Skyping and Final Video Submission

I must admit that using Skype to talk with someone I had never met made me nervous.  I had never used the technology before, and the person I was meeting was new to me.  However, I must also admit that it proved to be a great experience.  In fact, it was an experience that I hope to repeat in the future, and one that I hope to replicate in my classroom.

After talking with Joseph and getting feedback from Dr. Powell, I edited my video a little to break up the monotony of me talking the entire video.  I found a video on YouTube in which a young boy talks about his experiences playing online games.  I am including the link below so anyone can watch the entire video.  I chose a short clip that fit into my video, but the original is much longer.  I also chose some images from one of the games I mentioned in the narrative and inserted them into the video.  The video below is the finished product and I hope it is better and stronger than it was originally.

Resources http://youtu.be/kgEoG04IcOc

Module 6, Finished Video Introduction

I hope you enjoy my very first creation using video technology. I will post the references soon.

Module 5, From Static to Dynamic Technologies

When reflecting on my current position along the static-dynamic continuum, it would be safe to say that I fall in the very middle.  To run an effective traditional classroom that is focused on student achievement, teachers need to use resources that challenge students across a wide variety of mediums.  In my classroom I still use traditional textbooks coupled with paper and pencil assignments to assess achievement, but also use the interactive whiteboard and games with simulation to present and assess content knowledge.  Because I teach first grade students, my ability to give them opportunities to communicate and collaborate dynamically is limited.  However, I am able to use peer-to-peer collaboration as a means to work in groups and communicate with other students.

As a student in a distance education course, I also see myself in the middle of the continuum.  Again, to create a strong resource base one needs to have data and information from multiple sources.  Sometimes this means using traditional static resources.  Although static, textbooks and other sources of information will always be around and valuable.  However, I have seen myself progress towards more dynamic in terms of my research and my information production.  This class has definitely challenged me in that regard as it has required me to use technology that I have little experience using.

As I progress in my teaching career, I hope to stay in the middle of the continuum, but I hope to expand my use of dynamic technologies.  I will always believe that both forms of technology are needed in the traditional classroom, as well as the distance education classroom.

Resources

Fahy, P. J. (2010). Characteristics of interactive online learning media. In T. Anderson (Ed.), The theory and practice of online learning (pp. 167-200).Edmonton, AB: AU Press.

Moller, L. (2008). Static and dynamic technological tools.

Module 4, Engaging Learners

Module 4, Engaging Learners

To ensure that online learners are engaged instructors must make sure that three important components are met; content, communication, and collaboration.  As technology has afforded instructors the opportunity to use a variety of tools to make sure instruction meet the criteria.  

In terms of content, the methodology used must encourage students to become problem solvers, as well as reflective throughout the process. Fortunately communication and collaboration is aided by technology that students already use in everyday, nonacademic aspects.  The combination of all of these categories will lead to engaged learners that are participating in a meaningful learning experience.  Each of these tools promote critical thinking, promote collaboration among students, instructors, and other professionals, and promote content methodology. Perhaps the most important aspect of these categories, is the fact that they present students the opportunity to participate using technology that they are already using in everyday life.

Module 3, Assessing Collaboration

Participation in a group setting may be one of the educational world’s most complex and nagging problems.  In the traditional setting, group work creates a purely social situation where the temptation to carry on conversation usually outweighs the motivation to complete the task at hand. It also gives rise to the student that thrives in a group setting because they are willing to take on the assignment individually as the others continue to socialize. To get a true idea of the pitfalls that come with cooperative learning experiences, both in the traditional setting and distance education, see Spencer Kagan’s article on the topic (http://www.ascd.org/publications/educational-leadership/may95/vol52/num08/Group-Grades-Miss-the-Mark.aspx). The problems associated with distance education learning communities, while not specifically related to socializing and the one attentive student, also brings about certain challenges.  These challenges are experienced by the instructor as well as the students participating in the learning community.

The biggest problem faced by instructors comes from assessing the performance of the group members. Instructors walk a fine line in regards to assessing students as individuals and as members of a larger learning community.  On one hand students should be expected to be contributing members of the learning community and the collaborative process.  On the other hand, students are so inherently connected to their own survival that they are not accustomed to being assessed as a member of a group (Laureate, 2008).  In his video presentation, Seimans goes on the discuss the use of assessment as more than simply assigning a grade to a singular, isolated situation.  Technology growth is facilitating the use of authentic assessments that replicate real world situations (Laureate, 2008).  In assessing participation in a learning community it is important that instructors assess the students in various ways to ensure that they can assess the individual and the group.

In comparison to the instructor assessing the learning community, how should the learning community interact amongst themselves?  As mentioned previously, participants are sometimes less willing to participate in the group for various reasons.  According to Palloff and Pratt (2007), the responsibility of running the community is in the hands of the community members themselves.  The theory that all members should help run and manage the group should be a principle from the outset of the learning community’s beginning.  Found in Jay Bhatt’s blog (http://www.library.drexel.edu/blogs/groupwork/2012/10/01/a-group-exercise-to-help-you-learn-more-about-your-team-members) are tips that will helps students begin the learning community with a sense of trust and comfort by getting to know the other members.  Starting the group in this way not only develops the important relationships necessary, but it also develops a sense of accountability.  When a learning community develops trust and accountability then the group will be more likely to operate in a manner that is conducive to learning through true collaboration.

To find out about other tips that will facilitate a more cohesive learning community, read David Wetzel’s blog entry at http://suite101.com/article/distance-learning-tips-for-online-group-work-success-a322356#ixzz21CcbwJf8

Resources:

Laureate Education, Inc. (Producer). 2008. Learning communities. [Video webset]. Retrieved from  https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2643771_1%26url%3D

Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco, CA: Jossey-Bass.

Online Gaming Storyboard

I must admit that I am no Steven Speilburg when it comes to directing movies.  However, I am somewhat excited to be working on this video for my Distance Education course with in my Ed.S degree program.

The following PowerPoint file is the beginning of my storyboard for my online gaming video presentation.  This storyboard is an early work and I am sure it will evolve and change as the course continues and I continue my research into online gaming as a means of distance education.  The scope of this video will focus on online gaming for early childhood education students.  I look forward to comments from my classmates and learning community members.  I hope that some of you are more experienced than I am and will provide critical feedback to make this a well done video.

Frame 1: Title Sequence	“Online Gaming” Duration (0:20) Music starts, fades into opening video frame
Frame 2: Open Video Sequence	Video Footage (0:30) Narration: Emergence of online gaming Students working in computer labs, close ups of students working and their computer screens.
Frame 3: Interview Sequence	Personal Interview Footage (1:00) Setting: Computer lab background Close up of Margaret, answering one question. Response: Citing information from research on the benefits of online gaming
Frame 4: Benefits Sequence	Setting: classroom background Student Interview: Student answering question from teacher Duration (0:40)
Frame 5: Classroom lesson intro	Setting: Computer lab/Classroom Music fades from transition Video footage: Teacher talks briefly about the lesson. (fades to classroom video) Duration: (0:30)
Frame 6: Lesson	Video Footage (1:00) Setting: Classroom/computer lab Teacher interacting with students and teaching online gaming as a lesson.
Frame 7: Introduction slide/ close	Setting: outside, walking Video footage of teacher introducing keynote speaker for conference on online gaming Duration (1:00) Fades out to black screen.

Module 2, Promoting Collaborative Interactions

As technology around the world has grown and advanced, the concept of distance has become almost non-existent (Laureate, 2008).  As this perceived distance has diminished, the interactions among people have increased, providing for the development of a truly global community.  However, this global community did not evolve over night.  As mentioned previously, the progression of technology has been the impetus for the development of a globe without borders.  Early primitive communication channels allowed for limited interactions between varying parts of the world.  As the world embarked into global wars, communication channels began to expand, however, still keeping areas of the world remote.  As the personal computer began to expand in the 1970s and 1980s, so did the ability to communicate across great distances.  Increased computer technology has since created a world where everything is accessible, which has led to a world where distance education is becoming accessible and accepted.

One aspect of distance education that will lead to further progression is collaboration and interactions between learners.  In the context of education, what is the significance of collaboration and interaction with people across the globe?  According to Steve Wheeler, creating a global community with access to various people and culture provides for a richness in learning and cooperation (http://steve-wheeler.blogspot.com/2013/01/global-learning-collectives.html). To support my comment about technology accelerating the collaborative process, Wheeler alludes to the days where students had to wait for hand written letters to return from around the globe to experience the cultures of other students.  Now, because of the technology that is present, students can conference with other students and businessmen can conference with other businessmen in real time.  This leads to culture of collaboration and team work.  As Seimans (Laureate, 2008) mentioned in his discussion, this has led to meaningful relationships and has increased comfort with working in an online setting, and most importantly, achievement through collaboration.
David Hopkins provides an interesting video in his blog (http://www.dontwasteyourtime.co.uk/video/4cs-communication-collaboration-critical-thinking-and-creativity/) about combining the 4C's, which one of the C's represented is collaboration.

As distance education progresses, it would be hard to imagine collaboration not playing a major part in the further development.  Seimens (Laureate, 2008) makes a compelling point to that fact that distance education is growing more accepted, and the inclusion of collaboration and interaction plays a major part in its development and success.

Resources:

Laureate Education, Inc. (Producer). 2008. The Future of Distance Education. [Video webset]. Retrieved from  https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2643771_1%26url%3D