As a
leader in educational technology, what can you do to help make emerging
technologies valuable to others, while maintaining gender, cultural, and
socioeconomic sensitivity?
The first
thing would be to work side by side with others to learn the benefits and
barriers the technology may present to different people. This would give me
more information about various users and make me more aware of and sensitive to
aspects that influence the audience. My field is k-12 education. Socioeconomics
is a factor with technology when it comes to public schools. A goal I would
have is that all public schools would have the capability for families to
access their server at no cost whether through wireless or some other manner. If
schools had to provide laptops, netbooks, tablets, or other mobile technology
to families for access they could. In this way, all of the students would have
the same access to information for learning as well as tools for communication and
collaboration. All learners would have the same benefits in learning despite socioeconomic
factors.
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.
According to Thornburg (2009), disruptive
technology is one that suddenly arrives and exceeds the functions, cost, and
efficiencies of an existing technology thereby replacing or making it obsolete unexpectedly.
Rosedale (2008), argued that virtual worlds, such as Second Life, will replace
the web as we know it. Reasons for this are that virtual worlds allow us to
combine and use our creativity with designing endless possibilities without the
barriers such as cost of materials. In addition, virtual worlds allow others to
easily access these creations and participate in designing new features with
others. The web communicates information mainly with the use of text however,
virtual worlds uses symbols. This allows users from all areas of the globe to
access, create, design, and collaborate with others without the cultural and
language barriers faced by using text only. Human brains will more easily
organize and retain information with the use of common symbols and images than
with text alone. According to Rosedale, humans have a need for social interaction
which is also a huge advantage of virtual worlds over the web. Users are always
present with others in real time while in virtual worlds which meets the human
need to communicate and collaborate with others. Virtual worlds allow users to
experience and create anything that would otherwise be impossible.
Rodriquez
(2009), discussed use of Second Life as replacing traditional educational
tools. She argued that virtual worlds would allow learners to create and
experience things that would be impossible to experience in the real world.
Furthermore, virtual worlds are extremely diverse and provide social benefits with
increased communication and collaboration for learners across global barriers
now in place using the web. She argued that virtual worlds are disruptive because
they replace the existing traditional teaching environments and the long held
educational 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 from
http://www.ted.com/index.php/talks/the_inspiration_of_second_life.html.
Thornburg, D. (2009).
Evolutionary technology Vodcast: In Laureate Education, Inc. Emerging and
future technology.
Data
Storage devices today are capable of preserving mega data in very small
devices. In fact now, one can store data in a cyber cloud. Rhymes of history
can be used to explain how data storage impacts users to fill a need that has
been in existence since ancient times. It has always been
important for people to have ways save and communicate information. Oral
history was the first method preserving and communicating important information
and the most significant of this that comes to mind for me is how the words of
the bible were communicated and saved by oral history until they could be
written down. Following oral history, the earliest form of data storage known was
paintings and carvings on cave walls Pictures and symbols were used to preserve
data initially. (http://www.moah.org/exhibits/archives/brains/ancient.html).
Carving and painting of pictures
was time consuming and required a lot of space. Hieroglyphics was the early
version of alphabet writing used by the Egyptians to make communicating and
storing data in writing more efficient and more compact. The Chinese created a
system of writing using pictures and symbols. About 3,000 years ago the
alphabet was designed by the Phoenicians and was revised later by the Greeks
and Romans. Structures and objects also were built for the purpose of
communicating and storing significant data. Ancient temples and tools such as
the slide rule are examples of these.
It is clear that communication and
storage of data has always been a need for humans. As time progressed, methods
of storing data became more uniform, miniature, and portable. Today, humans are
capable of storing data in cyber clouds which have replaced older devices.
Punchcards used perforated paper storing patterns in 1725. In 1846, punched paper
tape was used which miniaturized the cards. The selection tube was designed as
a form of computer memory in 1946 and during the 1950s; magnetic tapes were
used to store more data in smaller places. Then, in 1963, the compact tapes
were 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 and
storage means, the idea of the need for more efficient devices that could be
miniaturized, portable, and hold significant amounts of data is a strong
pattern. One can see the rhymes of history unfold when considering human need
to communicate and store data. Ancient Forms of Data Storage. Retrieved on April 9, 2011 from http://www.moah.org/exhibits/archives/brains/ancient.html.
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 the
Hug. ) 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 feelings
beyond voice. This may replace cell phones as communication devices because
people desire the personal aspects of face to face conversations. The Hug may
allow this from afar.
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 cellular
mobile communication devices. The telegraph, operating since the 1840s, and the
earlytelephone
were both wire-based electrical systems
(http://inventors.about.com/od/bstartinventors/a/telephone.htm).
It was
long ago that individuals began experimenting with wireless telephones. In 1865, Dr. Loomis was one of the first to
communicate with another through the atmosphere (http://cellphones.org/cell-phone-history.html).
Dr. Cooper
designed and used the first cellular phone in 1973 and in 1977; the Chicago
community were the first public customers of the cellular phone. Since this
time, the cellular telephones have changed and diffused rapidly around the
globe. In
the 1990s, 2G digital networks were online and replaced analog network
frequencies making them obsolete (http://www.tech-faq.com/history-of-cell-phones.html).
Soon after, 3G
mobile phones arrived and included SMS
text, email, and Wi-Fi Internet access.
Mobile phones today are capable of instant communication
and information access with increasing miniaturization, speed, and quality.
Today we have smart phones, touch phones and more. We can take photos and video
and instantly send them to others around the globe or post them to the
internet. We can have face to face calls and instantly send a text message. We
can download and read books on our phones and play games on the internet with
that same device. We can watch television on our phones.
Over the past few years, the cellular phones have
continually been improved with changes to retrieved information from earlier
devices. Mobile cellular capabilities and use may revert to earlier
communication and information access through wired systems such as landline
telephones and wired computers. It may even revert back to older forms of
communication such as good old letter writing and face to face meetings. Reasons
for this reversal could include: newly recognized health risks due to mobile
device use, newly discovered environmental risks to due to mobile devices, or a
realization of some cultures that mobile devices have destroyed the benefits of
our earlier social interactions, pace of life, and personal values.
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
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
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.
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.
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
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.
http://evonie-rash.blogspot.com/
http://sgudjonis.blogspot.com/2010/06/module1.html?showComment=1276426400443_AIe9_BE2u7f-b9kW0MbSguZJbSnY0uDFwjC0CdzD9u9eVOKeEZ0RydF_HyT0vG-tCZ2eWzm6f7nedCyHS4jMG5L59cSbE1XtBD8qcdgVkU-yclk7Y59Gz0FWk1yHYb4zBXYpAyOof2L-cnS9uOBdQ2Vdz8gBXvX_9dfUaPvUuhDCxJNYiF94065mv5YwpieXDLuDmkaEujY4MBgMBV7p3ViiP81a8o7WZQ#c458195219264043445
http://thomasharrislearningtheory.blogspot.com/2010/06/thomas-eric-harris-mod-1.html?showComment=1276687982490_AIe9_BHgU-Vemgn4Sdkp0BM2dgvjXNlu4OCCiwXy8wD3lwQ33rNFrzoHLyYWDvfe3SKRPWQALfwhW2BLowrgV4mEA-DFnjxAg8ng-8j2TDcUzTCfwcDNXl1Mqnnx7MoHpR3aI4LXUtCPUHskzx-l7RGKqg74Gc2gkGacyVwJ4dX2UImDtLvDUA4B7MExm7OEYNisbif5g5QQfxGzRry1V95o4tmc1eeMpL9c8NFiVHhUlpIjML9TNV14m4OXJyiHV0UPYsTIyCm_#c3821461941247215296
Above are links to my peers' blogs that I commented on.
Sandy
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 Authentic
selection of responses performance tasks
contrived real-life
recall/recognition construction/application
teacher structured learner structured
indirect evidence direct evidence
Assessment 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.
References
Altun, 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.html
Lee, H. S., & Lee. S. Y. (n.d.). Dick and Carey model. Retrieved February 2, 2009, from http://www.umich.edu/%7Eed626/Dick_Carey/dc.html
Mueller, 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.htm
The ADDIE Model located at http://www.learning-theories.com/addie-model.html
The ASSURE Model located at http://www.ou.edu/class/eipt3043/assure.html
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
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
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.
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
