Sunday, May 15, 2011
Saturday, May 14, 2011
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 [Unpublished Paper].
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].
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