This was my first experience as a “blogger.” I was a little apprehensive about doing this assignment because of the need to express my ideas regarding the course readings with public readers lurking. However, I started to enjoy “voicing” my opinion because after all, it is just an opinion.
Reading only a text book is now considered a “cliché.” Applications such as “blogging”, has given teachers the opportunity to enhance student learning by using critical thinking skills. Teachers use this educational tool to measure and guide students (publisher and follower) understanding of the readings. Students have the opportunity to blog their thoughts and give feedback (constructive criticism or appraise) to other bloggers (classmates) in a collaborating setting.
According to Schmidt, (2007) “specialized search engines and meta-directories like blogpulse.com or technorati.com have tracked between 50 and 85 million blogs as of June 2007” (# 2). Blogging is not only beneficial for student learning but student knowledge. The MDE blog gives students up-to-date information on registration deadlines, tips for online success, policies, and upcoming events. Blogging is a useful tool for any consumer.
References:
Blogging Practices: An Analytical Framework. (2009, June 16). Retrieved July 19, 2009, from http://jcmc.indiana.edu/vol12/issue4/schmidt.html
Sunday, July 19, 2009
Module 3 Reflection
This conference, students discussed aspects of distance education and face-to-face courses and role of instructors. Here are my thoughts…
Aspects of Distance Education
Bates & Poole (2003) state “a systems approach to instructional design has proved particularly powerful for technology-based teaching but requires substantial resources and reflects a more teacher-centered approach to learning” (p. 153). Using the systems approach in distance education courses can be valuable to any collegiate institution. Defining roles and responsibilities of faculty, staff, and administrators is an important key to the success of the program. Courses must be planned and evaluated for performance and content must be clearly outlined for student learning. There are many guidelines to consider for course developers when a “study guide” is created (Moore & Kearsley, 2005, p. 108). The study guide is used to communicate teaching ideas and give students the structure that is needed for a coherent course. Student participation and anatomy is a critical factor and should be considered when designing a course. In order for student learning to take place, students must participate and receive feedback from peers and teacher. The emotional bond created between teacher and students will lead to a successful program.
Role of instructors
There is a difference in the role of distance education and face-to-face instructors which can be considered a challenge for educational institutions. DE instructors must assess student learning by using educational tools such as blogs, online journals, and discussion threads to monitor and evaluate the success of the student. On the other hand, face-to-face instructors can evaluate students in the classroom by facial expressions and comments made during class discussions. DE instructors must have extensive training to use the technology equipment and be able to implement the course in an online format while face-to-face instructors need minimum technology training. Moore & Kearsley (2005) state that instructors must meet certain obligations or “functions” and be “empathetic, with an ability to sense their students' personalities” (p. 136-37). This is a difficult task but one that is necessary for a well-structured course. Face-to-face instructors have a visual of student reactions therefore, know when students understand. In my opinion, DE instructors are more than “teachers” they are now developing courses and guiding student learning.
References:
Bates, A.W., & Poole, G. (2003). Effective teaching with technology in higher education: Foundations for success. San Francisco, CA: Jossey-Bass.
Moore, M. G., & Kearsley, G. (2005). Distance education: A systems view (2nd ed.) . Belmont, CA: Wadsworth.
Aspects of Distance Education
Bates & Poole (2003) state “a systems approach to instructional design has proved particularly powerful for technology-based teaching but requires substantial resources and reflects a more teacher-centered approach to learning” (p. 153). Using the systems approach in distance education courses can be valuable to any collegiate institution. Defining roles and responsibilities of faculty, staff, and administrators is an important key to the success of the program. Courses must be planned and evaluated for performance and content must be clearly outlined for student learning. There are many guidelines to consider for course developers when a “study guide” is created (Moore & Kearsley, 2005, p. 108). The study guide is used to communicate teaching ideas and give students the structure that is needed for a coherent course. Student participation and anatomy is a critical factor and should be considered when designing a course. In order for student learning to take place, students must participate and receive feedback from peers and teacher. The emotional bond created between teacher and students will lead to a successful program.
Role of instructors
There is a difference in the role of distance education and face-to-face instructors which can be considered a challenge for educational institutions. DE instructors must assess student learning by using educational tools such as blogs, online journals, and discussion threads to monitor and evaluate the success of the student. On the other hand, face-to-face instructors can evaluate students in the classroom by facial expressions and comments made during class discussions. DE instructors must have extensive training to use the technology equipment and be able to implement the course in an online format while face-to-face instructors need minimum technology training. Moore & Kearsley (2005) state that instructors must meet certain obligations or “functions” and be “empathetic, with an ability to sense their students' personalities” (p. 136-37). This is a difficult task but one that is necessary for a well-structured course. Face-to-face instructors have a visual of student reactions therefore, know when students understand. In my opinion, DE instructors are more than “teachers” they are now developing courses and guiding student learning.
References:
Bates, A.W., & Poole, G. (2003). Effective teaching with technology in higher education: Foundations for success. San Francisco, CA: Jossey-Bass.
Moore, M. G., & Kearsley, G. (2005). Distance education: A systems view (2nd ed.) . Belmont, CA: Wadsworth.
Virtual Worlds
One of the most exciting concepts that I have learned in this class has been the use of Virtual Worlds and the creation of avatars. Wow! Technology has enriched the lives of consumers in many ways but for instructors to incorporate virtual worlds into their curriculum for student learning is incredible. Who would have thought that students can now meet in a “virtual” world, be able to coordinate outfits, have a cup of java, tour a college campus and meet at the gallery for an art history course. Teachers can use this software synchronously or asynchronously either by setting up self-guided tutorials or meeting with students for a conference.
The concept of Virtual Worlds can be useful for a collegiate setting maybe (not) exclusively but to supplement any course. Nevertheless, there are a few drawbacks such as setup cost, maintenance fee and is time consuming. I think the hardest selling point to instructors would be the time that would be invested in creating an island. On the other hand, it seems that universities such as Texas State, Harvard, Stanford and University of Maryland University College are using Second Life to incorporate learning into their curriculum. After watching the Educational Uses of Second Life video regarding the opportunities that exist for students to interact with other students, I determined that "virtual worlds" are phenomenal. I’m very impressed…
References:
Moody, M., Oh, Y., Boucher, R. Educational Uses of Second Life (video, duration 7:00). Retrieved August 25, 2008, from http://www.youtube.com/watch?v=qOFU9oUF2HA.
The concept of Virtual Worlds can be useful for a collegiate setting maybe (not) exclusively but to supplement any course. Nevertheless, there are a few drawbacks such as setup cost, maintenance fee and is time consuming. I think the hardest selling point to instructors would be the time that would be invested in creating an island. On the other hand, it seems that universities such as Texas State, Harvard, Stanford and University of Maryland University College are using Second Life to incorporate learning into their curriculum. After watching the Educational Uses of Second Life video regarding the opportunities that exist for students to interact with other students, I determined that "virtual worlds" are phenomenal. I’m very impressed…
References:
Moody, M., Oh, Y., Boucher, R. Educational Uses of Second Life (video, duration 7:00). Retrieved August 25, 2008, from http://www.youtube.com/watch?v=qOFU9oUF2HA.
Saturday, July 18, 2009
Asynchronous and Synchronous learning
Technology has changed over the years with a demand for educators to use a mixture of technology to increase the effectiveness of student learning. Moore and Kearsley (2005) state “a mixture of media is more effective for providing instruction to a large and varied student body, since this allows different types of students to find the combination that suits them best” (pg. 246). A comparative analysis of asynchronous & synchronous technologies was the first assignment due for this class. I chose to discuss Eluminate (synchronous) and Blackboard (asynchronous) technology while looking at their collective features, technological/pedagogical views, and key strengths/ limitations. An understanding of asynchronous and synchronous learning were defined and compared within the framework of distance education while shaping the importance of using various media for student learning.
Elluminate Live software allows students the opportunity to participate in group learning (live real-time interaction) while at different physical locations using tools such as live chat area, virtual field trips, and discussion boards for collaborative learning. Students can interact with classmates and Instructors can share links and documents to guide the discussion. Conversely, Blackboard software allows the same students to choose when they want to participate. This software gives educators the opportunity to create learning environments for collaborative learning using discussion boards, e-mail and chat tools. Educators have course management support and students have the flexibility to log-in at any times to browse course documents, discussion threads, tutorials, and/or portfolios.
From the technological point of view, student learning is dependent on software selected from institutions. Bates & Poole (2003) state “the majority of the system relies on the functionality of “loading and storing of content in the form of text, graphics, or multimedia objects, discussion forums, and online testing” (pg. 254). Together, Elluminate and Blackboard work in partnership for student learning and teacher support for blended learning. The pedagogical point of view, Moore and Kearsley (2005) states “Distance Education has evolved with advance technology and has given teachers the opportunity to communicate with students to improve teaching-learning relationships” (pg. 222). Together, Elluminate and Blackboard offers teachers the opportunity to have live student discussions and group collaboration giving teachers the ability to develop student-centered learning activities for diverse learning styles.
Saba (2006) discusses “synchronously and asynchronously, as modes of communication, not learning” (pg. 6). Integration of software allows instructors the opportunity to engage and improve the quality of student learning. Both Elluminate and Blackboard allows blending of synchronous and asynchronous elements needed to engage student learning.
References:
Bates, A.W., & Poole, G. (2003). Effective teaching with technology in higher education: Foundations for success. San Francisco, CA: Jossey-Bass.
Blackboard. Increase the impact. Transform the experience. Retrieved June 29, 2009, from http://www.blackboard.com/
Elluminate Live! (n.d.). Live elearning solution & collaboration solution software. Retrieved June 29, 2009, from http://www.elluminate.com
Elluminate Live! (n.d). Top Ten Ways of Using Elluminate Live! Retrieved June 29, 2009, from http://www.elluminate.com/whitepapers/Top_Ten_Ways_of_Using_Elluminate.pdf
Moore, M. G., & Kearsley, G. (2005). Distance education: A systems view (2nd ed.) . Belmont, CA: Wadsworth.
Saba , F. (2006). On Asynchronous Learning. Retrieved July 18, 2008, from http://www.distance-educator.com/blog/saba/?p=6
Elluminate Live software allows students the opportunity to participate in group learning (live real-time interaction) while at different physical locations using tools such as live chat area, virtual field trips, and discussion boards for collaborative learning. Students can interact with classmates and Instructors can share links and documents to guide the discussion. Conversely, Blackboard software allows the same students to choose when they want to participate. This software gives educators the opportunity to create learning environments for collaborative learning using discussion boards, e-mail and chat tools. Educators have course management support and students have the flexibility to log-in at any times to browse course documents, discussion threads, tutorials, and/or portfolios.
From the technological point of view, student learning is dependent on software selected from institutions. Bates & Poole (2003) state “the majority of the system relies on the functionality of “loading and storing of content in the form of text, graphics, or multimedia objects, discussion forums, and online testing” (pg. 254). Together, Elluminate and Blackboard work in partnership for student learning and teacher support for blended learning. The pedagogical point of view, Moore and Kearsley (2005) states “Distance Education has evolved with advance technology and has given teachers the opportunity to communicate with students to improve teaching-learning relationships” (pg. 222). Together, Elluminate and Blackboard offers teachers the opportunity to have live student discussions and group collaboration giving teachers the ability to develop student-centered learning activities for diverse learning styles.
Saba (2006) discusses “synchronously and asynchronously, as modes of communication, not learning” (pg. 6). Integration of software allows instructors the opportunity to engage and improve the quality of student learning. Both Elluminate and Blackboard allows blending of synchronous and asynchronous elements needed to engage student learning.
References:
Bates, A.W., & Poole, G. (2003). Effective teaching with technology in higher education: Foundations for success. San Francisco, CA: Jossey-Bass.
Blackboard. Increase the impact. Transform the experience. Retrieved June 29, 2009, from http://www.blackboard.com/
Elluminate Live! (n.d.). Live elearning solution & collaboration solution software. Retrieved June 29, 2009, from http://www.elluminate.com
Elluminate Live! (n.d). Top Ten Ways of Using Elluminate Live! Retrieved June 29, 2009, from http://www.elluminate.com/whitepapers/Top_Ten_Ways_of_Using_Elluminate.pdf
Moore, M. G., & Kearsley, G. (2005). Distance education: A systems view (2nd ed.) . Belmont, CA: Wadsworth.
Saba , F. (2006). On Asynchronous Learning. Retrieved July 18, 2008, from http://www.distance-educator.com/blog/saba/?p=6
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