This class has been so informative for me. I feel I have learned so much, and, in the process, would be able to explain these technologies to others.
Many times during this class, I was forced to get outside my comfort zone and try something new, delve into some new technology – and I succeeded (for the most part, ha!). It was a pleasure to learn these new skills and know that I will be able to apply them to my personal and professional life.
I think one of the most useful skills I picked up was with Screen Castle. This will come in handy so much with the online classes I teach. It’s so much easier showing the students on the screen where to find the material than giving them written directions. I cannot wait to use this or Diigo, for that matter. The more I consider Diigo, the more I love it and see its great potential for educational purposes.
And, of course, there is Second Life. It was the assignment that was too fun to actually be work – it was play time! Second Life, especially after reading the chapters in the book, really opened my eyes as to what technology is progressing toward. We live in such a global community, and Second Life really puts that into perspective.
I can’t wait until the fall quarter starts and I can begin implementing some of these technologies in class. I think my students will actually enjoy class more with the hands-on projects. Not only that, but they’ll be expanding their knowledge while having fun at the same time. These IT classes I’ve taken this quarter often have not seemed like work – they’re too interesting to be work.
Mass media is moving more with technology, and it’s important for journalism/mass communication educators to keep up with the new technologies. I’ve already showed my colleagues many of the projects we’ve done in this IT class (and the others I’m taking), and they’re very excited to learn the skills as well.
I am grateful I chose to minor in IT. This was a wonderful decision, and I’m looking forward to taking many more IT courses within the next year. I have benefited so much from learning these new technologies, and I feel that I will be a better educator because of it. Not only that, but I know I’ll continue to use many of these technologies in my personal life, too.
Thursday, July 22, 2010
Assignment 7 – Second Life
I had my doubts about Second Life’s potentials at first, but once I had my meeting with Dr. Mark and Jenn, I realized just a fraction, I’m sure, of Second Life’s abilities. Then, when Drs. Yuen and Mark started discussing the possibilities of online conferences, I suddenly realized how incredibly amazing Second Life is.
The assignment for Second Life was to become accustomed to our avatars, attend class meetings online when needed, and give a presentation on Thursday, July 22.
All in all, I love Second Life. I’ve showed it to my coworkers and explained the potentials it has.
You want to attend class somewhere where you couldn’t travel? Have class in Second Life.
You want to attend (or even create!) a conference, but there’s no money in the travel budget? Have a conference in Second Life.
We’re just tapping the tip here, too, but I am just stunned with everything that Second Life offers. It’s not just listening to a lecture – you actually see a person’s avatar, and, through that avatar, you get a sense of what that person is like. What do they draw inspiration from, are they creative, are they serious, are they silly?
I’m not sure if I’ll use Second Life in my class this next year. I feel that I need to become more accustomed to what Second Life offers, but I did get very excited with Dr. Mark suggested the possibility of an international conference this fall via Second Life. Like the title of this class, this is an emerging technology, one that can easily benefit academia. Everything I mention seems to revolve around money, but that’s such a huge burden for universities right now. As I work at a university and attend an out-of-state university, as well, perhaps that’s why I’m so quick to see where money can be saved.
In all, I thought Second Life was a fantastic aspect to this class. Not only is it fascinating, but it’s just downright fun. Madelon made a comment on one of her blogs about how Second Life could become addicting, and I wholeheartedly agree. I spent a lot of time on there without even realizing where the hours had gone.
Wednesday, July 14, 2010
Discussion 7
Discussion 7 is due July 19. We had the option of choosing to discuss Chapter 12 or 14, and I chose Chapter 14.
Chapter 14 Summary
More and more individuals are seeking higher educational skills, and it is recognized that Americans need more education to compete in a global marketplace. This chapter discussed the need for digital-based gaming educational tools in relation to various theories.
With the constructivist theory, students construct their own learning and take an active role in their education. Incorporating technology into education is complementary to this approach. It also allows for flexible and interdisciplinary learning in the online environment.
The online communities in which students participate must have an authentic content, and, while online game-based learning can be beneficial, teachers must recognize that students may have difficulty at first as they understand the skills. However, the benefits outweigh the negatives as students will have the ability to learn and adapt in real world techniques as well as other similar online classroom environments.
Before 3-D virtual world, educators looked at MUDs – Multi-User Dungeons. In MUDs, students were responsible for people other than their classmates, which made them more willing to work out difficulties with other players. Also, MUDs used text for communication, which enhanced writing skills. However, MUDs did not last long, and now educators seek graphical virtual environments for educational success.
The digital game-based theory states that students who are more experiential in learning provide finding answers through interaction with others, which digital games offer. Digital gaming is more informal, and the roles of students and teachers vary. The lines that separate massively multiplayer online games – MMOGs – and virtual worlds are blurred. Individuals who participate in virtual worlds discover that playing is not isolated; the picture of young boys playing in their parents’ basement no longer applies. Virtual worlds are now vibrant simulated environments where users communicate with each other, as with Second Life. Some of the differences between MMOGs and Second Life are as follows: There is competition in MMOGs but a lack of creativity, but the opposite is in Second Life. In Second Life, participants can text chat, instant message, or verbally converse with other people. Second Life, like other virtual worlds, also allows individuals to be anyone they want to be.
However, not everyone enjoys learning through virtual worlds, as it takes some time to adjust to. Also, sometimes students violate Terms of Service agreements. Other problems with educational functions of virtual worlds include encounters with cyber-bullies and “drive by” shoutings during class. The proliferation of sexual content is also an issue educators must address.
Second Life and other virtual worlds cannot alone foster a healthy and beneficial learning environment. The SECOND LIFE model can assist, which includes: support experimentation, encourage play, construct scaffolded spaces, opt out of lecture and passive approaches, nurture player choices and decision making, design “realistic” environments, lead students toward a sense of space, increase student learning, foster the formation of a learning culture, and enhance technology-focused skills.
Of course, future research is needed, and virtual worlds may not completely replace traditional educational activities. However, incorporating virtual gaming into an educational environment can be beneficial for students’ learning.
How could teachers/educators use the material/information addressed in the chapter to help improve their instruction or professional development?
I think virtual gaming could be very beneficial for online learning. Online classes would be so much more fun and creative if virtual worlds were used. I know I’m already learning a lot with Second Life, and I think having class in our USM symposium site would be so intriguing. Also, I think students can learn a lot about each other through their avatars, which assists with community group-building skills. It also helps that you can actually talk to other people instead of just IM. While IM does help with written skills, I feel that at the master’s/doctoral level, we should be decent writers already.
This is the wave of future education, especially with distance learning – and I’m greatly looking forward to it!
What future trends do you see coming from the topics dealt with in the chapter? In other words, do you think the material/information discussed in the chapter has any relevancy to the future or is it just a passing fad?
I think I’ve mentioned in previous posts as to how the bad economy is contributing to education. We have no funds for conferences; rising tuition is making students tighten their belts, to use a colloquial phrase. I love the idea of having international conferences via virtual worlds and think it’s a brilliant idea. While I thoroughly enjoy traveling to conferences, I see the benefits, especially when budgets are so tight, in having online conferences. I can’t wait until our Second Life presentation next week to get a better handle on how this would take place.
Reference
Stoerger, S. (2010). In Yan g, H. H., & Yuen, S. C. (Eds.), Collective Intelligence and E-Learning 2.0: Implications of Web-Based Communities and Networking (pp. 248-267). Hershey, Pennsylvania: Information Science Reference.
Chapter 14 Summary
More and more individuals are seeking higher educational skills, and it is recognized that Americans need more education to compete in a global marketplace. This chapter discussed the need for digital-based gaming educational tools in relation to various theories.
With the constructivist theory, students construct their own learning and take an active role in their education. Incorporating technology into education is complementary to this approach. It also allows for flexible and interdisciplinary learning in the online environment.
The online communities in which students participate must have an authentic content, and, while online game-based learning can be beneficial, teachers must recognize that students may have difficulty at first as they understand the skills. However, the benefits outweigh the negatives as students will have the ability to learn and adapt in real world techniques as well as other similar online classroom environments.
Before 3-D virtual world, educators looked at MUDs – Multi-User Dungeons. In MUDs, students were responsible for people other than their classmates, which made them more willing to work out difficulties with other players. Also, MUDs used text for communication, which enhanced writing skills. However, MUDs did not last long, and now educators seek graphical virtual environments for educational success.
The digital game-based theory states that students who are more experiential in learning provide finding answers through interaction with others, which digital games offer. Digital gaming is more informal, and the roles of students and teachers vary. The lines that separate massively multiplayer online games – MMOGs – and virtual worlds are blurred. Individuals who participate in virtual worlds discover that playing is not isolated; the picture of young boys playing in their parents’ basement no longer applies. Virtual worlds are now vibrant simulated environments where users communicate with each other, as with Second Life. Some of the differences between MMOGs and Second Life are as follows: There is competition in MMOGs but a lack of creativity, but the opposite is in Second Life. In Second Life, participants can text chat, instant message, or verbally converse with other people. Second Life, like other virtual worlds, also allows individuals to be anyone they want to be.
However, not everyone enjoys learning through virtual worlds, as it takes some time to adjust to. Also, sometimes students violate Terms of Service agreements. Other problems with educational functions of virtual worlds include encounters with cyber-bullies and “drive by” shoutings during class. The proliferation of sexual content is also an issue educators must address.
Second Life and other virtual worlds cannot alone foster a healthy and beneficial learning environment. The SECOND LIFE model can assist, which includes: support experimentation, encourage play, construct scaffolded spaces, opt out of lecture and passive approaches, nurture player choices and decision making, design “realistic” environments, lead students toward a sense of space, increase student learning, foster the formation of a learning culture, and enhance technology-focused skills.
Of course, future research is needed, and virtual worlds may not completely replace traditional educational activities. However, incorporating virtual gaming into an educational environment can be beneficial for students’ learning.
How could teachers/educators use the material/information addressed in the chapter to help improve their instruction or professional development?
I think virtual gaming could be very beneficial for online learning. Online classes would be so much more fun and creative if virtual worlds were used. I know I’m already learning a lot with Second Life, and I think having class in our USM symposium site would be so intriguing. Also, I think students can learn a lot about each other through their avatars, which assists with community group-building skills. It also helps that you can actually talk to other people instead of just IM. While IM does help with written skills, I feel that at the master’s/doctoral level, we should be decent writers already.
This is the wave of future education, especially with distance learning – and I’m greatly looking forward to it!
What future trends do you see coming from the topics dealt with in the chapter? In other words, do you think the material/information discussed in the chapter has any relevancy to the future or is it just a passing fad?
I think I’ve mentioned in previous posts as to how the bad economy is contributing to education. We have no funds for conferences; rising tuition is making students tighten their belts, to use a colloquial phrase. I love the idea of having international conferences via virtual worlds and think it’s a brilliant idea. While I thoroughly enjoy traveling to conferences, I see the benefits, especially when budgets are so tight, in having online conferences. I can’t wait until our Second Life presentation next week to get a better handle on how this would take place.
Reference
Stoerger, S. (2010). In Yan g, H. H., & Yuen, S. C. (Eds.), Collective Intelligence and E-Learning 2.0: Implications of Web-Based Communities and Networking (pp. 248-267). Hershey, Pennsylvania: Information Science Reference.
Assignment 6: VoiceThread
Before July 12, we were required to create a VoiceThread presentation with a minimum of 10 slides, with a title slide and audio for each slide. We then were required to comment on two students' presentations.
My VoiceThread can be found at http://voicethread.com/share/1241202.
VoiceThread was very easy to use, and it did not take me long to figure out what to do. I think, however, that part of the reason it came easily to me is because I've adapted to using new technologies. Yes, every technology is a bit different, but the ones that we've used for this class have been exceptionally user friendly. The only problem I've had with any of the assignments, really, was the ScreenCastle one (in IT 648), and that was because I had trouble transferring the screencast to YouTube for some reason.
I had trouble making my VoiceThread public at first, but I was able to fix that problem soon. I was thankful I was able to write about something that I teach -- sensationalism in the media. The subject made me much more comfortable with the creation of the VoiceThread. I didn't feel as if I had to learn a new technology and new material.
VoiceThread was a great technology for us to use, and it reminded me of audio PowerPoint slides that I do for my classes now. However, this had additional benefits as other individuals could make written or audio comments regarding the presentation. Not only that, but individuals could comment on each slide if he/she wanted, which was really interesting. Not only can you make a comment on the presentation as a whole, but you can put a comment in the exact place where you might have a question or praise.
I liked VoiceThread and saw its uses, but, with some of my students, I feel that learning this technology would hinder them learning the material. They could learn to leave voice or text messages on the presentation, but I think they would rather simply e-mail me questions or comments -- but I've been known to be wrong more than once!
My VoiceThread can be found at http://voicethread.com/share/1241202.
VoiceThread was very easy to use, and it did not take me long to figure out what to do. I think, however, that part of the reason it came easily to me is because I've adapted to using new technologies. Yes, every technology is a bit different, but the ones that we've used for this class have been exceptionally user friendly. The only problem I've had with any of the assignments, really, was the ScreenCastle one (in IT 648), and that was because I had trouble transferring the screencast to YouTube for some reason.
I had trouble making my VoiceThread public at first, but I was able to fix that problem soon. I was thankful I was able to write about something that I teach -- sensationalism in the media. The subject made me much more comfortable with the creation of the VoiceThread. I didn't feel as if I had to learn a new technology and new material.
VoiceThread was a great technology for us to use, and it reminded me of audio PowerPoint slides that I do for my classes now. However, this had additional benefits as other individuals could make written or audio comments regarding the presentation. Not only that, but individuals could comment on each slide if he/she wanted, which was really interesting. Not only can you make a comment on the presentation as a whole, but you can put a comment in the exact place where you might have a question or praise.
I liked VoiceThread and saw its uses, but, with some of my students, I feel that learning this technology would hinder them learning the material. They could learn to leave voice or text messages on the presentation, but I think they would rather simply e-mail me questions or comments -- but I've been known to be wrong more than once!
Discussion 6
Discussion 6 was due July 12, and, while we were assigned to read Chapter 11, our instructions were the same as the other discussions.
My answer
Summary
As the generation coming up loves video games and the video gaming technology continues to evolve and advance, educators have shifted their attention to determine how to harness the gaming tools for constructivist learning. The authors introduced VISOLE, Virtual Interactive Student-Oriented Learning Environment, which is a constructivist approach to game-based learning. VISOLE can assist students with multi-disciplinary knowledge and problem solving skills.
Two background thoughts behind game-based learning are behaviorist game-based learning and constructivist game-based learning. The first is usually associated with drill-and-practice games which have a clear reward structure in order to encourage students to complete the tasks. Usually, the teachers’ involvement is minimal. Constructivist game-based learning includes playing mini-games, which can take anywhere between a few minutes to an hour to complete. One of the games that some scholars are hoping to introduce into high school curriculum is Civilization III, where players lead a civilization from 4000 BC to present day. Other scholars hope to see games which are in an epistemic frame and allow students to play in multiple simulations of various professional careers that they might choose.
The authors cited principles for constructivist learning design, which are: motivation, previous knowledge, contextual and active learning, social activity, and experience. Intrinsic motivation, situated learning, and teacher facilitation are needed for VISOLE to be successful. To get even closer to the heart of the matter, VISOLE has three pedagogical phases: multi-disciplinary scaffolding, game-based situated learning, and reflection and debriefing.
The authors also noted that students need to be motivated intrinsically and be immersed in the game. Interactive gaming with multi-disciplinary facets needs to have real-life situations that allow students to practice, participate, have a community, and identify with other human players or non-player characters. As far as teacher participation goes, the teacher should remove the scaffolds gradually as the students become more adapt at the game. Debriefing, another VISOLE pedagogical phase, should be conducted by the instructor and allow students to participate in meta-cognitive thinking that transforms their gaming experience into their learning experience.
FARMTASIA is one VISOLE design discussed by the authors, which involves multi-disciplinary areas such as geography, biology, and economics. It’s based on real data simulation and simulates how crops and livestock evolve in a near real-world way. FARMTASIA records every student’s movement on the game, and the teachers can review what the students are doing in the game.
How could teachers/educators use the material/information addressed in the chapter to help improve their instruction or professional development?
FARMTASIA strongly reminded me of Facebook’s Farmville. Even the pictures looked similar. Something I hadn’t thought of with Farmville, though, was the idea that it could be used as an educational tool (though, as I’ve never played Farmville before, I’m not sure how adequate its educational value is). I can easily see how this would be beneficial, especially for K-12 students in multi-disciplinary areas. Actually, I can see a Batman-esque game forming where students could gain engineering and science skills by putting gear and equipment together for Batman. I was never a video gamer growing up, but I do see how they can be beneficial for students today.
Did you feel this chapter helped in your understanding of the use of technology in education? Explain why or why not. Did anything confuse you? Did the chapter leave more questions for you?
It broadened my view of video games, but I am wondering how long it would take to put something like FARMTASIA together. I’m sure in a few years companies will be marketing educational video games (they already are, I know, but I mean something similar to FARMTASIA) to all areas of education, but I wonder how or if we would ever be able to specialize a game for classes – or how beneficial they would be for liberal arts, really.
Reference
Jong, M., Shang, J., Lee, F., & Lee, J. (2010). VISOLE: A Constructivist Pedagogical Approach to Game-Based Learning. In Yang, H. H., & Yuen, S. C. (Eds.), Collective Intelligence and E-Learning 2.0: Implications of Web-Based Communities and Networking (pp. 185-206). Hershey, Pennsylvania: Information Science Reference.
My answer
Summary
As the generation coming up loves video games and the video gaming technology continues to evolve and advance, educators have shifted their attention to determine how to harness the gaming tools for constructivist learning. The authors introduced VISOLE, Virtual Interactive Student-Oriented Learning Environment, which is a constructivist approach to game-based learning. VISOLE can assist students with multi-disciplinary knowledge and problem solving skills.
Two background thoughts behind game-based learning are behaviorist game-based learning and constructivist game-based learning. The first is usually associated with drill-and-practice games which have a clear reward structure in order to encourage students to complete the tasks. Usually, the teachers’ involvement is minimal. Constructivist game-based learning includes playing mini-games, which can take anywhere between a few minutes to an hour to complete. One of the games that some scholars are hoping to introduce into high school curriculum is Civilization III, where players lead a civilization from 4000 BC to present day. Other scholars hope to see games which are in an epistemic frame and allow students to play in multiple simulations of various professional careers that they might choose.
The authors cited principles for constructivist learning design, which are: motivation, previous knowledge, contextual and active learning, social activity, and experience. Intrinsic motivation, situated learning, and teacher facilitation are needed for VISOLE to be successful. To get even closer to the heart of the matter, VISOLE has three pedagogical phases: multi-disciplinary scaffolding, game-based situated learning, and reflection and debriefing.
The authors also noted that students need to be motivated intrinsically and be immersed in the game. Interactive gaming with multi-disciplinary facets needs to have real-life situations that allow students to practice, participate, have a community, and identify with other human players or non-player characters. As far as teacher participation goes, the teacher should remove the scaffolds gradually as the students become more adapt at the game. Debriefing, another VISOLE pedagogical phase, should be conducted by the instructor and allow students to participate in meta-cognitive thinking that transforms their gaming experience into their learning experience.
FARMTASIA is one VISOLE design discussed by the authors, which involves multi-disciplinary areas such as geography, biology, and economics. It’s based on real data simulation and simulates how crops and livestock evolve in a near real-world way. FARMTASIA records every student’s movement on the game, and the teachers can review what the students are doing in the game.
How could teachers/educators use the material/information addressed in the chapter to help improve their instruction or professional development?
FARMTASIA strongly reminded me of Facebook’s Farmville. Even the pictures looked similar. Something I hadn’t thought of with Farmville, though, was the idea that it could be used as an educational tool (though, as I’ve never played Farmville before, I’m not sure how adequate its educational value is). I can easily see how this would be beneficial, especially for K-12 students in multi-disciplinary areas. Actually, I can see a Batman-esque game forming where students could gain engineering and science skills by putting gear and equipment together for Batman. I was never a video gamer growing up, but I do see how they can be beneficial for students today.
Did you feel this chapter helped in your understanding of the use of technology in education? Explain why or why not. Did anything confuse you? Did the chapter leave more questions for you?
It broadened my view of video games, but I am wondering how long it would take to put something like FARMTASIA together. I’m sure in a few years companies will be marketing educational video games (they already are, I know, but I mean something similar to FARMTASIA) to all areas of education, but I wonder how or if we would ever be able to specialize a game for classes – or how beneficial they would be for liberal arts, really.
Reference
Jong, M., Shang, J., Lee, F., & Lee, J. (2010). VISOLE: A Constructivist Pedagogical Approach to Game-Based Learning. In Yang, H. H., & Yuen, S. C. (Eds.), Collective Intelligence and E-Learning 2.0: Implications of Web-Based Communities and Networking (pp. 185-206). Hershey, Pennsylvania: Information Science Reference.
Assignment 5: Drop.io
For Assignment 5, we had to create a Drop.io site, insert a file, and then leave a voicemail. Our recording needed to be related to any topic about the course and about 2-5 minutes long. We also were required to listen to two classmates' Drop.io voicemails and leave them audio messages.
My Drop.io site can be found by clicking HERE.
I was anxious about this assignment because a) I had never heard of Drop.io and b) it looked difficult. However, I was completely wrong on the difficulty level. My biggest problem was sounding professional while sitting on my bed making a recording I wanted to sound intellectual. I can talk for a while, and Drop.io allowed me to do so, but I was careful of making sure I didn't go over the five minute limit. I enjoyed browsing some sites with information about Second Life, too, which is what my Drop.io voicemail was about.
I had never heard of Drop.io before and really never considered this technology, but...it's so cool. Just downright cool. We use blackboard for teaching (and learning), and I got to thinking how much more interactive it would be if, instead of blackboard, we used Drop.io. It's not much different from blackboard other than it's more interactive. The voicemails left by other students are like the written threads students leave now. The only negative I see right now in using this for my journalism classes is that I enjoy having the students write. They need to write to be able to communicate better. HOWEVER, I do feel that some students need to learn how to communicate orally, too -- and I'm one of them. I have a lot of "ums" and stutters in my speech, but Drop.io helped me be aware to slow down my speech and consider what I was going to say next. It also helped that I had time beforehand to think about what to say and was highly interested in the subject. At any rate, I'm very excited to use Drop.io in future classes that I teach. I'm thinking this could be beneficial for online classes as well as traditional classes for extra involvement.
My Drop.io site can be found by clicking HERE.
I was anxious about this assignment because a) I had never heard of Drop.io and b) it looked difficult. However, I was completely wrong on the difficulty level. My biggest problem was sounding professional while sitting on my bed making a recording I wanted to sound intellectual. I can talk for a while, and Drop.io allowed me to do so, but I was careful of making sure I didn't go over the five minute limit. I enjoyed browsing some sites with information about Second Life, too, which is what my Drop.io voicemail was about.
I had never heard of Drop.io before and really never considered this technology, but...it's so cool. Just downright cool. We use blackboard for teaching (and learning), and I got to thinking how much more interactive it would be if, instead of blackboard, we used Drop.io. It's not much different from blackboard other than it's more interactive. The voicemails left by other students are like the written threads students leave now. The only negative I see right now in using this for my journalism classes is that I enjoy having the students write. They need to write to be able to communicate better. HOWEVER, I do feel that some students need to learn how to communicate orally, too -- and I'm one of them. I have a lot of "ums" and stutters in my speech, but Drop.io helped me be aware to slow down my speech and consider what I was going to say next. It also helped that I had time beforehand to think about what to say and was highly interested in the subject. At any rate, I'm very excited to use Drop.io in future classes that I teach. I'm thinking this could be beneficial for online classes as well as traditional classes for extra involvement.
Discussion 5
Discussion 5 was due July 5, and we received the following instructions:
1. Description/summary of main ideas in chapter 5. (* Required component)
2. Select two of the following for discussion:
A. Discussion of the strengths and weaknesses of the chapter
B. How could teachers/educators use the material/information addressed in the chapter to help improve their instruction or professional development?
C. What future trends do you see coming from the topics dealt with in the chapter? In other words, do you think the material/information discussed in the chapter has any relevancy to the future or is it just a passing fad?
D. What you learned from reading this chapter? If the article did not reveal any new information, explain what you already know about the topic and how you gained that knowledge (e.g., experience, word-of-mouth, research).
E. Did you feel this chapter helped in your understanding of the use of technology in education? Explain why or why not. Did anything confuse you? Did the chapter leave more questions for you?
My answer
Summary
An online classroom environment is becoming more than a synchronous place; it’s growing into an area with multiple communication channels that can be used as primary communication modes or supporting communication modes. In the traditional positivist learning environment, the thought is that primary instruction takes place between teachers and students. However, with constructivist learning environments, primary learning may occur between students and other students. The potential benefits of learning online can occur with an exchange of information that occurs synchronously with but is still physically separate from a primary communication node, which is called ancillary communication.
While we are in the first stages of Web 2.0 in education, we have already determined that the content needs to be centered on user generation. Students are no longer just consumers of information, but they are becoming producers of information as well. Another definition to note that goes hand in hand with this idea is constructionsim: the idea that students learn by building something in a public context. The teacher, in other words, has become more of a facilitator, and the students create the concepts discussed. Web 2.0 is also seeing changes in a desire for real-time interaction, shown by social media sites such as Twitter, AIM, Yahoo IM, and more.
The online class the researchers of this chapter studied showed that the tools they gave the students were not technically difficult to use, but the students had problems interpreting how to use them effectively and why they should use them in the first place. Another problem was that, while people understood the new technologies, making sense of multiple new technologies quickly became confusing.
The book's authors suggest that ancillary communication occurs frequently in classes. Through learner-instructor interactions, students work directly with the instructor. However, these interactions are less common in eLearning environments, and there is a greater prevalence of stand-alone instruction. In SOLEs (Synchronous Online Learning Environments), the authors noticed four sub-categories of learner-instructor interaction:
1. The instructor communicates with the whole class simultaneously through audio and visual channels.
2. The instructor communicates with the whole class through the chat window.
3. The instructor communicates with an individual student or a small group of students privately in the chat window.
4. The instructor communicates with the class as a whole via the chat window but does so as a private communication.
The key point is, however, that it is not the medium itself that affects learning outcomes: it is how it is used. Ancillary Communication, while difficult sometimes to implement, is a better way to harness new skills. The researchers also noted how ancillary communication can be used:
* through community building and shared experiences
* through shared work spaces
* through chat window summaries
* through chats which provide people the ability to comment, joke, and increase the collegiality of the class
* through the ability of students to manifest their cognitive processes instantly
There are many methods to employ ancillary communication, and the authors listed eight that they used in their own work: agree/disagree, elaboration, diverge, scaffolding, reiterate, emphasis, show relevance of, and social engineering. With rapid growth of thee new technologies, it is clear that Internet users and the face of Web 2.0 is moving toward instant communication.
What future trends do you see coming from the topics dealt with in the chapter? In other words, do you think the material/information discussed in the chapter has any relevancy to the future or is it just a passing fad?
This is definitely not just a passing fad. I see more classes that not only use instant messaging but also use something similar to skype. Yesterday, in fact, I had a student tell me he sent text messages to phones via Yahoo Text. How cool is that? I didn’t even know that existed!
Back to the point, though, while people are more prone to want instant chat, I do think that soon we’ll have classrooms where the teacher is seen via a webcam and perhaps students, too, will be seen with a webcam, and they all will be able to talk at the same time. Second Life isn’t really different from that, and I could see classes being held through Second Life.
Did you feel this chapter helped in your understanding of the use of technology in education? Explain why or why not. Did anything confuse you? Did the chapter leave more questions for you?
I’m still comprehending ancillary communication, honestly. I’m not sure why I’m having trouble understanding that; I’m sure it’s just something that needs to click in my brain. Other than that, I was really excited with this chapter with the potential future of eLearning.
Reference
Jones, M. & Harmon, S. (2010). Instructional Strategies for Teaching in Synchronous Online Learning Environments (SOLE). In Yang, H. H., & Yuen, S. C. (Eds.), Collective Intelligence and E-Learning 2.0: Implications of Web-Based Communities and Networking (pp. 78-93). Hershey, Pennsylvania: Information Science Reference.
1. Description/summary of main ideas in chapter 5. (* Required component)
2. Select two of the following for discussion:
A. Discussion of the strengths and weaknesses of the chapter
B. How could teachers/educators use the material/information addressed in the chapter to help improve their instruction or professional development?
C. What future trends do you see coming from the topics dealt with in the chapter? In other words, do you think the material/information discussed in the chapter has any relevancy to the future or is it just a passing fad?
D. What you learned from reading this chapter? If the article did not reveal any new information, explain what you already know about the topic and how you gained that knowledge (e.g., experience, word-of-mouth, research).
E. Did you feel this chapter helped in your understanding of the use of technology in education? Explain why or why not. Did anything confuse you? Did the chapter leave more questions for you?
My answer
Summary
An online classroom environment is becoming more than a synchronous place; it’s growing into an area with multiple communication channels that can be used as primary communication modes or supporting communication modes. In the traditional positivist learning environment, the thought is that primary instruction takes place between teachers and students. However, with constructivist learning environments, primary learning may occur between students and other students. The potential benefits of learning online can occur with an exchange of information that occurs synchronously with but is still physically separate from a primary communication node, which is called ancillary communication.
While we are in the first stages of Web 2.0 in education, we have already determined that the content needs to be centered on user generation. Students are no longer just consumers of information, but they are becoming producers of information as well. Another definition to note that goes hand in hand with this idea is constructionsim: the idea that students learn by building something in a public context. The teacher, in other words, has become more of a facilitator, and the students create the concepts discussed. Web 2.0 is also seeing changes in a desire for real-time interaction, shown by social media sites such as Twitter, AIM, Yahoo IM, and more.
The online class the researchers of this chapter studied showed that the tools they gave the students were not technically difficult to use, but the students had problems interpreting how to use them effectively and why they should use them in the first place. Another problem was that, while people understood the new technologies, making sense of multiple new technologies quickly became confusing.
The book's authors suggest that ancillary communication occurs frequently in classes. Through learner-instructor interactions, students work directly with the instructor. However, these interactions are less common in eLearning environments, and there is a greater prevalence of stand-alone instruction. In SOLEs (Synchronous Online Learning Environments), the authors noticed four sub-categories of learner-instructor interaction:
1. The instructor communicates with the whole class simultaneously through audio and visual channels.
2. The instructor communicates with the whole class through the chat window.
3. The instructor communicates with an individual student or a small group of students privately in the chat window.
4. The instructor communicates with the class as a whole via the chat window but does so as a private communication.
The key point is, however, that it is not the medium itself that affects learning outcomes: it is how it is used. Ancillary Communication, while difficult sometimes to implement, is a better way to harness new skills. The researchers also noted how ancillary communication can be used:
* through community building and shared experiences
* through shared work spaces
* through chat window summaries
* through chats which provide people the ability to comment, joke, and increase the collegiality of the class
* through the ability of students to manifest their cognitive processes instantly
There are many methods to employ ancillary communication, and the authors listed eight that they used in their own work: agree/disagree, elaboration, diverge, scaffolding, reiterate, emphasis, show relevance of, and social engineering. With rapid growth of thee new technologies, it is clear that Internet users and the face of Web 2.0 is moving toward instant communication.
What future trends do you see coming from the topics dealt with in the chapter? In other words, do you think the material/information discussed in the chapter has any relevancy to the future or is it just a passing fad?
This is definitely not just a passing fad. I see more classes that not only use instant messaging but also use something similar to skype. Yesterday, in fact, I had a student tell me he sent text messages to phones via Yahoo Text. How cool is that? I didn’t even know that existed!
Back to the point, though, while people are more prone to want instant chat, I do think that soon we’ll have classrooms where the teacher is seen via a webcam and perhaps students, too, will be seen with a webcam, and they all will be able to talk at the same time. Second Life isn’t really different from that, and I could see classes being held through Second Life.
Did you feel this chapter helped in your understanding of the use of technology in education? Explain why or why not. Did anything confuse you? Did the chapter leave more questions for you?
I’m still comprehending ancillary communication, honestly. I’m not sure why I’m having trouble understanding that; I’m sure it’s just something that needs to click in my brain. Other than that, I was really excited with this chapter with the potential future of eLearning.
Reference
Jones, M. & Harmon, S. (2010). Instructional Strategies for Teaching in Synchronous Online Learning Environments (SOLE). In Yang, H. H., & Yuen, S. C. (Eds.), Collective Intelligence and E-Learning 2.0: Implications of Web-Based Communities and Networking (pp. 78-93). Hershey, Pennsylvania: Information Science Reference.
Monday, July 12, 2010
Assignment 4: ScreenToaster
Assignment 4 was due June 28, and we were required to create a screen-captured based video on ScreenToaster that was at least three minutes long and had audio and subtitles. We needed to post the clip to YouTube and provide Title, Description, Tags, Category, Date, and Map info for the video. Additionally, comments, video response, ratings, and embedding needed to be allowed.
I had trouble coming up with an idea of what I could use to teach others, since I didn't feel technologically-savvy at this point yet in the class. However, I decided to discuss how to find and download podcasts. Since I travel a lot, I enjoy podcasts, especially informational ones, and iTunes has several educational podcasts relating to topics discussed in this class. I wanted people to understand that they can download free podcasts without having an iPod or iPhone, too (but it seems like everyone today has an iPhone or iPod, especially according to my husband, who very much wants an iPhone). So I created a screen-captured based video describing how to find podcasts, how to download them, and how to listen to them with or without Apple technology.
I used Screen Castle since ScreenToaster was no longer available by the time I was ready to complete this assignment. At first, I was very frustrated because I'm used to understanding how to use technology fairly quickly, and I had difficulty with this, especially posting the video to YouTube. It wasn't hard creating the screen-cast -- posting it to YouTube and making sure all of the necessary information was there was the hard part. However, once I got past the technical difficulties and understood the assignment better, I was eager to use Screen Castle again.
I LOVE Screen Castle. I cannot WAIT to use this for my classes because I have so many examples where this could be beneficial. I have a lot of students, especially in my online classes (because I give a visual example in traditional classroom settings), who do not understand the differences between a news article and a column or where to find them online, and Screen Castle could be used for the online classes to help those students.
Thank you for introducing us to this technology!
By the way, my video can be viewed by clicking here.
I had trouble coming up with an idea of what I could use to teach others, since I didn't feel technologically-savvy at this point yet in the class. However, I decided to discuss how to find and download podcasts. Since I travel a lot, I enjoy podcasts, especially informational ones, and iTunes has several educational podcasts relating to topics discussed in this class. I wanted people to understand that they can download free podcasts without having an iPod or iPhone, too (but it seems like everyone today has an iPhone or iPod, especially according to my husband, who very much wants an iPhone). So I created a screen-captured based video describing how to find podcasts, how to download them, and how to listen to them with or without Apple technology.
I used Screen Castle since ScreenToaster was no longer available by the time I was ready to complete this assignment. At first, I was very frustrated because I'm used to understanding how to use technology fairly quickly, and I had difficulty with this, especially posting the video to YouTube. It wasn't hard creating the screen-cast -- posting it to YouTube and making sure all of the necessary information was there was the hard part. However, once I got past the technical difficulties and understood the assignment better, I was eager to use Screen Castle again.
I LOVE Screen Castle. I cannot WAIT to use this for my classes because I have so many examples where this could be beneficial. I have a lot of students, especially in my online classes (because I give a visual example in traditional classroom settings), who do not understand the differences between a news article and a column or where to find them online, and Screen Castle could be used for the online classes to help those students.
Thank you for introducing us to this technology!
By the way, my video can be viewed by clicking here.
Discussion 4
Discussion 4 was due June 28, and here were the instructions we received:
Description/summary of main ideas in chapter 9. (* Required component)
Select two of the following for discussion:
A. Discussion of the strengths and weaknesses of the chapter
B. How could teachers/educators use the material/information addressed in the chapter to help improve their instruction or professional development?
C. What future trends do you see coming from the topics dealt with in the chapter? In other words, do you think the material/information discussed in the chapter has any relevancy to the future or is it just a passing fad?
D. What you learned from reading this chapter? If the article did not reveal any new information, explain what you already know about the topic and how you gained that knowledge (e.g., experience, word-of-mouth, research).
E. Did you feel this chapter helped in your understanding of the use of technology in education? Explain why or why not. Did anything confuse you? Did the chapter leave more questions for you?
My answer:
Summary
Since YouTube’s creation, videos have continued to spread rapidly on the web, with dozens of video-sharing sites opening. Some of these new video-sharing sites have started focusing on academic learning, such as EduTube. As there is a massive quantity of free videos online, more opportunities for e-learning potential are available.
In this chapter, “web-based video” is digital video which is distributed online and which can be accessed with computers. However, it is basically another form of motion picture technology. As sound added dimension and new capabilities to silent films, so the technical abilities of Web 2.0 videos are becoming more valuable for educators. Web 2.0 videos usually work with most browsers, such as Internet Explorer ®, Safari ®, and Firefox ®. Videos, such as those on YouTube, use Flash capabilities, which can be downloaded for free.
The process of creating a video is fairly easy, as most cell phones and digital cameras even take short videos. After creating an account with a video-sharing site, account holders can upload as many videos as they wish. However, a maximum time limit of about 10 minutes is usually placed on the videos, but this may change as technology changes.
On YouTube, options are available, such as how many times the video has been viewed, dates of viewings, demographics of viewers, and country of origin. Also, the “Info and Settings” tool allows people to change the video title, description, or tags. “Audio Swap” allows people to add a music track as background music. “Annotation” makes it possible to add notes, speech bubbles, or clickable hotspots that can be linked to another YouTube video or site. “Captions and Subtitles” allows uploaders to add closed caption to the video.
Videos can be distributed through hyperlinks and can be shared additionally in a variety of ways on MySpace, Facebook, blogs, or Diigo accounts. Unless the person who uploaded the video has disabled embedding, every video on YouTube has an embed code that can be posted elsewhere online.
However, one cannot download videos from YouTube, and educators need to be aware of the terms of use and copyright laws – especially since the latter continues to change and applies to downloading and uploading video.
Videos can be searched, though some sites, such as YouTube, only allow users to search for videos within their own sites. However, sites such as Google Video, SearchforVideo, and TubeSurf have also begun to appear online.
Educators can use online videos in a variety of ways, depending on the subject matter, really. Videos can illustrate ideas, events, and processes and can represent motion sequences, draw attention to detail, and show scenes of microscopic life. Basic interactivity is achieved through the player controls, and users can branch out through custom players, playlists, and annotation links. Students can discuss class topics through video logs, or vlogs, and can critique and analyze the quality and accuracy of the videos from YouTube which are presented.
Some problems may arise from videos, however, including poor behavior demonstrated on various video and audiovisual display. As far as the latter is concerned, educators can use captions, zoom in on the text, use large font and limit text, or use text caption, subtitle, or annotation tools to work around the audiovisual capabilities. Another issue may be filtering problems at K-12 schools in the US and limited access to computers. In addition, educators should plan their instructional video usage based on the knowledge that those who create the videos can remove them at any time. However, Web 2.0 video tools are an exciting addition to e-learning and will be even more user-friendly with time.
How could teachers/educators use the material/information addressed in the chapter to help improve their instruction or professional development?
I did not know about EduTube before reading this chapter, and I am very excited to learn more about it and use it in the classroom. Also, it’s interesting to note that some of the editing capabilities will most likely be available through the site browser within time. I think educators would benefit from knowing about the websites and to realize that they’re not as complicated as they might think. I didn’t realize how much YouTube allowed you to do directly on its site. I’m interested in uploading some of my own videos just to play around with to learn more.
Did you feel this chapter helped in your understanding of the use of technology in education? Explain why or why not. Did anything confuse you? Did the chapter leave more questions for you?
Definitely. I feel more aware and knowledgeable about the sites discussed in this chapter. Additionally, something that I realized but didn’t ever think much about was the fact that the videos CAN be removed at any time. I’ve been showing YouTube clips in class completely based on the assumption that the videos will always be there, but I can’t count on that.
Reference
Snelson, C. (2010). Web-based Video for e-Learning: Tapping into the YouTube ™ Phenonmenon. In Yang, H. H., & Yuen, S. C. (Eds.), Collective Intelligence and E-Learning 2.0: Implications of Web-Based Communities and Networking (pp. 147-166). Hershey, Pennsylvania: Information Science Reference.
Description/summary of main ideas in chapter 9. (* Required component)
Select two of the following for discussion:
A. Discussion of the strengths and weaknesses of the chapter
B. How could teachers/educators use the material/information addressed in the chapter to help improve their instruction or professional development?
C. What future trends do you see coming from the topics dealt with in the chapter? In other words, do you think the material/information discussed in the chapter has any relevancy to the future or is it just a passing fad?
D. What you learned from reading this chapter? If the article did not reveal any new information, explain what you already know about the topic and how you gained that knowledge (e.g., experience, word-of-mouth, research).
E. Did you feel this chapter helped in your understanding of the use of technology in education? Explain why or why not. Did anything confuse you? Did the chapter leave more questions for you?
My answer:
Summary
Since YouTube’s creation, videos have continued to spread rapidly on the web, with dozens of video-sharing sites opening. Some of these new video-sharing sites have started focusing on academic learning, such as EduTube. As there is a massive quantity of free videos online, more opportunities for e-learning potential are available.
In this chapter, “web-based video” is digital video which is distributed online and which can be accessed with computers. However, it is basically another form of motion picture technology. As sound added dimension and new capabilities to silent films, so the technical abilities of Web 2.0 videos are becoming more valuable for educators. Web 2.0 videos usually work with most browsers, such as Internet Explorer ®, Safari ®, and Firefox ®. Videos, such as those on YouTube, use Flash capabilities, which can be downloaded for free.
The process of creating a video is fairly easy, as most cell phones and digital cameras even take short videos. After creating an account with a video-sharing site, account holders can upload as many videos as they wish. However, a maximum time limit of about 10 minutes is usually placed on the videos, but this may change as technology changes.
On YouTube, options are available, such as how many times the video has been viewed, dates of viewings, demographics of viewers, and country of origin. Also, the “Info and Settings” tool allows people to change the video title, description, or tags. “Audio Swap” allows people to add a music track as background music. “Annotation” makes it possible to add notes, speech bubbles, or clickable hotspots that can be linked to another YouTube video or site. “Captions and Subtitles” allows uploaders to add closed caption to the video.
Videos can be distributed through hyperlinks and can be shared additionally in a variety of ways on MySpace, Facebook, blogs, or Diigo accounts. Unless the person who uploaded the video has disabled embedding, every video on YouTube has an embed code that can be posted elsewhere online.
However, one cannot download videos from YouTube, and educators need to be aware of the terms of use and copyright laws – especially since the latter continues to change and applies to downloading and uploading video.
Videos can be searched, though some sites, such as YouTube, only allow users to search for videos within their own sites. However, sites such as Google Video, SearchforVideo, and TubeSurf have also begun to appear online.
Educators can use online videos in a variety of ways, depending on the subject matter, really. Videos can illustrate ideas, events, and processes and can represent motion sequences, draw attention to detail, and show scenes of microscopic life. Basic interactivity is achieved through the player controls, and users can branch out through custom players, playlists, and annotation links. Students can discuss class topics through video logs, or vlogs, and can critique and analyze the quality and accuracy of the videos from YouTube which are presented.
Some problems may arise from videos, however, including poor behavior demonstrated on various video and audiovisual display. As far as the latter is concerned, educators can use captions, zoom in on the text, use large font and limit text, or use text caption, subtitle, or annotation tools to work around the audiovisual capabilities. Another issue may be filtering problems at K-12 schools in the US and limited access to computers. In addition, educators should plan their instructional video usage based on the knowledge that those who create the videos can remove them at any time. However, Web 2.0 video tools are an exciting addition to e-learning and will be even more user-friendly with time.
How could teachers/educators use the material/information addressed in the chapter to help improve their instruction or professional development?
I did not know about EduTube before reading this chapter, and I am very excited to learn more about it and use it in the classroom. Also, it’s interesting to note that some of the editing capabilities will most likely be available through the site browser within time. I think educators would benefit from knowing about the websites and to realize that they’re not as complicated as they might think. I didn’t realize how much YouTube allowed you to do directly on its site. I’m interested in uploading some of my own videos just to play around with to learn more.
Did you feel this chapter helped in your understanding of the use of technology in education? Explain why or why not. Did anything confuse you? Did the chapter leave more questions for you?
Definitely. I feel more aware and knowledgeable about the sites discussed in this chapter. Additionally, something that I realized but didn’t ever think much about was the fact that the videos CAN be removed at any time. I’ve been showing YouTube clips in class completely based on the assumption that the videos will always be there, but I can’t count on that.
Reference
Snelson, C. (2010). Web-based Video for e-Learning: Tapping into the YouTube ™ Phenonmenon. In Yang, H. H., & Yuen, S. C. (Eds.), Collective Intelligence and E-Learning 2.0: Implications of Web-Based Communities and Networking (pp. 147-166). Hershey, Pennsylvania: Information Science Reference.
Assignment 3: Scribd
Assignment 3, which was due on June 12, was to create a Scribd or Yudu account and upload a document for publication.
I chose Scribd because I had just a bit of experience using it. I had never uploaded any documents to that particular service, but I had read articles from Scribd and thought it would be prudent to learn how to use the Web site more effectively.
My biggest obstacle for this was deciding what to upload. I finally chose a press release for Tech that I wrote last year. Recently, however, I've discovered that it might just have been easier to upload lecture notes or something similar. =) However, I liked writing this press release, so I didn't mind using it.
My assignment can be accessed by clicking here.
I had read Scribd documents previously but never actually uploaded my own document until this class. It was quite easy, and I enjoyed understanding Scribd more. However, as I got further into my IT classes, I've discovered that I really like using Google Docs more. Google Sites is really amazing, and Google Docs works just as easily and can be accessed quicker (in my opinion, at least) when you want to put the document on your Google Site.
I chose Scribd because I had just a bit of experience using it. I had never uploaded any documents to that particular service, but I had read articles from Scribd and thought it would be prudent to learn how to use the Web site more effectively.
My biggest obstacle for this was deciding what to upload. I finally chose a press release for Tech that I wrote last year. Recently, however, I've discovered that it might just have been easier to upload lecture notes or something similar. =) However, I liked writing this press release, so I didn't mind using it.
My assignment can be accessed by clicking here.
I had read Scribd documents previously but never actually uploaded my own document until this class. It was quite easy, and I enjoyed understanding Scribd more. However, as I got further into my IT classes, I've discovered that I really like using Google Docs more. Google Sites is really amazing, and Google Docs works just as easily and can be accessed quicker (in my opinion, at least) when you want to put the document on your Google Site.
Discussion 3
Discussion 3 was due June 21, and here were the instructions we received:
Description/summary of main ideas in chapter 6. (* Required component)
Select two of the following for discussion:
A. Discussion of the strengths and weaknesses of the chapter.
B. How could teachers/educators use the material/information addressed in the chapter to help improve their instruction or professional development?
C. What future trends do you see coming from the topics dealt with in the chapter? In other words, do you think the material/information discussed in the chapter has any relevancy to the future or is it just a passing fad?
D. What you learned from reading this chapter? If the article did not reveal any new information, explain what you already know about the topic and how you gained that knowledge (e.g., experience, word-of-mouth, research).
E. Did you feel this chapter helped in your understanding of the use of technology in education? Explain why or why not. Did anything confuse you? Did the chapter leave more questions for you?
My answer:
Summary
Over the last 1,000 years, the university system has not changed much. It was a centralized location where people came to learn. However, in recent times, a university has become a centralized location where people all over the world can learn through e-learning. This is the first major change in the university system, and with the advances in technology, it’s not likely to be the last one we’ll see in our lifetime.
There is a debate between whether technology is a tool that moves societies along or if technology has moved beyond our control and has basically taken on a life on its own. One of these positions is technological determinism, which states that technology is the driving force in the modern world. Another perspective is the Social Construction of Technology (SCOT) theory, which states that technology is a tool that is designed, developed, and used within a social system and, as a result, is largely shaped by social issues. SCOT’s basic premise is that technologies are tools that societies develop and use to further their own goals. The two advantages of the SCOT theory is that studying technology from the SCOT perspective requires one to have a broad and non-linear view of technology (Pinch & Bijker, 2003). Additionally, the SCOT theory sees users as active agents of technology who are shaping the technology in the way they need (Oudshoorn & Pinch, 2005). A third theory, which is more down the middle of the road, related to this topic is the Co-construction of Technology theory, which sees technology and society affecting each other equally.
Two other definitions that were discussed were implementation, which is the process of fostering the effective use of technology after its adoption, and evaluation, which includes four levels: reaction, learning, transfer, and impact (Kirkpatrick, 1994). Impact, while it may be the most difficult level, is the most important goal because that shows how well the training did. Determining impact in higher education may be even harder than in business models. As a result, the impact measured by universities is often based on superficial, incomplete, or extraneous factors.
The university has to find the right balance between technology and human considerations without risking ethical and philosophical issues. As University 2.0 expands around the globe, educators will have to adapt and teach topics and develop courses relevant to this changing technology. However, many problems exist when a student takes all his or her courses online. Students lose the culturally unique experiences of a university or may have a stagnant educational experience. Also, students may lose a sense of identity and affiliation with the university they attend, which is a result of social plasticity, which is the breakdown of traditional social structures due to the rise of technological determination. Another problem is that as students take classes around the world, despite their physical location, states could begin to lose revenue to colleges in other states.
University administrators should discuss the possible benefits and risks of University 2.0 with experts from a wide variety of fields and include a broad, multidisciplinary discussion. While implementation is often thought of as more important yet more difficult than adoption, universities should continue to encourage their faculty and staff to continue to develop e-learning materials. Also, each university needs to realize that its needs are different from other universities, so each technology plan needs to be altered to fit that particular university. Six steps that Surry (2008) recommends are as follows: increase awareness, take individual responsibility, provide for meaningful choice, push decisions down in the hierarchy, reduce social plasticity, and establish formalized oversight. Create hybrid classes or develop viral clubs and student groups.
It is crucial for the universities to respond to the change taking place and to integrate these technologies into their long range plans. Universities need to recognize and address the needs of students and faculty who may not understand how to use the technologies, and they also need to understand the changes and be able to anticipate the problems and opportunities that may arise.
What future trends do you see coming from the topics dealt with in the chapter? In other words, do you think the material/information discussed in the chapter has any relevancy to the future or is it just a passing fad?
This is definitely NOT a passing fad. One of the things I really like about this class is that we learn about the new trends coming into play – Second Life, for instance. I think that’s a fantastic way to get to know people online. It’s a way for students to express their own personalities and connect with students and faculty from anywhere in the world (though maybe not Asia, lol). I can definitely see myself using Second Life in future online courses. I think the students would love it. They all (and that’s no exaggeration) have Facebook, and many of them have Twitter and MySpace accounts. Social networking is the “it” thing now – but I am excited to see what will be the new thing in the next couple of years.
And that’s the thing, isn’t it? It’s constantly changing. When I started college, IM was the way to keep in touch online. Then Xanga blogs were the big hit on campus. Then we all (pretty much) made the move to MySpace. At the end of my undergrad career (note this all happened in a three-year time span), everyone suddenly had a Facebook. Now we have Twitter and iPhones and interactive, online games (which my husband loves, ha!), and it’s amazing how you can connect with someone online. My husband and a few of his friends have a College Dynasty in which they play against each other online. One of his friends lives in Pineville, La., and another in Frisco, Texas. Yet they can all meet up online and play against each other. I just think that’s fascinating.
Did you feel this chapter helped in your understanding of the use of technology in education? Explain why or why not. Did anything confuse you? Did the chapter leave more questions for you?
It definitely helped me. I didn’t think really about the role university administrators must play in order for e-learning to be successful. Our college president is really great about foreseeing the next big thing, and he has already implemented our need for each faculty member to teach an online class.
References
Downes, S. (2010). Learning Networks and Connective Knowledge. In Yang, H. H., & Yuen, S. C. (Eds.), Collective Intelligence and E-Learning 2.0: Implications of Web-Based Communities and Networking (pp. 1-26). Hershey, Pennsylvania: Information Science Reference.
Kirkpatrick, D.L. (1994). Evaluating training programs: The four levels. San Francisco: Berrett-Koehler.
Oudshoorn, N. & Pinch, T. (2005). Introduction: How users and non-users matter. In N. Oudshoorn & T. Pinch (Eds.), How users matter: The co-construction of users and technology (pp. 1-25). Cambridge, MA: The MIT Press.
Pinch, T.J., & Bijker, W.E. (2003). The social construction of facts and artifacts. In R.C. Scharff & V. Duesek (Eds.), The philosophy of technology: The technological condition: An anthology (pp. 221-232). Malden, MA: Blackwell.
Description/summary of main ideas in chapter 6. (* Required component)
Select two of the following for discussion:
A. Discussion of the strengths and weaknesses of the chapter.
B. How could teachers/educators use the material/information addressed in the chapter to help improve their instruction or professional development?
C. What future trends do you see coming from the topics dealt with in the chapter? In other words, do you think the material/information discussed in the chapter has any relevancy to the future or is it just a passing fad?
D. What you learned from reading this chapter? If the article did not reveal any new information, explain what you already know about the topic and how you gained that knowledge (e.g., experience, word-of-mouth, research).
E. Did you feel this chapter helped in your understanding of the use of technology in education? Explain why or why not. Did anything confuse you? Did the chapter leave more questions for you?
My answer:
Summary
Over the last 1,000 years, the university system has not changed much. It was a centralized location where people came to learn. However, in recent times, a university has become a centralized location where people all over the world can learn through e-learning. This is the first major change in the university system, and with the advances in technology, it’s not likely to be the last one we’ll see in our lifetime.
There is a debate between whether technology is a tool that moves societies along or if technology has moved beyond our control and has basically taken on a life on its own. One of these positions is technological determinism, which states that technology is the driving force in the modern world. Another perspective is the Social Construction of Technology (SCOT) theory, which states that technology is a tool that is designed, developed, and used within a social system and, as a result, is largely shaped by social issues. SCOT’s basic premise is that technologies are tools that societies develop and use to further their own goals. The two advantages of the SCOT theory is that studying technology from the SCOT perspective requires one to have a broad and non-linear view of technology (Pinch & Bijker, 2003). Additionally, the SCOT theory sees users as active agents of technology who are shaping the technology in the way they need (Oudshoorn & Pinch, 2005). A third theory, which is more down the middle of the road, related to this topic is the Co-construction of Technology theory, which sees technology and society affecting each other equally.
Two other definitions that were discussed were implementation, which is the process of fostering the effective use of technology after its adoption, and evaluation, which includes four levels: reaction, learning, transfer, and impact (Kirkpatrick, 1994). Impact, while it may be the most difficult level, is the most important goal because that shows how well the training did. Determining impact in higher education may be even harder than in business models. As a result, the impact measured by universities is often based on superficial, incomplete, or extraneous factors.
The university has to find the right balance between technology and human considerations without risking ethical and philosophical issues. As University 2.0 expands around the globe, educators will have to adapt and teach topics and develop courses relevant to this changing technology. However, many problems exist when a student takes all his or her courses online. Students lose the culturally unique experiences of a university or may have a stagnant educational experience. Also, students may lose a sense of identity and affiliation with the university they attend, which is a result of social plasticity, which is the breakdown of traditional social structures due to the rise of technological determination. Another problem is that as students take classes around the world, despite their physical location, states could begin to lose revenue to colleges in other states.
University administrators should discuss the possible benefits and risks of University 2.0 with experts from a wide variety of fields and include a broad, multidisciplinary discussion. While implementation is often thought of as more important yet more difficult than adoption, universities should continue to encourage their faculty and staff to continue to develop e-learning materials. Also, each university needs to realize that its needs are different from other universities, so each technology plan needs to be altered to fit that particular university. Six steps that Surry (2008) recommends are as follows: increase awareness, take individual responsibility, provide for meaningful choice, push decisions down in the hierarchy, reduce social plasticity, and establish formalized oversight. Create hybrid classes or develop viral clubs and student groups.
It is crucial for the universities to respond to the change taking place and to integrate these technologies into their long range plans. Universities need to recognize and address the needs of students and faculty who may not understand how to use the technologies, and they also need to understand the changes and be able to anticipate the problems and opportunities that may arise.
What future trends do you see coming from the topics dealt with in the chapter? In other words, do you think the material/information discussed in the chapter has any relevancy to the future or is it just a passing fad?
This is definitely NOT a passing fad. One of the things I really like about this class is that we learn about the new trends coming into play – Second Life, for instance. I think that’s a fantastic way to get to know people online. It’s a way for students to express their own personalities and connect with students and faculty from anywhere in the world (though maybe not Asia, lol). I can definitely see myself using Second Life in future online courses. I think the students would love it. They all (and that’s no exaggeration) have Facebook, and many of them have Twitter and MySpace accounts. Social networking is the “it” thing now – but I am excited to see what will be the new thing in the next couple of years.
And that’s the thing, isn’t it? It’s constantly changing. When I started college, IM was the way to keep in touch online. Then Xanga blogs were the big hit on campus. Then we all (pretty much) made the move to MySpace. At the end of my undergrad career (note this all happened in a three-year time span), everyone suddenly had a Facebook. Now we have Twitter and iPhones and interactive, online games (which my husband loves, ha!), and it’s amazing how you can connect with someone online. My husband and a few of his friends have a College Dynasty in which they play against each other online. One of his friends lives in Pineville, La., and another in Frisco, Texas. Yet they can all meet up online and play against each other. I just think that’s fascinating.
Did you feel this chapter helped in your understanding of the use of technology in education? Explain why or why not. Did anything confuse you? Did the chapter leave more questions for you?
It definitely helped me. I didn’t think really about the role university administrators must play in order for e-learning to be successful. Our college president is really great about foreseeing the next big thing, and he has already implemented our need for each faculty member to teach an online class.
References
Downes, S. (2010). Learning Networks and Connective Knowledge. In Yang, H. H., & Yuen, S. C. (Eds.), Collective Intelligence and E-Learning 2.0: Implications of Web-Based Communities and Networking (pp. 1-26). Hershey, Pennsylvania: Information Science Reference.
Kirkpatrick, D.L. (1994). Evaluating training programs: The four levels. San Francisco: Berrett-Koehler.
Oudshoorn, N. & Pinch, T. (2005). Introduction: How users and non-users matter. In N. Oudshoorn & T. Pinch (Eds.), How users matter: The co-construction of users and technology (pp. 1-25). Cambridge, MA: The MIT Press.
Pinch, T.J., & Bijker, W.E. (2003). The social construction of facts and artifacts. In R.C. Scharff & V. Duesek (Eds.), The philosophy of technology: The technological condition: An anthology (pp. 221-232). Malden, MA: Blackwell.
Assignment 2: Diigo
Our assignment for the second week of class was to create a Diigo account. After that, we were invited to the it860usm Diigo group and were asked to bookmark 20 items related to the course and share them with the it860usm group.
We also did this in IT 648, so by the time I used Diigo in both classes, I felt very comfortable with using this particular online tool.
My Diigo account can be accessed by clicking here. I had a fun time looking up information related to this class topic and learning from what other students had posted as well.
I found Diigo appealing because I could see what other people had bookmarked as well, and many of them had intriguing sites that I enjoyed visiting. It was such a great way to learn more, simply by sharing information, which, after all, is what the wonderful World Wide Web is all about -- individuals sharing information. It's fascinating to see everyone communicating instantly, sharing information at rapid speeds -- and I also enjoyed getting the daily updates as to what people had posted.
I found Diigo to be fun and see where it could be useful in class settings, but, personally, as an individual, I don't think I would have much use for it, as I can bookmark things with a simple right click now. BUT I would like to reiterate that I do see its benefits in the classroom setting and, in fact, have found many useful links through the it860usm Diigo group. It is something I definitely need to consider with the classes I teach. In one (online) class, I actually have students send links to their classmates, and then we all discuss the material. Diigo would be such an easier way -- kind of cutting out the "middle man" -- and getting the information to the students (and me as the faculty instructor) in a quicker and more efficient manner. Also, I would love to share more Web sites with students, and this would be a great way for me to do so.
We also did this in IT 648, so by the time I used Diigo in both classes, I felt very comfortable with using this particular online tool.
My Diigo account can be accessed by clicking here. I had a fun time looking up information related to this class topic and learning from what other students had posted as well.
I found Diigo appealing because I could see what other people had bookmarked as well, and many of them had intriguing sites that I enjoyed visiting. It was such a great way to learn more, simply by sharing information, which, after all, is what the wonderful World Wide Web is all about -- individuals sharing information. It's fascinating to see everyone communicating instantly, sharing information at rapid speeds -- and I also enjoyed getting the daily updates as to what people had posted.
I found Diigo to be fun and see where it could be useful in class settings, but, personally, as an individual, I don't think I would have much use for it, as I can bookmark things with a simple right click now. BUT I would like to reiterate that I do see its benefits in the classroom setting and, in fact, have found many useful links through the it860usm Diigo group. It is something I definitely need to consider with the classes I teach. In one (online) class, I actually have students send links to their classmates, and then we all discuss the material. Diigo would be such an easier way -- kind of cutting out the "middle man" -- and getting the information to the students (and me as the faculty instructor) in a quicker and more efficient manner. Also, I would love to share more Web sites with students, and this would be a great way for me to do so.
Discussion 2
Discussion 2 was due June 14. Here are the instructions we received for it:
Description/summary of main ideas in chapter 3. (* Required component)
Select two of the following for discussion:
A. Discussion of the strengths and weaknesses of the chapter
B. How could teachers/educators use the material/information addressed in the chapter to help improve their instruction or professional development?
C. What future trends do you see coming from the topics dealt with in the chapter? In other words, do you think the material/information discussed in the chapter has any relevancy to the future or is it just a passing fad?
D. What you learned from reading this chapter? If the article did not reveal any new information, explain what you already know about the topic and how you gained that knowledge (e.g., experience, word-of-mouth, research).
E. Did you feel this chapter helped in your understanding of the use of technology in education? Explain why or why not. Did anything confuse you? Did the chapter leave more questions for you?
My answer
Chapter Three Summary
Online learning can be defined as using a course management system model for synchronous and asynchronous communication between faculty and students. Distance learning, which might be confused with the first concept, is discussed in the chapter as being the broader historical span of the online learning field. Similarly, e-learning 2.0 incorporates emerging technologies such as blogs, wikis, podcasts, into the classroom learning environment.
The course management systems often used by faculty at an educational institution often include tools such as text, audio and video chat, e-mail, instant messaging, and discussion boards to keep interaction high between students and the instructor. However, with a combination of Web 2.0 materials, the course management systems could multiply with learning opportunities. However, many instructors are hesitant to use Web 2.0 materials, as many of them learned the material themselves in a traditional classroom. They began teaching online due to faculty mandates and may not have the time or knowledge to branch out with emerging technologies. Plus, at the rate that emerging technologies change (which, basically, is constantly), they may cannot see the benefits of learning something that will be outdated in six months or even less.
In response, faculty and staff need to be aware that e-learning is a valuable component of teaching today. Many students receive degrees from institutions without stepping foot on campus, and, to look at the situation from a monetary standpoint, students have options of where to attend school. If one school does not offer online courses for a student seeking them, the student will go elsewhere. The educational institution will fall further and further behind and will not be able to retain students.
Also, administrators need to set up a faculty reward system and help faculty with the new technologies while showing them how beneficial e-learning can be. While the challenges need to be addressed to faculty members, they should be encouraged to broaden their horizons and branch out to learn how to effectively use Web 2.0 materials to enhance their curricula.
Discussion of the strengths and weaknesses of the chapter.
I really liked this chapter, as it started delving into the “heart” of what the book is about. It was much easier to understand than the first chapter and it was organized well. I liked the business model aspect, which is something I hadn’t considered before reading this chapter. The only real weakness that I felt came from this chapter was not enough in-depth consideration of the business model – but this is probably because, as I said earlier, I hadn’t considered that aspect and it fascinated me. I enjoyed also how the chapter was concise and clear, and there wasn’t one part that I felt could have been taken out.
How could teachers/educators use the material/information addressed in the chapter to help improve their instruction or professional development?
I am so excited about using what I am learning in this class for my students. First off, I realized that while I probably did not participate in the e-learning training like I should, the teacher also did not facilitate online discussion like he needed. E-learning is definitely a two-way street, but I think students are more eager to participate when the discussion is interactive.
Our department is very aware of the technology changes occurring, mainly because it’s happening in journalism. However, we’re having trouble adopting new technologies, some from lack of time to put into learning how to use the equipment (we’re a small department, but we handle the tasks of a big one), and, with budgetary cuts, it’s hard for us to afford to hire someone to train us or to attend a workshop to learn the new technologies. I think this is something a lot of higher education institutions are facing, but we CAN learn this. Many of us already know basic tools, and we have colleagues across the country who can assist us (or we can search YouTube – seriously, that’s how I learned to use Moodle.) =)
Reference
Repman, J., Zinskie, C., & Downs, E. (2010). Fulfilling the Promise: Addressing Institutional Factors that Impede the Implementation of E-Learning 2.0. In Yang, H. H., & Yuen, S. C. (Eds.), Collective Intelligence and E-Learning 2.0: Implications of Web-Based Communities and Networking (pp. 44-60). Hershey, Pennsylvania: Information Science Reference.
Description/summary of main ideas in chapter 3. (* Required component)
Select two of the following for discussion:
A. Discussion of the strengths and weaknesses of the chapter
B. How could teachers/educators use the material/information addressed in the chapter to help improve their instruction or professional development?
C. What future trends do you see coming from the topics dealt with in the chapter? In other words, do you think the material/information discussed in the chapter has any relevancy to the future or is it just a passing fad?
D. What you learned from reading this chapter? If the article did not reveal any new information, explain what you already know about the topic and how you gained that knowledge (e.g., experience, word-of-mouth, research).
E. Did you feel this chapter helped in your understanding of the use of technology in education? Explain why or why not. Did anything confuse you? Did the chapter leave more questions for you?
My answer
Chapter Three Summary
Online learning can be defined as using a course management system model for synchronous and asynchronous communication between faculty and students. Distance learning, which might be confused with the first concept, is discussed in the chapter as being the broader historical span of the online learning field. Similarly, e-learning 2.0 incorporates emerging technologies such as blogs, wikis, podcasts, into the classroom learning environment.
The course management systems often used by faculty at an educational institution often include tools such as text, audio and video chat, e-mail, instant messaging, and discussion boards to keep interaction high between students and the instructor. However, with a combination of Web 2.0 materials, the course management systems could multiply with learning opportunities. However, many instructors are hesitant to use Web 2.0 materials, as many of them learned the material themselves in a traditional classroom. They began teaching online due to faculty mandates and may not have the time or knowledge to branch out with emerging technologies. Plus, at the rate that emerging technologies change (which, basically, is constantly), they may cannot see the benefits of learning something that will be outdated in six months or even less.
In response, faculty and staff need to be aware that e-learning is a valuable component of teaching today. Many students receive degrees from institutions without stepping foot on campus, and, to look at the situation from a monetary standpoint, students have options of where to attend school. If one school does not offer online courses for a student seeking them, the student will go elsewhere. The educational institution will fall further and further behind and will not be able to retain students.
Also, administrators need to set up a faculty reward system and help faculty with the new technologies while showing them how beneficial e-learning can be. While the challenges need to be addressed to faculty members, they should be encouraged to broaden their horizons and branch out to learn how to effectively use Web 2.0 materials to enhance their curricula.
Discussion of the strengths and weaknesses of the chapter.
I really liked this chapter, as it started delving into the “heart” of what the book is about. It was much easier to understand than the first chapter and it was organized well. I liked the business model aspect, which is something I hadn’t considered before reading this chapter. The only real weakness that I felt came from this chapter was not enough in-depth consideration of the business model – but this is probably because, as I said earlier, I hadn’t considered that aspect and it fascinated me. I enjoyed also how the chapter was concise and clear, and there wasn’t one part that I felt could have been taken out.
How could teachers/educators use the material/information addressed in the chapter to help improve their instruction or professional development?
I am so excited about using what I am learning in this class for my students. First off, I realized that while I probably did not participate in the e-learning training like I should, the teacher also did not facilitate online discussion like he needed. E-learning is definitely a two-way street, but I think students are more eager to participate when the discussion is interactive.
Our department is very aware of the technology changes occurring, mainly because it’s happening in journalism. However, we’re having trouble adopting new technologies, some from lack of time to put into learning how to use the equipment (we’re a small department, but we handle the tasks of a big one), and, with budgetary cuts, it’s hard for us to afford to hire someone to train us or to attend a workshop to learn the new technologies. I think this is something a lot of higher education institutions are facing, but we CAN learn this. Many of us already know basic tools, and we have colleagues across the country who can assist us (or we can search YouTube – seriously, that’s how I learned to use Moodle.) =)
Reference
Repman, J., Zinskie, C., & Downs, E. (2010). Fulfilling the Promise: Addressing Institutional Factors that Impede the Implementation of E-Learning 2.0. In Yang, H. H., & Yuen, S. C. (Eds.), Collective Intelligence and E-Learning 2.0: Implications of Web-Based Communities and Networking (pp. 44-60). Hershey, Pennsylvania: Information Science Reference.
Assignment 1
Our first assignment was to create a Twitter account. Mine can be found by clicking here. After creating the Twitter account, we were encouraged to personalize our account by changing the background, adding information, and adding a picture. Once this was complete, we then had to follow our class at twitter.com/it860 and post five Tweets to the class Twitter account by sending direct messages. I also managed to find many of the other classmates via Twitter and start following them. I'm not sure if this was a requirement, but I felt it added to the comraderie of the class.
I have used Twitter for some time for fun but have never really gotten heavily involved in Twitter. I don't follow many celebrities, and I think it's a little redundant for me, as I also have a Facebook account, where I can put up a status (that doesn't have to be 140 characters long, either). However, I also have never sent a direct message to anyone before. I had some ususual difficulty at first (though I think it was due to a technical problem either with my computer or Twitter, honestly), but after the kinks were worked out, I found it to be an interesting and useful tool. I was excited that I was able to use my same Twitter account for this class as well as IT 648. That has been very helpful.
I'm still on the fence as to whether or not I will use Twitter for my own teaching methods. I feel e-mail is just as sufficient, if not more so, again, mainly due to the fact that you can only type 140 characters. However, I do appreciate that you can put a new Twitter status up from any cell phone with text messaging capabilities -- it doesn't have to be a phone with Internet capabilities. I know it seems like everybody in the world has an iPhone (or maybe that's just around my area), but my sweet little phone still does not go online.
In conclusion, I will continue to use my personal Twitter account just to keep up with the changing technologies, and I actually do have a Twitter account for our student newspaper. I update it when we have breaking news or a new paper has been published. However, I am still uncertain if I will use it for class purposes.
I have used Twitter for some time for fun but have never really gotten heavily involved in Twitter. I don't follow many celebrities, and I think it's a little redundant for me, as I also have a Facebook account, where I can put up a status (that doesn't have to be 140 characters long, either). However, I also have never sent a direct message to anyone before. I had some ususual difficulty at first (though I think it was due to a technical problem either with my computer or Twitter, honestly), but after the kinks were worked out, I found it to be an interesting and useful tool. I was excited that I was able to use my same Twitter account for this class as well as IT 648. That has been very helpful.
I'm still on the fence as to whether or not I will use Twitter for my own teaching methods. I feel e-mail is just as sufficient, if not more so, again, mainly due to the fact that you can only type 140 characters. However, I do appreciate that you can put a new Twitter status up from any cell phone with text messaging capabilities -- it doesn't have to be a phone with Internet capabilities. I know it seems like everybody in the world has an iPhone (or maybe that's just around my area), but my sweet little phone still does not go online.
In conclusion, I will continue to use my personal Twitter account just to keep up with the changing technologies, and I actually do have a Twitter account for our student newspaper. I update it when we have breaking news or a new paper has been published. However, I am still uncertain if I will use it for class purposes.
Discussion 1
Our assignment for the discussion was the following:
Description/summary of main ideas in Chapter 1. (* Required component)
Select two of the following for discussion:
A. Discussion of the strengths and weaknesses of the chapter
B. How could teachers/educators use the material/information addressed in the chapter to help improve their instruction or professional development?
C. What future trends do you see coming from the topics dealt with in the chapter? In other words, do you think the material/information discussed in the chapter has any relevancy to the future or is it just a passing fad?
D. What you learned from reading this chapter? If the article did not reveal any new information, explain what you already know about the topic and how you gained that knowledge (e.g., experience, word-of-mouth, research).
Did you feel this chapter helped in your understanding of the use of technology in education? Explain why or why not. Did anything confuse you? Did the chapter leave more questions for you?
My answer:
The author addresses several different theories in order to arrive at the emergenist theory of mind, which has five major implications regarding knowledge: Knowledge is subsymbolic, distributed, interconnected, personal, and an emergent phenomenon. Therefore, if learning is context-sensitive, many of the other theories and hypotheses, including the “language of thought” hypothesis and folk psychology, are invalid.
Web 2.0 is changing the college landscape. The author references Madden & Fox to state that Web 2.0 is in a constant state of change, which makes it difficult to adequately define but also gives an example as to what it actually is – a technology that has taken over the traditional educational route with the wisdom of many. Learning occurs with communities, when conversation takes form between members of that said community, and, in the Web 2.0 world, this can take place in a variety of ways besides words, including images, video, and multimedia aspects.
The educational setting, because of technological advances, is also changing. A Personal Learning Environment, or PLE, allows the student to have greater control over their learning environment. Instead of simply learning the material, they are also putting it into practice. Effective learning networks need to be decentralized, distributed, disintermediated, disaggregated, dis-integrated, democratic, dynamic, and desegregated.
Based on this time of learning network environment, students are exposed to the disciplines performed and are able to practice that discipline. With time, then, the student replicates the discipline the teacher has performed and will reflect that practice.
“To know” is a community effort, which sometimes brings about a cascade phenomenon. Examples of this are a mass suicide or, in nature, shifts in the stock market or a plague. While the cascade phenomenon is negative, knowledge itself must be advanced in order to have an educated society. This is the risk we must take.
In e-learning fields, traditional methodologies must be replaced with double-bind test to measure the impact of the learning experience. However, even quantitative research needs to be carefully construed, as what researchers count is as vital as how researchers count in order to make sure the measurements are accurate. Therefore, the science of learning is more like meteorology in so much as it is based on modeling and simulation.
A. Discuss the strengths and weaknesses of this chapter.
While I did find the first part of the chapter confusing and I wondered why it was included, it did make sense at the end and I realized why the first part had been included. I have taken classes on psychoanalysis, so some of the names and theories were familiar, though folk psychology was definitely new to me. I did feel the chapter could be condensed, but I enjoyed the multiple examples the author gave in order to help the reader understand the material. They were of great assistance to me. I also enjoyed the historical background information given to show how society has arrived at a Web 2.0 learning-based environment.
D. What have you learned from reading this chapter?
My husband is in grad school for counseling, so it’s fun to learn some psychology terms and perspectives on the human behavior to “talk shop” with him about. It’s very fascinating to me how IT, psychology, and mass communication all interconnect. As the author stated in the book, learning really is interdisciplinary. After all, one of the reasons I’m minoring in IT is because mass communication dabbles in this aspect and IT is growing in relation to mass communication.
The theories at the beginning befuddled me at first, but after reading the chapter over again, I started to understand more of how they related to the topic. I enjoy the interdisciplinary aspect and am looking forward to the rest of the book and getting more in-depth with the topic.
Reference
Downes, S. (2010). Learning Networks and Connective Knowledge. In Yang, H. H., & Yuen, S. C. (Eds.), Collective Intelligence and E-Learning 2.0: Implications of Web-Based Communities and Networking (pp. 1-26). Hershey, Pennsylvania: Information Science Reference.
Description/summary of main ideas in Chapter 1. (* Required component)
Select two of the following for discussion:
A. Discussion of the strengths and weaknesses of the chapter
B. How could teachers/educators use the material/information addressed in the chapter to help improve their instruction or professional development?
C. What future trends do you see coming from the topics dealt with in the chapter? In other words, do you think the material/information discussed in the chapter has any relevancy to the future or is it just a passing fad?
D. What you learned from reading this chapter? If the article did not reveal any new information, explain what you already know about the topic and how you gained that knowledge (e.g., experience, word-of-mouth, research).
Did you feel this chapter helped in your understanding of the use of technology in education? Explain why or why not. Did anything confuse you? Did the chapter leave more questions for you?
My answer:
The author addresses several different theories in order to arrive at the emergenist theory of mind, which has five major implications regarding knowledge: Knowledge is subsymbolic, distributed, interconnected, personal, and an emergent phenomenon. Therefore, if learning is context-sensitive, many of the other theories and hypotheses, including the “language of thought” hypothesis and folk psychology, are invalid.
Web 2.0 is changing the college landscape. The author references Madden & Fox to state that Web 2.0 is in a constant state of change, which makes it difficult to adequately define but also gives an example as to what it actually is – a technology that has taken over the traditional educational route with the wisdom of many. Learning occurs with communities, when conversation takes form between members of that said community, and, in the Web 2.0 world, this can take place in a variety of ways besides words, including images, video, and multimedia aspects.
The educational setting, because of technological advances, is also changing. A Personal Learning Environment, or PLE, allows the student to have greater control over their learning environment. Instead of simply learning the material, they are also putting it into practice. Effective learning networks need to be decentralized, distributed, disintermediated, disaggregated, dis-integrated, democratic, dynamic, and desegregated.
Based on this time of learning network environment, students are exposed to the disciplines performed and are able to practice that discipline. With time, then, the student replicates the discipline the teacher has performed and will reflect that practice.
“To know” is a community effort, which sometimes brings about a cascade phenomenon. Examples of this are a mass suicide or, in nature, shifts in the stock market or a plague. While the cascade phenomenon is negative, knowledge itself must be advanced in order to have an educated society. This is the risk we must take.
In e-learning fields, traditional methodologies must be replaced with double-bind test to measure the impact of the learning experience. However, even quantitative research needs to be carefully construed, as what researchers count is as vital as how researchers count in order to make sure the measurements are accurate. Therefore, the science of learning is more like meteorology in so much as it is based on modeling and simulation.
A. Discuss the strengths and weaknesses of this chapter.
While I did find the first part of the chapter confusing and I wondered why it was included, it did make sense at the end and I realized why the first part had been included. I have taken classes on psychoanalysis, so some of the names and theories were familiar, though folk psychology was definitely new to me. I did feel the chapter could be condensed, but I enjoyed the multiple examples the author gave in order to help the reader understand the material. They were of great assistance to me. I also enjoyed the historical background information given to show how society has arrived at a Web 2.0 learning-based environment.
D. What have you learned from reading this chapter?
My husband is in grad school for counseling, so it’s fun to learn some psychology terms and perspectives on the human behavior to “talk shop” with him about. It’s very fascinating to me how IT, psychology, and mass communication all interconnect. As the author stated in the book, learning really is interdisciplinary. After all, one of the reasons I’m minoring in IT is because mass communication dabbles in this aspect and IT is growing in relation to mass communication.
The theories at the beginning befuddled me at first, but after reading the chapter over again, I started to understand more of how they related to the topic. I enjoy the interdisciplinary aspect and am looking forward to the rest of the book and getting more in-depth with the topic.
Reference
Downes, S. (2010). Learning Networks and Connective Knowledge. In Yang, H. H., & Yuen, S. C. (Eds.), Collective Intelligence and E-Learning 2.0: Implications of Web-Based Communities and Networking (pp. 1-26). Hershey, Pennsylvania: Information Science Reference.
Introduction
Hi, I'm J. Roberts. I'm studying for my Ph.D. in mass communication with a minor in IT. I am a journalism instructor and senior writing associate.
This blog is part of my requirements for my IT 860: Emerging Technology in IT class. Over the course of the next couple of months, I will document my assignments in class and will post my own musings as to what I have learned. I am actually taking two other IT classes as well – IT 709: Administration of Instructional Technologies and IT 648: Telecommunications in Education. All three are my first online classes that I’ve taken.
I received my bachelor's degree in journalism and English in 2005 and then went on to receive my master's in mass com in 2008. I commute to Southern Miss, but, with technology, I think those days are now numbered, as I will probably skype my classes in the fall. Yea!
I'm interested in studying social media, particularly as it pertains to political communication. For my dissertation, I plan to survey voters to determine where they receive most of their information regarding candidates' positions, policies, and voting records.
As mentioned above, I am pursuing a minor in IT, and I'm hoping to get the full 18 hours in so I will be able to teach it after graduation. While I plan on teaching journalism, I feel that with the changing technologies in the media, IT is essential for journalism students to learn. Also, I teach an online class, and I would like to make it more interactive for the students so they will learn more. Already, I feel like I have learned a lot in this class, and I am planning on implementing what I learn in IT to my classes. My next online class will not be taught until next summer, but that should give me enough time to prepare a highly interactive class. I also would love to use some of the technologies I learn in the traditional classroom setting.
As a side note, I like to run. I ran my first half marathon back in February in New Orleans, and I am excited to run my second one (same location, same month) next year with my husband and some friends.I also love coffee. Javawerks has become my home away from home on most days I go to Southern Miss. My husband is pursuing his master's in counseling and hopes to be finished in May. He works at a nearby counseling center and is considering working on his doctorate after graduation.
I'm very excited to be in this class and to "meet" everyone, and I'm looking forward to increasing my knowledge in IT.
This blog is part of my requirements for my IT 860: Emerging Technology in IT class. Over the course of the next couple of months, I will document my assignments in class and will post my own musings as to what I have learned. I am actually taking two other IT classes as well – IT 709: Administration of Instructional Technologies and IT 648: Telecommunications in Education. All three are my first online classes that I’ve taken.
I received my bachelor's degree in journalism and English in 2005 and then went on to receive my master's in mass com in 2008. I commute to Southern Miss, but, with technology, I think those days are now numbered, as I will probably skype my classes in the fall. Yea!
I'm interested in studying social media, particularly as it pertains to political communication. For my dissertation, I plan to survey voters to determine where they receive most of their information regarding candidates' positions, policies, and voting records.
As mentioned above, I am pursuing a minor in IT, and I'm hoping to get the full 18 hours in so I will be able to teach it after graduation. While I plan on teaching journalism, I feel that with the changing technologies in the media, IT is essential for journalism students to learn. Also, I teach an online class, and I would like to make it more interactive for the students so they will learn more. Already, I feel like I have learned a lot in this class, and I am planning on implementing what I learn in IT to my classes. My next online class will not be taught until next summer, but that should give me enough time to prepare a highly interactive class. I also would love to use some of the technologies I learn in the traditional classroom setting.
As a side note, I like to run. I ran my first half marathon back in February in New Orleans, and I am excited to run my second one (same location, same month) next year with my husband and some friends.I also love coffee. Javawerks has become my home away from home on most days I go to Southern Miss. My husband is pursuing his master's in counseling and hopes to be finished in May. He works at a nearby counseling center and is considering working on his doctorate after graduation.
I'm very excited to be in this class and to "meet" everyone, and I'm looking forward to increasing my knowledge in IT.
Subscribe to:
Comments (Atom)