For this week's activity, we are to provide practical ideas, and examples of effective Web 2.0 technologies used in our lives or classrooms, along with what I think the "potential" (from "Session 4: Technology Trends for e-Learning (April 26-May 2), p. 1) is for using these technologies (using Web 2.0 tailored design) for learning online.
Before I comment on this though, I want to bring up an issue illustrated on page 111 of our text: "A LOOK AT BEST PRACTICE ISSUES: Wireless Canopies.": (Text, pg. 111). The issue is free access to the Internet, specifically wireless Internet access. As the article mentions,the modern day reality that "Internet access is a necessity, and within a few years will be essential for almost everyone" (text, pg. 111) As the authors cite, "cities have utilities that offer essential services if those services are not offered economically by the private sector" (text, p. 111). The solution implied here is that we could enact legislation to transfer Internet access into a Utility service, similar to how telephone "utility" lines operated by AT & T, and in turn for the status of being a "utility service", these businesses are afforded subsidies, tax benefits, investment opportunities, along with regulation and protections provided from becoming a government regulated utility.
Sorry, but why I bring all this up is because, I teach and live in the "Digital Divide" (text, p. 235) called South Eastern Los Angeles, where Internet access is not readily available, and school technology resources are limited, leading to the majority of students being unable to utilize any new technology that is more abundant and readily accessible to other student's in neighbor districts with more access to funds for technology. I really believe that cities like Los Angeles and any other city that is committed to bettering the education of their citizens, needs to seriously consider to positive potential that wide spread, affordable, access to the Internet could have. I have a few students who have been issued Laptop computers by the school, and whenever they are given assignments that use online activities, they are eager to participate and complete these online activities. Whereas, the traditional worksheet activities often go uncompleted, unless I remind them to do them.
Furthermore, I believe that we need to invest more research and development around learning with the Internet, also because of a Podcast I saw in ETEC 546 that revealed their findings from a high school class in Costa Mesa California (accessible on Edutopia.org) that was offered both traditionally and Online. The online learners consistently turned in high quality, well developed, creative, work whereas the traditionally taught students performed adequate but not as much of their work was as well developed like the case with the online learners. Furthermore, they found that the highest quality work was completed between the hours of 10PM - 2AM. I found this finding interesting also because it offers further proof of how one of the benefits of distance learning and e-Learning is the flexibility of access not limited by time or distance as mentioned in chapter one of our text.
Therefore, couple these with the article on page 111, and I feel compelled to mention how I agree with the text that "the image of a city sitting under the canopy of a wireless Internet network is a vision most want to see" ( p. 111) simply because I have seen students who had been written off by other teachers, but when they were introduced to activities and assignments Online, they suddenly became interested in participating,which in turn lead to improvement in learning, evidenced by increased assessment scores. As a Special Educator, I know that the best way to ensure maximum, high quality, learning, is to use everything available to reach the masses, and the Internet definitely offers the widest array of teaching and learning tools. For more reasons and benefits along with limitations can be found on pages 234-235 of our text. Please read it and think about your own classrooms and your own communities, could you benefit from affordable, accessible, Internet to learn, keep in touch with family and friend or make life easier to manage?
Sorry for getting off the point, now back to it. Most of the Web 2.0 used in my world is either associated with Facebook, Blackboard, and of course the software programs used at my work site, a virtual work site at that, where we engage in video conferencing, use Skype, webcams, headsets, microphones (internal). In my teaching practice, I have assigned students to view Podcast's that deal with History and language topics. Furthermore, I have used and viewed, countless PowerPoint presentations both professionally and academically. Not to mention, I have used a program similar to Voice Thread, with students to create original Rap Songs for an assignment that allowed them to explore their familial cultures and report about it via music and lyrics.
As for activities unrelated to school, I have used Skype, and even SnapGenie, before to communicate with family, and of course Facebook, is how I talk to my friends mostly, since many of them live far away from me now that I moved back to Southern California. Oh, I used to own my own Coffee House, and we used our Webcam, along with some software that enabled us to make online advertisements to promote us to local business networks. Not to mention, I've used social networks to buy and sell things, as well as when I was in search of a home, and a car (Craigslist, EBay, CarMax) etc. In other words, in the 21st Century, it is hard not to use some form of Web 2.0, which is yet another reason I believe we need to have better access to high quality, high speed, affordable, wifi enabled Internet ASAP.
But, to further contribute to this discussion I reviewed the samples of Web 2.0 tools and companies listed in the "Resources/Materials" (Session 4: Technology Trends for e-Learning (April 26- May 2), p. 1) of this week's activity (week 4) and I have come up with some ideas for possible learning activities that can be adapted and further developed more fully according to grade level and ability, but here goes:
The first tool/company listed is Dotsub: http://www.dotsub.com. This site creates subtitles for text in online videos and films. Well this could be used to enable your ELL students to view already available instructional videos and films but with appropriate subtitles in their primary language. This would strengthen the likelihood that the student will fully understand the content thanks to the subtitling capabilities of this technology tool.
Scrapblog (http://scrapblog.com) this is a site that allows its users to put pictures into scrapbooks online. Now this site could be used by students to create projects about various historical, cultural, or scientific topics. For instance, if your students are assigned to do a visual historical account of California, they could in effect, locate a variety of pictures of California, and create a photo journal of the state. Other possibilities is to use this site to help build self-esteem by having the student create a visual self picture of their lives and hopes and dreams which could be cataloged using this technology tool.
SnapGenie (http://snapgenie.com) This technology builds further on the previous technology in that it allows you to "tell stories behind the pictures" (Session 4, p. 1). For these assignments, the student could do an oral history report, or show the viewer the stages of cell production, or the life cycle of something, not to mention, using this to tell original stories, or re-tell classic stories, using different pictures and different voices. The potential is endless for new technologies like these and only increase the potential for successful quality learning experiences, since more exposure to greater variety only increases the odds of learning effectively. and Also one more thing with this site, is that it is more secure than Facebook and MySpace, in that you need a password, etc. so if safety is an issue, this site would help to alleviate this limitation.
VoiceThread (http://voicethread.com) Since most learners are either visual or auditory, this site is good because it allows you to add audio to already existing pictures that are not moving. I could imagine assigning students an activity where they have to identify something (like a substance or particular tree leaf, or who is who, etc) so they could do so by adding their voice to the picture provided on the site. Other uses could include, another way of doing a historical or biographical report. Research could also lend itself to this technology.
Voxopop (http://voxopop.com). In the research world, this is often utilized by groups in educational settings. It could also be used by various distance education classes, online k-12 classes could also benefit by being connected to this technology. It is safer than a free site like Facebook, also because you must become a member, as I remember the one time we used this site in another class.
YackPack (http://yackpack.com) This site I feel is kind of a repeat of other programs we have access to as teachers and students and members of Facebook. This site allows you to email audio files, which could be useful for projects that require audio as part of the essential learning process.
I guess from all that I have written in this blog, it is obvious that I hold a high regard for the potential of web2.0 technology and Internet access as a whole to enhancing and strengthening not only access to but also in strengthening the quality of learning for all.
Right now researchers like Zemsky and Massy (2004) agree that we have "hit the trough of disillusionment and started up the slope of enlightenment" (text, p. 257) which means that technologically, our society has realized that technology is often over-rated yet also understand that "once the true understanding of the technology's potential is realized and commercial tools and methodologies are introduced to support the development of the technology" (p. 257), it can only enhance education and commerce. I really look forward to a continuance along the Gartner Hype Cycle (p. 257) until our society lands on the final 5th cycle known as the "plateau of productivity" (p. 257) when all of the current and future useful web technologies become "mainstream" (p. 257) because this will also hopefully mean that we have bridged the "digital divide" and that all who are interested have access to technology and the Internet so that for sure technologies that are useful can become mainstream and second nature so as to foster high quality learning for anyone who can click!
Thursday, April 29, 2010
Thursday, April 22, 2010
Etec501: Celeste Galipeau-Woods Week Three Position Paper- Pro Clark
Hello Fellow Etec 501 Members
http://eunokbaek.com/etec501/etec501_bloglist.html
Celeste Galipeau-Woods
ETECC 501- Week Three Postition Paper Clark vs. Kozma Debate
4/22/10
Position Paper: Clark was Right: Media will Never Influence Learning
Background:
Back in 1983, Richard Clark professed that "instructional methods determine how effective a piece of instruction is and that media's only influence is on cost and distribution" (Hastings, & Tracey, 2005) and how media is only a "mere vehicle that delivers instruction but do not influence student achievement any more than a truck delivering our groceries causes changes in our nutrition" (Clark, 1983, p. 445). He went on to suggest that "media do not influence learning under any conditions" (p. 445) and that therefore, the "medium chosen to deliver the instruction is insignificat" (Clark, 1983; Hart, 1996; Fleming & Levie, 1993).
Fast forward to 1994, and Clark found his position challenged by Robert Kozma who took the view that "media do influence learning and , therefore, media selection is significant" (Kozma, 1991) and that the "unique attributes of certain media can affect both the learning and motivation, and that if there is no relationship between media and learning it is only because we have not yet made one" (Kozma, 1994, p. 7). Thus began the "great media effects debate" (Hastings & Tracey, 2005), which remains significant and relavent today just as if "the debate has remained frozen in time" (Hastings & Tracey, 2005).
Yet one more press of the fastforward button brings us brienfly to July 1996, when Barney Dalgarno refreshed the debate to bring it closer to the speed of the rapidly advancing technological evolution of the time, with his theories of how "both the media and the messae allow the learner to interact with both the media nd the message" (Bastian, M., 1996a). This theory introduced the idea of "interactivity" (Dalgarno, 1996) between media and the message, and how these interactions "enhance the communication of content" (Sims, 1996). Moreover, further observations by Smith in 1996 revealed the idea that the "real interaction wasn't with the computer but was with the content" (Smith, 1996), followed by the realization that the media effects debate is mired in "emotional, and political elements and some nasty definitional ambiguities" (Shrock, 1994, p. 49).
As this media effects debate continued to grow in research and theoretical posturing, one thing becomes crystal clear and is the reason why I chose to back Clark's postion and that is because: "Assigning too much influence to media can lead to the design/development of sloppy, ineffective instructional materials that are accepted by technologiests and users simply because they utilize CBI, interactive video, or other 'high status' delivery media, while assigning too little influence to media, on the other hand, may discourage reflective thinking by designers about which media can best convey the instructional strategies needed to achieve instructional objectives" (Ross, 1994).
Of course Clark challenged all assumptions that "computer technology would serve as the panacea for achievement in education and steadfasty held that instructional strategies and methods as the primary factor is student achievement" (Clark, 1983, 1985, 1994a,b; Reiser, 1994; Ullmer, 1994).
Explanation/Justification of Position
Basically, I believe that Clark is correct in the belief that it is not the media but the message that cultivates learning to occur. Our text further enhances my viewpoint with its countless research findings that confirm how characteristics like found by Brunning, Landis, Hoffman, and Grosskopf (1993), revealed that "highly motivated students had a significant impact on their achievement, more so than the fact that they were learning at a distance". Or, how "well designed online courses were reported to produce more positive learning outcomes" (Tallent-Rennels, et al. 2006). Further research points to seven key factors affecting learning at a distance: "content, environment, finances, readiness, time, employment, and family support" (Jegede and Kirkwood, 1994). Not to mention the multiple research that found the element of time to be of considerable value to the overall quality of learning. all the way to the research defining what is believed to be "optimal class size" which is believed to be "20" (Orellana, 2006). But what is missing is any data proving that the technology itself affected learning in and of its own volition.
In all, what is apparent is that the research backs the idea that the media is important in that is connects the learner and teacher and to the content, but the media can't do the assignment for the student, nor can it create the learning materials, these still require the input from a human, usually the teacher or the student. Unfortunately, if the user is not familiar with how to operate the technology, the technology gets wasted or at the very least its potential is not fully appreciated. As someone who has been technologically challenged before, in these instances all I remember "learning" is how to get frustrated multiple ways when the technology failed.
Presenting Counter Position
Of course there is another viewpoint in this debate, offered first from Kozma in the 1990's and that is the view that somehow the media does influences learners by its "characteristics of technology, symbol systems, and processing capabilities" (Kozma, 1991).
While there are definitely aspects of media and technology that enhance learning, such as the ability for technology to translate symbols such as "words into text, or data into graphs and tables" (Bastian, M., CK Issues, p. 1), leading to the belief that "different delivery provides different cognitive insights into the structure and meaning of the content" (Kozma, 1991), or how a "computer can juxtapose, or transform, information in one symbol system into another" (Dickson, 1985), one important point remains, and that is the reality that technology is only as effective as its user; again, my point here is that in order for the learner to be able to access and fully benefit from technology, he or she must be trained how to properly use it and this creates potential difficulties in that the learner might not have the cognitive ability, nor the time, or access to training required to complete the input tasks needed to invoke the knowledge and abilities within the technology desired. Thus what remains is the fact that to produce learning, the abilities of the technology must first be understood by the users much like the Knights back in the time of Feudalism were empowered because of their ability to master the benefits of the new technology of the time which was the "stirrup" (Text, pg. 12).
Resolution/Conclusion
What then is the resolution to this media effect debate started way back in 1983 and remaining relavent still today?
Well the answer might best be summed up by of all people Clark himself and Jim Finn, the technology pioneer of the 1960's who taught at USC. Finn stressed way back, how "practioners should attempt to identify unique approaches for change by using technology in new ways" (Finn, 1964) and also how "perhaps the correct application of distance education will significantlychange and restructure learning and teaching on par with societal changes" (Finn, 1964).
But, whatever the case, one thing is certain and that is that the implications of the arguments given by Clark, Finn and the countless other researchers studying this effect today, is that "when new technologies emerge, they often allow users to be more efficient. However, it isn't the technologies themselves that cause changes; rather, changes occur because of new ways of doing things that are enabled by technologies" (Text, pg. 12). In other words, maybe fiber optics might make life easier, but this ease is produced by programmers who have gained expertise through learning and in turn passed this learning on through instruction manuals. So in the end, the message is the key to learning and the media is the highway in which the message travels to get to the destination of learning, not the other way around.
Works Cited:
Bastian, M., (2000). First there was the media and the message, then there was content, context, and interactivity: The evolution of the Clark/Kozma media effects debate. Access this paper at: http://www.coe.tamu.edu/-mbastian/Clark-Kozma/CK-Debate.html.
Dalgano, Barney. Lecturer at Charles Stuart University; Information Technology; School of Information Studies. HomePage: http://farrer.riv.csu.edu.au/-dalgarno.
Hastings, N.B. & Tracey, M.W. (2005) Does the media affect learning: Where are we now?
Text book:
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance learning. 4th ed. Boston: Allyn & Bacon.
U.S Department of Education (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies.
http://eunokbaek.com/etec501/etec501_bloglist.html
Celeste Galipeau-Woods
ETECC 501- Week Three Postition Paper Clark vs. Kozma Debate
4/22/10
Position Paper: Clark was Right: Media will Never Influence Learning
Background:
Back in 1983, Richard Clark professed that "instructional methods determine how effective a piece of instruction is and that media's only influence is on cost and distribution" (Hastings, & Tracey, 2005) and how media is only a "mere vehicle that delivers instruction but do not influence student achievement any more than a truck delivering our groceries causes changes in our nutrition" (Clark, 1983, p. 445). He went on to suggest that "media do not influence learning under any conditions" (p. 445) and that therefore, the "medium chosen to deliver the instruction is insignificat" (Clark, 1983; Hart, 1996; Fleming & Levie, 1993).
Fast forward to 1994, and Clark found his position challenged by Robert Kozma who took the view that "media do influence learning and , therefore, media selection is significant" (Kozma, 1991) and that the "unique attributes of certain media can affect both the learning and motivation, and that if there is no relationship between media and learning it is only because we have not yet made one" (Kozma, 1994, p. 7). Thus began the "great media effects debate" (Hastings & Tracey, 2005), which remains significant and relavent today just as if "the debate has remained frozen in time" (Hastings & Tracey, 2005).
Yet one more press of the fastforward button brings us brienfly to July 1996, when Barney Dalgarno refreshed the debate to bring it closer to the speed of the rapidly advancing technological evolution of the time, with his theories of how "both the media and the messae allow the learner to interact with both the media nd the message" (Bastian, M., 1996a). This theory introduced the idea of "interactivity" (Dalgarno, 1996) between media and the message, and how these interactions "enhance the communication of content" (Sims, 1996). Moreover, further observations by Smith in 1996 revealed the idea that the "real interaction wasn't with the computer but was with the content" (Smith, 1996), followed by the realization that the media effects debate is mired in "emotional, and political elements and some nasty definitional ambiguities" (Shrock, 1994, p. 49).
As this media effects debate continued to grow in research and theoretical posturing, one thing becomes crystal clear and is the reason why I chose to back Clark's postion and that is because: "Assigning too much influence to media can lead to the design/development of sloppy, ineffective instructional materials that are accepted by technologiests and users simply because they utilize CBI, interactive video, or other 'high status' delivery media, while assigning too little influence to media, on the other hand, may discourage reflective thinking by designers about which media can best convey the instructional strategies needed to achieve instructional objectives" (Ross, 1994).
Of course Clark challenged all assumptions that "computer technology would serve as the panacea for achievement in education and steadfasty held that instructional strategies and methods as the primary factor is student achievement" (Clark, 1983, 1985, 1994a,b; Reiser, 1994; Ullmer, 1994).
Explanation/Justification of Position
Basically, I believe that Clark is correct in the belief that it is not the media but the message that cultivates learning to occur. Our text further enhances my viewpoint with its countless research findings that confirm how characteristics like found by Brunning, Landis, Hoffman, and Grosskopf (1993), revealed that "highly motivated students had a significant impact on their achievement, more so than the fact that they were learning at a distance". Or, how "well designed online courses were reported to produce more positive learning outcomes" (Tallent-Rennels, et al. 2006). Further research points to seven key factors affecting learning at a distance: "content, environment, finances, readiness, time, employment, and family support" (Jegede and Kirkwood, 1994). Not to mention the multiple research that found the element of time to be of considerable value to the overall quality of learning. all the way to the research defining what is believed to be "optimal class size" which is believed to be "20" (Orellana, 2006). But what is missing is any data proving that the technology itself affected learning in and of its own volition.
In all, what is apparent is that the research backs the idea that the media is important in that is connects the learner and teacher and to the content, but the media can't do the assignment for the student, nor can it create the learning materials, these still require the input from a human, usually the teacher or the student. Unfortunately, if the user is not familiar with how to operate the technology, the technology gets wasted or at the very least its potential is not fully appreciated. As someone who has been technologically challenged before, in these instances all I remember "learning" is how to get frustrated multiple ways when the technology failed.
Presenting Counter Position
Of course there is another viewpoint in this debate, offered first from Kozma in the 1990's and that is the view that somehow the media does influences learners by its "characteristics of technology, symbol systems, and processing capabilities" (Kozma, 1991).
While there are definitely aspects of media and technology that enhance learning, such as the ability for technology to translate symbols such as "words into text, or data into graphs and tables" (Bastian, M., CK Issues, p. 1), leading to the belief that "different delivery provides different cognitive insights into the structure and meaning of the content" (Kozma, 1991), or how a "computer can juxtapose, or transform, information in one symbol system into another" (Dickson, 1985), one important point remains, and that is the reality that technology is only as effective as its user; again, my point here is that in order for the learner to be able to access and fully benefit from technology, he or she must be trained how to properly use it and this creates potential difficulties in that the learner might not have the cognitive ability, nor the time, or access to training required to complete the input tasks needed to invoke the knowledge and abilities within the technology desired. Thus what remains is the fact that to produce learning, the abilities of the technology must first be understood by the users much like the Knights back in the time of Feudalism were empowered because of their ability to master the benefits of the new technology of the time which was the "stirrup" (Text, pg. 12).
Resolution/Conclusion
What then is the resolution to this media effect debate started way back in 1983 and remaining relavent still today?
Well the answer might best be summed up by of all people Clark himself and Jim Finn, the technology pioneer of the 1960's who taught at USC. Finn stressed way back, how "practioners should attempt to identify unique approaches for change by using technology in new ways" (Finn, 1964) and also how "perhaps the correct application of distance education will significantlychange and restructure learning and teaching on par with societal changes" (Finn, 1964).
But, whatever the case, one thing is certain and that is that the implications of the arguments given by Clark, Finn and the countless other researchers studying this effect today, is that "when new technologies emerge, they often allow users to be more efficient. However, it isn't the technologies themselves that cause changes; rather, changes occur because of new ways of doing things that are enabled by technologies" (Text, pg. 12). In other words, maybe fiber optics might make life easier, but this ease is produced by programmers who have gained expertise through learning and in turn passed this learning on through instruction manuals. So in the end, the message is the key to learning and the media is the highway in which the message travels to get to the destination of learning, not the other way around.
Works Cited:
Bastian, M., (2000). First there was the media and the message, then there was content, context, and interactivity: The evolution of the Clark/Kozma media effects debate. Access this paper at: http://www.coe.tamu.edu/-mbastian/Clark-Kozma/CK-Debate.html.
Dalgano, Barney. Lecturer at Charles Stuart University; Information Technology; School of Information Studies. HomePage: http://farrer.riv.csu.edu.au/-dalgarno.
Hastings, N.B. & Tracey, M.W. (2005) Does the media affect learning: Where are we now?
Text book:
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance learning. 4th ed. Boston: Allyn & Bacon.
U.S Department of Education (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies.
Friday, April 16, 2010
etec501: Celest Galipeau-Woods week 2 summary & reflection of synchronous dimdim group meeting
Following is my second week blogpost for etec 501, which is intended to answer the following three requirements according to the class 2 session notes:
1. (direction #1 asked me to post the bloglist) Here is my posting of the etec501 class bloglist address
http://eunokbaek.com/etec501/etec501_bloglist.html
2. Summary of DimDim discussion along with reflections (definition of e-Learning, the reason for different definitions of distance education, and trends in e-learning/distance education in my work place):
Definition of e-Learning:
To me "e-Learning" means learning with the aid of electronic devices and technology. However this is far too general since it doesn't take into account the reasons behind the use of "e" electronics in the first place. Is the reason for learning electronically because of a time constraint? Or, is the need due to geographic limitations? Or is there a social reason or behavioral reason behind choosing e-Learning? The questions are as numerous as the reasons.
Therefore, it becomes important to distinguish between the different types of "e-Learning", which the Sloan Consortium has divided into three definitions Please note these definitions are provided from the text in chapter one:
On-line courses= Classes where most of content delivered is on-line (at least 80% of course contents)
Hybrid or blended courses= Combines online and face to face (30% to 79% of course content is delivered online)
Web facilitated course= Uses web based technology but less than 29% of content is delivered online.
After that there is still "virtual school" which is a traditional school setting done on line which is what makes it "virtual" rather than "actual" (chapter 2). Followed up by "open university" or "open learning" which refer to education that is less traditional and is more gauged to individual needs or specialized content. This is often used by professions to allow workeres to gain more training to get higher pay or better opportunities within their fields, or for self-improvement or hobby. The "open" education is not traditional which has caused concern that it could could breed "diploma mills" (chapter 2) which is why many in our field are calling for "accreditation" (chapter 2) to limit possible fraud or misleadings.
Finally, the other important feature in definining "e-Learning" is its delivery and practice.
Coledway came up with "quadrants" to categorize educational practices to account for time and place constraints. The quadrants are: Same time- Same place; Different time- Same place; Same time - Different place; Different time- Different place.
Essentially what these quadrants imply is that the learning content and instruction is provided either at the same time in the same place (like the DimDim session last night), or is available for access at different times but in the same place (traditional blackboard online courses are structured like this). Next option is to provide instruction and information available to student same time but different place (this might look like students being required to meet at the same time each week but accessing different learning systems to learn from or with like DimDim one week and Skype the next week. The final scenario is different time different place which could look like an online course where the student can control when they access content that is spread througout different technology or VoIP systems.
However, more recently Michael Moore came up with Transactional Distance in 2007 to further define the time and place constraints common to distance and e-learning. In this theory, the learning is divided between: Student- Content; Student-Student; Student-Instructor. Meaning that the learning occurs between student and content or student to student corresponding and collaborating, along with student and instructor collaboration or communication.
In the end, it becomes apparent that in order to be "e-Learning" there must be a separation between student and instructor, and that in order to be effective, the instruction must be well planned, well organized, and must be designed so that the student can visualize and understand clearly all instruction and concepts so that they will retain such knwoledge effectively.
Reasons for different definitions of distance learning
I think the text book sums up the reson behind the variety of definitions of distance learning quite effectively on page 35 with the term "globalization". What I mean here is that in light of today's technological advancements, our world is getting smaller as communication becomes easier and more widely accessible amongst the world's population. Today, it is realistic that a child in Tokyo Japan can collaborate with a child in Los Angeles simply by turning on a camera and opening the microphone and speaker capability on their telephone or computer. Of course along with globalization comes societal changes, as well as constant improvement of capabilities of technology, all of which opens a need for learning at distances we may not even be aware of like outer space. A result of this globalization is "unpredictable change" (text, pg. 35) for which education must be able to adapt and reach those in need of training and further learning, and since education is not limited to just students K-12, or university level, but also must cater to students in business, or in need of further training to advance in their careers, all the way to someone looking for a new recipe to serve at holiday time.
What remains is a definition of distance learning as unique as it's intended goal; for example if the learning being acquired is meant to focus on more "local or individual needs" (p. 35) it may be defined as "Open Learning" (p. 35) whereas if the distance learning is tailored more to traditional school, it might be defined as "virtual school" (p. 35), all the way to distance learning aimed at providing an employee with additional vocational training to advance them in their career, in which case it might be defined as "correspondance" which coul also infer the distance could be lessened by use of traditional mail system rather than just technology.
So to make a long answer shorter, I believe, after reading the text and discussing on DimDim, that the reason for the multiple definitions of distance education is due to the multiple reasons and goals and intentions behind the education being offered. The only part of the definition that seems to stay true throughout though, is that there must be a distance in time or space that separates the learner from the instructor, but other than that, the definition is a broad as the technology and resources available at the time of definition.
Trends in e-learning/distance learning in my workplace:
As for trends in e-learning/distance education in my workplace, I offer a unique perspective in that my "office" is online, and my "classroom" is in the student's home or online, for you see, I work for Los Angeles Unified School district as a reponse to intervention "intensive" tutor for special education students underachieving per No Child Left Behind guidelines (now NCLB is referred to as "beyond the bell"). As a result, my job requires me to check in daily online, as well as to utilize specific websites to attain instructional materials, learning goals adapted to specific standards, not to mention that I must log in daily progress and attendance online as well as provide thorough, detailed weekly reports on each student assigned to me. If I make mistakes on my paperwork or if my students fail to progress, my pay reflects it by losing bonuses, etc.
That said, I am always looking for tools and sites to use that enhance the required sites I must rely on. Among the trends used in my workplace are Twitter and Facebook, believe it or not. In fact, I have successfully used Twitter and Facebook with my students to allow them ways to collaborate with other students in their neighborhood, that I teach. I am authorized to use these sites because most of my students are being instructed at home due to emotional issues or levels of autism that make it difficult for them to excell in the traditional classroom setting, so these social networking sites enable them an opportunity to engage with peers and to learn with and from one another accordingly. Now I justify the use of these sites like Facebook and Twitter out of my commitment to providing my students with high quality, meaningful instructional opportunitites that also build socialization.
In fact, I plan on proposing the use of blogs in my next collaboration meeting with fellow teachers at my site as a result of this class. So far my co-workers are open to the idea since we are always trying to improve our teaching methods and since we have more freedom to test new learning tools than our traditional teaching counterparts in the classroom. Our hope for the future is that we 'stumble' upon some great new technologies that can be incorporated into the traditional classrooms that will allow our students their chance to participate in traditional classrooms amongst their peers rather than remaining separate like they are now.
3. Blog about my experience using DimDim (strengths and weaknesses; compare with Skype and/or Talkshoe):
Well I have only used Skype prior to last night's DimDim session, so my comparison is quite limited, but based on information provided by Dr. Baek, about DimDim's unique features/capabilities, such as allowing the use of whiteboards, the ability for the presenter to show their personal desktop in their group presentation, as well as the limitation of three open microphones at a time, all are features that enable DimDim to standout as a useful in a variety of group situations (business to education), not to mention making it a valuable learning and instructional tool I can add to my teaching arsenal. As a special education teacher I can actually see myself using DimDim with my students for activities and learning goals requiring visual instruction and demonstration.
Among the other strengths of DimDim is it's easy to read screen, simplicity in the log in process, as well as the fact that I never once lost connection and I left the session eager to return. With Skype I have had trouble logging in, I have lost contact midway during classes I have attended, and I remember feeling "tense" at the thought of logging back on. I definitely agree with Dr. Baek's comment on how DimDim is truly 'new technology' whereas Skype is older technology. Unfortunatley, I have never used Talkshoe so I can't comment on it.
As for a weakness, the only glich was that I was unable to use my headset, eventhough I "allowed" dimdim to access my audio and I performed a self-test confirming that my set was working. But, Dr. Baek was able to access my video so I am sure I will get my headset working before any future meetings.
Furthermore, I just became a graduate assistant and one of my first tasks is to review soundbites that are stored in DimDim, so I was very grateful to learn more from Dr. Baek last evening regarding the site's storage potential, recording capabilities, etc. Now I look forward to taking on the task of further exploration of DimDim's features rather than dreading or fearing this new technology.
1. (direction #1 asked me to post the bloglist) Here is my posting of the etec501 class bloglist address
http://eunokbaek.com/etec501/etec501_bloglist.html
2. Summary of DimDim discussion along with reflections (definition of e-Learning, the reason for different definitions of distance education, and trends in e-learning/distance education in my work place):
Definition of e-Learning:
To me "e-Learning" means learning with the aid of electronic devices and technology. However this is far too general since it doesn't take into account the reasons behind the use of "e" electronics in the first place. Is the reason for learning electronically because of a time constraint? Or, is the need due to geographic limitations? Or is there a social reason or behavioral reason behind choosing e-Learning? The questions are as numerous as the reasons.
Therefore, it becomes important to distinguish between the different types of "e-Learning", which the Sloan Consortium has divided into three definitions Please note these definitions are provided from the text in chapter one:
On-line courses= Classes where most of content delivered is on-line (at least 80% of course contents)
Hybrid or blended courses= Combines online and face to face (30% to 79% of course content is delivered online)
Web facilitated course= Uses web based technology but less than 29% of content is delivered online.
After that there is still "virtual school" which is a traditional school setting done on line which is what makes it "virtual" rather than "actual" (chapter 2). Followed up by "open university" or "open learning" which refer to education that is less traditional and is more gauged to individual needs or specialized content. This is often used by professions to allow workeres to gain more training to get higher pay or better opportunities within their fields, or for self-improvement or hobby. The "open" education is not traditional which has caused concern that it could could breed "diploma mills" (chapter 2) which is why many in our field are calling for "accreditation" (chapter 2) to limit possible fraud or misleadings.
Finally, the other important feature in definining "e-Learning" is its delivery and practice.
Coledway came up with "quadrants" to categorize educational practices to account for time and place constraints. The quadrants are: Same time- Same place; Different time- Same place; Same time - Different place; Different time- Different place.
Essentially what these quadrants imply is that the learning content and instruction is provided either at the same time in the same place (like the DimDim session last night), or is available for access at different times but in the same place (traditional blackboard online courses are structured like this). Next option is to provide instruction and information available to student same time but different place (this might look like students being required to meet at the same time each week but accessing different learning systems to learn from or with like DimDim one week and Skype the next week. The final scenario is different time different place which could look like an online course where the student can control when they access content that is spread througout different technology or VoIP systems.
However, more recently Michael Moore came up with Transactional Distance in 2007 to further define the time and place constraints common to distance and e-learning. In this theory, the learning is divided between: Student- Content; Student-Student; Student-Instructor. Meaning that the learning occurs between student and content or student to student corresponding and collaborating, along with student and instructor collaboration or communication.
In the end, it becomes apparent that in order to be "e-Learning" there must be a separation between student and instructor, and that in order to be effective, the instruction must be well planned, well organized, and must be designed so that the student can visualize and understand clearly all instruction and concepts so that they will retain such knwoledge effectively.
Reasons for different definitions of distance learning
I think the text book sums up the reson behind the variety of definitions of distance learning quite effectively on page 35 with the term "globalization". What I mean here is that in light of today's technological advancements, our world is getting smaller as communication becomes easier and more widely accessible amongst the world's population. Today, it is realistic that a child in Tokyo Japan can collaborate with a child in Los Angeles simply by turning on a camera and opening the microphone and speaker capability on their telephone or computer. Of course along with globalization comes societal changes, as well as constant improvement of capabilities of technology, all of which opens a need for learning at distances we may not even be aware of like outer space. A result of this globalization is "unpredictable change" (text, pg. 35) for which education must be able to adapt and reach those in need of training and further learning, and since education is not limited to just students K-12, or university level, but also must cater to students in business, or in need of further training to advance in their careers, all the way to someone looking for a new recipe to serve at holiday time.
What remains is a definition of distance learning as unique as it's intended goal; for example if the learning being acquired is meant to focus on more "local or individual needs" (p. 35) it may be defined as "Open Learning" (p. 35) whereas if the distance learning is tailored more to traditional school, it might be defined as "virtual school" (p. 35), all the way to distance learning aimed at providing an employee with additional vocational training to advance them in their career, in which case it might be defined as "correspondance" which coul also infer the distance could be lessened by use of traditional mail system rather than just technology.
So to make a long answer shorter, I believe, after reading the text and discussing on DimDim, that the reason for the multiple definitions of distance education is due to the multiple reasons and goals and intentions behind the education being offered. The only part of the definition that seems to stay true throughout though, is that there must be a distance in time or space that separates the learner from the instructor, but other than that, the definition is a broad as the technology and resources available at the time of definition.
Trends in e-learning/distance learning in my workplace:
As for trends in e-learning/distance education in my workplace, I offer a unique perspective in that my "office" is online, and my "classroom" is in the student's home or online, for you see, I work for Los Angeles Unified School district as a reponse to intervention "intensive" tutor for special education students underachieving per No Child Left Behind guidelines (now NCLB is referred to as "beyond the bell"). As a result, my job requires me to check in daily online, as well as to utilize specific websites to attain instructional materials, learning goals adapted to specific standards, not to mention that I must log in daily progress and attendance online as well as provide thorough, detailed weekly reports on each student assigned to me. If I make mistakes on my paperwork or if my students fail to progress, my pay reflects it by losing bonuses, etc.
That said, I am always looking for tools and sites to use that enhance the required sites I must rely on. Among the trends used in my workplace are Twitter and Facebook, believe it or not. In fact, I have successfully used Twitter and Facebook with my students to allow them ways to collaborate with other students in their neighborhood, that I teach. I am authorized to use these sites because most of my students are being instructed at home due to emotional issues or levels of autism that make it difficult for them to excell in the traditional classroom setting, so these social networking sites enable them an opportunity to engage with peers and to learn with and from one another accordingly. Now I justify the use of these sites like Facebook and Twitter out of my commitment to providing my students with high quality, meaningful instructional opportunitites that also build socialization.
In fact, I plan on proposing the use of blogs in my next collaboration meeting with fellow teachers at my site as a result of this class. So far my co-workers are open to the idea since we are always trying to improve our teaching methods and since we have more freedom to test new learning tools than our traditional teaching counterparts in the classroom. Our hope for the future is that we 'stumble' upon some great new technologies that can be incorporated into the traditional classrooms that will allow our students their chance to participate in traditional classrooms amongst their peers rather than remaining separate like they are now.
3. Blog about my experience using DimDim (strengths and weaknesses; compare with Skype and/or Talkshoe):
Well I have only used Skype prior to last night's DimDim session, so my comparison is quite limited, but based on information provided by Dr. Baek, about DimDim's unique features/capabilities, such as allowing the use of whiteboards, the ability for the presenter to show their personal desktop in their group presentation, as well as the limitation of three open microphones at a time, all are features that enable DimDim to standout as a useful in a variety of group situations (business to education), not to mention making it a valuable learning and instructional tool I can add to my teaching arsenal. As a special education teacher I can actually see myself using DimDim with my students for activities and learning goals requiring visual instruction and demonstration.
Among the other strengths of DimDim is it's easy to read screen, simplicity in the log in process, as well as the fact that I never once lost connection and I left the session eager to return. With Skype I have had trouble logging in, I have lost contact midway during classes I have attended, and I remember feeling "tense" at the thought of logging back on. I definitely agree with Dr. Baek's comment on how DimDim is truly 'new technology' whereas Skype is older technology. Unfortunatley, I have never used Talkshoe so I can't comment on it.
As for a weakness, the only glich was that I was unable to use my headset, eventhough I "allowed" dimdim to access my audio and I performed a self-test confirming that my set was working. But, Dr. Baek was able to access my video so I am sure I will get my headset working before any future meetings.
Furthermore, I just became a graduate assistant and one of my first tasks is to review soundbites that are stored in DimDim, so I was very grateful to learn more from Dr. Baek last evening regarding the site's storage potential, recording capabilities, etc. Now I look forward to taking on the task of further exploration of DimDim's features rather than dreading or fearing this new technology.
Saturday, April 10, 2010
Hello fellow classmates in ETEC 501
Hello ETEC 501 classmates and Professor
My name is Celeste Galipeau-Woods and I am excited to begin our learning journey through the world of e-learning.
I am currently finishing up my Master's degree and teaching credential program in Special Education at CSUSB and I am taking this class to learn more about the e-learning environment because I believe distance learning is quite beneficial to all students, in particular, for students with disabilities since I believe the on-line environemt helps to further breakdown learning barriers, opening up a more level playing field for all students since the internet opens the world to all with just one click!
Currently I work as an RTI in home tutor for LAUSD a.nd also as a graduate assistant in the departmant of Educational Psychology. I am married and have been living with Multiple Sclerosis for over 20 years so everyday I wake up healthy and able to walk, is a good day to me!
Teaching is a gift we are fortunate to share and I really look forward to working with everyone throughout the Spring 2010 quarter and hope to make some meaningful contacts and collaborations.
Take Care
Celeste Galipeau-Woods
My name is Celeste Galipeau-Woods and I am excited to begin our learning journey through the world of e-learning.
I am currently finishing up my Master's degree and teaching credential program in Special Education at CSUSB and I am taking this class to learn more about the e-learning environment because I believe distance learning is quite beneficial to all students, in particular, for students with disabilities since I believe the on-line environemt helps to further breakdown learning barriers, opening up a more level playing field for all students since the internet opens the world to all with just one click!
Currently I work as an RTI in home tutor for LAUSD a.nd also as a graduate assistant in the departmant of Educational Psychology. I am married and have been living with Multiple Sclerosis for over 20 years so everyday I wake up healthy and able to walk, is a good day to me!
Teaching is a gift we are fortunate to share and I really look forward to working with everyone throughout the Spring 2010 quarter and hope to make some meaningful contacts and collaborations.
Take Care
Celeste Galipeau-Woods
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