EDUC 631 Copyrights

EDUC 631 - Foundation of Educ. Tech Online Learning – Copyrights

My YouTube Video: Copyrights

https://youtu.be/Sl7pIRIjqUk

For this week discussion board blog, I choose topic 5: “What are the unique copyright issues present in the corporate, for-profit training sector?”

My reading and research, revealed copyrights protects “authorship”, basically, the original work produced by the creator of the material. According to Find Law (2017) website, there are seven categories of copyrighted materials and they are: Literary works, Musical works, Dramatic works, Dancing and Gestures, Pictures, Graphics, and Sculptural works, Motion pictures (movies) and other Sound recordings.

Copyright issues have become a strong media subject and some public debate.  There are legal issues and social uncertainties concerning copyright issues which range from bootlegging, counterfeiting, knock-offs, and just out right theft of someone’s work (Mirghani, 2011, p. 116). According to Mirghani (2011) there has been an increase in information and digital technologies that allows reproduction of others’ copyrighted property which is one of the key reasons for piracy being publicly debated (p. 120).

One of the unique copyright issues in the corporate world is, “Can a corporate officer be held personally liable for the patent infringement of his or her corporation” (Oswald, 2015, p. 557)?  According to Oswald (2015) to understand, one must first comprehend the limits of the liability rules for corporations, shareholders, and officers (p. 560). For corporate structures, there are three primary legal doctrines (corporate, tort, and agency law) that must be considered (Oswald, 2015, p. 560).  We must remember a corporate is a legal entity; separate from shareholders and owners, who cannot be held accountable for corporate wrongdoings. However, under extraordinary circumstances, legal ramifications can be attached to officers and shareholders (Oswald, 2015, p. 560).

References

Find Law. (2017). Current copyright issues. Retrieved from http://corporate.findlaw.com /intellectual-property/current-copyright-issues.html

Mirghani, S. (2011). The war on piracy: Analyzing the discursive battles of corporate and government-sponsored anti-piracy media campaigns. Critical Studies in Media Communication, 28(2), 113-134. doi:10.1080/15295036.2010.514933

Oswald, L. J. (2015). The divergence of corporate officer liability doctrine under patent and copyright law. American Business Law Journal, 52(3), 557-619. doi:10.1111/ablj.12052

EDUC 633 - E-Learning and the Science of Instructions

Course: EDUC 633 – Principles of Design & Mgmt. in Distance Education 

E-Learning and the Science of Instructions – Chapter 6 – Applying the Modality Principle:

This document will summarize chapter 6, “Applying the Modality Principle: Present Words as Audio Narration Rather than On-Screen Text”; written by Ruth C. Clark and Richard E. Mayer (2008).

Modality Principle

The modality principle is concerns with using more than one type context for learning. Chapter 6, “Applying the Modality Principle: Present Words as Audio Narration Rather than On-Screen Text”, emphases the use of text, visual, and audio for e-learning. The information contained in this chapter is based on observed evidence that revealed greater learning gains from using audio instead of on-screen text to describe graphics. Furthermore, the use of audio presentation has a psychological advantage due to incoming information because there is a split between two cognitive channels (auditory channel and visual channel) (Clark & Mayer, 2008, p. 116).

Modality Principle: Present Words as Speech Rather Than On-Screen Text

Whenever presenting graphics (animation, video, or statics frames) it is best to teach them with spoken words as well as text on screen to help e-learners gasp both simultaneously. Moreover, it is best to avoid e-learning courses that deliver presentations that contain complex graphics with only text because the information can cause a cognitive overload. As mentioned earlier, there is a great need for verbal clarification when there is text and multidimensional graphics. This recommendation is based on possible overload of visual/pictorial channel when graphics and printed words should be simultaneously processed by the learner. For a greater learning experience e-learning courses should be designed to lessen learner’s chances of overloading visual/pictorial channels. It is essential to consider and apply the modality principle when designing a multimedia course (Clark & Mayer, 2008, p. 117-118).

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Limitations to the Modality Principle

Certain learning environments prevent the use of the modality principle from being applied due to technological demands such as bandwidth, hardware, sound cards, and headset. Plus, the implementation of sound mechanism is associated with unreasonable expenses. Certainly, it is profoundly important to contemplate and apply the modality principle when planning a multimedia course (Clark & Mayer, 2008, p. 119-120).

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Psychological Reason for the Modality Principle

There are psychological reasons for considering the modality principle when designing and implementing a multimedia e-learning course; which are based on how human learn and how they process information using the cognitive theory.  The human brain is made up of two information processing channels; visual / pictorial processing and auditory / verbal processing. When information is presented simultaneously the learners may not process the information adequately due to visual channel being overloaded. The overload can be reduced if words are used to explain the complex crucial graphic information as well as having text on the multimedia screen (Clark & Mayer, 2008, p. 121-123).

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When the Modality Principle Applies

The purpose of using the modality principle is to reduce cognitive overload in learners. This technique and process will not be used all the time; however, it is suggested to use the modality principle when presenting crucial complex graphics and text that must be processed simultaneously. It is important for some terms, unfamiliar words, and technical language to be displayed and verbally spoken to assist learners in processing e-leaning information (Clark & Mayer, 2008, p. 128).

Reflection

I concur with everything I read in this chapter on modality principle. I did not know about the modality principle prior to this reading this chapter; however, all the information applies to my learning style. As for me, I require verbal, text, and graphical images for me to learn complex information. As for a change in my view or ideas pertaining to e-learning and teaching, this chapter helped me to realize it is normal to need verbal spoke words, text, and graphical images to improve learning. This view is relevant to the ISD project because this chapter reinforce the need for words as well as graphics to learn. I have always taught the way I learn; especially since I work at an alternative school and most of my students are visual and hands-on. After graduation, I will continue to use verbal explanations, text, and graphical images to help students learn and place information into long-term memory.

References

Clark, R. C., & Mayer, R. E. (2008). Applying the modality principle: Present words as audio narration rather than on-screen text. In E-learning and the science of instruction (3rd ed., pp. 114-131). San Francisco, CA: Pfeiffer - An Imprint of Wiley.

EDUC 631 - Web 2.0 Technologies for Online Learning

EDUC 631 - Foundation of Educ. Tech Online Learning 

Web 2.0 Technologies for Online Learning

My YouTube Video: Web 2.0 Technologies

https://youtu.be/ISsBwwRV1aA

Hello,

This is Evonne Dantzler for this week’s video blog I choose Topic 4, which is

“In what ways, do you and/or your friends and colleagues use Web 2.0, including activities unrelated to school? And, what potential do you see in these technologies for online learning?

As for me and my colleagues, our school uses Google Drive for slides, documents, and presentations; basically, because it is a free service. However, I am a business teacher under the Career and Technical Education department and I have the Microsoft Office Suite on all the computers in my lab.  As for using Web 2.0 for activities unrelated to my job, currently I am only using what is required of me by Liberty University. For this semester, I am using a Blog and Screen Capturing software.

Pertaining to online learning, I teach Exploring Career Decision (8th grade) and Career Management (9th grade) and I use Google Classroom for collaboration, assignments, feedback, and interaction with my students. As mentioned, I teach CTE courses and my student have access to Microsoft Office and we use them frequently; generally, the students have a choice to which software they want to use for certain assignments; Word, Excel, and PowerPoint.   

According to Cummings (2015) Google Docs is a Web 2.0 technology that will enhance collaborative learning by allowing students and instructors to comment and add dialogue to assignments, both in class and outside of class (p. 83). Plus, Web 2.0 technologies provide teachers with numerous chances to create a 21^st century learning environments in their classroom (Sadaf, Newby, & Ertmer, 2015, p. 38).

Since our school district focus more on Google Drive free apps, I will introduce my students to Google Docs for writing assignments and for student-to-student collaboration as well as teach them how to create a collage using Google Drawings. Google Docs will enable students to create and or view documents, share and edit other people documents, and collaborate using a Google Doc (Google, 2017).

References

Cummings, L. (2015). Flipping the online classroom with web 2.0: the asynchronous workshop. Business and Professional Communication Quarterly, 79(1), 81-101. doi:10.1177/2329490615602250

Google. (2017). How to use Google Docs. Retrieved from https://support. google.com/docs/answer/7068618?co=GENIE.Platform%3DDesktop&hl=en

Sadaf, A., Newby, T. J., & Ertmer, P. A. (2015). An investigation of the factors that influence preservice teachers’ intentions and integration of web 2.0 tools. Educational Technology Research and Development, 64(1), 37-64. doi:10.1007/s11423-015-9410-9

EDUC 631 - Available Resources for Distant Sites

EDUC 631 - Foundation of Educ Tech Online  Learning

Available Resources for Distant Sites 

My YouTube Video Available Resources for Distant Sites

https://youtu.be/LjYLyGe3yV0

Hello,

This is Evonne Dantzler. I choose Scenario 3 Mr. John Burns for this week video blog. This scenario is surrounding the interest of Mr. Burns who is interested in teaching his Introduction to College Writing course online.  The question that I will answer is “Why is it necessary for Mr. Burns to determine and evaluate available resources at the distant sites when preparing to teach a distant course”?

It is imperative for Mr. Burns to know if appropriate technological resources are on site for his lecture, video, audio, and assignments to be accessible by his distance learning students. For his course offering to be successful there must be communication technologies; interaction and independence technologies. Plus, he must know if there is good internet service for transmission of voice and data (Garrison, 2003, p. 67 & 72). It will be to his advantage to know if his students had access to computers, software for a writing course, and if there is video and audio equipment at the site (Hamilton; 2015, p.57-86). Moreover, the student should have access to a media center.

During his preparation, he should make sure there is a two-way audio with visuals, or even better if there is Two-Way Video/Audio Classrooms (Simonson, Smaldino, & Zvacek, 2015, p.82-96).  This technology would assure his students could see, hear, and engage in the lecture. Plus, he would be able to assess the students.

References

Garrison, D. R. (2011). Instructional technologies. In E-learning in the 21st century: A framework for research and practice (2nd ed., pp. 63-73).

Hamilton, B., & International Society for Technology in Education. (2015). Instructional use of technology. In Integrating technology in the classroom: Tools to meet the needs of every student (pp. 57-80).

Simonson, M., Smaldino, S. E., & Zvacek, S. (2015). Technologies, the internet, and distance education. In Teaching and learning at a distance: Foundations of distance education (6th ed., pp. 77-124). Charlotte, NC: Information Age Publishing

EDUC 633 - Assessment: Mobile Learning

EDUC 633 – Principles of Design & Mgmt. in Distance Education 

Assessment: Mobile Learning

My YouTube Video on Mobile Learning

https://youtu.be/fHwd1HKLkG0

Hello This is Evonne

This week’s video blog is on mobile learning and it was an enlightening subject for me. I realized that I had been exposed to a mobile learning experience in an intensive class at Liberty University during the summer of 2016. My instructor posted QR codes on the walls around the classroom for us to use our phone to scan and capture the data.

Based on my personal theory of learning, students who are willing to be responsible and not disrupt a class should be allow to use different technologies. As for me, mobile learning would benefit students who are serious about their academic performance and achievements.  In my reading, mobile learning has revolutionized the opportunities for developing social skills, student engagement, and it’s interactive learning use one’s favorite device (Alvarez, Alarcon & Nussbaum, 2011, p. 1963).

In my reading, I found a couple of challenges that may affect mobile learning students and they are; learning styles, context awareness, student’s nature of memory, cognitive resources, awareness, and students’ knowing expectation (Terras and Ramsay, 2012, p. 821-826; Totorella and Graf, 2015, p. 297).

Mobile learning assessments must consider Cognitive Load Theory and how it may impact some students; however, formative mobile learning assessment allows repeated questions, electronic feedback, and immediate feedback (Chu, 2014, 334-336).

References

Al-Hunaiyyan, A., Alhajri, R. A., & Al-Sharhan, S. (2016). Perceptions and challenges of mobile learning in Kuwait. Journal of King Saud University - Computer and Information Sciences, 1-11. doi:10.1016/j.jksuci.2016.12.001

Hui-Chun, C. (2014). Potential negative effects of mobile learning on students' learning achievement and cognitive load--A format assessment perspective. Journal of Educational Technology & Society, 17(1), 332-344. Retrieved from http://ezproxy.liberty.edu/login?url=http://search.proquest.com.ezproxy.liberty.edu/docview/1502989183?accountid=12085

Terras, M. M., & Ramsay, J. (2012). The five central psychological challenges facing effective mobile learning. British Journal of Educational Technology, 43(5), 820-832. doi:10.1111/j.1467-8535.2012.01362.x

Tortorella, R. A., & Graf, S. (2015). Considering learning styles and context-awareness for mobile adaptive learning. Education and Information Technologies, 22(1), 297-315. doi:10.1007/s10639-015-9445-x