Monday, November 15, 2010
Sunday, November 7, 2010
Reflection of Dynamic and Static Technology
Concept Map is at http://distanceeducatio8842.wikispaces.com/
The depiction of two arrows, one headed upwards and the other staying level, is a way of showing how technology in its various forms affects all who are even remotely connected to communication and collaboration (synchronous and asynchronous) devices.
The red arrow is intended to show an upward mobility and advancement. Every day there is a new and better means of communication. Even now there is probably a new and improved FaceBook, MySpace, Second life etc. Toys, games and gadgets are quickly making their way into the marketplace. We ask ourselves, "what would I have done if I didn't have a cell phone (or blackberry, or ipad, or computer)?"
The green arrow shows the constant "cruiser" movement of static devices. They are embedded into our lives in forms of video and audio technology that only becomes more ornate and complicated with time.
People tend to talk in e-language (lol, omg, btw, etc.) and can translate e-talk quickly. The Concept Map is very simplistic, but stresses movement both current and future, in the 21st Century.
The depiction of two arrows, one headed upwards and the other staying level, is a way of showing how technology in its various forms affects all who are even remotely connected to communication and collaboration (synchronous and asynchronous) devices.
The red arrow is intended to show an upward mobility and advancement. Every day there is a new and better means of communication. Even now there is probably a new and improved FaceBook, MySpace, Second life etc. Toys, games and gadgets are quickly making their way into the marketplace. We ask ourselves, "what would I have done if I didn't have a cell phone (or blackberry, or ipad, or computer)?"
The green arrow shows the constant "cruiser" movement of static devices. They are embedded into our lives in forms of video and audio technology that only becomes more ornate and complicated with time.
People tend to talk in e-language (lol, omg, btw, etc.) and can translate e-talk quickly. The Concept Map is very simplistic, but stresses movement both current and future, in the 21st Century.
Thursday, October 28, 2010
Graphic Organizer - Alert!
Due to circumstances beyond my control, I have had to post my graphic organizer on my wiki. The address is:
http://distanceeducatio8842.wikispaces.com/Graphic+Organizer
Sorry for the inconvenience.
Chris W.
http://distanceeducatio8842.wikispaces.com/Graphic+Organizer
Sorry for the inconvenience.
Chris W.
Tuesday, October 26, 2010
Graphic Organizer
Graphic Organizer
In today’s world of burgeoning technology, learners most commonly have the internet availability, and connection is possible in almost every public place. For the most part, the internet is asynchronous in nature and is based solely on socialization (translate into entertainment).
To bring learning experiences to students, the internet needs to be more than socialization; it needs to be more broadly based into communication and collaboration; more focused on community involvement. The wiki and blog sites are coming into their own identity as community builders. The addition of SKYPE, and like models of F2F communication (commonly Yahoo, MSN Messenger, etc.) make the necessity of building cameras into computer hardware, a necessity.
The graphic below seeks to divide the socialization element and the educational element within the internet, using both synchronous (left side) with asynchronous (right side) environments.
https://docs.google.com/document/edit?id=1NgX_-SrkYsVvZ_SwbtQx7PF3Y8Pb9tZ2EOWkgqLnJ1A&hl=en&authkey=CKri2aEI
Reflection on Bringing Technological Tools to Learners Outside the Classroom
In today’s world of burgeoning technology, learners most commonly have the internet availability, and connection is possible in almost every public place. For the most part, the internet is asynchronous in nature and is based solely on socialization (translate into entertainment).
To bring learning experiences to students, the internet needs to be more than socialization; it needs to be more broadly based into communication and collaboration; more focused on community involvement. The wiki and blog sites are coming into their own identity as community builders. The addition of SKYPE, and like models of F2F communication (commonly Yahoo, MSN Messenger, etc.) make the necessity of building cameras into computer hardware, a necessity.
The graphic below seeks to divide the socialization element and the educational element within the internet, using both synchronous (left side) with asynchronous (right side) environments.
https://docs.google.com/document/edit?id=1NgX_-SrkYsVvZ_SwbtQx7PF3Y8Pb9tZ2EOWkgqLnJ1A&hl=en&authkey=CKri2aEI
Sunday, October 10, 2010
Module 3 - Discussion - Reflection
A participation in a collaborative learning community should not be assessed by quantity, but quality. The varying levels of skill and knowledge that students bring to a course should be regarded by the instructor’s “fair and equitable assessment” of learning by the quality of the student’s communication with his/her fellow classmates and the in-depth online conversations taking place in and among the various classmates. Paloff and Pratt point out: “Students often have far more information about the workings of a small group than does the instructor” (p. 48). The instructor should be drawn to the activity of students as the various course requirements occur. Thus, the instructor can observe and maintain a control over the direction of the students’ progress in small groups. Assessment could also be a collaborative effort between the instructor and the peer groups.
However, if the student does not wish to participate or network in a learning community, then the student may be directed to a f2f classroom by the instructor (probably as a last resort). The other members of the learning community, there may be able to persuade and encourage a reluctant classmate through help in navigation (if the problem is in technological experience) and perhaps a partnership with one or others that could encourage the classmate in the use of technology and participation.
Sometimes blogging and/or wiki’s can be very daunting, despite the “ease” of use purported by the website. Communication with this classmate (should be emphasized) is a very necessary part of winning over the technological challenge of the course.
The instructor’s role is that of facilitator and guide. Encouraging a student to continue within the collaborative community is essential to the success both to the student and the individual “team” members. Again, as Paloff and Pratt (p.14) explain ( echoing Siemens and Hurst/Thomas ) trust must be established first and foremost, including the elements of performance and competence, integrity and concern for others.
References:
Palloff, R. and Pratt, K. (2005). Collaborating Online: Learning Together in a Community. San Francisco, Jossey-Bass.
Siemens, G. (2008) “Assessment of Collaborative Learning” Laureate Productions.
Hurst, D. and Thomas, J. (2010). Developing team skills and accomplishing team projects online, in The Theory and Practice of Online Learning (Ed. Terry Anderson). Second ed., Chapt. 18, pp. 441-469. Athabasca University, Edmonton, AB Canada.
However, if the student does not wish to participate or network in a learning community, then the student may be directed to a f2f classroom by the instructor (probably as a last resort). The other members of the learning community, there may be able to persuade and encourage a reluctant classmate through help in navigation (if the problem is in technological experience) and perhaps a partnership with one or others that could encourage the classmate in the use of technology and participation.
Sometimes blogging and/or wiki’s can be very daunting, despite the “ease” of use purported by the website. Communication with this classmate (should be emphasized) is a very necessary part of winning over the technological challenge of the course.
The instructor’s role is that of facilitator and guide. Encouraging a student to continue within the collaborative community is essential to the success both to the student and the individual “team” members. Again, as Paloff and Pratt (p.14) explain ( echoing Siemens and Hurst/Thomas ) trust must be established first and foremost, including the elements of performance and competence, integrity and concern for others.
References:
Palloff, R. and Pratt, K. (2005). Collaborating Online: Learning Together in a Community. San Francisco, Jossey-Bass.
Siemens, G. (2008) “Assessment of Collaborative Learning” Laureate Productions.
Hurst, D. and Thomas, J. (2010). Developing team skills and accomplishing team projects online, in The Theory and Practice of Online Learning (Ed. Terry Anderson). Second ed., Chapt. 18, pp. 441-469. Athabasca University, Edmonton, AB Canada.
Thursday, October 7, 2010
update
The wiki address (where I parked my storyboard) is http://distanceeducatio8842.wikispaces.com/
It's a work in progress :)
It's a work in progress :)
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