The New Gold Rush: Establishing Effective Online Learning Policies
By Ferdi Serim
According to Ferdi Serim, online learning is the fastest growing segment of educational technology. This type of educational channel has the advantage of delivering student-centered learning anytime and anyplace. Serim’s concern is that this vehicle may encourage the elimination of skilled educators in favor of a more cookie cutter-mass content approach.
One possible solution is in the creation of hybrid courses. These are courses which combine face to face instruction with the online component. This best-of-both-worlds approach, according to Serim, leads to higher completion rates and a higher quality learning outcome than online courses alone.
Professional development is a high priority in making these hybrid courses work. Traditional teachers can become effective at online learning with the right combination of professional development and clinical experience. Qualified online instructors can produce high-quality online learning materials with more specialized instructional design and implementation skills.
Serim argues that this type of instruction works. Students once considered at risk achieved better results when they were in control of the pace and direction of their education.
Question: What would be my biggest challenges in conducting an online course?
Other than mastery over the technology itself I might find it difficult to form a relationship with the students. I would not always know how they were progressing until they actually failed at a task. Creating specialized assessments to monitor the students early and often would be critical.
Question: What is a possible disadvantage to having students in charge of the pace and direction of their learning?
Some students would tend to stay within their comfort zone. They may move more slowly than they could and avoid going in directions where they do not feel confident.
Thursday, November 15, 2007
Journal 9 Classroom 2.0
Presentations
This tool deals with multi-media presentations on the Web. They can be part of a website, used as a collaborative tool by students or as a presentation such as powerpoint. I am interested in this technology as a learning and communication tool where there are many applications.
One of the recent posts discussed a new product called Jing. This software allows the user to take whatever image is on their computer and share it with anyone by using a link pasted onto the clipboard. It even allows images to be shared as video.
Another teacher was asking about applications for teaching math. She wanted to create slideshows and movies as expressions of the new material they were learning in class. One of the responses was to use a concept mapping tool called Cmap. Students can not only collaborate with each other, but parents can view what the students are learning.
Someone else was using Voicethread for English language learners with good success. It allows students to speak over images. I think this has some great possibilities. Projects can be created where contemporaries speak over pictures of some time or event to tell their personal history.
One of the last threads I looked at discussed Google’s new presentation tool. This application along with Sliderocket would compete with Powerpoint. Most seemed eager to having an alternative to Powerpoint.
This tool deals with multi-media presentations on the Web. They can be part of a website, used as a collaborative tool by students or as a presentation such as powerpoint. I am interested in this technology as a learning and communication tool where there are many applications.
One of the recent posts discussed a new product called Jing. This software allows the user to take whatever image is on their computer and share it with anyone by using a link pasted onto the clipboard. It even allows images to be shared as video.
Another teacher was asking about applications for teaching math. She wanted to create slideshows and movies as expressions of the new material they were learning in class. One of the responses was to use a concept mapping tool called Cmap. Students can not only collaborate with each other, but parents can view what the students are learning.
Someone else was using Voicethread for English language learners with good success. It allows students to speak over images. I think this has some great possibilities. Projects can be created where contemporaries speak over pictures of some time or event to tell their personal history.
One of the last threads I looked at discussed Google’s new presentation tool. This application along with Sliderocket would compete with Powerpoint. Most seemed eager to having an alternative to Powerpoint.
Wednesday, October 31, 2007
Journal 8
Leveraging the Business Teacher
By Dr. Melissa Bledsoe
In this article the author describes two problems. First, elementary teachers have trouble keeping up with the latest technology. Second, middle and high school business teachers must stay current on technology. A partnership between both of these groups can benefit the entire district and create strong relationships between teachers.
Such collaboration is not without its barriers. According to Bledsoe, overcoming the logistical problems is of primary concern. There is also the issue of timing. Finding a common time for meetings and workshops can be difficult. Making the effort to surmount these obstacles will create a number of benefits for teacher and student.
Bledsoe suggests some examples of collaborative ideas which are not difficult to implement. Her suggestions include a Teacher Exchange Program where teachers will switch classrooms for a day. This plan could be part of a mentoring program where business and elementary teachers are paired together at the start of the year. In addition, other projects such as technology newsletters, field trips, and workshops on software and troubleshooting techniques. For elementary teachers such a partnership can be a perfect solution to a growing problem.
Question: Are business teachers likely to be open to such collaboration?
Some would be open to the idea and eager to help. Others would resist, feeling that the partnership is rather one sided. Business teachers might resent having their time taken up in a partnership where they derive very little benefit.
Question: What might be an alternative solution to helping elementary school teachers with technology issues?
The district could hire a single IT person or team to conduct workshops and training sessions. This person could be available via e-mail or phone for troubleshooting problems. They could also publish a newsletter like the one described above full of information on new technology.
By Dr. Melissa Bledsoe
In this article the author describes two problems. First, elementary teachers have trouble keeping up with the latest technology. Second, middle and high school business teachers must stay current on technology. A partnership between both of these groups can benefit the entire district and create strong relationships between teachers.
Such collaboration is not without its barriers. According to Bledsoe, overcoming the logistical problems is of primary concern. There is also the issue of timing. Finding a common time for meetings and workshops can be difficult. Making the effort to surmount these obstacles will create a number of benefits for teacher and student.
Bledsoe suggests some examples of collaborative ideas which are not difficult to implement. Her suggestions include a Teacher Exchange Program where teachers will switch classrooms for a day. This plan could be part of a mentoring program where business and elementary teachers are paired together at the start of the year. In addition, other projects such as technology newsletters, field trips, and workshops on software and troubleshooting techniques. For elementary teachers such a partnership can be a perfect solution to a growing problem.
Question: Are business teachers likely to be open to such collaboration?
Some would be open to the idea and eager to help. Others would resist, feeling that the partnership is rather one sided. Business teachers might resent having their time taken up in a partnership where they derive very little benefit.
Question: What might be an alternative solution to helping elementary school teachers with technology issues?
The district could hire a single IT person or team to conduct workshops and training sessions. This person could be available via e-mail or phone for troubleshooting problems. They could also publish a newsletter like the one described above full of information on new technology.
Journal 7
Online Professional
By Jim Vanides
I found this article particularly interesting because I am currently taking on online course for the first time. Jim Vanides describes his first experience in teaching an online class and how it forced him to rethink some teaching methods. His class, The Science of Sound, was offered to elementary school teachers. Like my own class it was asynchronous, but had assignments with deadlines and a definite beginning and end.
WebCT delivered courses have similar content, but are an entirely different experience for both teacher and learner. This caused Vanides to get creative with some of his instructional materials and techniques. The science notebooks he would normally use were redesigned into private discussion topics. Frequent assessment became even more important since the teacher could not see his students face to face to evaluate their progress. Venides came up with three assessment methods to overcome this problem: An open-ended mapping activity to evaluate the student’s connections between ideas, a weekly self-assessment, and the science notebook.
Most interesting was how the teacher’s main responsibility shifted from content delivery to the facilitation of discourse between students. This discourse now improved because of the greater time delay between responses and the need for clear and concise writing. What Venides also learned was that designing a Web based course takes time and the teaching itself takes time. Online teaching requires new skills which can be learned and once learned can make the online experience rewarding for everyone.
Question: What do I like most in an online class?
I like completing tasks on my own schedule. I like not having to go to campus.
Question: What do I like least about an online class?
I do not like discussion boards as a venue for communication. After these conversations I rarely feel that I connected with the other participants. Also, the old truism of out of sight out of mind, can sometimes apply. Sometimes I will go several days without even thinking of the class and then rush to get current.
By Jim Vanides
I found this article particularly interesting because I am currently taking on online course for the first time. Jim Vanides describes his first experience in teaching an online class and how it forced him to rethink some teaching methods. His class, The Science of Sound, was offered to elementary school teachers. Like my own class it was asynchronous, but had assignments with deadlines and a definite beginning and end.
WebCT delivered courses have similar content, but are an entirely different experience for both teacher and learner. This caused Vanides to get creative with some of his instructional materials and techniques. The science notebooks he would normally use were redesigned into private discussion topics. Frequent assessment became even more important since the teacher could not see his students face to face to evaluate their progress. Venides came up with three assessment methods to overcome this problem: An open-ended mapping activity to evaluate the student’s connections between ideas, a weekly self-assessment, and the science notebook.
Most interesting was how the teacher’s main responsibility shifted from content delivery to the facilitation of discourse between students. This discourse now improved because of the greater time delay between responses and the need for clear and concise writing. What Venides also learned was that designing a Web based course takes time and the teaching itself takes time. Online teaching requires new skills which can be learned and once learned can make the online experience rewarding for everyone.
Question: What do I like most in an online class?
I like completing tasks on my own schedule. I like not having to go to campus.
Question: What do I like least about an online class?
I do not like discussion boards as a venue for communication. After these conversations I rarely feel that I connected with the other participants. Also, the old truism of out of sight out of mind, can sometimes apply. Sometimes I will go several days without even thinking of the class and then rush to get current.
Journal 6
Social Justice: Choice or Necessity?
By Colleen Swain and David Edyburn
The premise of this article is that a teacher’s decision to use or not use technology in the classroom and the manner which it is used has social justice implications. What does the use of classroom technology have to do with social justice? According to the authors, students must become fluent in technology to solve problems and enhance their learning. Students who fail to develop these skills will be at a severe disadvantage when it comes to educational and job opportunities. Swain and Edyburn cite a 1992 Department of Labor study which predicts that eighty-percent of jobs over the next twenty-year period will require technical skills.
Technology use in the classroom does have social justice consequences and teachers must keep this in mind when devising learning activities. The authors believe that the equitable use of technology must include availability, the enhancement of learning opportunities for all students, and it must be a reflection of real-world situations.
The reality that all students do not have equal access to technology must be overcome. The author’s suggest resources such as the Digital Equity Portal and Toolkit, computer refurbishment Web sites, and the use of free or open source software. These tools can help open up opportunities to all students equally.
Question: What is one tool I might use to determine which students have access to technology?
Have each student write and submit which tools are available at home.
Question: What can I do to overcome the problem of equal access?
Search the Web for resources and make these resources available to all students.
By Colleen Swain and David Edyburn
The premise of this article is that a teacher’s decision to use or not use technology in the classroom and the manner which it is used has social justice implications. What does the use of classroom technology have to do with social justice? According to the authors, students must become fluent in technology to solve problems and enhance their learning. Students who fail to develop these skills will be at a severe disadvantage when it comes to educational and job opportunities. Swain and Edyburn cite a 1992 Department of Labor study which predicts that eighty-percent of jobs over the next twenty-year period will require technical skills.
Technology use in the classroom does have social justice consequences and teachers must keep this in mind when devising learning activities. The authors believe that the equitable use of technology must include availability, the enhancement of learning opportunities for all students, and it must be a reflection of real-world situations.
The reality that all students do not have equal access to technology must be overcome. The author’s suggest resources such as the Digital Equity Portal and Toolkit, computer refurbishment Web sites, and the use of free or open source software. These tools can help open up opportunities to all students equally.
Question: What is one tool I might use to determine which students have access to technology?
Have each student write and submit which tools are available at home.
Question: What can I do to overcome the problem of equal access?
Search the Web for resources and make these resources available to all students.
Saturday, October 6, 2007
Journal 4
“Avoid the Plague: Tips and Tricks for Preventing and Detecting Plagiarism”
By J.V. Bolkan
Some studies have shown that more than half of all undergraduate college students have engaged in plagiarism. Some educators, according to J.V. Bolkan, blame the Internet for this staggering number. It is more precise to say, not that the Internet is to blame, but that the Internet has created new opportunities for plagiarism to flourish. The root causes of plagiarism are multifaceted. In this article, Bolkan concerns himself with solutions.
Bolkan argues a three part strategy of prevention, detection and punishment. The teacher’s policy toward plagiarism and its ethical consequences should be discussed early on. Other successful strategies include developing assignment which will leave as much of the students ‘fingerprint’ as possible. Have the students submit their research in stages. Require at least one recent source. And design a rubric that will prove that the student understands the content of their paper.
Teacher’s can also let the students know that they will Google items to check for plagiarism. It may not be fool proof, but will catch some and deter many more. Teacher’s can also become familiar with a students writing style. If they did not write the paper it will be obvious. As a last resort teacher’s can use commercial anti-plagiarism tools such as Turnitin.
Finally, to have an effective punitive policy is only possible with strong deterrence and detection. The opposite is also true. Punishment must be certain and consistent.
Question: What is a suitable punishment for plagiarism?
As a teacher my policy has been no credit for the assignment and parental communication.
Question: What is the most effective way to detect plagiarism?
By knowing your student. Most teachers know the capabilities and writing style of their students. When in doubt have the student tell you about their paper and how it was created.
By J.V. Bolkan
Some studies have shown that more than half of all undergraduate college students have engaged in plagiarism. Some educators, according to J.V. Bolkan, blame the Internet for this staggering number. It is more precise to say, not that the Internet is to blame, but that the Internet has created new opportunities for plagiarism to flourish. The root causes of plagiarism are multifaceted. In this article, Bolkan concerns himself with solutions.
Bolkan argues a three part strategy of prevention, detection and punishment. The teacher’s policy toward plagiarism and its ethical consequences should be discussed early on. Other successful strategies include developing assignment which will leave as much of the students ‘fingerprint’ as possible. Have the students submit their research in stages. Require at least one recent source. And design a rubric that will prove that the student understands the content of their paper.
Teacher’s can also let the students know that they will Google items to check for plagiarism. It may not be fool proof, but will catch some and deter many more. Teacher’s can also become familiar with a students writing style. If they did not write the paper it will be obvious. As a last resort teacher’s can use commercial anti-plagiarism tools such as Turnitin.
Finally, to have an effective punitive policy is only possible with strong deterrence and detection. The opposite is also true. Punishment must be certain and consistent.
Question: What is a suitable punishment for plagiarism?
As a teacher my policy has been no credit for the assignment and parental communication.
Question: What is the most effective way to detect plagiarism?
By knowing your student. Most teachers know the capabilities and writing style of their students. When in doubt have the student tell you about their paper and how it was created.
Journal 3
“Copyright 101” By Kate A. Thompson
This article discusses the concepts of intellectual property and copyright law. The author, who is an attorney, begins by defining copyright laws as a form of protection for ‘creators of original works and authorship.’ Thompson goes on to state five exclusive rights of the copyright owner including reproduction and public display.
Thompson then gets to the key point for educators: the fair use of copyrighted materials for educational uses. She lists four questions which the courts will consider to determine if a particular use qualifies as fair. First, what is the purpose of the use? Is it for nonprofit purposes? Second, what is the nature of the original work? Is it more fact based or creative? Third, how much of the original work will be used? Fourth, what is the effect of the use on the marketability of the work?
Question: If creative works are used in an educational setting, but for the ultimate purpose of generating sales or goodwill within a for profit situation, is that a violation of copyright law?
I think that technically it may be a violation since the purpose of the use is to gain income for a business.
Question: Can students copy information from government websites without regard for copyright law?
Yes. According to Thompson, works created by the federal government fall within the public domain and can be copied.
This article discusses the concepts of intellectual property and copyright law. The author, who is an attorney, begins by defining copyright laws as a form of protection for ‘creators of original works and authorship.’ Thompson goes on to state five exclusive rights of the copyright owner including reproduction and public display.
Thompson then gets to the key point for educators: the fair use of copyrighted materials for educational uses. She lists four questions which the courts will consider to determine if a particular use qualifies as fair. First, what is the purpose of the use? Is it for nonprofit purposes? Second, what is the nature of the original work? Is it more fact based or creative? Third, how much of the original work will be used? Fourth, what is the effect of the use on the marketability of the work?
Question: If creative works are used in an educational setting, but for the ultimate purpose of generating sales or goodwill within a for profit situation, is that a violation of copyright law?
I think that technically it may be a violation since the purpose of the use is to gain income for a business.
Question: Can students copy information from government websites without regard for copyright law?
Yes. According to Thompson, works created by the federal government fall within the public domain and can be copied.
Journal 2
“Turning Lurkers into Learners: Increasing Participation in Your
Online Discussions” By Jason Alley and Karen Greenhaus
This article discusses the keys to student learning in an online environment. NETS for students mandates that students should ‘collaborate’ and ‘interact’ with peers through telecommunications. For students to thrive in an online discussion teachers must provide a ‘safe’ and ‘inviting’ environment. It is important that an initial ‘hook’ be provided to spark the student’s interest and develop a sense of community with their peers.
The ‘hook’ is only the first step in the process. As the online experience moves forward it is inevitable that some students will become ‘lurkers,’ rarely or never participating in the online discussion. To avoid this problem the teacher can employ certain strategies such as role playing, debates and allowing the students to facilitate some of the discussions themselves. Using some of these methods will help keep students engaged in an active in online interaction.
Question: What types of ‘hooks’ would I use as a teacher to foster an inviting online environment?
I would set minimum standards for participation and online conduct. Ask students to share something about them selves online. Pose some simple non-threatening questions about favorite TV shows and music.
Question: How would I use the tool of online discussion to study Social Science?
I think the medium would work well as an online courtroom where students would take on certain roles at a trial. It might also work well as a forum for political debate putting one group of students against another.
Online Discussions” By Jason Alley and Karen Greenhaus
This article discusses the keys to student learning in an online environment. NETS for students mandates that students should ‘collaborate’ and ‘interact’ with peers through telecommunications. For students to thrive in an online discussion teachers must provide a ‘safe’ and ‘inviting’ environment. It is important that an initial ‘hook’ be provided to spark the student’s interest and develop a sense of community with their peers.
The ‘hook’ is only the first step in the process. As the online experience moves forward it is inevitable that some students will become ‘lurkers,’ rarely or never participating in the online discussion. To avoid this problem the teacher can employ certain strategies such as role playing, debates and allowing the students to facilitate some of the discussions themselves. Using some of these methods will help keep students engaged in an active in online interaction.
Question: What types of ‘hooks’ would I use as a teacher to foster an inviting online environment?
I would set minimum standards for participation and online conduct. Ask students to share something about them selves online. Pose some simple non-threatening questions about favorite TV shows and music.
Question: How would I use the tool of online discussion to study Social Science?
I think the medium would work well as an online courtroom where students would take on certain roles at a trial. It might also work well as a forum for political debate putting one group of students against another.
Journal 1
“Writing as a Problem Solving Strategy” By Anita McAnear
This article opens with Anita McAnear’s declaration that writing is a problem-solving activity. With blogs, social networking and other ways to communicate online, students are encouraged to write. Writing now becomes an entertaining and very social event. Since writing solves problems and the medium encourages writing, McAnear concludes that problems are therefore being solved. A person’s thoughts are sent out into cyberspace to be shared and commented upon. A dialog is created where, in theory, problems can be solved. Whatever the problem, someone will step up to the plate with some free advice or at least empathy.
Most people do not enjoy writing. Writing is difficult. Even bad writing forces a certain degree of deliberation and clarity. The ‘cognitive process’ described by McAnear certainly must occur in cyberspace and that is a good thing. The more experience one gets at using words in a thoughtful way the more skilled they become at writing.
Question: What types of problems are being solved using this medium?
The problem of socialization is perhaps being solved for those without any other outlet. Friendships can be forged. It can sometimes help just to have someone ‘listen.’ It can also be said that whatever your problem, someone else shares the same dilemma. It can help to know that somebody has had a similar experience.
Question: What types of problems cannot be solved using this medium?
The medium is both social and isolating. I worry that for every person that finds friendship, love or companionship online that many more use cyberspace as an alternative to a more real social experience.
This article opens with Anita McAnear’s declaration that writing is a problem-solving activity. With blogs, social networking and other ways to communicate online, students are encouraged to write. Writing now becomes an entertaining and very social event. Since writing solves problems and the medium encourages writing, McAnear concludes that problems are therefore being solved. A person’s thoughts are sent out into cyberspace to be shared and commented upon. A dialog is created where, in theory, problems can be solved. Whatever the problem, someone will step up to the plate with some free advice or at least empathy.
Most people do not enjoy writing. Writing is difficult. Even bad writing forces a certain degree of deliberation and clarity. The ‘cognitive process’ described by McAnear certainly must occur in cyberspace and that is a good thing. The more experience one gets at using words in a thoughtful way the more skilled they become at writing.
Question: What types of problems are being solved using this medium?
The problem of socialization is perhaps being solved for those without any other outlet. Friendships can be forged. It can sometimes help just to have someone ‘listen.’ It can also be said that whatever your problem, someone else shares the same dilemma. It can help to know that somebody has had a similar experience.
Question: What types of problems cannot be solved using this medium?
The medium is both social and isolating. I worry that for every person that finds friendship, love or companionship online that many more use cyberspace as an alternative to a more real social experience.
Friday, September 7, 2007
Wednesday, September 5, 2007
Introduction Letter
My name is Grant Taylor. I was born in upstate New York in the city of Syracuse. Eisenhower was the President way back then. George Bush is the President now. I had a good childhood with lots of neighborhood kids to hang out with. At that time parents didn't seem to worry if you were gone all day, in fact, they insisted that you be gone all day. I went to public school and was an o.k. student. Long after my parents broke-up I moved to Las Vegas(not the one in New Mexico) to live with my mother and went to Valley High school.
In the 70's we did not get much in the way of technology. Since then I have done all I can do to maintain a high level of ignorance when it comes to technology. My wife handles all things related to the television in our house. I am able to do simple tasks on the computer. I use Word and Outlook. Excel is still a complete mystery. I can use most of the software related to my mortgage business. I like to download CDs and play games on my PC. I love my ipod.
As I read through the CSUSM/COE mission statement the phrase that speaks loudest to me is 'life-long learning.' I had decided many years ago that a commitment to constant learning and understanding would play a key role in my life. It has developed into a major part of my identity and I consider it the greatest gift a teacher can give a student.
In the 70's we did not get much in the way of technology. Since then I have done all I can do to maintain a high level of ignorance when it comes to technology. My wife handles all things related to the television in our house. I am able to do simple tasks on the computer. I use Word and Outlook. Excel is still a complete mystery. I can use most of the software related to my mortgage business. I like to download CDs and play games on my PC. I love my ipod.
As I read through the CSUSM/COE mission statement the phrase that speaks loudest to me is 'life-long learning.' I had decided many years ago that a commitment to constant learning and understanding would play a key role in my life. It has developed into a major part of my identity and I consider it the greatest gift a teacher can give a student.
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