Module 6- Video Presentation
Distance Education and Games
http://www.youtube.com/watch?v=qmdNp4KiwkE
Monday, November 16, 2009
Sunday, November 8, 2009
Module 5: Moving Toward Dynamic Technologies
Module 5: Moving Toward Dynamic Technologies
Please visit my wiki to see the static vs. dynamic technologies chart.
http://charlottevaughn1.wikispaces.com/
As new technologies are becoming emerged into learning experiences in the classroom it is essential that educators select technologies that provide effective and specific outcomes. “Technology can be conceptualized along a continuum of static to dynamic” (Moller, 2008). Static technologies are those that allow the learners to gather information, while dynamic technologies enable learners to gain a deeper understanding of content.
In considering where I am on the “static-dynamic continuum,” I believe I am moving toward the middle of the continuum. I utilize several technologies that provide my students with information and a few that enable them to collaborate and receive content that enable them to gain a deeper understanding of knowledge.
I believe that I can begin to move toward the dynamic end of the “static-dynamic continuum” by obtaining information about new technologies and utilize them in my classroom. Therefore, I must be aware of the new technologies and determine ways to use them effectively in my classroom, so that I can have my students’ utilze these new technologies.
Moller, L. (2008). Static and dynamic technological tools. [Unpublished Paper].
Please visit my wiki to see the static vs. dynamic technologies chart.
http://charlottevaughn1.wikispaces.com/
As new technologies are becoming emerged into learning experiences in the classroom it is essential that educators select technologies that provide effective and specific outcomes. “Technology can be conceptualized along a continuum of static to dynamic” (Moller, 2008). Static technologies are those that allow the learners to gather information, while dynamic technologies enable learners to gain a deeper understanding of content.
In considering where I am on the “static-dynamic continuum,” I believe I am moving toward the middle of the continuum. I utilize several technologies that provide my students with information and a few that enable them to collaborate and receive content that enable them to gain a deeper understanding of knowledge.
I believe that I can begin to move toward the dynamic end of the “static-dynamic continuum” by obtaining information about new technologies and utilize them in my classroom. Therefore, I must be aware of the new technologies and determine ways to use them effectively in my classroom, so that I can have my students’ utilze these new technologies.
Moller, L. (2008). Static and dynamic technological tools. [Unpublished Paper].
Wednesday, October 28, 2009
Engaging Learners with New Strategies and Tools
Engaging Learners with New Strategies and Tools
I posted my graphic organizer on my wikipage at http://charlottevaughn1.wikispaces.com/
It is important as an instructor or teacher to engage all learners and encourage all learners to take responsibility for their learning. This is still a significant factor in online learning. “Students demonstrate more positive attitudes and higher levels of performance when online classes are highly interactive,” (Durrington, Berryhill &Swafford, 2006). There are several technological tools that are being used outside of the classroom such as, wikis, blogs, learning communities and discussion forums that foster communication and cooperative learning, which are essential skills in the learning process. In order for students enhance their interactivity in an online environment it is necessary for the instructor to create a supportive and open environment which will help foster trust and comfort so that students will be willing to discuss freely within the group. The instructor can also use problem-based learning which also promotes interactivity among members in a group or a class. The advantage of utilizing these technological tools in an online class is no geographical boundaries among members in a group because discussions and interactions can take place anywhere and at anytime. Overall, these technological tools and strategies promote interactivity, problem solving and actively engage all types of learners by providing students with meaningful learning experiences.
Durrington, V. A., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190-193. Use the Academic Search Premier
I posted my graphic organizer on my wikipage at http://charlottevaughn1.wikispaces.com/
It is important as an instructor or teacher to engage all learners and encourage all learners to take responsibility for their learning. This is still a significant factor in online learning. “Students demonstrate more positive attitudes and higher levels of performance when online classes are highly interactive,” (Durrington, Berryhill &Swafford, 2006). There are several technological tools that are being used outside of the classroom such as, wikis, blogs, learning communities and discussion forums that foster communication and cooperative learning, which are essential skills in the learning process. In order for students enhance their interactivity in an online environment it is necessary for the instructor to create a supportive and open environment which will help foster trust and comfort so that students will be willing to discuss freely within the group. The instructor can also use problem-based learning which also promotes interactivity among members in a group or a class. The advantage of utilizing these technological tools in an online class is no geographical boundaries among members in a group because discussions and interactions can take place anywhere and at anytime. Overall, these technological tools and strategies promote interactivity, problem solving and actively engage all types of learners by providing students with meaningful learning experiences.
Durrington, V. A., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190-193. Use the Academic Search Premier
Engaging Learners with New Strategies and Tools
Engaging Learners with New Strategies and Tools
It is important as an instructor or teacher to engage all learners and encourage all learners to take responsibility for their learning. This is still a significant factor in online learning. “Students demonstrate more positive attitudes and higher levels of performance when online classes are highly interactive,” (Durrington, Berryhill &Swafford, 2006). There are several technological tools that are being used outside of the classroom such as, wikis, blogs, learning communities and discussion forums that foster communication and cooperative learning, which are essential skills in the learning process. In order for students enhance their interactivity in an online environment it is necessary for the instructor to create a supportive and open environment which will help foster trust and comfort so that students will be willing to discuss freely within the group. The instructor can also use problem-based learning which also promotes interactivity among members in a group or a class. The advantage of utilizing these technological tools in an online class is no geographical boundaries among members in a group because discussions and interactions can take place anywhere and at anytime. Overall, these technological tools and strategies promote interactivity, problem solving and actively engage all types of learners by providing students with meaningful learning experiences.
Durrington, V. A., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190-193. Use the Academic Search Premier
It is important as an instructor or teacher to engage all learners and encourage all learners to take responsibility for their learning. This is still a significant factor in online learning. “Students demonstrate more positive attitudes and higher levels of performance when online classes are highly interactive,” (Durrington, Berryhill &Swafford, 2006). There are several technological tools that are being used outside of the classroom such as, wikis, blogs, learning communities and discussion forums that foster communication and cooperative learning, which are essential skills in the learning process. In order for students enhance their interactivity in an online environment it is necessary for the instructor to create a supportive and open environment which will help foster trust and comfort so that students will be willing to discuss freely within the group. The instructor can also use problem-based learning which also promotes interactivity among members in a group or a class. The advantage of utilizing these technological tools in an online class is no geographical boundaries among members in a group because discussions and interactions can take place anywhere and at anytime. Overall, these technological tools and strategies promote interactivity, problem solving and actively engage all types of learners by providing students with meaningful learning experiences.
Durrington, V. A., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190-193. Use the Academic Search Premier
Wednesday, October 14, 2009
Assessing Collaborative Efforts
As George Siemens states educators face many challenges while assessing collaborative learning (Siemens, 2009). Therefore, participation in a collaborative group should be by the instructor, peers, and self-assessment. The four models of assessment for collaborative learning online discussed by George Siemens include, students assess their peers, student feedback from online communities, educators assess based on metrics from learning management system and educators assess student contributions. I believe by providing an array of assessments the instructor is able to reach various types of learners with different learning styles. The varying levels of skills and knowledge students bring to the course should not affect the instructors “fair and equitable assessment” of learning because students should be assessed on the stated outcomes and their participation in the larger environment.
“In a society where individual contributions are highly acknowledged, collaborative learning communities can be a challenge for many students” (Siemens, 2009). If a student is unwilling to participate in networking and collaborating the other members of the group should talk with the student to determine why he or she does not want to participate. If the student still does not participate in collaborating activities, the instructor should be informed. The role of the instructor is to explain course expectations and design learning experiences that create a mix of individual and community based learning (Siemens, 2009). The instructor should also emphasize the importance of working together. This has a major impact on an instructors’ assessment plan, because they must create a plan that assess individual and collaborating activities.
References
Laureate Education, Inc. (2009). Assessment of collaborative learning. Principles of distance education. Baltimore: Arthur.
Laureate Education, Inc. (2009). Learning communities. Principles of distance education. Baltimore: Arthur.
“In a society where individual contributions are highly acknowledged, collaborative learning communities can be a challenge for many students” (Siemens, 2009). If a student is unwilling to participate in networking and collaborating the other members of the group should talk with the student to determine why he or she does not want to participate. If the student still does not participate in collaborating activities, the instructor should be informed. The role of the instructor is to explain course expectations and design learning experiences that create a mix of individual and community based learning (Siemens, 2009). The instructor should also emphasize the importance of working together. This has a major impact on an instructors’ assessment plan, because they must create a plan that assess individual and collaborating activities.
References
Laureate Education, Inc. (2009). Assessment of collaborative learning. Principles of distance education. Baltimore: Arthur.
Laureate Education, Inc. (2009). Learning communities. Principles of distance education. Baltimore: Arthur.
Tuesday, October 13, 2009
Video Presentation Storyboard-Games
I posted my storyboard on my wikipage at http://charlottevaughn1.wikispaces.com/
Wednesday, September 30, 2009
Elements of Distance Education Diffusion
Elements of Distance Education Diffusion
George Siemens discusses and explains three elements that give distance education an identity of its own different from face to face courses, which include global diversity, communication and collaborative interaction. Although I believe that all three elements are equally important, the element of collaborative interaction has vastly evolved.
As Siemens mentions his belief on the growing acceptance of distance education is due to, “more of us are having experiences communicating online” (Siemens, 2009). The increase of communication online enables people to develop a sense of comfort and even discovery that meaningful relationships can develop using online medium (Siemens,2009). This comfort and development of meaningful relationships are due to collaborative interaction. The element of collaboration interaction online enables people to communicate with a diverse group of people all over the world. This collaborative interaction fosters appreciation and acceptance of different perspectives concerning various topics and issue. The use of collaborative interactions allows for people from different backgrounds, countries and professions a means to discuss and solve worldly problems that are too large to solve alone, through effective problem solving using interactive collaboration.
I agree with Siemens when he states, “the concept of interaction in an online environment has changed significantly” (Siemens, 2009). Various technologies such as blogs, Skype, email, discussion boards, instant messaging and wikispaces enable us to see that we do not have to be in the same location and time to have effective collaboration. Therefore, collaborative interaction no longer has to be geographically confined.
“So, as those communication technologies improve in quality, we’re going to start to see the educational model around it also ramp up significantly” (Siemens, 2009). With this increase in communication technologies, distance education and the process of education will change. Distance education will increase so will the integration of multimedia games and other new technologies that will be utilized in education.
Seimens, George. The Future of distance Education. Video posted to http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=3649019&Survey=1&47=2625189&ClientNodeID=984645&coursenav=1&bhcp=1
George Siemens discusses and explains three elements that give distance education an identity of its own different from face to face courses, which include global diversity, communication and collaborative interaction. Although I believe that all three elements are equally important, the element of collaborative interaction has vastly evolved.
As Siemens mentions his belief on the growing acceptance of distance education is due to, “more of us are having experiences communicating online” (Siemens, 2009). The increase of communication online enables people to develop a sense of comfort and even discovery that meaningful relationships can develop using online medium (Siemens,2009). This comfort and development of meaningful relationships are due to collaborative interaction. The element of collaboration interaction online enables people to communicate with a diverse group of people all over the world. This collaborative interaction fosters appreciation and acceptance of different perspectives concerning various topics and issue. The use of collaborative interactions allows for people from different backgrounds, countries and professions a means to discuss and solve worldly problems that are too large to solve alone, through effective problem solving using interactive collaboration.
I agree with Siemens when he states, “the concept of interaction in an online environment has changed significantly” (Siemens, 2009). Various technologies such as blogs, Skype, email, discussion boards, instant messaging and wikispaces enable us to see that we do not have to be in the same location and time to have effective collaboration. Therefore, collaborative interaction no longer has to be geographically confined.
“So, as those communication technologies improve in quality, we’re going to start to see the educational model around it also ramp up significantly” (Siemens, 2009). With this increase in communication technologies, distance education and the process of education will change. Distance education will increase so will the integration of multimedia games and other new technologies that will be utilized in education.
Seimens, George. The Future of distance Education. Video posted to http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=3649019&Survey=1&47=2625189&ClientNodeID=984645&coursenav=1&bhcp=1
Wednesday, September 16, 2009
The Next Generation of Distance Education
The Next Generation of Distance Education
There are numerous reasons why distance education should evolve to the next generation. “Distance learning is rapidly becoming a popular choice for continuing professional education, mid-career degree programs, and lifelong learners of all kind” (Huett, 2008). The reason distance learning is becoming so popular is economics and accessibility (Huett, 20008). Some significant benefits to distance education are broadening a variety of courses and increase student population without the expenses of building new schools (Huett, 2008). Distance education provides for independence and flexibility, which motivate many students to participate that have other responsibilities and inflexible schedules that may prevent them from attending a traditional classroom setting. Although unsure about the results Simonson believes that other reasons for the evolution of distance education include, increase student motivation to learn, distance education can provide equivalent learning experiences traditional classrooms, and distance education may offer increase returns on investments for colleges and universities (Simonson, 2008).
I agree with their positions and promote distance education because of the independence and flexibility. Distance education allows students to complete course work at their own pace and create a schedule that enables them to work full time, while pursuing higher education. Moller, Foshay and Huett state that, “As part of the process of mastering content, significant learning often occurs as a result of learner to learner communication. Distance education allows for this collaboration and communication to occur among students, which may increase mastering of content and learners actively engaging in the learning process.
References:
Huett, J., Foshay, W., & Moller, L (June/May, 2008). The evolution of distance education: implications for instructional design on the potential of the web (Part 2: Higher Education). TechTrends, 52(4), 66-70. Use the Academic Search Premier database, and search using the article’s Accession Number: 33991516
Huett, J., Foshay, W., & Moller, L (June/May, 2008). The evolution of distance education: implications for instructional design on the potential of the web (Part 3: K-12). TechTrends, 52(5), 63-67.
Simonson, M. (2008). Equivalency theory. Laureate Education, Inc. Baltimore: Author
There are numerous reasons why distance education should evolve to the next generation. “Distance learning is rapidly becoming a popular choice for continuing professional education, mid-career degree programs, and lifelong learners of all kind” (Huett, 2008). The reason distance learning is becoming so popular is economics and accessibility (Huett, 20008). Some significant benefits to distance education are broadening a variety of courses and increase student population without the expenses of building new schools (Huett, 2008). Distance education provides for independence and flexibility, which motivate many students to participate that have other responsibilities and inflexible schedules that may prevent them from attending a traditional classroom setting. Although unsure about the results Simonson believes that other reasons for the evolution of distance education include, increase student motivation to learn, distance education can provide equivalent learning experiences traditional classrooms, and distance education may offer increase returns on investments for colleges and universities (Simonson, 2008).
I agree with their positions and promote distance education because of the independence and flexibility. Distance education allows students to complete course work at their own pace and create a schedule that enables them to work full time, while pursuing higher education. Moller, Foshay and Huett state that, “As part of the process of mastering content, significant learning often occurs as a result of learner to learner communication. Distance education allows for this collaboration and communication to occur among students, which may increase mastering of content and learners actively engaging in the learning process.
References:
Huett, J., Foshay, W., & Moller, L (June/May, 2008). The evolution of distance education: implications for instructional design on the potential of the web (Part 2: Higher Education). TechTrends, 52(4), 66-70. Use the Academic Search Premier database, and search using the article’s Accession Number: 33991516
Huett, J., Foshay, W., & Moller, L (June/May, 2008). The evolution of distance education: implications for instructional design on the potential of the web (Part 3: K-12). TechTrends, 52(5), 63-67.
Simonson, M. (2008). Equivalency theory. Laureate Education, Inc. Baltimore: Author
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