Dr. Bonk got a shout-out in the New York times tidbit for this week!.....http://www.nytimes.com/2008/02/17/business/17novel.html?_r=1&ex=1360904400&en=1d0f905569d45e41&ei=5088&partner=rssnyt&emc=rss&oref=slogin
I really enjoyed this week's reading because I had no idea until I took this class this sesmester that these sort of tools and services were available. The readings this week really gave new meaning to the term of outsourcing, since this outsourcing is happening at a very basic, consumer level. Tutoring, personal assistants, what is next in the world of consumer service outsourcing? With the price differences that were quoted in the articles this week, I can only imagine that this is a trend that will experience rapid growth.
I was most interested in the LiveMocha.com readings because I think that is such an invaluable tool for those interested in learning a language. I'm inspired to learn something new myself, or at least brush up on my rusty high school Spanish and German!
Monday, December 8, 2008
Wednesday, December 3, 2008
Week 14 - Mobile Learning
For this week, one of the articles that I read was: Traxlar, John (2007, June). Defining, discussing and evaluating mobile learning: The moving finger writes and having writ…. International Review of Research in Open and Distance Learning. 8(1).
From that, I highlighted the top uses, challenges, key points and the way ahead for mobile learning.
Uses:
-technology-driven mobile learning, used to demonstrate technical capabilities
-miniature but portable e-Learning that can be used to re-enact approaches and solutions already used in conventional e-Learning
-connected classroom learning to encourage collaborative learning (ex: interactive whiteboards)
-mobile training and performance support providing just-in-time information for workers, thus increasing productivity
-remote and rural learning where infrastructure challenges exist
Interesting Points:
-mobile learning is often considered informal vs. formal learning-increased access to information and knowledge challenges the role of formal education
-learning that used to be "just-in-case" can now easily be "just-in-time"
-the use of laptops and tablet PCS is not usually considered mobile learning because laptops are not carried as often and automatically as mobile phones and PDAs.
Issues/Challenges:
-mobile learning still has not been properly defined
-no evaluation strategies have been developed that are appropriate for mobile learning initiatives
-there is a lack of standardized terminology within the field of mobile learning-the technology of mobile learning is not easily adapted, updated, or customized; unlike computers
-priorities and infrastructure of existing educational institutions are often not conducive to the growth of mobile learning
Next steps/the way ahead:
-Explore definitions of mobile learning that look at the underlying learner experience vs. just the technology itself.
-Explore and develop evaluation strategies that are appropriate for mobile education.
-Conduct a thorough analysis of moble learning initiatives to date. Determine what has been sucessful and what hasn't. Encourage the growth of promising programs, discard others.
From that, I highlighted the top uses, challenges, key points and the way ahead for mobile learning.
Uses:
-technology-driven mobile learning, used to demonstrate technical capabilities
-miniature but portable e-Learning that can be used to re-enact approaches and solutions already used in conventional e-Learning
-connected classroom learning to encourage collaborative learning (ex: interactive whiteboards)
-mobile training and performance support providing just-in-time information for workers, thus increasing productivity
-remote and rural learning where infrastructure challenges exist
Interesting Points:
-mobile learning is often considered informal vs. formal learning-increased access to information and knowledge challenges the role of formal education
-learning that used to be "just-in-case" can now easily be "just-in-time"
-the use of laptops and tablet PCS is not usually considered mobile learning because laptops are not carried as often and automatically as mobile phones and PDAs.
Issues/Challenges:
-mobile learning still has not been properly defined
-no evaluation strategies have been developed that are appropriate for mobile learning initiatives
-there is a lack of standardized terminology within the field of mobile learning-the technology of mobile learning is not easily adapted, updated, or customized; unlike computers
-priorities and infrastructure of existing educational institutions are often not conducive to the growth of mobile learning
Next steps/the way ahead:
-Explore definitions of mobile learning that look at the underlying learner experience vs. just the technology itself.
-Explore and develop evaluation strategies that are appropriate for mobile education.
-Conduct a thorough analysis of moble learning initiatives to date. Determine what has been sucessful and what hasn't. Encourage the growth of promising programs, discard others.
Week 13 - Podcasting, Webcasting, and Coursecasting
For this week, one of the articles that I read on podcasting was:
Deal, Ashley (2007, June). Podcasting. A Teaching with Technology White Paper. Educause.
This white paper was based on research done on college students' use of podcasts in a higher education setting. Together with a classmate, we developed a top ten list of the most interesting points from the article. They are:
1 - Podcasting archived classroom lectures is arguably the same as webcasting.
2 - Without RSS, they should not be called podcasts (here format helps determine nomenclature).
3 - There were very few measurable educational outcome differences reported for posting lecture podcasts.
4 - There seemed to be very little impact on class attendance.
5 - RSS increased lecture downloads (RSS downloads automatically, even if students aren't actually listening to the podcasts).
6 - "Podcasting offers to extend universities' educational reach more than it offers to improve education itself" (David Malan).
7 - Most students view or listen to podcasts at the computer (not on an MP3 player).
8 - "Podcasting does not contain any inherent value. It is only valuable inasmuch as it helps the instructor and students reach their educational goals" (p12). Here valuable should be read "educationally valuable."
9 - Many of the students involved in the research were very new to subscribing to podcasts (which may be different now, 2 years after the research was originally performed).
10 - The professors thought that students would use lecture podcasts to avoid going to class, while only a very small percentage of students said they had considered this.
Research also shows that most users actually listen to podcasts on their computers, as opposed to downloading them to their iPods, as they are designed for. This completely defeats the purpose of podcasts, since their value is in their portability, allowing for learning on the go, anytime and anywhere.
Deal, Ashley (2007, June). Podcasting. A Teaching with Technology White Paper. Educause.
This white paper was based on research done on college students' use of podcasts in a higher education setting. Together with a classmate, we developed a top ten list of the most interesting points from the article. They are:
1 - Podcasting archived classroom lectures is arguably the same as webcasting.
2 - Without RSS, they should not be called podcasts (here format helps determine nomenclature).
3 - There were very few measurable educational outcome differences reported for posting lecture podcasts.
4 - There seemed to be very little impact on class attendance.
5 - RSS increased lecture downloads (RSS downloads automatically, even if students aren't actually listening to the podcasts).
6 - "Podcasting offers to extend universities' educational reach more than it offers to improve education itself" (David Malan).
7 - Most students view or listen to podcasts at the computer (not on an MP3 player).
8 - "Podcasting does not contain any inherent value. It is only valuable inasmuch as it helps the instructor and students reach their educational goals" (p12). Here valuable should be read "educationally valuable."
9 - Many of the students involved in the research were very new to subscribing to podcasts (which may be different now, 2 years after the research was originally performed).
10 - The professors thought that students would use lecture podcasts to avoid going to class, while only a very small percentage of students said they had considered this.
Research also shows that most users actually listen to podcasts on their computers, as opposed to downloading them to their iPods, as they are designed for. This completely defeats the purpose of podcasts, since their value is in their portability, allowing for learning on the go, anytime and anywhere.
Week 12 - Alternate Reality Learning: Massive Gaming, Virtual Reality, and Simulations
During Week 12, Sarah "Intellagirl" Robbins (http://www.intellagirl.com/) came to speak to our class about using Second Life in education. I have never really used Second Life, so I was amazed watching her navigate through the virtual world. What really struck me though, was that although this is a virtual world, there is very really money behind it! The development of Second Life, purchasing virtual real estate, paying people to build a customized Avatar for you, and the selling of Avatar clothing! Intellagirl relayed several examples of people that actually make their living selling clothing in Second Life.
Intellagirl used Second Life to teach an undergraduate English-composition course at Ball State University. In doing so, she received a lot of media coverage, which she has cleverly leveraged into a consulting, speaking and digital coaching business. In addition, she co-authored Second Life for Dummies with her husband. I am curious as to how businesses may increasingly begin using applications and virtual worlds such as Second Life in real business applications. It is already happening in so many business that are in the technology field, or have younger, more digital-savvy founders. As the "old school" leadership of major corporations retires and is replaced with a younger generation, how will this change the landscape of the business world?
Intellagirl used Second Life to teach an undergraduate English-composition course at Ball State University. In doing so, she received a lot of media coverage, which she has cleverly leveraged into a consulting, speaking and digital coaching business. In addition, she co-authored Second Life for Dummies with her husband. I am curious as to how businesses may increasingly begin using applications and virtual worlds such as Second Life in real business applications. It is already happening in so many business that are in the technology field, or have younger, more digital-savvy founders. As the "old school" leadership of major corporations retires and is replaced with a younger generation, how will this change the landscape of the business world?
Tuesday, December 2, 2008
Week 11 - Educational Blogging
If a blog is essentially used as an online journal, is it really a blog? There are many that say that blogging is defined by the format and process, not by the content of the blog. So, if students are creating educational blogs to track their learning journey, is it really a blog? What if no one reads it?
What are the benefits of educational blogging? This question is often hotly debated. There are many who think that blogging is a useful way of using a tool that students already use and enjoy (social media) to encourage traditional skills such as reading and writing. They point out that blogging is an equalizer, thus giving shy or quiet students a real voice with which to express their thoughts outside the intimidating setting of the classroom. Then there are those who say that assigned blogging is not really blogging, it is a forced experience with no lasting benefits. When the semester is over, students no longer blog.
I tend to agree with the former. I think that students that are hesitant to speak up in class for fear of ridicule still are not going to express themselves freely on a blog that all of their classmates are going to read. And if students want to read and write, they are already doing so. If students dislike reading or writing, they will merely go through the superficial motions of blogging and get it done. Blogging can be used effectively as a way for students to journal what they have learned, but in that case, that's all it is. An online journal. Educators should not place unrealistic expectations on the blogging experience because it usually is no different for students than writing a book report or keeping a handwritten journal.
What are the benefits of educational blogging? This question is often hotly debated. There are many who think that blogging is a useful way of using a tool that students already use and enjoy (social media) to encourage traditional skills such as reading and writing. They point out that blogging is an equalizer, thus giving shy or quiet students a real voice with which to express their thoughts outside the intimidating setting of the classroom. Then there are those who say that assigned blogging is not really blogging, it is a forced experience with no lasting benefits. When the semester is over, students no longer blog.
I tend to agree with the former. I think that students that are hesitant to speak up in class for fear of ridicule still are not going to express themselves freely on a blog that all of their classmates are going to read. And if students want to read and write, they are already doing so. If students dislike reading or writing, they will merely go through the superficial motions of blogging and get it done. Blogging can be used effectively as a way for students to journal what they have learned, but in that case, that's all it is. An online journal. Educators should not place unrealistic expectations on the blogging experience because it usually is no different for students than writing a book report or keeping a handwritten journal.
Week 10: Interactive and Collaborative Learning
For this week's learning on interactive and collaborative learning, one of the articles I read was: Park, Y. J., & Bonk, J. (2007). Is life a Breeze?: A case study for promoting synchronous learning in a blended graduate course. Journal of Online Learning and Teaching (JOLT), 3(3), 307-323. It offered several helpful strategies for encouraging improved online learning. One of the points that impacted me the most was the discussion on assigning different roles to facilitate online discussion. For example, assigning people to be starters, wrappers, debaters, etc. The article mentions over a dozen different roles. This discussion reminded me of two classes that I took this past summer. Both were online courses, the first two online courses that I've ever taken. Both required a fair amount of online discussion using online forums, but the teachers managed the discussions completely differently. One class was broken up into smaller discussion groups of four students each, while the other assigned starters and wrappers but did not utilize smaller groups. There were about 30+ students in the class, and each week quickly turned in to a free-for-all with countless similar postings followed by very superficial comments. The sheer volume of the postings was not conducive to facilitating in-depth discussion, because everyone seemed more concerned with quanitity over quality. Meanwhile, in the class that was broken up into smaller groups was easier to quickly develop a detailed discussion thread within the small group.
I think this situation highlights the pitfalls that so many teachers encounter as they try to navigate the new world of online learning. There are are so many different strategies that there is no real "right way" that is going to work everytime in every situation. Ultimately, the instructor needs to understand their students and their subject matter and create learning experiences that will be beneficial for everyone.
I think this situation highlights the pitfalls that so many teachers encounter as they try to navigate the new world of online learning. There are are so many different strategies that there is no real "right way" that is going to work everytime in every situation. Ultimately, the instructor needs to understand their students and their subject matter and create learning experiences that will be beneficial for everyone.
Wednesday, October 29, 2008
Week 9 - Wikis, Wikipedia, Wikibooks, and Collaborative Writing
Wikibooks and wikipedia are gaining popularity as they are used both as references online, but are also used as a forum for discussion and collaboration online. Several facts and statistics regarding WikiBook were very surprising to me....I was surprised when I heard the statistics that only about 2.5% of Wikibookians are female; although females dominate the number of blogs. Most Wikibookians are relatively young, although the fact that many are educationally-oriented and pursuing a college degree seems to be rather intuitive. There are many differences between how Wikibook novices and experts think about Wikibook and how they used WikiBook; such as that novices usually make superficial, technical edits, while experts make broader content modifications. I was surprised that many novice Wikibookians are motivated by the idea of publishing, since Wikibook is a largely anonymous forum; but that Wikibook experts often publish for the greater good of learning.
Many people are predicting (or hoping!) that Wikibooks will eventually overtake traditional textbooks for educational use, but I don't see that happening anytime soon. Many of the common criticisms of WikiBook are exactly what will keep WikiBook from becoming a dominant force in educational reading. The quality is too widely varied that it is a difficult resource to depend on, and since no one is really in charge on WikiBook, there are no mechanisms to ensure the validity of WikiBooks; although the content is usually quite good.
I think that as long as Wikibooks are recognized for what they are, as a good supplemental resource, and that users understand the limitations of them, they will continue to grow in popularity and use, but will not overtake textbooks.
Many people are predicting (or hoping!) that Wikibooks will eventually overtake traditional textbooks for educational use, but I don't see that happening anytime soon. Many of the common criticisms of WikiBook are exactly what will keep WikiBook from becoming a dominant force in educational reading. The quality is too widely varied that it is a difficult resource to depend on, and since no one is really in charge on WikiBook, there are no mechanisms to ensure the validity of WikiBooks; although the content is usually quite good.
I think that as long as Wikibooks are recognized for what they are, as a good supplemental resource, and that users understand the limitations of them, they will continue to grow in popularity and use, but will not overtake textbooks.
Subscribe to:
Posts (Atom)