-10-11T08:04:00.000-07:00

www.wenzel.wikispaces.com/8842+PROJECT

Above is the link to my wiki which will take you to the story board. The blog post does not maintain the table format so this link is provided.

Sandy

Assessment in Distance Education

2009-10-08T16:26:00.000-07:00

Siemens (2008) would set a change in assessment models as the priority in order to engage learners in communities which are different than the previous experiences they have had. Swan (2004) added that grading rubrics for discussion participation should be developed and should reward desired cognitive behaviors. Palloff and Pratt (2007) argued that a strong sense of community can be built in distance education with the creation of a web of learning in which assessment is of the depth of knowledge and number of skills gained rather than a regurgitation of facts. Siemens (2008) suggested that a group of learners can assess each other rather than only the instructor doing the scoring. Peer assessment is encouraged in constructivist models as well. Learners can provide peer assessment though direct feedback in collaborative work when guided to learning community work by the instructors. The third assessment provided by Siemens is the instructor assessing each peer. Lastly, Siemens argued that assessment should be authentic and should include a strong connection to what the s experience in their real life situations.Mc Daniels (2009) posted that students are required to learn the content and pass the course requirements, but part of the assessment may need to focus on student growth during the quarter due to the varied levels of initial skills and knowledge according to Siemens 2008. Additionally, she argued that instructors have to be able to see active participation to be able to give a valid grade. (Palloff & Pratt, 2005). It is the instructors’ responsibility to talk with any students who are not participating to find out if there are any problems and remind the student about procedures and requirements. Although I agree that it is ultimately the instructor's responsibility to discuss non participation with students, it is first the responsibility for peers to provide gentle reminders and encouragement prior to instructor involvement.Mc Daniel, S. (2009). Module 3.http://sharon-mcdaniel.blogspot.com/search?updated-min=2009-01-01T00%3A00%3A00-08%3A00&updated-max=2010-01-01T00%3A00%3A00-08%3A00&max-results=8Palloff, R. & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco: Jossey-BassPalloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco: Jossey-Bass.Siemens, G. (2008). Assessment of collaborative learning [DVD]. Laureate Education, Inc.Siemens, G. (2008). Learning communities [DVD]. Laureate Education, Inc.Swan, K. (2004). Relationships between interactions and learning in online environments. The Sloan Consortium.

Collaboration in Distance Education

2009-09-27T07:38:00.000-07:00

I agree with Siemens’s (2008) view that there is a growing acceptance of distance education in today’s corporations and educational environments. This statement is true in my opinion as related to learner, faculty, and management acceptance. This is evident in the growing amounts of formal online programs in education k-12 and in higher education as well as in distance training of employees in businesses. At this time, I am not convinced that employers in general accept the quality of distance education when considering hiring personnel and would like to see studies on this. In addition, Moller, Foshay, and Huett (2008) cautioned that often, managers in corporations are providing distance training because it is cost effective rather than because it is an effective and preferred mode of learning for employees. Siemens’s (2008) also discussed communication, global diversity, and collaboration as elements that are producing more effective learning experiences and distinguishing distance education from traditional models. I agree that all three of these areas are factors contributing to the quality of distance education. In fact, they are nearly inseparable. For example, collaborative interaction on a wide scale would be more difficult if not for the modern communication tools in place. At the same time, because we have such quality communication tools, it allows for global diversity and collaboration to exist at a higher level than ever before. The quality, acceptance, and diffusion of modern tools of the technology in our world is the underlying common factor that ties these elements together resulting in more effective learning experiences in education and training. These elements also thrive in the world market and social spheres today which makes the application and need in education for these elements high and applicable to our daily lives. Although I view the elements as intertwined, I have selected collaborative interaction as the focus of this post.Collaborative interaction has evolved for many reasons. One reason is the growing use of contemporary learning theory of constructivism. A learner centered collaborative framework is at the core of this theory (Anderson, 2008). In addition, in the global marketplace, collaborative problem solving is common today. In order to meet the needs of employers in the market place, learners need to be prepared to problem solve in a collaborative manner. Some experts also emphasized that collaboration across disciplines or within subgroups of a discipline in problem solving is also important. For example, Kearns (2009) described a lesson in her law class that required collaborating with students in another field to address the issue of taxes in a divorce situation. She stated, “The goals of the exercise were (i) to provide an environment for the students to collaborate, (ii) to give the students an opportunity to exercise their public speaking muscles, (iii) to provide a forum to express what they had learned throughout the semester and (iv) to cross pollinate”. (http://bestpracticeslegaled.albanylawblogs.org/2009/06/16/collaboration-experiment-letting-the-students-teach/) Finally, because technology tools have become sophisticated and widely diffused, collaboration across distance and time is more possible.Online tools available today that assist with collaborative interaction online are social web sites such as Face Book, cell phones and other mobile technologies such as laptops and netbooks, email, blogs, and interactive communication programs such as Skype that allow text, audio, and video conferencing instant and easy. These tools also allow for both synchronous and asynchronous collaboration accommodating collaboration easily across time.“The final element of engaging learners in the online environment involves active participation in collaborative, problem-based activities. Group activities should include a small number of participants, solve relevant problems, encourage accountability, and facilitate discussion (Durrington, V., et al., 2006)”. (Vining, 2009). http://mavining.blogspot.com/“We can no longer be satisfied with creating easy to manage course websites that live inside moated castles. We have to open up the learning process and experience to leverage the vastness of the data available to us and the power of the crowd, all the while remembering that learning is fundamentally about individuals conversing with each other about the meaning and value of the data they encounter and create”. (Simons, 2009). http://dlviews.blogspot.com/References:Anderson, T. (Ed.) (2008). The theory and practice of online learning (2nd ed.). Edmonton, AB: Athabasca University Press. Higher education and collaboration in a global context: a new UK/US (Atlantic) perspective. (2009). Retrieved on Sept. 26, 2009 from http://globalhighered.wordpress.com/2009/07/29/higher-education-and-collaboration-in-a-global-context/Kearns, D. (2009). Collaboration Experiments: Letting the Students Teach. Retrieved on Sept. 26, 2009 from http://bestpracticeslegaled.albanylawblogs.org/2009/06/16/collaboration-experiment-letting-the-students-teach/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.Siemens, G. (speaker). “The Future of Distance Education.” Laureate Education, Inc. (2008). Principles of Distance Education. Baltimore.Simons, D. (2009). The End in Mind I’ve Seen the Future and the Future is Us (Using Google). Retrieved on Sept 26, 2009 from http://dlviews.blogspot.com/Vining, M. (2009). Engaging Learners Reflection. Retrieved on Sept 20, 2009 from http://mavining.blogspot.com/

8842 module 1 wk 2 assignment

2009-09-13T13:30:00.001-07:00

While comparing and contrasting views on the reasons for the need to evolve distance education to the next generation, it is the scope of the lens used by experts in the resources that stands out as the most significant contrast. Huett, Moller, Foshay, and Coleman (2008) presented views on evolving distance education to the future using a narrow lens restricted to the present aspects of distance education to explain while Simonson (2008) uses a much broader lens. Simonson relied on theory, empirical research, and a historic perspective on distance education to explain the future. This is the most significant contrast between the perspectives provided in the resources. The lens used by Simonson (2008) also provided a definition of distance education and distinguished it from self study at a distance. Simonson also focused mainly on schools while Huett et al (2008) provided equal application of distance education to corporate training, higher education, and k-12 schools. Lastly, Huett et al emphasized criticism of distance education and focused on the need to improve assessment, methodology tools, models of instruction, and course development. In contrast, Simonson emphasized what is successful in past and present distance education and builds from those aspects. Huett et al presented using repair of a problem based approach while Simonson used building upon an existing successful approach.Similarities also existed in experts’ opinions. All of the experts discussed the explosive growth in distance education. Additionally, all authors attributed this growth to economics and accessibility yet Huett et al (2008) provided narrow evidence from a past study while Simonson (2008) connected the growth of distance education beginning to past patterns with the birth of the internet and web. In addition, Simonson provided more details on future growth using information about instructional and communication technologies. He also provided more information when arguing that the changes will not be revolutionary. I agree with most of the concepts presented in the resources. I was uncertain of some arguments presented by Huett et al (2008). Their views would have been more convincing and valid if more empirical data would have been provided. I agreed with all of Simonson’s ideas on the evolution of distance education to the next generation because he based his arguments in proven theories, historic patterns, and sound empirical data.ReferencesHuett, 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.Retrieved on Sept 05, 2009 from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=3649020&Survey=1&47=2578915&ClientNodeID=984645&coursenav=1&bhcp=1Moller, L., Foshay, W., & Huett, J. (2008, May/June). The evolution of distance education: Implications for instructional design on the potential of the web (Part2: Training and development). TechTrends, 52(3), 70-75. Retrieved on Sept.5, 2009 from http://ezp.waldenulibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=33281719&site=ehost-live&scope=siteMoller, 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. Retrieved on Sept 5, 2009 from http://ezp.waldenulibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=33991516&site=ehost-live&scope=siteSimonson, M. (speaker). “Distance Education: The Next Generation”. Laureate Education, Inc. (2008). Principles of Distance Education. Baltimore.Retrieved on Sept 10, 2009 from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=3649020&Survey=1&47=2578915&ClientNodeID=984645&coursenav=1&bhcp=1Simonson, M. (speaker) (2008). “Equivalency Theory”. Laureate Education, Inc. (2008). Principles of Distance Education. Baltimore.Retrieved on Sept 10, 2009 from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=3649020&Survey=1&47=2578915&ClientNodeID=984645&coursenav=1&bhcp=1