Module 6 Assignment 2

I visited the blogs of the following five classmates 

1. http://principlesofdistanceed.blogspot.com/2012/11/learner-assessments.html?showComment=1353529212989#c2796647160637230702
2. http://tmjordan.blogspot.com/2012/11/works-cited-u.html?showComment=1353530046448#c4543335417617383650
3. http://wknopf.wordpress.com/2012/11/10/video-link/comment-page-1/#comment-19
4. http://videoeduc7102.blogspot.com/2012/11/video-presentation.html
5. http://na-ajelewilliams-buffonge.blogspot.com/2012/11/barriers-to-adoption-ict-presentation.html?showComment=1353531592180#c2162997588392102100

Module 6 Presentation Critiques

Comments have been posted to the following blogs in response to the video presentations:

http://april-carpenter.blogspot.com/2012/11/module-6-video-presentation-for.html

http://boese8842.blogspot.com/

EDUC 8842 Module 6 - Video Presentation for a Professional Distance Education Conference

Annotations

Croft, R., & Davis, C. (2010). E-books revisited: Surveying student e-book usage in a distributed learning academic library 6 years later. Journal of Library Administration, 50(5/6), 543-569. doi:10.1080/01930826.2010.488600

This purpose of this study was to discover the preferences of students at Royal Roads University Library as they relate to using print versions or e-books.  In order to gather data, Survey Monkey was used for a total of 29 days.  An email distribution list was generated to ensure all students received the invitation to participate in the survey.  The findings of the study determined that students are optimistic about the potential benefits e-books offer due to the high level of convenience.  

Janssens, G., & Martin, H. (2009). The feasibility of e-ink readers in distance learning: A field study. International Journal of Interactive Mobile Technologies, 3(3), 38-46. doi:10.3991/ijim.v3i3.726

This study sought to introduce e-resource technology to 14 students to determine effective accessibility and utilization versus traditional printed resources. Students were administered a 64 item questionnaire after 3-weeks of using the e-readers. 13 of the 14 students responded to the survey which made up the final participant count. The participants agreed that the advancements of the e-readers would prove beneficial for studying, with its portability, low weight, battery longevity.  This article adds to the literature by providing a scenario where e-book implementation programs can seek buy in from constituents.   

Jumani, N., & Rehman, F. (2011). Educational technology landscape- A Pakistani scene. International Journal of Academic Research, 3(3), 757-765. 

This article detailed a study conducted in an effort to depict the educational technology global landscape.  There were 24 participants involved, consisting of 16 professors and 8 developers in the College of Education at the International Islamic University.  The questionnaire delivered to each of the participants consisted of 20 items which focused on a number of aspects of educational technology tools including e-books.  Educational technology has offered vast enhancements to distance education.  Research, teaching, and training have benefited from the explosion of tools such as e-books and the internet.   

Nie, M., Armellini, A., Witthaus, G., & Barklamb, K. (2011). How do e‐book readers enhance learning opportunities for distance work‐based learners? Research in Learning Technology, 19(2), 19-38. doi:10.1080/09687769.2010.548506

This article sought to demonstrate that evidence from the resulting interviews and surveys show that learning experiences can be improved by way of the benefits offered by e-books.  Both staff and Occupational Psychology students at the University in Leicester, UK participated in the activities.  Incorporating e-books into the academic programs provided valuable insight on methods for enhancing the flexibility in curriculum for learners who which busy schedules.  This study adds to the evidence that e-books are tools which answer to a number of the needs of distance education learners.   

Ongoz, S., & Baki, A. (2010). E-book usage of graduate students studying educational science in Turkey. Turkish Online Journal of Distance Education (TOJDE), 11(1), 198-210.

This study sought to discover graduate students’ perception on the use of electronic print resources.  Participants were 125 post-graduate students from 39 universities in Turkey majoring in Educational Science. The subjects were administered a 16 item questionnaire generated and collected by Ebrary, to assess their views on the use of e-books within their course study. It was found that the majority sample population favored the use and accessibility of electronic resources for use in their academic pursuits.  This research adds to the efforts of advocating e-books because it provides groundwork for implementing collaborative feedback on developing improvements for educational purposes

Robinson, S., & Stubberud, H. (2012). Student preferences for educational materials: Old meets new. Academy of Educational Leadership Journal, 1699-109.

The purpose of this article was to detail a study conducted to determine if new technologies offer improved methods for education.  The participants of the study were 84 Business students at a Norwegian College and a small campus of an American University.  Responses were collected in regards to preferences relating to various devices and tools used for teaching.  The results of the study identified which tools are best suited to different learning types.  This study adds to the research of e-books due to the fact that it gives recommendation as to how emerging technologies such as e-books can be implemented based on learner feedback.  

Video Presentation Transcript
 References

Croft, R., & Davis, C. (2010). E-books revisited: Surveying student e-book usage in a distributed learning academic library 6 years later. Journal of Library Administration, 50(5/6), 543-569. doi:10.1080/01930826.2010.488600

Janssens, G., & Martin, H. (2009). The feasibility of e-ink readers in distance learning: A field study. International Journal of Interactive Mobile Technologies, 3(3), 38-46. doi:10.3991/ijim.v3i3.726

Jumani, N., & Rehman, F. (2011). Educational technology landscape- A Pakistani scene. International Journal of Academic Research, 3(3), 757-765.

Laureate Education, Inc. (2008). Siemens, George: The Future of Distance Education. Principles of distance education. Baltimore, MD: Author.

Nie, M., Armellini, A., Witthaus, G., & Barklamb, K. (2011). How do e‐book readers enhance learning opportunities for distance work‐based learners? Research in Learning Technology, 19(2), 19-38. doi:10.1080/09687769.2010.548506

Ongoz, S., & Baki, A. (2010). E-book usage of graduate students studying educational science in Turkey. Turkish Online Journal of Distance Education (TOJDE), 11(1), 198-210.

Robinson, S., & Stubberud, H. (2012). Student preferences for educational materials: Oold meets new. Academy of Educational Leadership Journal, 1699-109.

Module 5 Responses

http://na-ajelewilliams-buffonge.blogspot.com/2012/11/blog-post.html?showComment=1352302903560#c1454337242714034210

http://principlesofdistanceed.blogspot.com/2012/11/static-vs-dynamic.html?showComment=1352303216528#c8429634837380061204

Module 5: Moving Toward Dynamic Technologies

Moller postulates that it is impossible to achieve higher level learning in the absence of analyzing, creating, experimenting, and exploring (Moller, 2008).  I have come to believe that distance education has the potential to develop into the most exigent field for all educational institutions.  Since I have been a student at Walden, I find myself using a combination of both the dynamic and static tools.  Blogs, wikis, and podcasts are a few of the static tools I utilize on a weekly basis. 

Snyder suggests that it is an effective practice for educators to conduct thorough research of those tools viewed as practical for implementation in distance education programs (Snyder, 2009).  I can appreciate the analogy of cooking a meal to developing the perfect recipe for an effective teaching methodology.  This can be viewed as a role of the educational technologists, just at the chef must mix herbs and spices in order to cook a delicious meal, we must utilize all of the tools available to us in order to create environments which are conducive to learning.  According to Moller, several decisive factors should be measured when deciding on which technology is best suited for a specific lesson (Moller, 2008).  I will begin to incorporate tools such as gaming, mind tools, multi-user environments, and virtual simulations in order to move toward the dynamic end of the static-dynamic continuum.  Snyder suggests

Reference: 

Moller, L. (2008). Static and dynamic technological tools. [Unpublished Paper].

http://ssnyder8842.wordpress.com/2009/02/03/module-5-post/

Module 4 Responses

I posted comments to the following blogs for module 4

http://wknopf.wordpress.com/2012/10/20/graphic-organizer/graphic-organizer-2/comment-page-1/#comment-11

http://april-carpenter.blogspot.com/2012/10/engaging-learners-with-new-strategies.html

Engaging Learners with New Strategies and Tools

There is a wide range of technologies which be incorporated in efforts to research information and generate knowledge.  These tools are available to just about everyone. McAroy suggests that young learners have a desire to grasp technology as an effective tool for education (McAroy, 2011).  Educators can implement these tools to create environments or scenarios where learners cam communicate with them as well as their peers.
 
Collaboration can be accomplished by way of wikis, blogs, and discussions. Skype and video conferencing offer an added element for those of us who prefer being able to see whom they are interacting with in a similar fashion as face to face. They must however be able to deal with the fact that geographical differences may exist.
 
Discussions enable the simultaneous sharing of learner experiences and perspectives in a manner that is developed not to disrupt the thoughts of others whom are participating. Technology has made a tremendous impact on the methods we utilize as educators and learners to build content, communicate, and collaborate. Finding ways to incorporate these tools into the classroom will help to enhance learning and teaching

Reference

http://bmcaroy7102.blogspot.com/

8842 Module 3 - Assessing Collaborative Efforts: Responses

http://lukebilger.blogspot.com/2011/12/distance-education-collaborative.html?showComment=1350185120121#c4527050187063945233

http://principlesofdistanceed.blogspot.com/2012/10/assessing-collaborative-efforts.html?showComment=1350185630731#c1724503948176567659

8842 Module 3 - Assessing Collaborative Efforts

Assessment of collaborative learning can be delivered in a number of ways.  One effective method is allowing classmates to assess each other.  Siemens suggested that educators diminish their role as the sole individual conducting all of the assessment (Laureate Education, 2008).  Moreover, Siemens postulates that instructors ought to direct learners to online communities where they can network with other learners as well as offer and provide feedback (Laureate Education, 2008).  Learning Management Systems (LMS) are tools that educators can utilize to assist in the assessment of online collaboration.  Via LMS educators have the ability to track and assess learners based on metrics relating to time used for group activities as well as log in time and duration.  

Students can choose not to participate in group activities for a lot of reasons.  Whether their reasons are positive or negative, lack of participation in a collaborative environment is unacceptable.   Siemens asserts that educators must establish a fusion of environments among community as well as individual environments in order to develop effective learning experiences (Laureate Education, 2008).  This will help those individuals who are reluctant to completely abandon an individualistic approach.   Members of the learning community can encourage others who may be reluctant to participate by inviting them to conversations or asking them for advice on an assignment.  Siemens suggested that educators base their assessment on participation which has been guided by clearly stated outcomes (Laureate Education, 2008).   

According to Miller (2011) relying on a singular assessment model proves to be ineffective due to the fact that learning objectives are not developed from a singular model.  If a student refuses to participate, he or she is making a conscious decision not to do so.  Instructors are obligated to get involved in situations where learners may over or under participate because doing so will help to reduce any conflict or frustration (Palloff and Pratt, 2005).  There are situations which call for educators to modify their assessment plan but I do not think this is one of them.   According to Siemens, educators have to modify their assessment model to focus on community learning approaches (Laureate Education, 2008).

References

http://b767miller.blogspot.com/2011/10/module-3-blog-post-3.html

Laureate Education, Inc. (2008). Assessment of collaborative learning. Baltimore, MD: Author.

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

Storyboard for Video Presentation

Below is the link to my storyboard:

8842 Storyboard for Video Presentation

Module 2 Responses: Elements of Distance Education Diffusion

Comments have been posted to the following sites:

http://april-carpenter.blogspot.com/2012/09/the-future-of-distance-education.html

http://boese8842.blogspot.com/2012/09/elements-of-distance-education.html?showComment=1348976240731#c3940437262475982474

Elements of Distance Education Diffusion

According to Siemens, more learners are adopting the thought of participating in distance education (Laureate Education, 2008).  I am in agreement with Siemens that global diversity assisted in the acceptance of distance learning as a viable educational alternative.  Regardless of where students or teachers live, distance education makes it possible for constituents to teach and learn.  Moreover, Siemens identified how corporations benefit from their acceptance of global diversity due to the fact that it affords the opportunity to communicate with other offices around the world (Laureate Education, 2008).  As more individuals gain exposure to multimedia and social media technologies which are available online, the possibilities of these tools being recognized as acceptable technologies for distance education increase.    

Today, there are a plethora of tools available to facilitate interaction amongst students.  Individuals equipped with these tools have the ability to communicate with others globally for leisure and/or work.  Siemens stated that, “people who traditionally found face to face communication was primary are starting to realize that they can have really meaningful relationships through online media” (Laureate Education, 2008).  The methods in which individuals utilize to communicate have advanced from the archaic methods of the past such as the telegraph and stage coach. Stevens (2009) reflected on how collaboration in virtual classrooms makes geography a non factor.  Blogs, Facebook, Twitter, and Skype offer different methods for learners to collaborate face to face in a virtual world setting. 

According to Siemens (2008), in order for distance education to evolve, attention must be given to the importance of technology.  Distance education will continue to thrive as new ways of collaborating and communicating are developed.  According to Morris (2010), global diversity seemed virtually unheard of years ago.  Not many institutions offered these services due to the fact that implementation expenses were pricey.  In traditional face-to-face teaching principles and pedagogy, communication is limited to other participants who are present in the room with you.  Distance education participants have the ability to collaborate and communicate with others around the globe synchronously (Laureate Education, 2008).  Furthermore, collaborating in distance education allows individuals to communicate outside of their normal parameters and on an independent level. 

References:

Laureate Education, Inc. (2008). Siemens, George: The Future of Distance Education. Principles of distance education. Baltimore, MD: Author.

http://loumorris.blogspot.com/2010/12/distance-education-and-global-diversity.html

http://mitchellstevensv.blogspot.com/2011/09/global-diversity.html

The Next Generation of Distance Education

Part I of the article by (Moller, Foshar, & Huett, 2008) details Corporate America’s use of e-training and development. The popularity of the Web has contributed to its growth. Cost effectiveness, reduction in training time, as well as being able to service more employees has led businesses to implement e-training. According to Huett, Mollet & Foshay (2008), many organizations realize that not only is e-training more cost effective but it is also judged by pure appearance or the number of learner hours logged. Moreover, the authors suggest that there needs to be provisions developed to measure learner outcomes.

Part II reflects on how the rapid growth of distance education has begun to change post-secondary education. Lifelong learners as well as working professionals have begun to select virtual learning or distance learning as their educational delivery method. Traditionally, education was in the power of the teacher, but faculty has come to appreciate how e-learning encourages asynchronous communication which in turn enhances student learning (Moller, Foshay, & Huett, 2008).

Part III explains the increase of training and development in e-learning within the K-12 school sector. The No Child Left Behind Act allows any child who attends a school that is not making adequate yearly progress the opportunity to seek alternate schooling options. Online education allows students to have access to highly qualified instructors in areas where there are overcrowded schools, teacher shortages, or rural schools.

Due to the fact that students learn differently depending on whether they are in a brick-and-mortar classroom or a virtual classroom, Simonson (2008) reflects on the usage of electronic technology for the online classroom development. Regardless of the mode, both of them need to attempt to make experiences as similar as possible by offering equal opportunities to all students (Simonson, 2008).

There is definitely a need to advance distance education, it can only help benefit everyone. Each of the authors echo ideas and points that I agree with. Without a doubt, there is a need for more research on distance education that will aid in the development of best practices, curriculum, presentation as well as instructional design. Educational leaders should make every effort possible to develop brick-and-mortar classrooms and online classrooms as similar as possible.

References:

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.Use the Academic Search Premier database, and search using the article's title.

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 1: Training and Development). TechTrends, 52(3), 70–75. Use the Academic Search Premier database, and search using the article's title.

Moller, L., Foshay, W., & Huett, J. (2008, July/August). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 2: Higher Education). TechTrends, 52(4), 66–70. Use the Academic Search Premier database, and search using the article's title.

Simonson, M. (2000). Making decisions: The use of electronic technology in online classrooms. New Directions for Teaching and Learning, 84, 29–34. Use the Academic Search Premier database, and search using the article's title.