Red Queens and Increasing Returns

When I searched for a movie based on a Philip K. Dick book, I downloaded it on my computer from Blockbuster for $2.99. I was permitted to view it within 24 hours digitally. If I purchased this video from a store or from Amazon.com, it would have cost me $4.50 to own. If I went to the library, I could have rented it for free.

Based on Thornburg (2008), two technologies can positively impact each other causing a beneficial competition. Each technology wants to dominate the market share and provide the consumer with the best possible product so that it will be chosen over the other. Consumers enjoy the benefits of the improvements. The term Red Queen, taken from Alice in Wonderland, refers to the actions of the competitors who try to out do each other’s innovations to move ahead in the industry.
Increasing returns, a term coined by Arthur (1996), refers to two technologies that also compete with each other to capitalize on the market share, but one’s strength and domination causes the other to go out of business.
I think that based on my decision to rent the movie on demand, it demonstrates consumer’s interest in the “here and now” mentality that we have been privy to experience. However, there are many people who might go to the library to borrow the movie because it is free and their home DVD player will provide the tool necessary to view the movie on their TV.
If we really want to understand if this competition demonstrates a Red Queen or an Increasing Return, we need to look into the future. I don’t see many people going to the store in a few years and purchasing a DVD player to play their old DVD’s. I do anticipate that movies will continue to be stored digitally and therefore distributed to the consumer on demand. The same analogy occurred with the VHS 8 tracks and the record player. As new technology develops to provide ease of distribution and simpler storage methods, the consumer will continue to buy into that. I believe that eventually the DVD will become extinct and therefore this comparison demonstrates an Increasing returns.
I think that both video on demand and DVDs fall into the enhancing and obsolescing section of McLuhan’s tetrad. Viewing movies without having to leave your home and at the convenience of your schedule, with repeated viewing replaces watching a movie on television and/or going to the movie theatre at specific movie viewing times. They both are making VHS tapes obsolete because of their size and their ability to be used in conjunction with the TV screen or a computer. In addition, they offer better quality, they’re cheaper and they can be easily transported.


I commented on Nina's Blog and Valeria's blog

Resources

Anderson, C. (2004). Chris Anderson of Wired on tech’s long tail [Video]. Retrieved from http://www.ted.com/index.php/talks/
chris_anderson_of_wired_on_tech_s_long_tail.html

Arthur, W. B. (1996). Increasing returns and the new world of business. Harvard Business Review, 74(4), 100−109. Retrieved from the Business Source Complete database.

Thornburg, D. (2008c). Red Queens, butterflies, and strange attractors: Imperfect lenses into emergent technologies. Lake Barrington, IL: Thornburg Center for Space Exploration.

Thornburg, D. (2009). Increasing Returns (Vodcast). Emerging and Future technologies. DVD produced by Laureate Education, Inc. Baltimore.

Thornburg, D. (2009). Red Queens (Vodcast). Emerging and Future technologies. DVD produced by Laureate Education, Inc. Baltimore.

The Disruptive Power of Second Life

Disruptive technology is a term devised by Clayton Christenson at Harvard Business School to describe a new technology that unexpectedly displaces a previously established technology (2008). Second Life fits the criteria of a disruptive technology, because although it has a large following, it has not yet been universally accepted. “Disruptive technology lacks refinement, often has performance problems because it is new, appeals to a limited audience, and may not yet have a proven application” (2008).
After completing a course project, here in Walden University on Second Life, I learned that there are many users who use Second Life and their personal avatar as a means of learning, adventure, socializing, and providing an income. Some even go to work everyday in Second Life and it is there primary source of income. For some users, there is comfort and satisfaction in becoming a new identity and immersing in a community of users in a virtual world that is separate from this world.
This technology perhaps displaced the human interactions of a real world. Many of the same human functions are experienced in the community of virtual world users including education, socializing, shopping, entertainment, and travel. In our world, reading a book encourages one to conjure up images, and teaches one to fantasize about a different moment in time and it offers an escape from the reality.
It is hard to say how long it will take for another technology to take the place of Second Life. It is still possible for Second Life to attract more businesses and users and become a sustaining technology as it grows and matures economically.
Socially, the users of Second Life can meet and interact with other members of the community all over the islands. They can gather for a concert, meeting or a museum visit. They can communicate though the keyboard but can remain real world anonymous. When I first learned about Second Life I held out hope that it would be something my high school students would enjoy and be motivated to learn. However, after my initial experience, I do not see its application in an already packed curriculum. I think it is too complicated and too far-fetched for literal minds. I also wouldn’t want a high school student to encounter a weirdo online and experience the implications of that encounter. It is possible and probable to assign a unit of learning to college level students who would be willing to spend the time to learn the program and venture into a world of unknowns. I am certain that they would have a unique experience.

I posted comments on Marion and Lou's Blog.




References:

Christensen, C. (2002). The innovation economy: How technology is transforming existing industries and creating new ones [Video]. Retrieved from http://mitworld.mit.edu/video/108.

Connell, K. (2011). Second Life Final Project [Video]. Retrieved from http://karenconnell10.blogspot.com/2011_02_01_archive.html


Disruptive Technologies (2008). Retrieved from http://whatis.techtarget.com/definition/0,,sid9_gci945822,00.html

Rosedale, P. (2008). Philip Rosedale on Second Life [Video]. Retrieved from http://www.ted.com/index.php/talks/the_inspiration_of_second_life.html.

Rhymes of History

Rhymes of History

A Rhyme of history represents a natural human propensity to be fulfilled with the current available technology. For example, according to Thornburg (2009), years ago the desire to meet and socialize with other folks in the town was fulfilled by going to the local watering hole. Now, today we can fulfill that need to share our thoughts, our days’ events or just communicate small talk with others by using any one of the social networking sites such as Facebook, Facetime or Skype.
Another need that has historically been met with time is the desire to document family life. In the past, families would pass on stories from generation to generation so that the family traditions would remain alive and future generations would have an understanding from whom they descended. Of late, families would collect pictures and create scrapbooks to document family occasions, such as the birth of child, a graduation or a special occasion. Now, today with the availability of digital cameras, families can document and save their precious moments with http://www.shutterfly.com/ or http://www.snapfish.com/snapfish/ These easy to use sites help the user to create books, store pictures and share memories digitally with friends and family.
In Kelly’s speech, “The Next 5000 days on the Web,” he refers to his prediction of how the web will be transformed with embodiment, restructuring, and codependency. I can relate to the codependency easily as I use the computer, the web and all of its connection capabilities for just about all of my interactions with content, experts and friends. The restructuring and the embodiment of the web is a bit more abstract to follow, but according to Kelly, he predicts that the “One”, meaning us or humans will be integrated into the web in such a way that the web will be defined by us. In his final statements, he mentions more concretely that “to share is to gain” and from this we can remind ourselves that we will be the greatest most valuable source for the future of the web.
Resources:

Kelly, K. (2007, December). Kevin Kelly on the next 5,000 days of the Web [Speech]. Speech delivered at the EG 2007 Conference, Los Angeles. Retrieved from http://www.ted.com/index.php/talks/kevin_kelly_on_the_next_5_000_days_of_the_web.html

Thornburg, D. (2009). Rhymes of History (Vodcast). Emerging and Future technologies. DVD produced by Laureate Education, Inc. Baltimore.




I posted comments on Neena's blog and on Sandra's blog.

Emergent Technologies

The DVD player might be collecting dust on the TV stands these days now with the onset of digital programming, streaming videos and online rental companies such as Netflix. For this post, I prepared a tetrad of reflections on how and why the DVD player was an emerging technology.

Emergent Technology

Emergent Technology

A current technology that has emerged in the last few years at my school is the Smart Board. This dynamic tool has transformed how I teach and how my students learn. Some positive changes include the easy storage and retrieval of class notes, lessons and files. Electronically driven, I don’t need to end my day with chalk on my hands or my clothes. Lessons can be prepared and mapped out ahead of time to include multimedia files that include podcasts, videos, simulations, games, interactive activities and links to effective and appropriate Internet sites. As a teacher of mathematics for over 15 years, I am excited and motivated to keep current with technology and learning. Through the use of the Smart Board, students can visualize, hear and kinesthetically involve themselves with their learning by manipulating objects on the Smart Board. The Smart Board, when used effectively offers opportunities for the expansion of learning that was previously not possible with the linear traditional approach limited to a blackboard and chalk.
Some problems or challenges that have been associated with this technology are the lack of teacher training, the expense of the replacement light bulb for the projector, the expense of the entire unit, and the resistance among teachers who are not willing to transition to use a new technology in their classroom. Each of these problems, have been addressed in time and slowly the Smart Board has been accepted among the majority of the staff. I believe that teachers may be have been resistant because of the need for time to learn how to use it correctly. The administrators listened to the needs of our staff and have provided the staff with several experts to support its use.
The societal needs that are met are evident in the use of the multimedia technology. The benefits are endless! Students can connect to other resources on the web to gain a wider knowledge base outside of their textbook, each other and their teacher. Diverse student learners with specific IEP’s can get a copy of class notes, either as a template prior to beginning of class or with teacher writing after the completion of a class. The many learning styles are addressed with the use of multi-media infused tools and the options to display notes in color, with diagrams, images and links to demonstrate content in a way visually appealing for learning. The students themselves have told me that they have seen a change in their learning when they are in a classroom where the teacher uses the Smart Board effectively.
This technology would be even better, if it didn’t require an expensive light bulb replacement. I have been told that in my classroom, the bulb lasts for 1500 hours and cost $1000. It would be better if in a dream world each student had a mini Smart Board similar to the Ipad to retrieve the lessons and use a touch screen to activate their learning simultaneously with the instructor. In addition, to help motivate teachers to accept the use of this technology and to implement it into their lessons, perhaps a technology teacher can be designated in each discipline to help create lessons based on the needs of the teacher and the content. As it is now, Smart Technologies has created a link on its web site to offer support for educators and a place to upload and share lessons.

I posted my comments: http://nursingismybag.Blogspot.com
and http://enftechblog.blogspot.com/

References
http://www.Gadzooki.com (May, 2011) Retrieved from
http://www.gadzooki.com/tech-news/the-generation-of-grade-school-gadgetry-a-smart-board-in-every-classroom-try-20/

Learning in a Digital World

My Philosophy of Learning

Learning is a personal quest for knowledge. It should be self-directed yet fostered by connections created in a personal learning environment. Learning is an ongoing cognitive process that can be stimulated by the dynamic interactivity of events, people, organizations, technology, content and the learner. Technology provides the tools to ensure this dynamic interactivity between the learner and his learning environment. Critical components of learning include the willingness and the ability of the student to reason and to communicate with other learners, the instructor and the content. Teachers in both a face-to-face and online environment need to create a positive environment conducive for learning. Some non-negotiable aspects of an appropriate learning environment are building trust, respect and appreciation for the participants, the content and the tools provided.

The stagnancy of content that is transpired linearly contrasts with cyclical learning produced when an instructor or learner utilizes technology to activate its powerful tools for retrieving, storing, sharing and constructing knowledge among communities, individuals, organizations or small groups. It is the responsibility of the instructor to understand how the students learn, to recognize their weaknesses and strengths and to provide feedback whenever feasible. It is the responsibility of the learner to actively engage in the construction of knowledge and be cognizant of changes in our environment that can dictate our choices. Learners need to be skilled at sifting through information and finding valid and reliable sources. Learning is an ongoing endeavor that shapes who we are as individuals and as a society. It is awesome to learn something new and is even better when we spread the news!

I commented on Aimee's Blog http://cothran7105.blogspot.com/

and Kevin Steele's Blog http://kmsteele.blogspot.com/

New Technologies

A situation I can think of in which I have encouraged people to use a new technology occurred in my high school two years ago when our district purchased Smart boards. The initial use of a Smart board in a classroom can be overwhelming and extremely time consuming. Some colleagues didn’t see the point in changing what was already working in their classroom. Some didn’t want to invest extra time to prepare lessons to use on the Smart board or to spend time training to become more comfortable with its use. Some were disappointed in their inability to make lessons work the way they intended. Their attitudes ranged from resentment towards administration for making them use a Smart board to frustration for not having enough training to make it work effectively in their classrooms. They definitely lacked confidence and they needed to see the value of investing their time.
There are a couple of things I could do using Keller’s ARCS model to help motivate my colleagues to encourage success. As an attention getter activity, I might demonstrate its usefulness at a department meeting by inviting colleagues to show model lessons that make use of some of the interacting features. In order to establish relevance, I would show my colleagues how it has drastically changed my teaching. I would model for them some of the techniques I currently use and show them how implementing its use has been worth it. I would also show them how different software such as the geometer sketchpad and the graphing calculator; both tools that they are familiar with can be easily used in their classrooms, without any cumbersome overhead projector. I would also show them how the use of the Smart board allows for creativity and choice in their lesson design. Next, in following with Keller’s ARCS model, I would help set up a strategic plan to help grow confidence in its use. I think that teachers who try a new technology need to have active support at all times so that they don’t feel defeated. I would also show them ways to download ready made lessons from teacher supported web sites and set up a teacher wiki for the colleagues in our department to share their lessons. I would explain to them that although it is a big learning curve, eventually storing files for later use would save time in the long run. Lastly to promote satisfaction, I would encourage our administration to conduct a hands-on training for teachers to be better prepared and five them opportunities to prepare sample lessons, try different features and ask questions from an expert.


I commented on Joshua's blog
http://shermanlearningtheoryandedtech.blogspot.com/

and on Jerri Anne's blog: http://jeriannking.blogspot.com


References:

Keller, J. (2011). ARCS Model of Motivational design (Keller) at Learning-Theories.com.
Retrieved from http://www.learning-theories.com/kellers-arcs-model-of-motivational-design.html

Connectivism

This activity has helped me to visualize my personal learning network. I have always relied on colleagues, textbooks and Google searches for assistance and gaining knowledge. But, due to the addition of so many enriched communities, plentiful resources and technological tools, my learning has gained so much more depth. It is very motivating for me to realize that topics I am interested in pursuing can be shared with other educators across the globe.
The digital tools that currently best facilitate learning for me are Skype, wikis, and Google docs. I would like to familiarize myself with edmodo.com, edu.glogster.com and diigo.com and use them more readily on a regular basis in my field of education.
When I have questions, I generally continue to refine my search or use the advice of people, such as those in my field, my peers, fellow bloggers or experts who can assist me in directing me to find the answer.

I posted comments on Kristin's Blog and Aderonk's Blog
http://ktemplesedu7105.blogspot.com/
http://baedutech.blogspot.com/


References:

Siemens, G., Tittenberger, P. (2009). Handbook of emerging
technologies for learning. Retrieved from http://umanitoba.ca/learning_technologies/cetl/HETL.pdf

Collaboration, Technology and Constructivism

Mod 3 Collaboration

I do believe that the majority of humans have a basic instinct to interact and work as a group. Just recently, my daughter completed a comprehensive study of her aptitudes so that she might be better informed in making decisions for her major in college and her career path. We visited the Johnson O’Connor Research Foundation, and while conferencing about her results, we not only learned about her personal aptitudes for doing things but we also learned that she fell into the 7% population that would prefer to work independently rather than the 93% who would prefer to work collaboratively. That doesn’t necessarily mean she doesn’t enjoy other people, it simply means that she would rather complete tasks on her own terms so owning her own business is her forte. As a teacher and a parent listening to the results, it made me realize that almost everyone would much rather work in the collaborative setting doing a small part to achieve a common goal.

According to Rheingold, cooperation is based on trust. If you can prove to be trustworthy when interacting with another person then a sense of cooperation can evolve. The reference to prisoners’ dilemma that was used in his video justifies one’s desire to co-depend. If we can rely on each other and come to some semblance of agreement then the prisoner’s dilemma would become “the assurance game” and the path to success would be more doable.

The instantaneous availability and wealth of knowledge improved by the onset of the Internet has changed the way students can access and process information. But the real change in how students learn is brought about by the interaction with other learners as knowledge is built upon the exchange of creative ideas facilitated by the growth in technology. Technologies that include email, wikis, blogs, Google Docs, synchronized chats, Skype, and discussion forums invite learners to have synchronous and asynchronous learning experiences that allow for global exchange of ideas. The constructivist theory of learning is based on making connections and establishing meaning in the process of learning.

The Internet and its collaborative efforts invites students to be more self-directed learners. With the use of hypertext, students can direct their learning by selectively choosing their path or discovery. Hypertext also integrates visual, audio and textual modalities that assist in accommodating various learning styles. The resources available online that include libraries of databases, research articles, journals, eBooks, videos, podcasts and more facilitates inquiry by inviting the learners to make their own selection of documents to retrieve.

The constructivist theory encourages learners to actively engage learners in their process of learning and one such strategy is to incorporate collaborative learning. Technology can help foster collaboration by helping to link students who share a common goal or interest. For example, in distance education, students from around the world, separated by time and location can be brought together in the shared computer space to communicate, share knowledge and learn from each other. The use of group discussions also offer opportunities for learners to reflect about their previous experiences and it helps promote non-bias communication. Some students might not speak in a face-to-face situation but might freely contribute in technology related collaboration.
A three study conducted by Musanti and Pence (2010) on collaboration and teacher development was created to help in-service teachers better address the needs of their ELL students in their classrooms. Their findings indicate that the teachers were able to collectively construct knowledge and overcome feelings of isolation.

Comments were added to the following two blogs:
http://cothran7105.blogspot.com/
http://crjoneswaldenu.blogspot.com/

Resources:
California Adult Literacy Professional Development Program. (nd). How Does Technology Facilitate Constructivist Learning? Retrieved from: http://www.calpro-online.org/eric/docs/brown/brown01_05.pdf

Musanti, Sandra I.; Pence, Lucretia (2010). Collaboration and teacher development: Unpacking resistance, constructing knowledge, and navigating identities. Teacher Education Quarterly. 37(1). p73-89, 17p Retrieved from: http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?vid=6&hid=12&sid=35ca8079-1f35-481a-8d95-4aea83a2a92f%40sessionmgr12

Rheingold, H. (2008, February). Howard Rheingold on collaboration [Video file]. Retrieved from 
http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html

Cognitivism and Learning Theory

Cognitivism and Learning Theory


Both cognitivism and behaviorism play a role in our classrooms today. The behaviorist theory transcends into a teaching method that is teacher-centered. Perhaps the teacher creates a lesson that includes lecture, notes, demonstrations and modeling. The cognitivist theory is more student-centered, where students actively pursue their own learning. They complete their own research, collaborate with peers, and participate in self-reflection, self-assessment and group discussions. Both of these learning theories, cognitivism and behaviorism provide different approaches for teachers to choose and implement appropriately with their students.

According to Kerr (2007), “Because how else could we have a big change without a theory to justify it and help us think about it?” This thought provoking question invites us to see why learning theories are so imperative for helping teachers to reflect on the effectiveness of their instructional methods. I also think that with the exponential growth of information available on the computer, we are presently living a change in the educational process. Students are able to access information online and participate in blogs, discussions, and wikis. The cognitivist approach to understanding learning where the student is self-directing is evident in distance learning. In the traditional classroom, teachers can implement problem-based learning that would support the cognitivist theory or a teacher can use a more structured design that would help a more needy group of learners.

For me, teaching seems to improve with the more information I can gather. This includes learning as much information about my students, learning as much information about learning theories, learning as many tricks of the trade, and as many technological tools I can integrate into my classroom instruction. Nothing stays stagnant. All learning and interactions should be dynamic and up to date with the changing world around us.
Kapp (2007) summed it up well, when he stated, “Cognitivism doesn’t explain 100% how humans process information and neither does constructivism or behaviorism. What we need is to take the best from each philosophy and use it wisely to create solid educational experiences for our learners. “
References
Kerr, B. (2007, January 1). isms as filter, not blinker Retrieved from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html
Kapp, K. (2007, January 2). Out and about: Discussion on educational schools of thought [Web log post]. Retrieved from http://www.kaplaneduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/

Siemens's Metaphors of Educators

Critique Siemens’s “metaphors of educators.” Which of these metaphors best describes the role you believe an instructor should take in a digital classroom or workplace? Is there a better metaphor to reflect your view of the role of instructors?

Siemens (2008) notes that access to information is steadily increasing as learners choose to embrace technology. The role of the educator and learner is evolving as both are faced to adapt to these changes. Siemens (2008), offers four models or “metaphors of educators” which distinctly express the role of the educator and learner to address these changes.

John Seely Brown (2006) describes learning as “enculturation into a practice.” The most relevant attribute of this model is that student learning is not limited to the expertise of the instructor.
All of the students can learn from each other and their participation and sharing with other class members is imperative for its success. The educator is considered the “master artist” (Siemens, 2008), while the students are developing artists who can create their own original and innovative pieces. In my opinion, this model would work best with content that encourages divergent thought. For example, I might see this theory work best in an English class or an Art class where the learner is invited to gather information and then present an independent project that demonstrates the learning content in an individual way. In a subjective class, such as math or science, the demonstration of mathematical or scientific concepts might not lend itself as well to this model.
Clarence Fisher (n.d.), emphasizes the use of learning networks and building connections to assist students in satisfying objectives for a particular course of study (Siemens, 2008). Instructors would give the students the responsibility to find and make connections, and then evaluate them to be sure there is quality interactions and conceptual understanding. In this technological changing learning environment, students can research, seek and sort out their own information and strive to make connections among their findings. I think this model lends itself to many disciplines. Regardless of the topic, information is readily available, but must be sifted through to determine its reliability and relevance. This video best illustrates this concept
and can be linked here: http://youtu.be/XwM4ieFOotA
An entry on Stephen Downe’s (2007) blog posted his opinion on the meaning of connectivism.
http://halfanhour.blogspot.com/2007/02/what-connectivism-is.html
In this post, he describes the pedagogy of connectivism as a model that seeks to access networks which are characterized as diverse, autonomous, open and connected (2007).

The third model, presented by Curtis Bank (2007), speaks about the educator as the concierge or the person who points the learner into the right direction. Too often, students can get lost or distracted in the quest for knowledge and may need assistance in sorting through what should be the focus. This model includes time for teacher led instruction and student led discoveries. It may be the balance that students need to help guide them.

The fourth model, educator as a curator, presented by Siemens (2008), suggests that educators must have a dual role of experts and guides. The expert must be competent in his field and be able to guide the learner independently to discover and explore their learning. This model makes the most sense to me as an educator. Too often students find discovery and exploration overwhelming and difficult. Instructors should be prepared and patient to anticipate students needs yet direct those who request assistance.

Which of these metaphors best describes the role you believe an instructor should take in a digital classroom or workplace?

The metaphor that best describes the role an instructor should take into the digital classroom is the educator as the curator. In my opinion, the students in today’s society desire to be in the presence of educated and expert people who can assist them and coach them to make effective use of the changing technological opportunities.


References:


Downes, S. (2007, February). Half and Hour. What Connectivism is?
Retrieved from
http://halfanhour.blogspot.com/2007/02/what-connectivism-is.html
Siemens, G. (2008, January 27). Learning and knowing in networks: Changing roles
for educators and designers. Paper Presented to ITFORUM. Retrieved from
http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf

http://youtu.be/XwM4ieFOotA

Second Life Final Project

Static and Dynamic Technologies

According to Moller (2008), the static end of the continuum is consistent with the learner capturing information via podcasts, videocasts, web pages or any form of written text.  As the instructor responsible for getting information across to our students, we all have some form of static use of technology included in our lesson design.  Moller (2008) argues that between the static and dynamic lays a middle ground that allows the user to analyze, contribute, synthesize, reflect and argue thereby creating new knowledge.  This can be achieved with the use of technological tools such as wikis, blogs, discussion boards or chat spaces.  At this point in my career, I do not use a wiki, blog or discussion board for any of my classes, but I do see its collaborative potential and use in the near future.  Although I don’t use these technological tools, I do strive for analysis, contribution, reflection, synthesis and discussion among my students if they are in cooperative groups, in a class discussion or elaborating on class projects.  The other end of the continuum, according to Moller (2008) is the dynamic use of technology that provides opportunities to explore, think, analyze, create and experiment.  These higher-level learning skills allow students to become less dependent on the instructor and more self-motivated.  It’s always a good day when a student can say: “I figured it out!”  These dynamic technologies that help foster the engagement of our learners to be independent thinkers are exemplified in virtual simulations, gaming, multi-user environments and constructivist’s applications (Moller, 2008).  In a high school math class there are daily struggles with diverse learners just trying to grasp procedural knowledge and practice in 42 minutes each day.  The learning environment in a traditional classroom is not presently conducive for online virtual simulations.  However, in my computer programming class, where each student sits behind their own computer, he or she has ample opportunity to conjecture, manipulate and independently learn at their own pace.  Honestly, I love teaching that class, because my students determine their own learning.  Although they are guided, they make use of gaming, virtual simulations, and live a constructivist approach to learning the programming languages of Java and Visual Basic. 

In order for me to move into the dynamic use of technologies for my math students, I have to think creatively and be willing to let go of the traditional approach I am so accustomed to following.  I don’t want to adopt technologies unless they make a difference in their learning.  So initially, I would probably design a group project that would give students an opportunity to construct knowledge independent of my instruction and capitalizing on the technology I can find that would be appropriate for their use and level.  According to an interesting blog from Discovery Education (2010) wikis “encourage the four C’s (critical thinking, communication, collaboration and creativity) and keep kids motivated to do their work.”  In addition, “they are dynamic entities that take on a life of their own and outlast static reports and displays” (Discovery Education, 2010).   I think the easiest way to immerse in the dynamic end of the continuum is to create a wiki for my class and give my students an ongoing method to collaborate and produce audio, video and images to support their learning. 

References

Discovery Education (March 31, 2010). Web 20.10 Blog –Wikis Retrieved form

http://web2010.discoveryeducation.com/blog/index.cfm/2010/3/31/Web-2010-Blog--Wikis

Moller, L. (2008). Static and dynamic technological tools. (Unpublished paper). Laureate Education, Inc., Baltimore.

Technological Tools and Strategies to Help Engage the Online Learner

There are many technological tools learners are using outside the face-to-face classrooms to complement the educational online learning environment.  Effective teaching strategies centered on communication, content and collaboration are more easily integrated with the use of today’s technology tools. 

Content can be found in many journals, scholarly articles, periodicals, books, websites, blogs, and videos, in online libraries across the Internet. There are many hosted media sharing cites that allow users to post and share their audio and or video presentations.  Students can sign up for scheduled webinars that teach and instruct content of specific nature.  TeacherTube or YouTube provides the opportunity for users to upload video files and Slideshare allows for PowerPoint presentations to be shared among users.

Collaboration is enhanced with the use of wikis, social networking sites, student moderators and problem–based learning projects.  According to Durrington, Berryhill and Swafford (2006), one of the suggested strategies that foster student interactivity is problem-based learning.  Because this is very challenging for both the students and the instructor, both asynchronous and synchronous opportunities are imperative for students to post and discuss their findings.  The advantage to using synchronous method of communication, according to Education Blog (2003), is it provides instant feedback for student’s performance.  The advantage to using asynchronous mode of online education is it gives flexibility of more time for students to work with their members.  The use of collaborative wikis provides a blank slate for students to add and share content, give peer assessments and coordinate decisions on project-based tasks.  Other technological tools that help coordinate collaborative efforts are the use of social networking sites such as Facebook, VideoChat, Skype and Twitter.  Although these sites couple as communication tools, they provide an integral part of the collaboration process.  Lastly, the use of a student moderator helps to motivate students in an online community to build relationships, generate new ideas, and develop pride and ownership in their growth as a group with a designated purpose. 

Communication is fostered by several online technological tools as well as by personal cell phones.  The use of email, texting and or instant messaging allows students to communicate with other students and get feedback with or without sharing it with the rest of the group.  Blogs allow users, both instructors and students to post content and comments on user content which helps taper or expand learning among the users.  The use of voice, video or web conferencing is an exciting way to share ideas and communicate in real time.  Lastly, discussion boards provide a means for students and instructors to share their personal experiences as it relates to the given content.  Instructors can respond to various posts and provoke further discussion on selected ideas. 

References

Durrington, V. A., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment.  College Teaching, 54(1), 190-193. Retrieved from EBSCOhost.

Anderson, T. (Ed.). (2008). The theory and practice of online learning (2nd ed.). Edmonton, AB: Athabasca University Press.

Siemens, G. (2007, September). Podcast. Curatorial Teaching. Retrieved from http://learnonline.wordpress.com/2007/09/20/10-minute-lecture-george-siemens-curatorial-teaching/

Educational Blog  Retrieved from http://www.tangoseduction.com/tag/means-of-communication/

Collaborative Learning Communities

From my own experiences, in a classroom setting, assessment of participation in a collaborative group is evaluated with a well thought out rubric designed to give students and teachers levels of expectations and  criteria for success in a task.  I think that participation in a learning community should be assessed in a similar way.  Students and instructors must have a mutual understanding of the expectations with open lines of communication so that tasks are completed by everyone in the community.  I also think that participation assessment can be achieved by inviting students to assess each other.  No professor can really know everything that occurred in a collaborative community unless the professor is one of the members.  What better way for participation to be monitored than by the students themselves.  According to Siemens (2008), educators and learners can assess each other with a rating scheme.  

Varying levels of skill and knowledge helps broaden the learning by inviting members to share information, insight or suggestions  that would not be gotten without diversity in the group.  I like to think that a rich learning experience is the reward rather than the "mark" assigned at the completion of a task.  Siemens (2008) would agree when he says that students learning is assessed with direct comments and feedback from the communities.  It is fair to say that the traditional grading with numbers or letters does not satisfy assessment in collaborative communities.  According to Swan (2004), "ongoing assessment of student performance is linked to immediate feedback," and she suggests implications for best practice would be to develop learning modules that create opportunities for students to get enrichment or remediation depending on their skill level.  

According to Downes (1998), one of the keys to a successful online community is ownership.  Members are responsible for its growth and development.  "It is a shared and constructed environment, where the members along with organizers play roughly equal roles in content creation" (Downes, 1998).  If a student doesn't want to network or collaborate in a learning community for an online course, members should continue on without that person but try to offer support and persuasion to that  person to get them to participate.  It is the role of the instructor to distinguish a non-participant and make a decision determining consequences.  If the person is not interested in being an active participant in a community, I suggest the removal of the individual from the group.  I have taken students out of a group if I felt they were negatively affecting the outcome of a group.  I have found that group dynamics, lack of interest or motivation are some of the reasons for student removal from a group.  The impact on the assessment would be predetermined by the rubric.  If a task offers students opportunities to  earn points for group participation and a member has been dismissed by an instructor, then that student forfeits those points from the rubric.  The community of learners that remain will be better able to focus on their task.  

References:

Downes, S., (1998).  The Future of online learning.  Online Journal of Distance Learning Administration, 1(3).  Retrieved from 

http://www.westga.edu/%7Edistance/ojdla/fall1998/downes13.html

Siemens, G. (2008).  Assessment of collaborative learning. (Vodcast). Principles of

        Distance Education DVD produced by Laureate Education, Inc., Baltimore.

Siemens, G.  (2008). Learning communities. (Vodcast). Principles of Distance Education DVD produced by Laureate Education, Inc., Baltimore.

Swan, K. (2004). Relationships between interactions and learning environments.  The Sloan Consortium. 

        Retrieved from  http://sloanconsortium.org/publications/books/pdf/interactions.pdf

Video Storyboard: Impact of Second Life on learning outcomes, student engagement, motivation and collaboration

Storyboard for video presentation.

Topic: Discuss the impact of Second Life on learning outcomes, student engagement, motivation and collaboration.

Points to address:                           Details Included:                      Implementation:

Key aspects	1.     Brief History and background information 2.     Description to explain concept	1.     Scrolling  Document similar to credits 2.     Sample snapshot from YouTube.com
Comparison to other social media	1. Demonstrate 3 major differences	1.  Live video clip of facebook,and email  gaming and then phase in attributes of an avatar
Why does it attract users in business, education and independent entrepeneurs?	1.     Demonstrate how it holds potential in the business world with 5 distinct incentives 2.     Demonstrate how using Second Life can offer a flexible learning environment for both learner and teacher.	1.     Live video clip showing each of the 5 incentives from the real world 2.     Live video clip depicting pedagogical learning with  graphical designs
Best Practices	1.  Explain and demonstrate how the authentic application of Second Life was used to engage participants in 3D geometry	1. Live video clip showing concept of fractal design by hand but then cut to more complex images found on web.               2.  demonstrate the power of Linden scripting to create 3D fractals verses 2D found on the web.
Student learning outcomes, engagement, motivation and collaboration	1.     Demonstrate how using Second Life offers : a.     enriched learning experiences b.     strong social presence c.      multi-level interaction d.     promotion of constructivism e.     enriched use of multimedia resources	1.     Live video clip showing students engaged in virtual world assignment 2.     Show quick clips of 2 universities that have embraced this technology.
Need for improvement, and  possibilities for the future	Discuss challenges and future implications	1. Voice in background with list of challenges and future implications on screen.