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.
Monday, July 12, 2010
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.
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