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.