Revised Video Presentation

I made a view revisions to my original video like adding music (which I finally figured out how to do) and adding more clips of my students playing games in class.

Video Presentation: Games in Education

Classmates mindmaps that I liked

I liked Sarah's mindmap on the static end of her technologies she used the overhead projector (something that I think I used a few times until I got my laptop and started using the Smart Board) and letters. On the dynamic side she used the example of PDA for content. These are things that I didn't even think to put on my mind map.

http://roadierider54.wikispaces.com/file/view/MindmapCrawfordS.doc

I also liked LaVerne's mind map, for static technologies she had lectures and online class notes.

https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEguvzguffBOQ05ARRYWLOr8ZnN_IlxiKh0ODrDiB-ewt47IVBn0Ode-bh64PHu_gao7Tb8a5p3a2iQQ4zZGnMdeGXHqsGcDD5PFCsuQM7gZYyC9JZu5V3ukuHcXTfjusFFpmluz0OGIh2U/s1600-h/MindMap,_MartinL.png

Module 5

I have to admit that I'm very much stuck in teaching in static technology. I love technology and I use the available technology in the classroom ie. smartboard, cps, online games, but that's where the technology ends. I never thought to use blogging in my class, especially when I taught English. I think this would've been a great way to let students express their thoughts or maybe even a wiki space. Since taking this class I have begun to think of new ways to incorporate technology into my class other than online math games. I'm teaching a scripted remedial math program to our special ed students and it really doesn't offer any leeway to teaching the class. I have done some video, where the students teach the lessons, but I think that's still static technology. I have shared some ideas to my neighboring co-worker who teaches technology. She already uses wikis to share her lessons to her students but I showed her the wiki I have for my other class where we post our assignments and she liked it and is going to try a similar thing for her classes.

I am open to any suggestions on how to use dynamic technologies in my class.


Link to my mind map


http://scromwell.pbworks.com/Mind-Map#view=page

Module 4

The instructor sets the stage for engaging learners. Engaging learners online is very important, “learning frequently takes place between pairs or among groups of individuals” (Shea, Li, Swan & Pickett, 2005)). Communications between students and instructors keeps the online students actively engaged and have a sense of community. The instructor should be a role model for what he expect from his students, timely communication, moderator of discussions, and helping students transition from face to face instruction to the online environment.

There are several ways that instructors can actively engage students. Teacher led discussions, where the teacher selects the topic and the students respond on the topic and to each other, sharing insight and suggestions. The instructor can help discussions along by asking questions or commenting (this is also helpful for students to see what kind questions they should be asking each other. There are also student led discussion, where the student picks the topic, and makes the rubric and their fellow classmates have to respond to that topic. I like the idea of student led discussions; it makes the students feel more apart of the class. With class sizes my suggestion would be to break the class into groups and everybody in that group leads a discussion, so that everybody has a chance to decide the topic. Instructors can also group students to do problem based learning. Where the group is given a problem and the students as a group have to come up with a solution.

As an instructor you have to know when your help is needed and when to step back and let the students figure it out on their own. To do this the instructor has to get to know their students, maybe give an assignment to see how much students know about online environments. Depending on the students experience would depend on how much help the instructor may give, especially on the technical aspect of taking an online course. Having students working in groups, I would think that the instructor would sit back and let the group try to work out any problems that may come up and only intervene when the group asks for help or if he feels that the group is on the wrong path.

References:

Shea, P., Li, C. S., Swan, K., & Pickett, A. (2005, December). Developing Learning Community In Online Asynchronous College Courses: The Role Of Teaching Presence. Journal of Asynchronous Learning Networks, 9(4).




This is the link to my graphic organizer.

http://scromwell.pbworks.com/Principles-of-Distance-Learning

Video Presentation Redo

Segment 1

-The impact of games on education

Segment 2

-Motivation

-what motivates students to play games

-what motivates teachers to use games in class

Segment 3

-How do games improve students skills and knowledge

Segment 4

-What types of games are out there for certain subjects

Segment 5

-How do you find the right game for your class and lessons

Assessing Collaborative Efforts Module 3

Collaboration in a learning community should be assessed by both the teacher and the students, especially in small groups. When working in a group it’s easy to turn in a great finished project but everybody didn’t participate, by both the students and teacher assessing the projects, you would see more of a fair grade. The level of skill and knowledge that students bring to any class varies, it’s harder for a teacher to know this with an online course. Having a pre-assessment to see where each students stand would be a good way to get a feel of the class. It also gives teachers an insight on what to expect from the student and where you want the student to be by the end of the class.

Some students rather work alone, they feel that they won’t shine if their in a group setting. “Do not assume that students will jump at the opportunity to collaborate” (Palloff and Pratt, 2005). By making collaboration a requirement, makes these students have to participate. Giving students’ work that would be graded individually helps them feel comfortable. Most of the students who prefer to work alone have a lot to offer to a group so as an instructor you want them to be able to voice their opinions. As a group member you have to realize that everybody does not want to work in a group and let your group member be in on all assignments and allow them to choose what role they would like to play.

Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco: Jossey-Bass.

Video Presentation Module 3

I made up a power point presentation and now I can't figure out how to post it to the blog, if anyone knows how to do this please let me know.



Here's my basic outline



Games



Student Motivations



Teacher Motivations



Student Improvements



Types of games (each subject area)



What to look for when incorporating games

I love using games in my class I usually make up my own games. But doing research on this topic I have found some interesting games that could be used in the classroom especially for social studies. I am still trying to get all the facts together and I'm still not completely sure whether I'm on the right track, I'm going to email a copy of my presentation to you and see if you have any suggestions.

Acceptance of Distance Education

I agree with Mr. Siemens that distance education is becoming an acceptable way to earn a degree. Distance education has been around a long time, but gone are the days when we send for our class work and have to mail in our completed assignment. We still have people who believe that online courses are no match for the traditional class rooms; they believe that you do not have to do as much work to earn the degrees. I have to disagree its actually more work and more time consuming. The acceptance of distance education has come from the acceptance of the internet, social networks, and online instant messaging. We know longer just have friends that we met in school or at work, we have friends from all over the world, due to the emergence of the internet. These tools have made it much easier for us to communicate not only personally but in business as well.

In Betty’s Blog on teacher lingo, her blog, Getting ahead with online courses, (http://teacherlingo.com/blogs/bettyb/archive/2009/04/18/getting-ahead-with-online-courses.aspx), she tells how online courses have made it easier for adults to go back to school to get a degree, while maintaining a job and a family. I totally agree that distance education has made it easier for us to go back to school and earn a degree while not totally interrupting our day to day lives.

In Mathcoach1’s blog, Secondary Education: OnLine Courses (http://teacherlingo.com/blogs/mathcoach1/archive/2008/02/11/secondary-education-online-courses.aspx), he talks about requiring high school students to take at least one on-line course before graduating, to give them the experience since so many students are now choosing online courses. I never really thought about this, but as educators we are supposed to prepare our students for the future. In this blog he said many students believe that online courses are easier than the traditional classroom setting. In some cases that may be true, but you have to be disciplined to take an online course because you are basically working independently. With online courses your do a whole more reading and research since you don’t have the instructor or classmates readily available to answer questions.

The Next Generation of Distance Education

I agree that education has to evolve with times. In today's society almost everybody has access to a computer and internet. Gone are the days when distance education meant sending correspondence through the mail, and waiting weeks for a response. With the invention of the internet we expect information to be at our fingertips, why not education. There are a lot of misconceptions about distance learning. The main one that your not getting the same education that you would in a classroom. Your not, in the equivalency theory Dr. Simonson states "It's once we realize that students are learning in a variety of places, different spots, it's impossible for that to be identical" (Simonson, 2000). I have to admit that I was one who kind of doubted an online degree out of ignorance, but once I took an online course, I had to admit that I learned as much or more than when I actually went to a class.

There's also a need for distance education especially in the k-12 setting and is one of the fastest growing areas. With the number of students outgrowing the number of seats in classes, the shortage of highly qualified teachers distance education could is the answer according to Huett, Moller, Foshay, and Coleman. I agree that there are benefits to distance education in the k-12 setting. But, I believe that before students and parents jump into it that they have to understand what this fully means. To me it means that the parent is going to have to take a bigger role in their child's education, since the teacher is not physically there, the parent is going to have to make sure their child is actually online during instructional time, using all the resource provided, and play the role of a tutor or hire one.

Distance education for adults was one of the best things that ever came available. Adults now can get a quality education without leaving home, taking off from work or driving long distance from campus. For Universities this "could mean the difference between a budgetary surplus and a loss..." (Moller, Foshay, and Huett, 2008). Universities just like corporations are all about the bottom line, what is going to make them money. With the increase of non-traditional students trying to obtain degrees and certificates, they had to come up with another way to provide these services so that everybody would be able to obtain it.

In the past before this big explosion of distance learning, there were a lot of errors made on how to approach teaching to students, that you did not have to see face to face. Like with anything else time changes that, educators found out what worked and what did not work.

Sources:

Huett, J., Moller, L., Foshay, W., & Coleman, C. (2008, September/October). The evolution of distance education: Implications for instructional design on the potential of the web (Part 3: K12). TechTrends, 52(5). 63-67. Retrieved September 15, 2009, from Academic Search premier database, and search using the article's Accession Number: 34729472.

Moller, L., Foshay, W., & Huett, J. (2008, May/June). The evolution of distance education: Implications for instructional design on the potential of the web (Part 2: Higher education). TechTrends, 52(4), 66-70. Retrieved September 15, 2009, from Academic Search Premier database, and search using the article's Accession Number: 33991516.

Simonson, M. (2000, Winter2000). Making Decisions: The Use of Electronic Technology in Online Classrooms. New Directions for Teaching & Learning, Retrieved September 16, 2009, from Academic Search Premier database.