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 [Unpublished Paper].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].
I agree that dynamic learning is more engaging , therefore motivates the student to try harder. However, too much virtual learning can also detract from some of the benefits of paper and pen learning.
ReplyDeleteI also agree that virtual worlds are the best way to try out new skills. For example, in my Spanish classes, kids are so nervous to show off what they have learned in class. They are afraid they will sound weird or make mistakes in front of their friends. By having a virtual world where they are behind an avatar, I bet theywould feel less stress and be more willing to share.
ReplyDeleteRay