Monday, August 13, 2012

Module 6

EDUC  8842 Final Video Project v.1


Such as it is, here it is.  I sure can say it is easier to stand in front of a class than a camera!  
Click the link to go to it, for some reason inserting the video isn't working for me.




Final (?) version 2.5  Up dated with embed....

Sunday, August 12, 2012

Module 5

EDUC 8842, Module 5


The continuum of interactivity for online study is a range between static and dynamic (Moller, 2008).  Manipulation of data and inputs creates the opportunity to develop information rather than regurgitate it.  Being interactive is on the dynamic end of the continuum which requires one to use and manipulate the information for the desired results.
The Continuum
One of the more difficult aspect of the transition from teacher led to online is that the instructor needs to lose some of the control and allow students to locate, discover or create in order to show understanding and mastery.  Making the instructor a curator rather than controller (Siemens, 2008).

 I find myself some where in the middle, having had a classical education in brick and mortar settings even though as I was learning while in the midst of a burgeoning online model.  I still must work at learning the potential of the tools and the application for learning online.  Being in this class I have certainly expanded my knowledge and experiences in creating video.  When student teaching, I was ahead of the curve with one mentoring teacher by use of the power point and similar presentations.  Now I can see students using video and creating their own interpretations. 

I have a long way to go, but expect I will get there!


Reference
Moller, L. (2008). Static and dynamic technological tools.
        [Unpublished Paper].
 
Siemens, G. (2008). Learning and knowing in networks: Changing roles for educators and designers. . ITForum.

Monday, July 23, 2012

EDUC 8842 - Mod 4


Module 4

The Graphic Organizer

Thoughts

The student learner has a number of needs and wants in the learning experience.  Shifting these desires to the online or distance learning models, consideration needs to follow with application of the technical tools.  From the academic standpoint, the goal is to communicate information that will be grist for knowledge.

Students need to know they will be respected in the online environment.  Rules for interaction need to be clear and forthright in conveying this.  Positive interaction does not mean there will not be disagreement, but does denote the tenor of the discussion need remain civil (Durrington, Berryhill, & Swafford, 2006).  We can always agree to disagree, but the ability to contribute must be encouraged and developed to foster discussion and interactivity in projects and the like.

The difficulty here lies with adapting the instructional style for the teacher.  If face to face is the only background, this new environment can be daunting.  The instructor needs to establish the rules clearly and loosen the reigns a bit to let the students interact in activities like problem based learning and discussions.  In asynchronous environments the instructor should set the foundation and step back.  If the foundation is supported by positive comments and private email instruction if major errors are present the benefit will be higher participation and students learning from each other (Durrington et al., 2006; Siemens, 2008)

References:
Durrington, V. A., Berryhill, A., & Swafford, J. (2006). Strategies for 
     enhancing student interactivity in an online environment.  
     College Teaching, 54(1), 190-193. doi:Article
Curatorial Teaching. (2008). 10 minute lectures. Retrieved from 
      http://www.archive.org/details/10MinuteLectures-
     GeorgeSiemens-CuratorialTeaching


Sunday, July 8, 2012

Module 3-The Story Board

OK, based on some very good advice, here's a link for the ppt and one for the pdf files!

Mod 3 story board power point.

Mod 3 story board in pdf format













This blog does seem to allow file uploads other than pics or video.  No .pdf or .ppt.  Will upload both versions via the class web docs.

Saturday, June 23, 2012

Module 2


EDUC 8842 Module 2

The prompt:
Elements of Distance Education Diffusion
George Siemens discussed the growing acceptance of distance education in today’s corporate and educational spheres, including three possible elements of distance education that are creating more effective learning experiences and giving distance education an identity of its own distinct from F2F courses: (a) global diversity, (b) communication, and (c) collaborative interaction. Do you agree or disagree with his view?

Select one of these three elements for your reflection in this module and respond to the following in your blog:
·         How has this element evolved?
·         What online tools are available today to facilitate these interactions among learners?

Find at least two blog posts by other educators on this topic and reflect on their positions in your blog. Include links to these other blogs as you critique their ideas.


The response:
Developing the skills for online teaching is a daunting and manageable task for the next generation of learners.  This can be magnified for the last generation of learners turned teachers as well!  Communication is an essential aspect of the process in either synchronous or asynchronous environments (Siemens, n.d.; Smeiser, 2009).  New technology will present new options and communication may be somewhat more subtle by adapting the existing technology like Facebook to educational needs (Yirka, 2011). 

Communication is essential for education and online communication is a logical next step.  The only limits we may face now are how and what and how we use the options available.  Facebook may be a marketers dream but as most tools, can have other applications as well as a stand-in for the teacher’s assistant with or without the alter ego (Yirka, 2011).

Seimens (n.d.) makes the case, which I support, that the technology will allow greater opportunity for communication and diversity of communicators.  The potential for communication is exemplified by our recent history with the ‘Arab spring’ and how society was changed by simple access to communication.  If it can bring down a dictatorship, what lies ahead for education!

 References:
Siemens, G. (n.d.). The Future of Distance Education. Baltimore, MD.
Smeiser, L. (2009, September 10). Becoming a Successful Online Educator: Distance Learning Educators Need to Do Their Homework |. Teacher Tips/Training@suite101. Retrieved from http://lynne-smelser.suite101.com/becoming-a-successful-online-educator-a144154
Yirka, B. (2011, August 18). Professor Finds Way to Connect with Students Through Facebook | Suite101.com. Teacher Tips/Training@suite101. Retrieved from http://bob-yirka.suite101.com/professor-finds-way-to-connect-with-students-through-facebook-a385102

Wednesday, June 13, 2012


EDUC 8842 Blog 1:  Module 1
The Prompt:
After reading the three articles by Moller, Huett, Foshay and Coleman, and listening to the Simonson video programs, compare and contrast the reasons these authors believe there is a need to evolve distance education to the next generation. Do you agree with their positions? Why or why not?
The Response:
The need to understand distance education, be the distance three feet in a classroom or 1000’s of miles away in another country, is that the goal remains student learning.  The goal is the same but the pathways are different.  This is the stepping off point for Simonson (2000, n.d.) when he discusses equivalency theory.  My parents always emphasized the concept when getting gifts for my sisters: the same but different.  Technology allows this idea to flourish, very different approach to conveyance but the same concepts and information to become part of the learners’ repertoire (Simonson, 1997)
The capability of the technology needs to be balanced by instructional design, using the concepts of Simonson’s (2000) equivalency, but needs adaptation to a diverse set of students and individual need (Huett, Moller, Foshay, & Coleman, 2008).  Here’s the rub, making it relevant for multiple learning styles, often those who may be struggling in the traditional schools need something different than what they had, or they would have been successful in brick and mortar schools.

Both Simonson (2000; 1997) and Huett, et al, (2008) embrace the need for grasping the potential with technology and distance learning applications.  Where they differ seems to be on the application.  The idea of stylizing the information for the needs of the learner (Huett, Moller, Foshay, et al., 2008) is a focus while realizing the need to adapt the lesson to the medium (M. Simonson, 2000) cannot be left out of the consideration either.
The best solution should incorporate the best of both approaches to ensure the learner is actually learning.  As teachers, we need to remember the purpose for the applications.  Not using technology for the sake of using it, but using it in line with the outcome sought.  If we forget the learners, we will doom a generation in the increasingly competitive world in which we live (Huett, Moller, & Forshay, 2008; Simonson, 1997).

References:
Huett, J., Moller, L., & Forshay, W. R. (2008). The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web. TechTrends: Linking Research & Practice to Improve Learning, The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web., 52(3), 70-75. doi:Article
Huett, J., Moller, L., & Foshay, W. R. (2008). The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web. TechTrends: Linking Research & Practice to Improve Learning, The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web., 52(4), 66-70. doi:Article
Huett, J., Moller, L., Foshay, W. R., & Coleman, C. (2008). The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web. TechTrends: Linking Research & Practice to Improve Learning, The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web., 52(5), 63-67. doi:Article
Simonson, M. (1997). Evaluation teaching and learning at a distance. New Directions for Teaching & Learning, (71), 87. doi:Article
Simonson, M. (2000). Making Decisions: The Use of Electronic Technology in Online Classrooms. New Directions for Teaching & Learning, (84), 29. doi:Article
Simonson, M. (n.d.). Equivalency Theory. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5260644&Survey=1&47=6207849&ClientNodeID=984645&coursenav=1&bhcp=1
Simonson, M. (n.d.). Distance Education: The Next Generation. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5260644&Survey=1&47=6207849&ClientNodeID=984645&coursenav=1&bhcp=1

N J Sparling