Tuesday, April 19, 2011
Sunday, January 30, 2011
Cornstarch Lab Assessment
1. What happened when you slowly pushed your finger or fist into the mixture?
2. What happened when you jabbed your finger or fist into the mixture?
3. What happened when you squeezed the ball?
When you released the ball?
4. What factor seems to determine whether the mixture behaves as a solid or as a liquid?
2. What happened when you jabbed your finger or fist into the mixture?
3. What happened when you squeezed the ball?
When you released the ball?
4. What factor seems to determine whether the mixture behaves as a solid or as a liquid?
Tuesday, August 31, 2010
Wednesday, August 18, 2010
Monday, August 16, 2010
Moldule 6: Learning Content in Distance Education
I had to re-post the video above to make it all fit on the page.
In so doing, the video on this post disappeard, but the "comment" section remained here.
Bill
For Module 6, I responded to the following blogs:
Lynne Butkiewicz
http://waldentechnology.blogspot.com/
Amy Cantymagli
http://acantymagli.blogspot.com/
Christine Wallo
http://cwallo.blogspot.com
Katherine Crawford
http://kat-edutech.blogspot.com/
Christine Rand
http://walden-crand.blogspot.com/
In so doing, the video on this post disappeard, but the "comment" section remained here.
Bill
For Module 6, I responded to the following blogs:
For Module 6, I responded to the following blogs:Lynne Butkiewicz
http://waldentechnology.blogspot.com/
Amy Cantymagli
http://acantymagli.blogspot.com/
Christine Wallo
http://cwallo.blogspot.com
Katherine Crawford
http://kat-edutech.blogspot.com/
Christine Rand
http://walden-crand.blogspot.com/
Sunday, August 8, 2010
Moving Toward Dynamic Technologies
Personally, I'm well over toward the dynamic limit of the spectrum. I really like to interact with others and try new things that offer a more creative perspective to distance education. Let's face it, taking this course is also aimed at a more dynamic view and experience.
This must be tempered, though, with the understanding of the principles of education and how they apply to distance education. Workability and practicality is very important.
In my work, therefore, in distance education, I tend to be more conservative, using only tried technologies with a good track record. In science education, it's easy to lose students. The material has a fairly high learning curve and it pays to stay on track with proven "learning objects" if we can extend that definition to include standard text books and laboratories.
I see this as different communication patterns. You read a textbook or watch a video and then you share an opinion or reply to a question. The cycle occurs over a longer period than in a chat or video conference. It takes longer to generate new ideas. You ruminate for weeks or longer at times and then express some new opinion, some hypothesis of your own. Scientists did this a centuty ago. It was very time consuming, but it produced very good results. Today, and with faster communication systems, the process is streamlined. The exchanges are quicker. In science, it's still faster at the research lab - but the technology helps enormously to gather information and to communicate. I've never seen new ideas generated so quickly or enthusiastically as in a room full of students who have warmed to the subject. The trick would be to produce those same dynamic effects using the new techology tools.
References:
McGreal,R, and Elliott, T. (2008). Technologies of online learning (E-learning). In Anderson, T. (Ed.) The theory and practice of online learning (2nd ed.). (pp. 333-365). Edmonton, AB: AU Press, Athabasca University
Moller, L. (2008). Static and dynamic technological tools. [Unpublished Paper].
For Module 5, I responded to the following 2 blogs:
Christine Rand: http://walden-crand.blogspot.com
Chris Wallo: http://www.cwallo.blogspot.com
Wednesday, July 28, 2010
Engaging Learners with New Strategies and Tools
I just don't seem to be able to get blogger to transfer my graphic organizer copy like I want. Try clicking on the blog above to view it.
The main content is in the center" Online Learner Environment", surrounded by four major branches;
1. "Course Content Materials" which has Text, Online Resources and Lab Supplies as sub categories.
2. "Social Presence" which has the course registration itself and the student and school academic standing as sub categories.
3. "Cognitive Presence" which has an Informed and Motivated Teacher and an Expertly Designed Curriculum as sub categores.
4. "Collaborative Environement" with Local and Online Resources as sub categories.
Number 4 would have additional sub categores consisting of messaging online as well as telephone, cell phone, or any other communication vias available.
This "graphic" was supposed to serve as a model and focus for the discussion of how we might be able to engage learners with new strategies and tools.
Both Terry Anderson and Vance Durrington and his coauthors (Anderson T, 2008), (Durrington V.A. et al, 2006) insist that we load the curriculum itself with structure and assessment rubrics for collaborative activities. I believe this might be better left more voluntary and less enforced communication as it might restimulate student personal freedom losses and lower the enthusiasm for study. A teacher must be very careful how he or she handles assigning other students to monitor the participation of others. I see more dangers here than I see benefits. Whereas a voluntary collaboration recruitment would, I feel, be much more successful. At all events, structuring collarboration into the curriculm properly is definitely a key strategy. I do like the Problem Based Learning strategy to open up group participation. This is always a winner in science classes. Again, it's that much harder to engineer online.
Palloff and Pratt advise us to transform what works in the classroom to an online format. (Palloff, R.M., and Pratt, K., 2005). This can be done with videos easily and seems to be the most successful adaptation to date. Siemens (Siemens, G., 2008) stresses guiding students through a more complex curriculum.
One thing that would work would be an easier way to post graphics to blogs. Joke. :)
as Durrington et al would have us do!
Anderson, Terry. (2008). The Theory and Practice of Online Learning. (pp. 343 - 365)Edmonton, Alberta: Au Press, Athabasca University.
Durrington, V. A., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190−193.
Palloff, Rena M, Pratt, Keith, (2005). Collaborating Online, Learning Together in Community, San Fransisco. CA, : Jossey-Bass
Learning and Knowing in Networks: Changing roles for Educators and DesignersGeorge SiemensPresented to ITFORUM for DiscussionJanuary 27, 2008.
For Module 4, I responded to the following 2 blogs:
Christine Rand: http://walden-crand.blogspot.com/2010/06/module-2_29.html
Amy Cantymagli: http://acantymagli.blogspot.com/
Wednesday, July 14, 2010
Assessing Collaborative Efforts
Assessing Collaborative Efforts
As I mentioned in this past week's discussion assignment, besides the importance of the group dynamic in most every human activity, there is the overarching importance of self-determinism that should be held as one of the most important values that an educator should be consulting in the course of helping a student to develop new skills or gain new understandings. The individual is the target of the education process. Groups are composed of individuals. Yes, you can train teamwork and help to develop group skills and this can be seen and experienced in most of our common sports. The trick is to maintain a healthy balance between individual and team values. The strength of a free society is probably due to its granting individual freedoms.
If done correctly, students respond to collaborative assessment the same way they respond to learning a new game. They want to participate. Group activities are natural for people. In my science classes, I would schedule several, in class, group activities each week. These were problem- based assignments which the students had to solve in groups. They were graded on their solutions and each of them was graded on his or her participation. They were assigned to groups based on their seating arrangements. They chose these themselves at the beginning of the term. Usually, they were seated near other students which they worked best with. Usually, there were students who were less socially oriented and a teacher has to notice this and compensate for it. Don't let little Joey sit out the game on the bench. Let him and someone else practice throwing and catching the ball. Find an acceptable group for each student. Sometimes the teacher must work with a student or two in a group. The same mechanics work online but would probably require surveys to establish optimum group structures.
Another problem, also cited earlier, is that many students are better adjusted socially than their teachers or school staff. There's nothing really wrong with that. The Hurst and Thomas study (Hurst and Thomas, 2008) was probably following the dynamics that youngsters had already developed within the internet structure. The youth of this world seem to be way ahead of the rest of us on the social aspects of the internet. Treat it like recess and use it to help form good solid communities. Adult learners need more structure. Keeping the direction of group activities becomes easier when you intend to keep the fun of learning in sight.
Hurst , Deborah and Thomas, Janice (2008). Towards a theory of online learning. In Anderson, T. (Ed.) The theory and practice of online learning (Chapter 18). (pp. 441-472). Edmonton, AB: AU Press, Athabasca University.
Palloff, Rena M, Pratt, Keith, (2005). Collaborating Online, Learning Together in Community, San Fransisco. CA, : Jossey-Bass.
Vodcasts:
“Assessment of Collaborative Learning Environments” George Siemans more acceptance /global extensions. Retrieved from web page EDUC - 8842, Walden University, (2010)
"Learning Communities" George Siemans more acceptance/global extensions. Retrieved from web page EDUC - 8842, Walden University, (2010)
For Module 3, I responded to the following 2 blogs:
Christine Rand: http://walden-crand.blogspot.com/2010/06/module-2_29.html
Amy Cantymagli: http://acantymagli.blogspot.com/
As I mentioned in this past week's discussion assignment, besides the importance of the group dynamic in most every human activity, there is the overarching importance of self-determinism that should be held as one of the most important values that an educator should be consulting in the course of helping a student to develop new skills or gain new understandings. The individual is the target of the education process. Groups are composed of individuals. Yes, you can train teamwork and help to develop group skills and this can be seen and experienced in most of our common sports. The trick is to maintain a healthy balance between individual and team values. The strength of a free society is probably due to its granting individual freedoms.
If done correctly, students respond to collaborative assessment the same way they respond to learning a new game. They want to participate. Group activities are natural for people. In my science classes, I would schedule several, in class, group activities each week. These were problem- based assignments which the students had to solve in groups. They were graded on their solutions and each of them was graded on his or her participation. They were assigned to groups based on their seating arrangements. They chose these themselves at the beginning of the term. Usually, they were seated near other students which they worked best with. Usually, there were students who were less socially oriented and a teacher has to notice this and compensate for it. Don't let little Joey sit out the game on the bench. Let him and someone else practice throwing and catching the ball. Find an acceptable group for each student. Sometimes the teacher must work with a student or two in a group. The same mechanics work online but would probably require surveys to establish optimum group structures.
Another problem, also cited earlier, is that many students are better adjusted socially than their teachers or school staff. There's nothing really wrong with that. The Hurst and Thomas study (Hurst and Thomas, 2008) was probably following the dynamics that youngsters had already developed within the internet structure. The youth of this world seem to be way ahead of the rest of us on the social aspects of the internet. Treat it like recess and use it to help form good solid communities. Adult learners need more structure. Keeping the direction of group activities becomes easier when you intend to keep the fun of learning in sight.
Hurst , Deborah and Thomas, Janice (2008). Towards a theory of online learning. In Anderson, T. (Ed.) The theory and practice of online learning (Chapter 18). (pp. 441-472). Edmonton, AB: AU Press, Athabasca University.
Palloff, Rena M, Pratt, Keith, (2005). Collaborating Online, Learning Together in Community, San Fransisco. CA, : Jossey-Bass.
Vodcasts:
“Assessment of Collaborative Learning Environments” George Siemans more acceptance /global extensions. Retrieved from web page EDUC - 8842, Walden University, (2010)
"Learning Communities" George Siemans more acceptance/global extensions. Retrieved from web page EDUC - 8842, Walden University, (2010)
For Module 3, I responded to the following 2 blogs:
Christine Rand: http://walden-crand.blogspot.com/2010/06/module-2_29.html
Amy Cantymagli: http://acantymagli.blogspot.com/
Sunday, July 11, 2010
Video Presentation: Post OutlineStoryboard on Blog
Outline:
Distance Education - Title
Learning Content - Narrated Animation as a pre-introduction posed as a question -
Should Learning Content in Distance
Education be the Same as Learning Content
in the Traditional Classroom Format?
Introduction - Narrated with pictures -
Hypotheses and Rationale for the Adaptation
of Learning Content to Distance Education
1. The principles that apply to learning are
fundamentally the same regardless of the
medium.
2. The systems or mechanics of presentation
of learning content vary considerably from
one medium to another.
3. The learning content for distance education
should be adapted for the working medium,
whether it be books at home that are shipped
by mail, or a fully online format, or any hybrid
system, to produce optimum learning for the
student at optimum efficiency for the system.
Distance Education Plans
Course Planning for Online Adult Learners - Introduction of key speakers and their ideas - Narration and video
DuCharme-Hansen, B., & Dupin-Bryant, P.
(2005). Distance Education Plans: Course
Planning for Online Adult Learners. TechTrends
Linking Research and Practice to Improve
Learning, 49(2), 31-39. Retrieved from ERIC database.
Six components of distance education plans
assessment
guidance
building community
communication
humanizing
evaluating
DuCharme-Hansen and Pamela A. Dupin-Bryant
What are the Student’s Concerns? - Narration about student attitudes - includes pictures -
Some Learner-Based Values:
Ease in paying attention to Instructors' materials
Ability of instructor to pay attention to students
Ease of reading graphics and visuals
Instructor answers questions
Examples and activities helped the student to learn
Faculty seemed knowledgeable about all topics.
(Stewart, Barbara L. et al 2004)
Developing web-based curricula: issues and challenges - Narration and video
Model for Effective Curriculum Development
Define target students and their needs
Identify instructional objectives
Select the scope of subject content
Organize sequence and structure
Select presentation methods and media
Design assessment activities
Implement formative evaluation
(Chou and Tsai 2002)
Summary and Introduction to our Speakers - Probably Barbara DuCharme and Pamela
Dupin-Bryant - videos and/or narration
For the Video Presentation Story Line Blog, I responded to the following 2 blogs:
Christine Rand: http://walden-crand.blogspot.com/2010/06/module-2_29.html
Amy Cantymagli: http://acantymagli.blogspot.com/
Distance Education - Title
Learning Content - Narrated Animation as a pre-introduction posed as a question -
Should Learning Content in Distance
Education be the Same as Learning Content
in the Traditional Classroom Format?
Introduction - Narrated with pictures -
Hypotheses and Rationale for the Adaptation
of Learning Content to Distance Education
1. The principles that apply to learning are
fundamentally the same regardless of the
medium.
2. The systems or mechanics of presentation
of learning content vary considerably from
one medium to another.
3. The learning content for distance education
should be adapted for the working medium,
whether it be books at home that are shipped
by mail, or a fully online format, or any hybrid
system, to produce optimum learning for the
student at optimum efficiency for the system.
Distance Education Plans
Course Planning for Online Adult Learners - Introduction of key speakers and their ideas - Narration and video
DuCharme-Hansen, B., & Dupin-Bryant, P.
(2005). Distance Education Plans: Course
Planning for Online Adult Learners. TechTrends
Linking Research and Practice to Improve
Learning, 49(2), 31-39. Retrieved from ERIC database.
Six components of distance education plans
assessment
guidance
building community
communication
humanizing
evaluating
DuCharme-Hansen and Pamela A. Dupin-Bryant
What are the Student’s Concerns? - Narration about student attitudes - includes pictures -
Some Learner-Based Values:
Ease in paying attention to Instructors' materials
Ability of instructor to pay attention to students
Ease of reading graphics and visuals
Instructor answers questions
Examples and activities helped the student to learn
Faculty seemed knowledgeable about all topics.
(Stewart, Barbara L. et al 2004)
Developing web-based curricula: issues and challenges - Narration and video
Model for Effective Curriculum Development
Define target students and their needs
Identify instructional objectives
Select the scope of subject content
Organize sequence and structure
Select presentation methods and media
Design assessment activities
Implement formative evaluation
(Chou and Tsai 2002)
Summary and Introduction to our Speakers - Probably Barbara DuCharme and Pamela
Dupin-Bryant - videos and/or narration
For the Video Presentation Story Line Blog, I responded to the following 2 blogs:
Christine Rand: http://walden-crand.blogspot.com/2010/06/module-2_29.html
Amy Cantymagli: http://acantymagli.blogspot.com/
Wednesday, June 30, 2010
Elements of Distance Education Diffusion
George Seimens speaks of "global diversity as a common trend within distance education" while discussing the evolution of online education, (Siemens, G. 2010). This is evident. The assignment is to respond to two elements:
· How has this element evolved"
· What online tools are available today to facilitate these interactions among learners?
Global diversity within distance education has had a parallel evolution to the internet itself. Indeed, the internet has evolved directly with the extension of the telephone system across the planet using communication satellites that provide a more efficient method to reach terminals abroad. These technological improvements, together with innovative electronic data manipulative systems have given rise to a highly effective global communication system. From text messaging within university systems here in the US, that serviced students at home responding to lesson assignments, to a fully global network of synchronous and non-synchronous programs, the scope, facility, and complexity that provides effective and well designed courses at a very high and unique level of convenience.
Today we have video tools (Siemens, G. 2010) as well as text and audio tools with which to reach diverse global populations. In addition, we have the non-synchronous aspect of message boards as well as the various other messaging options available to internet users. We also have developing theories like "Equivalency Theory" (Simonson, M., 2010) that assist toward formats that are uniquely designed for online distance education.
An important aspect of the facilitation of global diversity that should not be minimized is that there is no cost penalty for longer distance communications within today's internet structure. It would not be totally surprising, given the current ethics of online business practices, to see this change, but the driving force for global interaction will probably prove strong enough to continue to suppress any unethical motives, at least for the near future.
Siemens, G. (2010) ) Vodcast: Equivalency Theory. Retrieved from EDUC 7102, Walden University Webpage.
Simonson, M. (2010) Vodcast: Equivalency Theory. Retrieved from EDUC 7102, Walden University Webpage.
For Module 2, I responded to the following 2 blogs:
Christine Rand: http://walden-crand.blogspot.com/2010/06/module-2_29.html
Richard Wasserman: http://principlesofdistanceeducationwaldenu.blogspot.com/2010/06/module-2.html
George Seimens speaks of "global diversity as a common trend within distance education" while discussing the evolution of online education, (Siemens, G. 2010). This is evident. The assignment is to respond to two elements:
· How has this element evolved"
· What online tools are available today to facilitate these interactions among learners?
Global diversity within distance education has had a parallel evolution to the internet itself. Indeed, the internet has evolved directly with the extension of the telephone system across the planet using communication satellites that provide a more efficient method to reach terminals abroad. These technological improvements, together with innovative electronic data manipulative systems have given rise to a highly effective global communication system. From text messaging within university systems here in the US, that serviced students at home responding to lesson assignments, to a fully global network of synchronous and non-synchronous programs, the scope, facility, and complexity that provides effective and well designed courses at a very high and unique level of convenience.
Today we have video tools (Siemens, G. 2010) as well as text and audio tools with which to reach diverse global populations. In addition, we have the non-synchronous aspect of message boards as well as the various other messaging options available to internet users. We also have developing theories like "Equivalency Theory" (Simonson, M., 2010) that assist toward formats that are uniquely designed for online distance education.
An important aspect of the facilitation of global diversity that should not be minimized is that there is no cost penalty for longer distance communications within today's internet structure. It would not be totally surprising, given the current ethics of online business practices, to see this change, but the driving force for global interaction will probably prove strong enough to continue to suppress any unethical motives, at least for the near future.
Siemens, G. (2010) ) Vodcast: Equivalency Theory. Retrieved from EDUC 7102, Walden University Webpage.
Simonson, M. (2010) Vodcast: Equivalency Theory. Retrieved from EDUC 7102, Walden University Webpage.
For Module 2, I responded to the following 2 blogs:
Christine Rand: http://walden-crand.blogspot.com/2010/06/module-2_29.html
Richard Wasserman: http://principlesofdistanceeducationwaldenu.blogspot.com/2010/06/module-2.html
Wednesday, June 16, 2010
The Next Generation of Distance Education
"Don't throw the baby out with the bathwater." (Saying, Anonymous).
Granted, not everything is perfect with traditional forms of education, but, let's not throw away our textbooks, whiteboards (blackboards that are white), or our words or tradtional methods quite yet. I don't see that it's justifiable to replace Euclid (the person credited with the development of geometric theory) or Webster (the lexicographer) with ACT - R and John Robert Anderson or Marshall, S. and the belief that traditional education might actually inhibit learning (Moller et al. 2008 May/June) just at this moment. Forgive any sarcasm, but as a long term dedicated science teacher and engineer, I don't feel it's fitting to take a broadside against what I do laying down. My first career was as an engineer. I worked for the Apollo program at RCA, Hightstown, N.J. We designed and built one of the cameras that transmitted live telecasts of the the moon landings and helped develop microtechnologies and telecommunications which we are using right now in devices like the computer and internet. My part was very small. Still, I think the generalizations about traditional education do more damage that good.
I tend to agree with Simonson (Simonson, M. 2010) in his discussion about Equivalency Theory where he makes the point that e-learning is a different forum altogether and that instructional design should simply take this into account.
I'm not a pedestrian here. I have done curriuculm design for a distance education school. I do function as an instructor for a distance education school. I have worked in public education for a number of years as well. There's a thing called "don't unmock a working installation". In short it means "if it works, don't fix it". There's a practicality here - when I worked in engineering we called it common sense. I have no idea what it's called in ACT - R. It's probably thought of as quaintly archaic - like survival of the human race or something similarly silly.
What I'm getting at is that many of these problems have alreadey been solved, eg, incorporating highly complex theory into a learnable module, by professionals who publish textbooks.
What great stretch of the imagination is required to extend this application to e-learning? Take a look at a modern textbook. They are incredibly fine pieces of learning technology as well as beautifully presented. They have to be to extract a reasonable ROI - excuse the acronym (return on investment). Here's something that's working and has a proven track record. It holds up well against current state and national educational standards. Why not simply use it?
Now, I agree that educators should be formulating these programs and working closer in on any technology involving learning. I'm a science teacher but I've studied business management as well and I certainly understand the need and value of training in any organization. Yes, I can definitely see business training e-learning threatened by the lack of trained educators in the development of their training curriculum. These are all good points and tend to emphasize the need for professional educators to lend a hand in helping to develop useful study programs in other areas than K-12 or higher learning. As educators, we all feel the needs of our society for adequate training. Let's not lose our focus though. Let's not drop the vital areas of education that we are already handling to tend to this new emergency. Let's not change horses midstream . Let's be reasonable and effective.
In summary, I'd reinforce the rationale of Simonson and take heed to Moller et al and the warnings about the need for professional educators to become more involved. I'd totally ignore and occasionally point out the absurdity of unmocking (taking apart) what currently works in education, run it up the flagpole and see who salutes.
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.
Moller, L., Foshay, W., & Huett, J. (2008, July/August). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 2: Higher Education). TechTrends, 52(4), 66–70.
Huett, J., Moller, L., Foshay, W. & Coleman, C. (2008, September/October). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 3: K12). TechTrends, 52(5), 63–67.
Simonson, M. (2010) Vodcast: Equivalency Theory. Retrieved from EDUC 7102, Walden University Webpage.
Granted, not everything is perfect with traditional forms of education, but, let's not throw away our textbooks, whiteboards (blackboards that are white), or our words or tradtional methods quite yet. I don't see that it's justifiable to replace Euclid (the person credited with the development of geometric theory) or Webster (the lexicographer) with ACT - R and John Robert Anderson or Marshall, S. and the belief that traditional education might actually inhibit learning (Moller et al. 2008 May/June) just at this moment. Forgive any sarcasm, but as a long term dedicated science teacher and engineer, I don't feel it's fitting to take a broadside against what I do laying down. My first career was as an engineer. I worked for the Apollo program at RCA, Hightstown, N.J. We designed and built one of the cameras that transmitted live telecasts of the the moon landings and helped develop microtechnologies and telecommunications which we are using right now in devices like the computer and internet. My part was very small. Still, I think the generalizations about traditional education do more damage that good.
I tend to agree with Simonson (Simonson, M. 2010) in his discussion about Equivalency Theory where he makes the point that e-learning is a different forum altogether and that instructional design should simply take this into account.
I'm not a pedestrian here. I have done curriuculm design for a distance education school. I do function as an instructor for a distance education school. I have worked in public education for a number of years as well. There's a thing called "don't unmock a working installation". In short it means "if it works, don't fix it". There's a practicality here - when I worked in engineering we called it common sense. I have no idea what it's called in ACT - R. It's probably thought of as quaintly archaic - like survival of the human race or something similarly silly.
What I'm getting at is that many of these problems have alreadey been solved, eg, incorporating highly complex theory into a learnable module, by professionals who publish textbooks.
What great stretch of the imagination is required to extend this application to e-learning? Take a look at a modern textbook. They are incredibly fine pieces of learning technology as well as beautifully presented. They have to be to extract a reasonable ROI - excuse the acronym (return on investment). Here's something that's working and has a proven track record. It holds up well against current state and national educational standards. Why not simply use it?
Now, I agree that educators should be formulating these programs and working closer in on any technology involving learning. I'm a science teacher but I've studied business management as well and I certainly understand the need and value of training in any organization. Yes, I can definitely see business training e-learning threatened by the lack of trained educators in the development of their training curriculum. These are all good points and tend to emphasize the need for professional educators to lend a hand in helping to develop useful study programs in other areas than K-12 or higher learning. As educators, we all feel the needs of our society for adequate training. Let's not lose our focus though. Let's not drop the vital areas of education that we are already handling to tend to this new emergency. Let's not change horses midstream . Let's be reasonable and effective.
In summary, I'd reinforce the rationale of Simonson and take heed to Moller et al and the warnings about the need for professional educators to become more involved. I'd totally ignore and occasionally point out the absurdity of unmocking (taking apart) what currently works in education, run it up the flagpole and see who salutes.
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.
Moller, L., Foshay, W., & Huett, J. (2008, July/August). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 2: Higher Education). TechTrends, 52(4), 66–70.
Huett, J., Moller, L., Foshay, W. & Coleman, C. (2008, September/October). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 3: K12). TechTrends, 52(5), 63–67.
Simonson, M. (2010) Vodcast: Equivalency Theory. Retrieved from EDUC 7102, Walden University Webpage.
Thursday, June 10, 2010
Wednesday, November 11, 2009
Overcoming adversity to new technologies using motivational techniques
I had a great deal of difficulty getting the OK to install a new weather station on the roof of our school in Philadelphia. The technological enhancements for our science course included the weather station and an online interface, as well as an auxiliary course by the American Meteorological Society. We had ample budget, but justifying the cost as well as explaining the different functions was quite trying. The attitudes were quite negative. The behaviors demonstrated a low interest in learning anything about new technologies.
What I finally did came right off the materials from the AMS! It said: "Conduct a workshop for the administration and faculty..." And so I did. It followed the ARCS model fairly accurately!
The workshop contained a hands-on lab - real hands on real paper - drawing numbers at your fingertips over and over as you drew your palm upward and around to demonstrate the wind flows at high and low pressure systems. This really got their attention - and about the time that the data came streaming in from an online weather source, the classroom was abuzz with enthusiam and most everyone was busily making predictions for the following day's weather! Confidence was way up and, by the brightness of their eyes and their laughter, I knew the satisfaction was high and I had a winner!
By the way, the course itself did extremely well in terms of student engagement and comprehension of the major concepts.
What I finally did came right off the materials from the AMS! It said: "Conduct a workshop for the administration and faculty..." And so I did. It followed the ARCS model fairly accurately!
The workshop contained a hands-on lab - real hands on real paper - drawing numbers at your fingertips over and over as you drew your palm upward and around to demonstrate the wind flows at high and low pressure systems. This really got their attention - and about the time that the data came streaming in from an online weather source, the classroom was abuzz with enthusiam and most everyone was busily making predictions for the following day's weather! Confidence was way up and, by the brightness of their eyes and their laughter, I knew the satisfaction was high and I had a winner!
By the way, the course itself did extremely well in terms of student engagement and comprehension of the major concepts.
Friday, October 30, 2009
Connectivism
Mind Mapping
Click on the image to enlarge it!
The major change I've realized using the ICT networks has been the speed and convenience the new tools allow.
It's an interesting exercise to use this assignment on "mind mapping" as an example.
The example above is a first try of sorts and, of course, barely expresses what I had in mind to present. Nevertheless, there are ample tools that would lend themselves quickly and easily to use that would save an enormous amount of time to develop a good graphical demonstration for this assignment.
The internet search engines, the computer word processors and certainly the distance learning connections do an incredible job of making the learning process much easier and less frustrating.
I have my own methods of learning new things, but the internet and word processing tools have sped things up significantly. It is very easy, for example, to find satisfactory resources for most references. I always had good resources available in my study, but would have to spend many an hour in libraries on tasks that would take less than a minute today!
Mind Mapping
Click on the image to enlarge it!
The major change I've realized using the ICT networks has been the speed and convenience the new tools allow.
It's an interesting exercise to use this assignment on "mind mapping" as an example.
The example above is a first try of sorts and, of course, barely expresses what I had in mind to present. Nevertheless, there are ample tools that would lend themselves quickly and easily to use that would save an enormous amount of time to develop a good graphical demonstration for this assignment.
The internet search engines, the computer word processors and certainly the distance learning connections do an incredible job of making the learning process much easier and less frustrating.
I have my own methods of learning new things, but the internet and word processing tools have sped things up significantly. It is very easy, for example, to find satisfactory resources for most references. I always had good resources available in my study, but would have to spend many an hour in libraries on tasks that would take less than a minute today!
Wednesday, October 14, 2009
Group Activity and the Emerging Technologies
Do you believe that humans have a basic instinct to “interact and work as a group,” as Rheingold proposed in his discussion of the evolution of Wikipedia as a collectively developed encyclopedia?
The group is actually a dimension of each of us, and according to the person, not really that less important than self. Such are social forces. There are human forces as well, equally as important in our survival as our own selves, or social forces, or family forces, another important dimension of a human being. This is all demonstrable and is nearly axiomatic. Witness sacrifices an individual will make for his family or friends or mankind, and you will see this pattern of behavior demonstrated. This is nothing really new.
People become withdrawn from their groups and become “prisoners” as Rheingold states, or suspicious of those they should be collaborating with because of their individuation from their group. Communication solves these problems and people will collaborate and thrive. Good social forces drive people to collaborate and bad social forces suppress a person’s survival as or through the group, family, mankind, and certainly as self.
These two forces play on the United States today as well as most cultures across the planet. This is nothing new either. Good and bad, though, have to be defined in terms of “who’s side are you really on”. Rheingold touches on this as well as the question of man’s basic goodness, asking the question: “will man always choose to devour the commons”?
The answer to that question is “not as long as he is aware of who he really is” - That the planet is no less important to his own survival than his own person. So, obviously being one of thoss people, unless he’s being rhetorical only, he is somewhat shocked that agencies like Wikipedia seem to have the intentions that they do – and elect to improve the common knowledge base without any apparent means to profit personally and selfishly. He also mentions other “altruistic” companies. I can recall where successful business or politics insisted on a minimum of similar intentions, but those days are gone and many have not witnessed that reality.
Wikipedia is an incredible phenomenon. It is totally new in my experience. It represents a collaboration on a worldwide scale to the betterment of each of us in the area of valid common knowledge as well as informed knowledge that is continually reviewed and edited. It is one of the most popular sites on the internet and attests to the intentions and activities of its founder as well as answering the question about man collaborating with man to his betterment.
How can technology facilitate collaboration among learners based on constructivist principles?
It’s doing it through most of its communication programs and programs like Wikipedia.
The processes of filing inputs and storing them for retrieval is purely constructivist in design and application. Collaboration through any number of new technological devices is made faster and more convenient by e-mail, cell phones, laptops, chat programs, blog programs like this one, instant messaging, and a huge number of similar applications.
Learning, especially in the area of problem based, science education, utilizing remote sensing devices has been extremely successful as an enhancement to learning and is fully constructivist. Here the student collaborates with professional scientists in real time along the lines of their study. This was something that was hardly practical before the emergence of the new technologies. The extension of this to a global community might be its most important potential to help student learning.
“Howard Rheingold: Way-New Collaboration”
Do you believe that humans have a basic instinct to “interact and work as a group,” as Rheingold proposed in his discussion of the evolution of Wikipedia as a collectively developed encyclopedia?
The group is actually a dimension of each of us, and according to the person, not really that less important than self. Such are social forces. There are human forces as well, equally as important in our survival as our own selves, or social forces, or family forces, another important dimension of a human being. This is all demonstrable and is nearly axiomatic. Witness sacrifices an individual will make for his family or friends or mankind, and you will see this pattern of behavior demonstrated. This is nothing really new.
People become withdrawn from their groups and become “prisoners” as Rheingold states, or suspicious of those they should be collaborating with because of their individuation from their group. Communication solves these problems and people will collaborate and thrive. Good social forces drive people to collaborate and bad social forces suppress a person’s survival as or through the group, family, mankind, and certainly as self.
These two forces play on the United States today as well as most cultures across the planet. This is nothing new either. Good and bad, though, have to be defined in terms of “who’s side are you really on”. Rheingold touches on this as well as the question of man’s basic goodness, asking the question: “will man always choose to devour the commons”?
The answer to that question is “not as long as he is aware of who he really is” - That the planet is no less important to his own survival than his own person. So, obviously being one of thoss people, unless he’s being rhetorical only, he is somewhat shocked that agencies like Wikipedia seem to have the intentions that they do – and elect to improve the common knowledge base without any apparent means to profit personally and selfishly. He also mentions other “altruistic” companies. I can recall where successful business or politics insisted on a minimum of similar intentions, but those days are gone and many have not witnessed that reality.
Wikipedia is an incredible phenomenon. It is totally new in my experience. It represents a collaboration on a worldwide scale to the betterment of each of us in the area of valid common knowledge as well as informed knowledge that is continually reviewed and edited. It is one of the most popular sites on the internet and attests to the intentions and activities of its founder as well as answering the question about man collaborating with man to his betterment.
How can technology facilitate collaboration among learners based on constructivist principles?
It’s doing it through most of its communication programs and programs like Wikipedia.
The processes of filing inputs and storing them for retrieval is purely constructivist in design and application. Collaboration through any number of new technological devices is made faster and more convenient by e-mail, cell phones, laptops, chat programs, blog programs like this one, instant messaging, and a huge number of similar applications.
Learning, especially in the area of problem based, science education, utilizing remote sensing devices has been extremely successful as an enhancement to learning and is fully constructivist. Here the student collaborates with professional scientists in real time along the lines of their study. This was something that was hardly practical before the emergence of the new technologies. The extension of this to a global community might be its most important potential to help student learning.
“Howard Rheingold: Way-New Collaboration”
Wednesday, September 30, 2009
Learning Theory and Cognitivism: Kerr vs Kapp
I find Karl Kapp reflecting most of my own views about behaviorism and cognitivism, and while Bill Kerr seems somewhat counterposed, possibly just for the sake of discussion, to his views, I like Kerr's analysis of the "state of the art" in learning theory as well as what he seems to view as a goal for such theories. One thing I find error with in Kerr's posts is the analogy of the "computer chess player" as a better system for, say, handling nuclear meltdown emergencies. It's not the machine, albeit it could be in some far away time or distant galaxy, that does the chess playing. It's a list of many previous games to check moves against that is denied the human opponent. If the human opponent had the same "mechanical help", it wouldn't be allowed for his "looking at the answers" or some such rationale. In fact, the machine doesn't really play the game at all, it just selects from a large program of previously played games. Our human could do that as well. The purpose of chess is to outwit an opponent. One opponent in a timed contest. Here, one human faces a pre-programmed catalog of games that took many - probably, hundreds of hours to prepare. That's not fair. And how could you program a computer for an unforseen, unexpected emergency!?
The protest here is not really that specifically, it's about comparing a human mind to a machine and defining it with finite bounds, an entity that could very well be limitless in capacity or any other value we place on minds. Then applying such a definition to learning theory.
I, for one, believe the human mind is infinite in its capacity to store information and as fast in processing information as we would have it be. I believe our minds are entirely of our own construction, albeit inherited, possibly, in some fashion by an originator far removed from us today in time. We assume something or have a consideration about something and so it is, even the make up of our very minds. I also believe, then, that learning depends very much, therefore, on how we choose to view things, our individual experiences, our talents and goals, for example. I also believe that considering our minds to occupy our brains might produce severe headaches!
Still, I think that there are similarities between people bearing on how we learn, and though the potentials might be limitless the practicalities seem to be emerging in the form of workable technologies in today's journals and discussions among educators.
http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html
http://karlkapp.blogspot.com/2007/01/out-and-about-discussion-on-educational.html
The protest here is not really that specifically, it's about comparing a human mind to a machine and defining it with finite bounds, an entity that could very well be limitless in capacity or any other value we place on minds. Then applying such a definition to learning theory.
I, for one, believe the human mind is infinite in its capacity to store information and as fast in processing information as we would have it be. I believe our minds are entirely of our own construction, albeit inherited, possibly, in some fashion by an originator far removed from us today in time. We assume something or have a consideration about something and so it is, even the make up of our very minds. I also believe, then, that learning depends very much, therefore, on how we choose to view things, our individual experiences, our talents and goals, for example. I also believe that considering our minds to occupy our brains might produce severe headaches!
Still, I think that there are similarities between people bearing on how we learn, and though the potentials might be limitless the practicalities seem to be emerging in the form of workable technologies in today's journals and discussions among educators.
http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html
http://karlkapp.blogspot.com/2007/01/out-and-about-discussion-on-educational.html
Sunday, September 27, 2009
1. What are your beliefs about how people learn best? What is the purpose of learning theory in educational technology?
There are several factors that affect a persons learning; motivation, knowledge and training in study itself which include; how to handle not understood and misunderstood terms, a balance of theory with the actual working parts of a subject, and a proper gradient of learning (learning curve), adequate and correct source materials, professional supervision in the case where the student hasn’t had adequate study training himself.
They learn best when all of the above factors are positive. This all concerns second
hand data and not a person’s own real experience. Each person has his own way of learning from his own experience and I would suppose that many of the factors cited
above could transfer easily to one’s own experiential learning.
2. What are the critical elements of a learning theory? Did Driscoll and Siemens miss any key questions or criteria? Provide a thoughtful critique of their discussion of learning theory.
Most of the critical elements of learning theory were touched on by Driscoll in the cognitive theory discussion. The Siemens paper would not download properly on
my system and I’ll have to reserve my comments until a later date.
Driscoll’s treatment of learning theory is comprehensive from an historical
Perspective and is well organized from a study perspective. From my viewpoint it
lacks the overall understanding of just how people really do learn that is actually
contained in the answer to number 1.
3.Critique Siemens’s “metaphors of educators.” Which of these metaphors best describes the role you believe an instructor should take in a digital classroom or workplace? Is there a better metaphor to reflect your view of the role of instructors?
Perhaps the network administrator metaphor best fits an instructor in a digital classroom or
workplace. Possibly virtual supervisor or electroplasmic communicating presence would work somewhat. Personally, I would continue to just use the term instructor, if nothing else, it would lower the confusion.
There are several factors that affect a persons learning; motivation, knowledge and training in study itself which include; how to handle not understood and misunderstood terms, a balance of theory with the actual working parts of a subject, and a proper gradient of learning (learning curve), adequate and correct source materials, professional supervision in the case where the student hasn’t had adequate study training himself.
They learn best when all of the above factors are positive. This all concerns second
hand data and not a person’s own real experience. Each person has his own way of learning from his own experience and I would suppose that many of the factors cited
above could transfer easily to one’s own experiential learning.
2. What are the critical elements of a learning theory? Did Driscoll and Siemens miss any key questions or criteria? Provide a thoughtful critique of their discussion of learning theory.
Most of the critical elements of learning theory were touched on by Driscoll in the cognitive theory discussion. The Siemens paper would not download properly on
my system and I’ll have to reserve my comments until a later date.
Driscoll’s treatment of learning theory is comprehensive from an historical
Perspective and is well organized from a study perspective. From my viewpoint it
lacks the overall understanding of just how people really do learn that is actually
contained in the answer to number 1.
3.Critique Siemens’s “metaphors of educators.” Which of these metaphors best describes the role you believe an instructor should take in a digital classroom or workplace? Is there a better metaphor to reflect your view of the role of instructors?
Perhaps the network administrator metaphor best fits an instructor in a digital classroom or
workplace. Possibly virtual supervisor or electroplasmic communicating presence would work somewhat. Personally, I would continue to just use the term instructor, if nothing else, it would lower the confusion.
Thursday, September 24, 2009
Subscribe to:
Posts (Atom)
