EDUC 7108 Module 5: Red Queens and Increasing Returns

The video that I decided to watch to complete Module 4’s discussion post was Minority Report. Because I have a Netflix account and can instantly access movies through my Nintendo Wii, I first searched Netflix to attempt to find the movie. However, they did not offer it, so I had to go to my nearest video store, Video Warehouse. I can’t remember the last time that I’ve been in a video store since Netflix and Redbox became popular… It felt very inconvenient to have to actually leave my house to go to a video store to pick up a DVD when I’ve gotten so used to instantly accessing movies through Netflix. Furthermore, it now appears to be more costly to rent movies from a video store, as DVDs are $3.99 for a few nights. However, with Netflix, I pay $7.99 monthly to instantly access movies via my Wii, laptop, iPhone, or iPad.

The current competition between DVDs and video on demand (VOD) is an example of red queens. Based on its definition, red queens occur when there is competition between two technologies, and in the process, all other competitors are left behind. In the video, Thornburg supports this by saying “If you see two technologies shooting up while the others are falling to the side, you may be looking at a red queen” (Laureate Education, 2009). Because of the convenience, cost, and ease of use of VOD longer have the value or support that they once had. No longer do users have to have a physical DVD to watch a movie when they can simply access it via their Internet service and with a paid subscription to a VOD subscriber such as Netflix. And the technology that has become completely obsolete, or left behind is the VHS.

Overall, it would be safe to say that VOD enhances users’ ability to access movies because the access is now instant as opposed to having to physically drive to a store to rent or buy a movie. Furthermore, the same quality and features that they’d receive if the movie was available on DVD would be available to them via VOD. Next, no longer do users have to worry about their DVDs getting scratched or cracked; nor will they need to maintain a huge DVD collection. Because of the success of VOD, I think that DVDs will soon become obsolete as their sales drop, just as VHSs became obsolete at the rise of DVDs.

·         This article listed some advantages and disadvantages of VODs: http://www.indvdrentals.com/dvd-movie-rental-by-mail.php

References:

DVD movie rental by mail vs. video on demand. (2012). Retrieved August 7, 2012 from http://www.indvdrentals.com/dvd-movie-rental-by-mail.php

Laureate Education, Inc. (Executive Producer). (2009b). Emerging and future technology: Red Queens. Baltimore, MD: Author.

EDUC 7108 Module 4: The Disruptive Power of Second Life

According to Dr. Thornburg, “disruptive technologies are called such because they disrupt what’s going on” (Laureate Education, 2009). Second Life, which is a free three dimensional virtual world where users (known as residents) can create avatars for the purpose of meeting and socializing with other residents, participating in individual and group activities, and creating and trading virtual property and services with one another” (“Second Life, 2012). Second Life is considered a disruptive technology because it allows users to interact, communicate, and collaborate virtually in the same manner that they would in real life. Additionally, it provides a more advanced way for users to connect, in a way that chat rooms don’t have the ability to. This means that less people are interacting in real life or electronically (via chat rooms, email, and instant messaging), and more are using Second Life as a tool for connectivity. Furthermore, through Second Life, users are given the opportunity to interact with more than just the people that they know; they could connect with an array of individuals from various professions, cities, states, countries, races, backgrounds and cultures, etc.

Overall, “Second Life takes communication to a whole new level. [The user can] use 3D voice chat to talk it up with friends, type messages in local chat, or instant message anyone in Second Life. Unlike a phone call, email or IM, you [the user] can also use body language to express yourself. Gestures let you laugh, sigh, dance or shake a fist to add some personality to what you're saying. Also, why talk about hanging out, clubbing or camping, when you can do it virtually with your friends right now? Second Life lets you share experiences with your friends and family- not just talk to them” (Second Life, 2012). Because of how individuals can use Second Life, I think that it’s a technology that will be around at least another six years before something comes along to replace it.

From an educational perspective, I think that Second Life can be used to teach middle school students how to communicate and collaborate as they interact and work with others. Knowing how to work with others is important in reality, but is equally important electronically or virtually, as some of their courses may have to be completed online. Furthermore, I find that sometimes it’s easier for people to hide behind words, so they’re more prone to be more open (honest and expressive) in their interactions with people who they don’t know personally than those that they do. Or they may be more open when they are communicated electronically than when they are communicating one on one.  

References:

Laureate Education, Inc. (Executive Producer). (2009). Emerging and future technology: Disruptive technologies. Baltimore, MD: Author.

Second life. Wikipedia. (2012). Retrieved August 1, 2012 from http://en.wikipedia.org/wiki/Second_Life

I responded to the post of:

·         Tiffany Harrell: www.tiffanyharrell.blogspot.com   

·         Tracy Snow: http://snowkween.blogspot.com/

EDUC 7108 Module 3: Rhymes of History Technology

In the video, Dr. Mayer says that another force that really has impact on the emergence of new technologies is rhymes of history, which occurs when “the affect or impact of a new development rekindles something from the distant past” (Laureate, 2009). Additionally, he says that it’s not the technology itself; but the affect (how the technology gets used) that is rekindled” (Laureate, 2009). There are many technologies that we use today that gained prominence due to their ancestor technologies because without the ancestor technologies, these newer technologies probably wouldn’t exist. Furthermore, because of past technologies, the technologies that were once thought ‘not possible’ are possible indeed (TEDtalksDirector, 2008).

Since the beginning of time, humans have found means of communicating with one another. Our intelligence allowed us to find methods of communicating with others from longer distances. This was done by means of smoke signals, carrier pigeons, and messengers, just to name a few. Afterward, we developed other methods of communicating through the use of various technologies, including morse code, telegraphs, and landline telephones – all considered telecommunication technologies. Now, we no longer have to depend on any of the older methods of communicating. The new methods that we have today allow for distant communication, and are much easier and simpler to use. Examples of today’s distant communication methods include instant messaging, text messaging, email, etc.

The focus of this blog will be on email, also known as electronic mail. Requiring Internet access, users must also have an email address, which is free from hosts like Yahoo, MSN, and Google. This is one technology that supports Kelly’s embodiment principle, as the world wide web is needed in order for email to occur (TEDtalksDirector, 2008). After these criteria are met, users can send and receive messages electronically/digitally easier and more quickly than having to send or receive messages via postal service. One the email is composed and sent by the sender, the receiver is able to receive the message instantaneously from any location around the world. Therefore, email is a powerful tool that has become a part of our everyday life personally, academically, socially, and professionally.

Here are some references that I was able to find on the history of email:

A Brief History of Email - http://www.cs.umd.edu/class/spring2002/cmsc434-0101/MUIseum/applications/emailhistory.html  

The History of Email - http://mashable.com/2011/06/18/the-history-of-email-infographic/

References:

Laureate Education, Inc. (Executive Producer). (2009). Rhymes of history. Baltimore: Author.

TEDtalksDirector. (2008). Kevin kelly: The next 5,000 days of the web. Retrieved July 9, 2012 from http://www.youtube.com/watch?v=yDYCf4ONh5M

EDUC 7108 Module 2: Emerging Technologies Tetrad

MOBILE DEVICES

“A mobile device (also known as a handheld device, handheld computer or simply handheld) is a small, hand-held computing device, typically having a display screen with touch input and/or a miniature keyboard and weighing less than 2 pounds (0.91 kg)” (Mobile devices, 2012). Examples of mobile devices include PDAs (personal digital assistants), SmartPhones, and tablets because they are portable, light weight, and allow for multipurpose functionality. Furthermore, mobile devices serve the same purposes of computers [desktops and laptops].

Mobile devices are changing the way that individuals communicate and collaborate worldwide. Due to Internet access, users have instant access to information, and can easily access and share this information with others.

Note: I am including an article of how mobile devices are revolutionizing the business sector. The article can be found here: http://www.strategicgrowthconcepts.com/growth/increase-productivity--profitability.html. Additionally, I responded to Rachel (https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_967488_1%26url%3D) and Anetha (http://anethajaye7108.blogspot.com/2012/06/johnson-module-2-blog-links.html) blog posts, as these are my group members.

EDUC 7108 Module 1: Identifying an Emerged Technology

APPLE IPAD

The technology that I will focus on that has shaped learning and productivity in educational institutions (both K-12 and higher education) is the Apple iPad. To begin with a brief summary, the iPad is a tablet computer designed, developed, and marketed by Apple, Inc. It is used primarily as a platform for audio/visual media, including books, movies, music, games, videos, and Web content; used to check email, search the Web, watch videos and movies, play games, download applications, read e-books, etc. It’s size and weight falls between those of smartphones and laptop computers.

Apple improved content consumption in places where people would be consuming content anyway. Therefore, the iPad was created in an attempt to:

• Keep the company (Apple) at the forefront of the computer manufacturing industry;

• Be used in a variety of areas to offer an all-in-one package for connectivity, computing, gaming, and any other task you might think of, according to Kessler in his 2010 article entitled Apple's latest creation: It's an ipad!, and 

• Replace the laptop and netbook

Everyone of all ages are the intended target audience for the iPad, as it has the capability to offer something for everyone. For instance, consider these individuals:

·         the person who rarely uses a computer,

·         the person who is absolutely into gadgets and new technologies,

·         ebook reader owners,

·         iPhone and iPod Touch users,

·         Mac owners

There are some identified issues with the iPad; such as:

·         There not being multitasking capabilities

·         There not being Adobe Flash

·         There not being any USB ports

·         There not being a physical keyboard

Although incorporating these functions would make the iPad even better, I’m not convinced that any of these issues would be cause for a ‘deal breaker’ for those who are looking into purchasing the iPad.

Here are some of the advantages of the iPad:

·         Reading: The iPad makes an excellent ebook or any document reader. The advantages to students would be: (1) not having to carry around heavy books, (2) having all textbooks on one device, (3) being able to take and share notes, (4) automatic bookmarks when returning to the book, and (5) potential cost savings versus purchasing books.

·         Listening/Viewing: Students can download podcasts, music, and other media for instant listening and viewing through the iTunes store. They can also view YouTube and other image/video sharing services.

·         Conduct On-Demand Research: The Safari browser is quick and easy to use, allowing students to conduct quick research to answer questions, watch videos, read and save webpages, and search for resources in online library databases.

·         Communicate/Collaborate: Social apps are available through the iPad for sharing information, receiving updates, and conducting research. The email app built-in to the iPad is intuitive and handy.

·         Facilitate Note taking: Students can have all of their notes organized, along with their “textbooks” to study and review. There are also apps that allow the user to handwrite on the device, using either their finger or a specialized stylus. This would provide another way for students to write instead of having to keyboard.

·         Offer Individualized instruction: As a teacher, you know that not all students are on the same page or at the same level. By identifying students who need extra help or those who are bored and need to move forward, the iPad can provide the platform for additional curricular paths and challenges. Entire courses could become less dependent upon the teacher, with students identifying their interests, needs, and ways they can accomplish their goals.

References:

Anderson, B. (2010). 14 problems with apple's ipad leading to failure. Retrieved June 16, 2012 from http://www.infernodevelopment.com/14-problems-apples-ipad-leading-failure

Elgan, M. (2011). iPod. iPhone. iPad. Why apple is done inventing new devices. Retrieved June 16, 2012 from http://www.cultofmac.com/108753/ipod-iphone-ipad-why-apple-is-done-inventing-new-devices-2/)

Melanson, M. (2011). Apple passes HP with iPad sales to become #1 mobile PC maker. Retrieved November 17, 2011 from http://www.readwriteweb.com/archives/apple_passes_hp_with_ipad_sales_to_become_1_mobile.php#more

Schroeder, B. (2011). 7 reasons you need an iPad in your classroom and 10 ways to use them. Retrieved November 17, 2011 from http://appsineducation.blogspot.com/2011/04/7-reasons-you-need-ipad-in-your.html

Module 6: Learning in a Digital World

Learning is the ability to understand, acquire, retain, and apply information and knowledge. Today’s Information Age makes it possible for individuals to have instantaneous access to information through an array of technological devices… Basically, learners are able to have information at their fingertips. In today’s 21^st century classroom (whether face to face [F2F] or online), technology is used to facilitate, enrich, and extend learning. Furthermore, because of technology, learners are able to communicate and collaborate as they learn necessary content. This makes for more of a learner centered approach to learning, as learners take an active role in their own learning experience.

In the past several years, there has been a push to incorporate technology into every class, regardless of subject matter. As a student, the online environment has been conducive to me because it has given me the ability to learn at my own pace and in my own setting, using a variety of technology resources and tools to enhance my learning experience. I can truly say that I’ve used more technology, and had more engaging and meaningful learning experiences in my online classes than in my F2F classes.

As an educator and student, I have embraced the connectivist approach as a learning theory, as it is reflective of the role that technology plays in today’s educational institutions. This theory focuses on the forming of networks, in which learners are able to connect as they learn from one another. The forming of educational networks that allow students to work and learn together is most definitely a non-negotiable in F2F and online classrooms. Also, the use of technology in these classrooms is also a non-negotiable.

I responded to the blogs of Jill Lewis @ http://technibug.wordpress.com/2012/05/ and Melinda Schroeder @ http://schroederedtech.blogspot.com/2012_05_01_archive.html

Module 5: New Technologies

I have not had an experience in which I was met with resistance by my colleagues when trying to implement a new technology. The majority of my experiences have been assisting colleagues if they’ve had questions or concerns about using a particular technology; however, in these instances, they’d be attempting to use it and not resisting it. However, if I was ever put into the position of being met with resistance as I was attempting to persuade others to use a particular technology, I would follow the four steps identified in Keller’s ARCS model.

The easiest way to implement the model is in a training or workshop setting where you have the undivided attention of a few participants who may or may not be open to implementing the technology. As the presenter, you first want to gain the participant’s attention, as it is necessary to hook them and peak their interest in the new information being presented. The next step is to make the information relevant by showing them the importance of implementing the new concept/skill/resource. If participants do not see the importance of implementing the new, they’ll be convinced that the old still works just as well. Next, the participant’s confidence must be built. It’s not enough for them to understand the importance of implementing the new, but they need to be convinced that they can actually do it after the training is over. This is why one on one hands on training is important. It gives participants the opportunity to actually practice using whatever is to be implemented. Once participants are confident with the training provided through the workshop, this contributes to their satisfaction; and when they are satisfied, they are more willing to implement the new concept/skill/resource.  

I commented on Thomas Jacobs’s blog @ http://jacobseduc8845.wordpress.com/2012/05/11/module-5-new-technologies-and-motivation/#respond and Stephen Zollinger‘s blog @ http://srzollinger.wordpress.com/

Module 4: Connectivism Mindmap

•How has your network changed the way you learn?

The idea of connectivism has made the learning process much easier for me as a learner and as a teacher. In the video, Dr. Siemens says that “Learning is the act of connecting to other people and connecting to data and information sources” (Laureate, 2010). Having constant interaction (i.e. connection) with my peers, as well as easy access to various technological tools and resources has made the accessing and acquisition of knowledge easier than ever before. As a student, it is a relief to have information so readily available. For instance, I can’t remember the last time that I’ve visited a public library for research purposes, as instant access to the Internet is at my fingertips 24/7. As a teacher, connectivism allows me to create a student centered classroom, in which I serve more as a facilitator than a teacher. Learners do not have to depend solely on me to obtain all of their information and knowledge. They are encouraged to use the technology tools available to them, as well as learn from their peers.  

•Which digital tools best facilitate learning for you?

Currently, I use a blog in one class and a Wiki in another class. Prior to beginning this Ed.S program, I’d never created or used a blog or Wiki; now I’m wondering why I am just now being introduced to them as a learner. They communication and collaboration amongst peers easy in distance education. Additionally, the discussion board through the learning management system (LMS) of every higher education institution that I’ve ever attended is used daily, as well as the University’s online library database. Currently, I’ve started using Skype and Google Docs to communicate and collaborate with my classmates. These are more tools that I haven’t had the pleasure of experiencing prior to beginning this Walden program. Also, there are times when email and phone calls are necessary as well.

•How do you learn new knowledge when you have questions?

Google is my best friend!!! It is the first page that I see once I open Internet Explorer, as I use it daily to conduct research and look up information from reliable Web sites. Additionally, networking through communication and collaboration with my peers and instructors is very important, and the various tools listed above make networking an easy possibility. And the good thing about it is that all of these resources are free and very user friendly. As I stated, prior to this program, I’d never created or used blogs or Wikis, but it did not take me long to learn to use these tools to enhance my learning experience.

Reference:

Laureate Education, Inc., (Executive Producer). (2010). Connectivism learning theory. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6509858&Survey=1&47=9479398&ClientNodeID=984645&coursenav=1&bhcp=1

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I've responded to Thomas Jacobs' (http://jacobseduc8845.wordpress.com/) and Pamela Loder's posts (http://ploderlearningtheoryandedutech.blogspot.com/).

Module 3: 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?

First, I agree with Rheingold’s assessment of human interactive being competitive in nature. Secondly, I believe that any form of competition is an opportunity to interact (communicate and collaborate) with others who share the same purpose. This is done in sports, as well as in businesses and companies and politics, as Rheingold pointed out. I don’t think that competition has to be viewed as a barbaric act all the time either; as it can and often times does result in individuals actually working together to achieve a  common goal, as we can see when we consider Wikipedia’s history. Regarding Wikipedia, Sanger (2012) says “Our goal…is to create a free encyclopedia; indeed, the largest encyclopedia in history, both in terms of breadth and in terms of depth. We also want Wikipedia to be a reliable resource.” Taking the place of an encyclopedia, individuals had to come together and work collectively in order to achieve the intended goal. I’m sure that competition amongst individuals played a part in the process; but the end result came into fruition.

•How can technology facilitate collaboration among learners based on constructivist principles?  

“Technology is increasingly viewed as an “optimal medium for the application of constructivist principles to learning (Murphy 1997b)” (“How Does Technology,” n.d.). As this theory focuses on making connections and making meaning in the learning process, the various technological tools that are incorporated into instruction make it possible for learners to produce, direct, and construct their own knowledge base. Furthermore, this theory allows for a learner centered approach to providing instruction, as well as teach learners to be self directed and an active participant in his or her learning experience. Through this theory, learners are encouraged to use various technologies to communicate and collaborate with their peers in hopes that they will learn the content from one another. The author of the “How Does Technology Facilitate Constructive Learning” article supports this by saying “It facilitates a self-directed approach to learning and actively engages learners in higher-order thinking and problem solving (O’Carroll 1997).” (n.d.).

•Find a current research study that has been conducted in the last 5 years that supports collaboration as an effective tool for learning. Include the link and reference for this study in your blog.

Lomas, C., Burke, M., and Page, C. (2008). Collaboration tools. Retrieved April 5, 2012 from http://net.educause.edu/ir/library/pdf/ELI3020.pdf

References:

How does technology facilitate constructivist learning? (n.d.). Retrieved April 5, 2012 from http://www.calpro-online.org/eric/docs/brown/brown01_05.pdf

Sanger, L. (2012). Wikipedia purpose. Retrieved April 5, 2012 from http://en.wikipedia.org/wiki/Wikipedia:Purpose

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I've responded to Sherri Carey's (http://theoryandeducationaltech.blogspot.com/) and Pamela Loder's (http://ploderlearningtheoryandedutech.blogspot.com) post.

Module 2: Cognitivism as a Learning Theory, According to Kerr and Kapp

Cognitivism as a Learning Theory, According to Kerr and Kapp

I agree with Kapp that no one learning theory explains the majority of the human population. Since individuals learn differently, there are learning styles that appeal to these differences; as what may work for one individual may not for another. The same is true for all of the learning theories, or ‘isms,’ as Kerr refers to them, which have been incorporated into education to attempt to explain how individuals think and learn. Therefore, to appeal to the majority of the human population, I agree with Kapp that philosophies and concepts from each of the learning theories should be combined; thereby implementing yet another learning theory that attempts to define the majority of humans. Another strong point that Kapp made is that learning is not one set thing… Learning entails the acquisition, application, and retention of information and knowledge. It is not enough to simply acquire (gain) the information from an array of sources, but the information needs to be presented in a way that is relevant and meaningful to the learner. Additionally, the learner needs to be placed in situations where he or she can actually use (apply) the knowledge, as we tend to remember more of what we do than what we hear or see. And I think that the application stage is what assists with retention of the information.

References:

Kapp, K. (2007). Out and about: Discussion on educational schools of thought [Web log post]. Retrieved March 28, 2012 from http://www.kaplaneduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/

Kerr, B. (2007). _Isms as filter, not blinker. Retrieved March 28, 2012 from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

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I responded to Sherri Carey's (http://theoryandeducationaltech.blogspot.com/) and Jason's (http://learningtheoryinedtech.blogspot.com/2012/03/learning-theory-in-ed-tech.html) post.

EDUC 7105-2: Module 1 Blog

Question:

What are your beliefs about how people learn best? What is the purpose of learning theory in educational technology?

Response:

     I define learning as the acquisition and application of information and knowledge. As individuals, it should be a lifetime commitment to be continuous learners, as there are always opportunities to develop and grow academically, professionally, and personally. Because we are all different, we all learn in different ways; and how an individual learns is based on his or her learning style. As it relates to learning styles, Dr. Howard Gartner introduced the theory of multiple intelligences, which says that there are various types of learners. For instance, some individuals are auditory learners (learn by hearing), while others are visual learners (learn by seeing); still others are kinesthetic learners (learn by doing). Therefore, individuals learn best when information is presented in a way that appeals to their style of learning. An effective teacher and an effective classroom consider each type of learning in designing instruction and delivering content. Additionally, students are given opportunities to demonstrate what has been learned through the instruction in a manner that makes the most sense to them.

Educational technology can be defined as “the considered implementation of appropriate tools, techniques, or processes that facilitate the application of senses, memory, and cognition to enhance teaching practices and improve learning outcomes” (Aziz, 2010). Simply put, educational technology involves the use of various media and technological tools to assist in the teaching and learning process, and its purpose is to enhance the learning experience of learners. Learning theory is necessary in educational technology because it provides an explanation of the tools that can be used to appeal to each type of learner. Since the goal of instruction is to improve learning outcomes, teachers are able to incorporate the necessary tools for this to take place. For instance, an auditory learner may benefit from a podcast that explains to them how to save a document, while a visual learner may need to watch a YouTube video that shows how to save the document. Still, a kinesthetic learner may not fully understand the concept until after he or she has demonstrated what was heard or seen by actually going through the steps of manually saving a document. Each type of learner is encouraged to use whatever resources are needed for him or her to gain understanding, and be able to produce. Therefore, it is the teacher’s role to provide the information, and the student’s role to obtain, retain, and be able to apply the information.

Reference:

Aziz, H. (2010). The five keys to educational technology. Retrieved March 12, 2012 from http://thejournal.com/articles/2010/09/16/the-5-keys-to-educational-technology.aspx

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I responded to Sherri Carey's (http://theoryandeducationaltech.blogspot.com/) and David Davis' (http://edtechlearningtheory8845-2.blogspot.com/) posts.

Final Video Presentation

You can view my video presentation on Academic Dishonesty in Higher Education on YouTube: http://www.youtube.com/watch?v=C_uNwUxJ42M

REFERENCES

Academic dishonesty and plagiarism. Texas A&M University Libraries. (n.d.). Retrieved September 11, 2011 from http://library.tamu.edu/help/help-yourself/using-materials-services/online-tutorials/files/AcademicIntegrityAndPlagiarism.pdf  

College Cheating Story. [Video] (2008). Retrieved Thursday, November 10, 2011 from http://www.youtube.com/watch?v=gpPnjWP59MU   

Jones, D. (2011). Academic dishonesty: Are more students cheating? Business Communication Quarterly, 74(2), pp. 141-150. 

Jones, L. (2011). Academic integrity & academic dishonesty: A handbook about cheating & plagiarism. Retrieved September 11, 2011 from http://www.fit.edu/current/documents/plagiarism.pdf  

Satterlee, A. (2002). Academic dishonesty among students: Consequences and interventions. Retrieved September 11, 2011 from http://www.eric.ed.gov/PDFS/ED469468.pdf   

Witherspoon, M. (2010). Academic dishonesty of undergraduates: Methods of cheating. Retrieved September 11, 2011 from http://20.132.48.254/PDFS/ED518485.pdf

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Module 5: Static versus Dynamic Technologies Concept Map

Based on my philosophy of distance education I believe that I am in the middle of the static and dynamic contiuum. Because I am a person who enjoys integrating various forms of technology into my daily life (personally, academically, and professionally), I feel very comfortable using both static and dynamic forms of media and technologies to communicate, collaborate, and receive information. I feel that this Walden program is pushing me to use more dynamic media. For instance, prior to beginning this program, I’d never created or used a wiki or blog. I am thankful for the opportunity to learn how to use these technologies, and see how it assists in communication and collaboration with my cohorts and the instructor. And as I mentioned in another blog, the fact that these tools are free makes it all the more better.

Here is some additional information that I located in reference to media and technology being used in distance education:

• Media and Technologies Used In Distance Education - http://www.slideshare.net/alaasadik/media-and-technologies-used-in-distance-education-i-presentation

• Technologies and Media for Distance Education - http://mmcisaac.faculty.asu.edu/disted/final98/finalmh.html

Module 4: Engaging Learners with New Strategies and Tools

The outcomes of learners are the same in any educational environment, traditional or online. However, the differences between the two environments lie in the resources/tools and methods/strategies used in delivering instruction to learners. There are specific teaching and learning strategies that have been identified to work best in online environments than do face to face (F2F) environments. The Three (3) C’s that will cause distance education to be the most effective for online learners are content, communication, and collaboration. The instructor and the learner must be active participants throughout the duration of the course in order for the learner to achieve the stated learning outcomes.

In the graphic organizer above, I have listed ways that the instructor can foster content knowledge within an online course because although the content itself is important, how the content is delivered is equally important. Additionally, the use of various technologies that promote communication and collaboration are essential as well. There are various ways for instructors to deliver content to learners, such as through PowerPoint presentations, podcasts, webcasts, blogs, wikis, video conferencing, etc. Additionally, there are various ways for instructors and learners to communicate with one another, including discussion boards (through learning management systems), blogs, wikis, email, and social networking sites, such as Facebook. As it relates to collaboration, the various communication tools are used to allow learners to work together on class assignments and projects. For instance, some of the same tools that are used to communicate, such as blogs and wikis, can assist in collaboration amongst learners.

Prior to beginning this program at Walden, I’d never created or used a blog or wiki to post information and communicate with my peers and instructors. Being that these tools assist with communication and collaboration, you have to also acknowledge that they are convenient, easy to use, and FREE!

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

Durrington, V. A., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190−193.

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

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Here are some blogs related to this topic:
http://kofianane4.wordpress.com/2010/10/28/engaging-learners-with-new-strategies-and-tools/
http://belindavannorman.blogspot.com/2011/07/engaging-learners-with-new-strategies.html
http://undwd.wordpress.com/2010/11/14/engaging-learners-with-new-strategies-and-tools/
http://prezi.com/r4azmdisrbb4/engaging-learners-with-new-strategies-and-tools/ 

Module 3: Assessing Collaborative Efforts

It can be said that assessment is as much about evaluating educators (their teaching methods) as it is about evaluating their student’s performance, as well as offering constructive feedback on the student’s performance. Siemens supports this claim when he says that “When we [educators] assess, we aren’t just assessing our learners, we’re assessing ourselves as educators” (Laureate, 2008). This is so because through assessment, educators and learners are able to engage in self reflection to determine how well the information is being taught, as well as whether or not the information is being learned. Assessing collaborative efforts in collaborative learning communities is just as important as assessing the efforts of individual learners. Just as it is important that individual students meet/master the standards set forth when the course was designed, it is important for groups to achieve the same goals.  

Palloff and Pratt (2005) says that “Given that well-designed online courses should be focused and centered on the learner, it follows that student evaluation within that course should be the same” (p. 42). Therefore, learners within a group should be evaluated both individually and collaboratively. For instance, to assess learners’ individually, educations can allow time for self reflection (as mentioned above) and the creation of a portfolio. With the reflection component, “students should be asked to reflect on their participation in the activity and their contributions to the group” (Palloff & Pratt, 2005, p. 32). Regarding the creation of a portolio, Palloff and Pratt (2005) says that “Creating a portfolio that includes both the individual contributions of the student and the final product is a good way for the instructor to assess how much work the individual student did and give the student an opportunity to showcase his or her work in light of the larger project” (p. 43). Overall, offering an individual component to a group project can be essential in determining exactly who is doing the work within the group project. For instance, if one of the group members does poorly on his or her individual assessment, then it could be determined that he or she did not make as big of a contribution to the group project as some of the other members, and thereby should not be given the same grade as the other members who possibly did the bulk of the work in the group project.

 
Just as learners should be evaluated individually when working on group projects, they must be evaluated collaboratively as well. Palloff and Pratt (2005) supports this when they say that “when assessing collaborative work…collaborative activities are best assessed collaboratively” (p. 44). Therefore, if one or more learners are not collaborating/participating in the group project as they should, they should not be allowed to remain in the group and receive the same grade as the group members who participated as they should. In an attempt to initially deal with this issue, the whole group should schedule a meeting to try to determine what the issues are and the best ways to solve the issues. If the non-worker(s) is non compliant and unwilling to produce after this initial group meeting, then the instructor should be notified and asked to get involved. It should then become the instructor’s responsibility to determine what to do with the non-workers. Furthermore, it is to the discretion of the instructor how the non-worker will be evaluated. Palloff and Pratt (2005) support this by saying that “after all, the instructor’s responsibility to record a final grade for the course and to follow up with those who are not performing” (p. 44).

In summary, Palloff and Pratt (2007) say that “The assessment of student assignments in an online course should not be the job of the instructor alone. Students should be asked to assess their own performance and to receive feedback from each other throughout the course” (p. 212). Therefore, assessment is critical in evaluating student’s performance and ensuring that they are achieving the necessary outcomes outlined by the course.  

References:

Laureate Education, Inc. (Producer). (2008). Assessment of collaboration. [Video webcast]. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5701360&Survey=1&47=9580570&ClientNodeID=984645&coursenav=1&bhcp=1

Palloff, R. M., & Pratt, K. (2005). Building online learning communities. San Francisco: Jossey-Bass.

Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco: Jossey-Bass.

Video Presentation: Storyboard

Check out my storyboard (video created using Microsoft PowerPoint and Windows PhotoStory3). I welcome all feedback/criticisms/suggestions for improvement.

http://www.slideshare.net/jgreen83/academic-dishonesty-in-higher-education

Module 2: Elements of Distance Education Diffusion

Of the three elements of distance education discussed by George Siemens, the one that I will discuss in great detail is collaborative interaction, as I believe that communication and collaborative interaction are heavily intertwined. Palloff and Pratt (2005) says that “collaborative activity is important in both face to face and online classes because it promotes the following: development of critical thinking skills, co-creation of knowledge and meaning, reflection, and transformative learning” (p. 4). As it relates to the development of critical thinking skills and the co-creation of knowledge and meaning, learners collaborating allow the learners to actually learn from one another… Through collaboration, “The ability to create knowledge and meaning is enhanced” (Paloff & Pratt, 2005, p. 6). This leads me to think about a quote by one great mind that says, ‘two heads are better than one.’ For instance, if I work with someone else, this allows me to consider perspectives other than my own. Finally, I say that collaborative interaction and communication are intertwined because in order to collaborate, there must be communication. In distance education, this communication may seldom times be verbal; instead it will be written, using various technologies such as email, blogs, wikis, social networking sites, video conferencing, etc.. Furthermore, to support communication, Simonson (2008) says that distance education “allows us to communicate in conversations outside of what we would have previously had.” Additionally, distance education isn’t just beneficial in educational settings, but also in “corporations by allowing them to interact with different offices around the world” (Simonson, 2008).

Reference:
Palloff, R. & Pratt, K. (2005). Collaborating online: Learning together in community. Jossey-Bass.

Laureate Education, Inc. (Executive Producer) (2008a). Distance Education: The next Generation. Baltimore, MD: Author

Module 1: The Next Generation of Distance Education

Although there are some commonalities amongst traditional education and distance (online) education, they provide two totally different methods of educational delivery and should not be looked at as the same. Moller, Foshay, and Huett (2008) supports this belief when they say that “models of classroom instructional delivery and models of online delivery systems are vastly different; they should not be seen as one and the same (p. 67). This is so due to differences in pedagogy and instructional strategies, as well as the onset of more and various technologies within distance education courses.  For instance, Moller, Foshay, and Huett (2008) “The inclusion of technology often requires new skill sets, new ways of thinking, new time and resource management skills, new ways of communicating and new communication boundaries” (p. 68).

Furthermore, in the video, Dr. Simonson identifies the Equivalency Theory as a theory that is “based on the idea that distance education is not identical to face to face education, but equivalent... trying to make everything equal/identical is a fallacy – Courses should be designed around not trying to duplicate or replicate or make identical…” (Laureate, 2008). Because of this, it is important to consider how students learn, as well as which technology should be incorporated to support the learning process. This is what is most important as opposed to trying to make the distance learning experience the same as the traditional learning experience.

References:

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 2: Higher education). TechTrends, 52(4), 66-70.

Laureate Education, Inc. (Executive Producer) (2008). Distance Education: The next Generation. Baltimore, MD: Author