Module 2: Blog responses

I responded to Amanda Darlington's blog: http://darlingtonsblog.blogspot.com/2011/12/module-2-emerging-technologies-tetrad.html

Also, Kimberly Arlia's blog: http://amusingmoose.wordpress.com/2011/12/29/module-2-audio-tetrad-3/#comments

As for Micah Miner's blog, he had not posted yet.

Module 2: Emerging Technology Tetrad

Module 1: Group Responses

I responded to the following group members during the module:

http://darlingtonsblog.blogspot.com/2011/12/module-1-identify-emerged-technology.html?showComment=1324169183094#c7568264181819238804

http://amusingmoose.wordpress.com/2011/12/
Blog is not working properly at the moment.  Will check back later.
Read link to word document and commented on 12/18/2011.

http://minerclass.blogspot.com/2011/12/digital-books-as-disruptive-technology.html

Module 1: Identify an Emerged Technology

Web link and Graphic:
http://tabtimes.com/news/education/2011/10/31/schools-will-have-more-tablets-they-do-computers-2016

•Identify a current technology that has emerged in the last few years that shapes learning or productivity in your industry.

Coahulla Creek High School is a new high school in Dalton, GA.  This high school was built under the assumption that it would be the new innovative school in the county.  Instead of spending money on textbooks, filing cabinets, and library books, CCHS bought tablets.  Because of this, every student and staff member was provided with a tablet they could use at school or at home.  The students can use the WFi anywhere on campus and all assignments are uploaded to a site called “Moodle.”

•What problems or challenges have been associated with this technology?

“When schools start thinking seriously about moving to one-to-one computing, one of the immediate challenges entails power consumption” (Thornburg, 2009).  This statement postulated by Dr. Thornburg is exactly what has happened at CCHS.  Even though all students and staff have a tablet doesn’t mean they have immediate access to the WFi on the tablet.  Our network cannot handle all of the activity, so most of the time the tablets do not connect to the internet.  This means work cannot be accessed, and with no textbooks, education is stifled. 

•What societal need does it meet, and what are its benefits?

This tablet allows students to continue to stay “plugged in” while at school.  If the network worked correctly, the tablets would allow the students to glean information for all classes at a faster rate.  They are also portable, so students can carry them anywhere and continue to work on assignments.  It gives all students an equal playing field; instead of the rich kids only having access to technology. 

•What would make this technology even better, avoiding the pitfalls you identified?

If our network could handle all of the activity and power the tablets use, we would be able to bring some many things to fruition.  Students could work anywhere in the school and complete work.  They could also upload work and receive immediate feedback due to certain websites.  Also, students and staff could stay in constant communication due to wikis, blogs, or Skype.  Even though this has failed this year at CCHS, in the future I believe tablets will make another comeback and schools will be implementing them across the country. 

Resources:

Thornburg, D. D. (2009a). Current trends in educational technology. Lake Barrington, IL: Thornburg Center for Space Exploration.

Module 6: Responses

I responded to the following blogs:

http://twrighteduc.blogspot.com/2011/11/learning-in-digital-world-twright.html?showComment=1321988826918#c3676076373278531936

http://hutchisonedt550.blogspot.com/2011/11/module-six.html

Module 6

My Philosophy of Teaching

In all actuality, I could write at least 10 pages on my Philosophy of Teaching.  However, I will try to condense it for this posting.  I postulate my thoughts will be ever-changing in this field.  Each year brings new aspects which I have to ponder upon and decide what I believe.  On the other hand, a few things are absolute: 1) Students are always going to be hormonal and have attitudes (good or bad), 2) You have the choice to change their lives and show you care, 3) You have the ability to give them an exceptional education, and 4) It is their choice whether they step up to the challenge.  Now, there are other things which play into these absolutes like parents and administration, but teachers can make a difference if they choose too.  Also, I believe the importance of emotional intelligence should be addressed in school.  Sometimes, students have a hard time receiving an education because they have so many other negative things going on in their lives.  However, if we address how to handle these other factors, I believe attendance confidence, and grades will improve. 

Some non-negotiables I have with teaching and learning are that all students can learn at high levels and all educators should have high expectations for all students.   If there are teachers who do not believe this, then they should be removed from this field.  As an educator, I should be consistently reflecting and re-molding myself to fit the students’ needs.  Let’s face it, this job isn’t easy and it has high risks, but big rewards.  Seeing students walk across the graduation stage makes it all worth it for me.

In what ways do you learn differently in an online environment from the way you learned in a face-to-face environment?

I actually prefer face to face learning.  I can see the instructors’ faces and hear their intended meaning.  I also receive help immediately rather than waiting for days and days to receive an e-mail about when I can get help. I am more apt in a face to face environment to participate and pay attention than in an online environment.  However, I chose Walden for my Master’s and now Specialist degree because my life is hectic.  Walden allows me the freedom to learn at home and on the weekends.  It also helps me to become a digital native not immigrant.  On the other hand, after this experience with my specialist, I wish I would have gone to UTC to receive my degree.  I have learned a few new technological tools, but that is it.

What impact has technology had on your learning?

Technology has had a major impact on my learning.  As I stated earlier, I have gone from a digital immigrant to a digital native.  I have learned so many new tools to use in my classroom; such as, wikis, blogs, Skype, moodle, edmodo, and many others.  My students have benefited from what I have gleaned in some of these classes; especially from my master’s program. 

Module 5: Responses

http://twrighteduc.blogspot.com/2011/11/new-technology.html?showComment=1321200378196#c1860892865520323912

http://rachelbell33.blogspot.com/2011/11/module-5-blog.html?showComment=1321200124589#c4982148522814845505

New Technologies

Briefly describe a situation in which you have encouraged people to use a new technology and have been met with resistance or disappointing results. What attitudes did these people exhibit? What behaviors did they demonstrate? Using Keller’s ARCS model, describe how you could change the motivation of these people, or learners, to encourage success. 

One year ago, I worked at the Whitfield County Career Academy where they were completely immersed in project-based learning.  Because of this, they used technology as a tool in order to make project-based learning more engaging and relevant to the students’ lives.  However, only half of the school chose to do this, while the other half experimented with it.  I was in the half that was experimenting, because they wanted me to work with seniors and the senior teachers on using technology in the classroom.  I thought it was going to be an easy/fun experience, however, it turned into a nightmare.  The reason being, they did not want to change from traditional learning or use new technologies.  I tried to remain positive for most of the year, but after a while, I gave up and did my own thing.  Once I began to work on my own, they hated me more for it because they felt guilty and like they were going to get into trouble.  Looking back, I wish I would have known about Keller’s ARCS model.   Keller (1984) proposed four conditions for motivation that must be met to have a motivated learner.  These are:

A-attention

R-relevance

C-confidence

S-satisfaction

If I would have known about ARCS, I believe I may have been a different person to them.  I forgot that even teachers need small successes in order to glean confidence in something.  Also, they need to see how it is relevant to their curriculum and receive some type of affirmation or satisfaction by trying something new.  Instead, I proposed something new and expected them to jump right in head first. 

References:

Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson Education, Inc.

Module 4 responses

I posted to the following:

http://hutchisonedt550.blogspot.com/

http://momtech-eeducatorblogger.blogspot.com/2011/10/module-4-connectivism-mindmap.html?showComment=1319908189051#c1873272956577379287

Connectivism Mindmap: Module 4

How has your network changed the way you learn?

My learning has radically changed over the last few years due to my education through Walden.  I will honestly say I would have never known about wikis, blogs, podcasts, vodcasts, skype or anything else if it wasn't for this program.  Because of these tools, my learning comes quicker than it used to.  I no longer have to wait on a professor to teach me the information.  I can now learn it on my own through said programs. Also, I have the ability to skype with colleagues from around the world to discuss educational matters.  This has not only increased my learning, but also allowed me to collaborate with others who may think differently because of their environment.

Which digital tools best facilitate learning for you?

The tools that best facilitate learning for me would have to be skype, wikis, and discussion boards.  I learn more from communication with others, and these programs allow me to do so. I meet with different groups at least once a week to collaborate on projects or to discuss the "happenings" of class.  This not only helps me to learn, but also keeps me up to speed with what all is due that week.  Lastly, the discussion boards allow me to expand my thinking by comparing it to others' thoughts.  I really grow as a learner when I am able to see and ponder upon different ways of thinking.

How do you learn new knowledge when you have questions?

I learn new knowledge a variety of different ways.  One is by reading others' thoughts on the discussion boards.  This allows me to expand my own knowledge by seeing what others think.  Also, skyping is an essential tool for me.  It allows me to communicate with others anywhere/anytime I want.  I have really enjoyed having access to it, because it allows me accessibility to information when I need it.  Lastly, I use Youtube and collaboration with my best friend through texting in order to bring to fruition aspects I do not understand in class.  Youtube allows me to see demonstrations on how to work certain digital tools I may not understand and my best friend is an amazing “techie,” so I go to her like she is my teacher. 

Module 3 Responses

http://vaughnswalden.blogspot.com/2011/10/collaboration-blog-post-3.html?showComment=1318176556479#c2499369078580725395

http://jenniferbethrobinson.blogspot.com/2011/10/module-3.html?showComment=1318176838591#c7031259841808808766

Collaboration

•Do you believe that humans have a basic instinct to “interact and work as a group,” as Rheingold proposed in his discussion of the evolution of Wikipedia as a collectively developed encyclopedia?

As Rheingold stated in his video, I too believe humans have a basic instinct to “interact and work as a group” (2005).  In my opinion, over the ages we have grown to understand the importance of collaboration to the survival of mankind.  We depend on each other to get the “most for our money.”  I believe as we advance more in technology, we will begin to depend more and more on one another.  For example, look at the direction education has gone in the last 10 years.  We have gone from a factory to a communal commons of learning.  We understand that two heads are better than one.

•How can technology facilitate collaboration among learners based on constructivist principles?

In the reading, Driscoll wrote the following recommendations:  1) Embed learning in complex, realistic, and relevant environment; 2)Provide for social negotiation as an integral part of learning; 3) Support multiple perspectives and the use of multiple modes of representation; 4) Encourage ownership; 5) Nurture self-awareness of the knowledge construction process (2005).  Technology enables these recommendations to come to life and engage our students.  The best examples of the above question live in our classrooms today.  At my school, Coahulla Creek High School, students use their tablets to do group research, access Edmodo, or Skype with one another about problems or discussion questions that they have encountered in class.   Also, our school was built to encourage collaboration and the use of technology.  So, the entire school has Wi-Fi for the students to use their tablets, iPads, or laptops.  As one can see, technology is the best way to embed the constructivist principles into student learning. 

•Find a current research study that has been conducted in the last 5 years that supports collaboration as an effective tool for learning. Include the link and reference for this study in your blog.

http://tojde.anadolu.edu.tr/tojde32/pdf/notes_for_editor_1.pdf

References:

Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson Education.

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

Module 2 Responses

I responded to the following blogs during Module 2: 

http://sarahdwaldenu.blogspot.com/2011/09/response-to-bill-kerrs-isms.html?showComment=1317427065902#c6653570905949388640

http://rachelbell33.blogspot.com/2011/09/module-2.html?showComment=1317427381347#c3102015531708913049

Learning Theories

After reading through the blog with Bill Kerr, Stephen Downs and Karl Kapp, I tend to agree with Kerr about all the –isms(learning theories). For the six years that I have been in education, there seems to be times when all the learning theories have their moment to shine.  As educators we know that there is not a “one size fits all” approach to teaching.  Our students are all unique and diverse learners in the classroom who see things from different perspectives and who process what they are seeing, hearing, or doing differently.  Just as learning styles vary, it is evident that theories should as well.   

As stated by Kerr (2007) in reference to –isms, “They evolve, they listen to criticism and move on.”  I could not have said this better myself.  I believe without a doubt in my mind that the “isms” should be used when best for students.  We should have access to them and use what we think is best for the learner based on his or her needs.  Sometimes that may be one set way sometimes that may be a mixture of several.  If we need it, we use it; if we don’t we leave it for someone who does.  As we evolve, so must the theories we use to discuss how people learn best.  The days of only one theory being the answer for all learners is over. 

http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

http://karlkapp.blogspot.com/2007/01/out-and-about-discussion-on-educational.html

Module 1 Responses

http://www.educatenlearn.com/ (Helen Wood)

http://www.darlingtonsblog.blogspot.com/ (Amanda Darlington)

Her's would not post to her page, so see below:

Mandy,
Great job on your posting.  My favorite part of your post is when you said, "Of course when you think about the two and how different things were when I was growing up as far as the methods that were used to teach and the materials and resources we had access to use, it is easy to see why and how the methods that work best for me aren't necessarily the methods that work best for my students.   Regardless of age/resources, it is evident that no two people learn the exactly same way."  The reason I like these two statements so much is because I think exactly like you.  I believe we have to create a new type of learning experience for our children to learn by.  Also, I concur with you on the "one size fits all" type of learning.  We are in the 21st century and school should not be what it used to be.  Fantastic job!
ES

Learning and Knowing in Networks: Changing roles for Educators and Designers

George Siemens

In my personal opinion, Driscoll and Siemens’ article did a fantastic job illuminating the path we have been and will be on in education.  They re-addressed the learning theories and gave an excellent synopsis of where education has been and is now with the immersion of the digital age. 

Driscoll posits these learning theories are: Behaviourism, which asserts that learning is a “black box” activity, in that we do not know what occurs inside the learner, focuses its efforts on managing external, observable behaviours, and finds much of its existence in objectivism;  Cognitivism, which spans a continuum from learning as information processing (a computer model) at one end, to learning as reasoning and thinking on the other, finds much of its identity in pragmatism; Constructivism, which covers a broad spectrum of research overlapping with cognitivism, contends that learning involves each individual learner making sense and constructing knowledge within his or her own context; it finds its foundation in interpretivism (2005).  Also, they provided a chart in order to better understand the critical elements of these theories (Appendix A).

Another critical aspect of the article was the critique of the infrastructure of education.  Siemens postulated that, “a growing disconnect in the tools and methods of classroom activity and those of youth culture and larger society is evident” (2008, pg 7).  Also, Siemens hypothesized that even though we are ready for a new era, our schools and the schools infrastructure may not be.  It may have to evolve into another era.  I concur with this postulation because it is occurring at the school at which I am currently working.  Coahulla Creek is the new innovative high school in my county.  We were not allowed to bring anything with us.  If we did, the only thing we could bring was flash drives.  There are no filing cabinets, no text books, and no library books.  Everything is provided to welcome in the digital age.  However, we are struggling because it seems we cannot keep up with the innovations.  Siemens asserted this would occur by his research.  He states,

“The rapid growth of knowledge and information adds increasing complexity to the growth of technology in learning. A number of studies (Friedlander, 2003; Gantz et al., 2007; University of California at Berkeley, 2003) indicate information growth is exceeding the capacity of both people and organizations to manage and make sense of the abundance. Boyack (2004), for instance, states that increase information growth has led to dilution and set in motion the requirement for new ways of sifting an managing information (p. 5192). While reports vary dramatically about the pace global information growth, individuals and organizations alike are faced with the challenge of staying informed in climates of extreme change. The change pressures within society (millennial learners, information growth, advancing technologies) are increasingly being confronted within education, suggesting the need for research on tools and required educational approaches in order to meet learners’ needs” (2008).

As one can see, we are indeed in the digital age and need to accommodate our learners to it, but there is a lot of change that must take place.  Another article to support their concept is “MUVEs and Experiential Learning: Some Examples” by Baba Kofi Weusijana, Vanessa Svihla, Drue Gawel, and John Bransford.  This article deals with the same topics as Siemens. Its web address is http://www.innovateonline.info/pdf/vol5_issue5/MUVEs_and_Experiential_Learning-__Some_Examples.pdf

These articles not only aided in my understanding of the learning theories, but also enabled me to see where we are in education.

References:

Driscoll, M. (2005). Psychology of learning for instruction (Third ed.). Boston, MA: Allyn and Bacon.

Siemens, G. (2008, January 27). Learning and knowing in networks: Changing roles for educators and designers/. Retrieved 09/08/2011, from http://it.coe.uga.edu/itforum/paper105/siemens.pdf

    Appendix A

 Table 1: Learning Theories

Property	Behaviourism	Cognitivism	Constructivism	Connectivism
How learning occurs	Black box— observable behaviour main focus	Structured, computational	Social, meaning created by each learner (personal)	Distributed within a network, social, technologically enhanced, recognizing and interpreting patterns
Influencing factors	Nature of reward, punishment, stimuli	Existing schema, previous experiences	Engagement, participation, social, cultural	Diversity of network, strength of ties
Role of memory	Memory is the hardwiring of repeated experiences— where reward and punishment are most influential	Encoding, storage, retrieval	Prior knowledge remixed to current context	Adaptive patterns, representative of current state, existing in networks
How transfer occurs	Stimulus, response	Duplicating knowledge constructs of “knower”	Socialization	Connecting to (adding) nodes
Types of learning best explained	Task‐based learning	Reasoning, clear objectives, problem solving	Social, vague (“ill defined”)	Complex learning, rapid changing core, diverse knowledge sources

Module 6: Final Video on Virtual Worlds

Concept Map for Static and Dynamic Technologies

Moving Toward Dynamic Technologies

The static and dynamic concept map is a good way to display how different learning tools can assist learning in a distance education learning environment. The static learning tools provide information from a one way prospective at times, but the dynamic learning technologies allows learners to interact in the learning process from a distance. Educators take advantage of the ability to use virtual simulations and games to engage learners. The biggest advantage of virtual worlds is “learners can practice skills and try out new ideas in a safe environment, and thus learn from their mistakes without adverse consequences” (McGreal & Elliott, 2008, p. 157).

I continue to use different technologies as part of distance education. I have experienced using static technologies such as Web pages, podcast, and text. I am at the end of the static continuum. Although I do not have experience in all of the dynamic learning technologies, I have experience using many of the dynamic learning technologies which allow for a paradigm shift from teacher-focused to student-focused learning opportunities. Walden University provides experience in “wikis, blog, and discussion boards” (Moller, 2008, p. 1).

References

McGreal, R., & Elliott, M. (2008). Technologies of online learning (e-learning). In T. Anderson (Ed.), The theory and practice of online learning (2nd ed., pp. 143-165). Edmonton, AB: Athabasca University Press

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

Module 4: Tools

When thinking about content, communication, and collaboration, there are several tools that are very useful for both inside and outside of the classroom.  Effective tools for content include:  a syllabus, course description, discussion boards/class café with updates, rubrics with expectations, and document sharing /technology resources that would be beneficial to the learner, as well as, an idea of what to expect in a class.  Tools that are effective for communication include programs such as Skype, email, mobile phones, discussion boards, and instant messaging/chat.  These tools are great for allowing students/teachers access to peers/colleagues for communication purposes that go beyond the traditional classroom/school setting.  In order to collaborate effectively and efficiently, teachers and students  are now using tools such as wikis, blogs, and social bookmarking sites to share information and resources that they find useful, as well as, a platform to share information, bounce ideas off of each other, and discuss things that are happening inside and outside of the classroom.  Such tools are being integrated slowly into classrooms around the globe and are allowing students and teachers to have access to more resources and experiences, which are providing opportunities for profound learning. 

Virtual Worlds Storyboards

Please see link:
https://docs.google.com/document/d/1WjnWOm9C4T8Az014LMFbvmbgZsWfuWW55tk39wnbQ8w/edit?hl=en&authkey=CMiBj8oJ#

Module 3: Assessing Collaborative Effort

Module 3: Assessing Collaborative Effort

How should participation in a collaborative learning community be assessed? How do the varying levels of skill and knowledge students bring to a course affect the instructor's "fair and equitable assessment" of learning?

I think our vodcast this week on Assessment of Collaborative Learning with George Siemens was very clear on where we should stand with our ideals of assessment and how the paradigm has shifted from being focused on individual learning to a model based on collaborative learning.  With this shift students would be assessed by other peers, receive feedback from online communities, and the facilitator or instructor could also assess based on user contribution to the community. 

If a student does not want to network or collaborate in a learning community for an online course, what should the other members of the learning community do? What role should the instructor play? What impact would this have on his or her assessment plan?

I guess I am going to jump on my soapbox for this one, but if someone is not willing to network or collaborate in a learning community for an online course, then why did they decide to take the online course in the first place?  However, I do understand that circumstances may arise that may impede a learner at one point or another during a program of study or course.  I know that during my master's program (also online through Walden), I had a death in the family that prevented me from contributing to the week's discussions, assignments, etc. while I was traveling to attend the funeral.  I also know that a friend of mine also recently had a health scare that took her out of the ball game of Walden for week.  Luckily, in both cases, our Walden professors and colleagues were very gracious and understanding of our circumstances and allowed leniency.  I feel that this was due, in part, to our previous contributions to our learning community.  However, if someone is taking advantage of their group of community, I think that it is important for someone to make this person aware before the issue is taken to the professor.  Once it has been communicated to the person, if they still continue to be lackadaisical, then the professor should address the issue.  Worst case scenario, they withdraw from the class or fail the class, but in the end, their actions (or lack there of) was the direct cause of such an effect. 

Collaborative Interaction

As our society continually evolves, so does our collaboration with one another.  No longer does it take place in our classrooms or school conference rooms, but now collaboration can take place anywhere and anytime with anyone.  Siemens asserts that new technologies enable us to have more collaborative interaction than ever before (2008). Also, he postulates that people from around the world can have a distributed team working with one another (2008).  Because of Skype, web-conferencing, cell phones, and other innovative technologies, we are able to collaborate with people from around the world.  This empowers us to glean ideas from one another in order to bring to fruition things we have never dreamed of before. 

Laureate Education, Inc. (2008). Principles of Distance Education. Baltimore: Author

Module 1: Distance Education

Module 1: Distance Education

According to this module's assigned readings, vodcast, and discussions, it is easy for us to understand and appreciate the advantages of distance education.  Dr. Simonson (2008) states, "distance education is not identical to face-to-face education, but it is equivalent."  This correlation of the two provides us with a foundation as to what is meant by the term Equivalency Theory as mentioned in the vodcast.  Essentially, both face-to-face learning and distance education should be designed with the same learning outcomes even if there may be different learning experiences to meet those outcomes. 

Distance education provides learners with the opportunity to learn on their own time and pace.  The days of having to adhere to class times and commuting back and forth from campuses are long over.  Distance education is providing students with the skills they need and how they need them.  "Distance learning is rapidly becoming a popular choice for continuing professional education, mid-career degree programs, and lifelong learning of all kinds" (Moller, 2008). 

Distance education needs to be able to keep up with the demands of its learners.  There are an abundance of learners out there looking for quality distance education programs, however there are not  a lot of programs that exist due to a lack of interest of those who would be willing to pioneer such programs.  Unfortunately, distance education has be viewed in the past as an easier program and lacks the rigor that universities demand of its students.  However, this is not the case with all distance education programs and it is time that they begin being recognized.  As the articles alluded, distance education has the potential to be great modes of learning and will do so if there is enough faculty buy in.  On the other hand, Dr. Simonson doesn't find buy in necessary.  He feels that distance education is here and is rapidly becoming the way most effective and efficient means by which to learn. 


References:

Laureate Education, Inc. (2008). Distance Education: The Next Generation. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4930714&Survey=1&47=3145888&ClientNodeID=984645&coursenav=1&bhcp=1.

Moller, L., Forshay, W. R., & Huett, J. (2008). The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web. TechTrends: Linking Research & Practice to Improve Learning, 52(3), 70-75.

Moller, L., Foshay, W. R., & Huett, J. (2008). The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web. TechTrends: Linking Research & Practice to Improve Learning, 52(4), 66-70.

Huett, J., Moller, L., Foshay, W. R., & Coleman, C. (2008). The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web. TechTrends: Linking Research & Practice to Improve Learning, 52(5), 63-67.

Welcome

Hey ya'll,
My name is Elizabeth Scroggs and I am from Chickamauga, GA.  I currently teach at the Whitfield County Career Academy and I LOVE it!  I teach English to 12th graders.  I have my masters degree and now I am working on my specialist degree (hopefully I will make it).  Look forward to working with all of you.
E