I don’t really subscribe to any social networking sites or blogs for personal use outside of education. At one stage in my life I did maintain a Myspace and a Facebook site, but they ended up being more of a distraction than anything else. Of the commonly used Web 2.0 technologies, I use Youtube the most often. It is a great resource to learn something fast and easy. I use it to view and save tutorials on various complex software applications that I use in my business. Having a step-by- step video to reference and walk you through an unfamiliar process is very effective. I also use the embed feature to display videos on other sites or share them with my peers.
Despite the fact that I don’t use social networking sites often, I can see enormous potential for educational use. If a single class was set up as an online community to where classmates could exchange information freely, it would bring us that much closer to an actual face-to-face classroom experience online. There are several resources available online that have functions that I can foresee eventually revolutionizing online learning. Some examples are Voicethread’s capability for multiple users to document comments or feedback on specific media, Yacpack’s voice group configuration, Dimdim’s mood icon feature, hosting privileges, and ability to share screens, Talkshoe’s call in features and Skype’s video conferencing. If a developer could take the standout features of each of these systems and incorporate them into an online learning community similar to a social networking site, the possibilities would be mind-boggling.
As the capabilities of online learning tools expand, so too does the online learning community. It won’t be long before the number of online courses offered surpass that of face-to-face classes at the college level. With the advent of more online courses utilizing new technology, issues will arise that professors and administrators will face for the first time. With this in mind, it will be crucial that educators stay up to date on the trends and advancements of technology to ensure that provisions are in place to keep the students and E-learning on the right path.
Thursday, April 29, 2010
Friday, April 23, 2010
Week 3
Does the media utilized to deliver educational content have a bearing on the impact or level of understanding for the learner? The answer is unquestionably yes. Anytime you change the format or delivery of information and the matter in which it is presented or accessed, there will be differences in the way the viewer perceives this information as well as how the information is recorded, processed and retained.
Imagine viewing a paper document presenting content in one giant block of black text. Lets assume this content was explaining the components of a car engine and how to troubleshoot certain mechanical issues. Not only would it be unappealing, it would be difficult to read. The human eye would be overwhelmed with the amount of information and this would have a direct impact on the learner’s comprehension. Now lets envision the same content presented in an instructional video complete with actual step-by-step footage of the engine and its separate components. Here the learner is able to digest the information audibly & visually.
Clark makes the analogy that media is like a vehicle that delivers the content and argues that the content is delivered regardless of the type of vehicle. The content may or may not be delivered depending upon the media, but the real question is the overall effectiveness of the content and the efficiency of the delivery. If you need information immediately, would you choose to have it shipped on a ship or would you choose airmail? The fact of the matter is that the resources at our disposal today were not taken into account when Clark made this claim. He could not have foreseen the technology that is now commonly used in today’s society.
Computers have increased the potential possibilities in almost every aspect of life, so why wouldn’t it be the same for education? With all of the demands on the modern student, they need the content delivered as promptly and efficiently as possible. They also need this content to be accessible and versatile. This is not possible in a face-to-face class where your primary media is your instructor’s lectures, textbooks, and paper handouts and or notes. With a well-designed online course, the computer is your media and you have total access to all of the content and can retrieve this content at any time. This way you are able to learn at the pace that best suits you.
Our text states that several recent studies indicate a “significantly higher achievement level for those learning at a distance.” One such study conducted by Souder in which the focus of the study was interaction and achievement in distance learning concluded that the distance learners were “…observed to gain much more than a traditional education from their experiences.” Though the text also states that successful distance learners tend to be “intrinsically motivated”, learner characteristics are a common variable. Different media can also affect a learner’s attitude and motivation towards learning.
In summary, the media used to convey content have a considerable bearing on a learner’s understanding. The quality of the content, the learner’s characteristics and subject area also play major roles. For example, the text mentions that, “Visual channels may be more important in subject areas such as math and science…” The bottom line is that communication is the single most essential component of the learning environment and inherent in every distinct form of media is a dissimilar degree of communication.
Imagine viewing a paper document presenting content in one giant block of black text. Lets assume this content was explaining the components of a car engine and how to troubleshoot certain mechanical issues. Not only would it be unappealing, it would be difficult to read. The human eye would be overwhelmed with the amount of information and this would have a direct impact on the learner’s comprehension. Now lets envision the same content presented in an instructional video complete with actual step-by-step footage of the engine and its separate components. Here the learner is able to digest the information audibly & visually.
Clark makes the analogy that media is like a vehicle that delivers the content and argues that the content is delivered regardless of the type of vehicle. The content may or may not be delivered depending upon the media, but the real question is the overall effectiveness of the content and the efficiency of the delivery. If you need information immediately, would you choose to have it shipped on a ship or would you choose airmail? The fact of the matter is that the resources at our disposal today were not taken into account when Clark made this claim. He could not have foreseen the technology that is now commonly used in today’s society.
Computers have increased the potential possibilities in almost every aspect of life, so why wouldn’t it be the same for education? With all of the demands on the modern student, they need the content delivered as promptly and efficiently as possible. They also need this content to be accessible and versatile. This is not possible in a face-to-face class where your primary media is your instructor’s lectures, textbooks, and paper handouts and or notes. With a well-designed online course, the computer is your media and you have total access to all of the content and can retrieve this content at any time. This way you are able to learn at the pace that best suits you.
Our text states that several recent studies indicate a “significantly higher achievement level for those learning at a distance.” One such study conducted by Souder in which the focus of the study was interaction and achievement in distance learning concluded that the distance learners were “…observed to gain much more than a traditional education from their experiences.” Though the text also states that successful distance learners tend to be “intrinsically motivated”, learner characteristics are a common variable. Different media can also affect a learner’s attitude and motivation towards learning.
In summary, the media used to convey content have a considerable bearing on a learner’s understanding. The quality of the content, the learner’s characteristics and subject area also play major roles. For example, the text mentions that, “Visual channels may be more important in subject areas such as math and science…” The bottom line is that communication is the single most essential component of the learning environment and inherent in every distinct form of media is a dissimilar degree of communication.
Sunday, April 18, 2010
DimDim/Week 2
I was very impressed with this week’s synchronous meeting using DimDim. The capability to not only share screens, but also access each others' files in real-time is extremely powerful. I also like the fact that the host has the ability to assign privileges to the individual attendees. Another nice feature was the icons that enabled the users to see the status of each attendee, whether they are experiencing difficulties, have a question, or have temporarily left the session. Some of the weaknesses that I noticed were that I did not see an option to call in. This was one of the features that I liked with Talkshoe. Even if you were unable to access a computer, you could still attend a session. Another weakness was when multiple people talked simultaneously. It would be nice if there were an option to establish a hierarchy so that all audio would cease when the host speaks. Overall, DimDim is the closest that I’ve experienced to an actual face to face class for an online meeting.
From my recent experiences, it seems to me that e-learning developers are creating tools that are focusing more and more on interaction, not only between students and their instructors, but students with fellow students. One example that comes to mind is Voicethread. This site allows students to comment on media, communicating asynchronously. I have also noticed that the implementation of wikis are becoming more common. These forms of interaction allow for a type of learning that is both collaborative and communicative.
Finally, I believe that the reason for different definitions for distance learning can be attributed to the advancement of technology. As the tools used to facilitate distance learning evolve, so too will the definition. Also, as distance learning crosses over to areas other than institutions designated specifically for learning, variations of the term will continue to emerge. As for e-learning, the text cautions not to confuse it with distance learning. It also notes that e-learning is considered an outdated term (and this was as of 2004). I view e-learning as a broader term that encompasses all forms of teaching and learning that utilize the computer, whereas distance learning is divided into more specific components.
From my recent experiences, it seems to me that e-learning developers are creating tools that are focusing more and more on interaction, not only between students and their instructors, but students with fellow students. One example that comes to mind is Voicethread. This site allows students to comment on media, communicating asynchronously. I have also noticed that the implementation of wikis are becoming more common. These forms of interaction allow for a type of learning that is both collaborative and communicative.
Finally, I believe that the reason for different definitions for distance learning can be attributed to the advancement of technology. As the tools used to facilitate distance learning evolve, so too will the definition. Also, as distance learning crosses over to areas other than institutions designated specifically for learning, variations of the term will continue to emerge. As for e-learning, the text cautions not to confuse it with distance learning. It also notes that e-learning is considered an outdated term (and this was as of 2004). I view e-learning as a broader term that encompasses all forms of teaching and learning that utilize the computer, whereas distance learning is divided into more specific components.
Thursday, April 8, 2010
Week One: Introduction
Hello, Dr. Baek and fellow ETEC 501 classmates. My name is Nate Wildes and I am a Technical Support Coordinator here in the College of Education. I have been working here for over 4 years now and just recently decided to pursue a masters degree in Instructional Technology. I was hired primarily to develop and manage websites initially and would love to expand on my expertise in this area. I currently manage 3 websites here on campus as well as develop online training modules for supervisors of students pursuing their teaching credential. I hope to gain a thorough understanding of the basics when it comes to building an e-Learning site. All that I have learned thus far has been through personal experience and trial and error. I have an extensive background in design, however no real structured training in the development of online sites for the purpose of education. This will be my 2nd ETEC course and I am looking forward to the experience.
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