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

EDUC 631 - Cognitive Load Theory

EDUC 631 - Foundation of Educ Tech Online Learning


Cognitive Load Theory 

My YouTube Video on Cognitive Load Theory

https://youtu.be/azVqteHTAGY?t=9s

Cognitive Load Theory

This week’s video discussion is on Cognitive Load Theory which is how people’s memory is affected by information overload.  This week’s presentation provided information on G. A. Miller’s theory who believed the Cognitive Load Theory is how most people are limited to processing less than 9 elements of information at once. One of the examples given was people can remember a 7-digit telephone number; however, the three-digit area code is considered a different element or piece of information that is processed and stored separate.

There are two types of incoming information; Visual information and Auditory information and most people become fatigue with too much auditory information such as long lectures; but can withstand visual information longer without fatigue. When people start processing Visual and Auditory information it goes into Working Memory; however, when information is learned it is stored in Long Term Memory. Which is where permanent knowledge and skills are stored.

Amazingly, the brain knows how to retrieve the information from Long Term Memory. It is imperative to understand how the cognitive load theory affects learner; because too much information at once can get lost or thrown out and never go into long-term memory and the student never learns that information.

Educators and trainers need to understand the limitation of working memory because information can be lost if not rehearsed and stored in long-term memory. When I teach new concepts, I provide guided assignments, followed by independent assignment, and then an assessment. In my current position, I work with students who have always struggled with learning. It is amazing for me to see them learn things that are not academic (rehearsal takes place) and they have a difficult time learning what is needed. It seems they make a choice or they decide academic progress is not important.  

References

Liberty University. (2017). Instructional design: A primer [Video file]. Retrieved from https://learn.liberty.edu/bbcswebdav/pid-16141959-dt-content-rid-139729798_1/courses/EDUC631_B03_201720/EDUC%20631/Wk%203%20Instructional%20Design%20%28LMS%29/res/index.html

Spector, J. M., & Merrill, M. D. (2014). Neuroscience and learning. In Handbook of research on educational communications and technology (4th ed., pp. 51-75). New York, NY: Springer.

Spector, J. M., & Merrill, M. D. (2014). Research Paradigms and Perspectives on Learning. In Handbook of research on educational communications and technology (4th ed., pp. 26). New York, NY: Springer

EDUC 633 - Gagnè's Instructional Design Theory

Principles of Design & Mgmt. in Distance Education - Gagnè's Instructional Design Theory

My Video on Gagnè's Instructional Design Theory

https://youtu.be/jdEtY2TLbQY

Gagnè's Instructional Design Theory

For this blog post, I choose the Gagnè's Instructional Design Theory. Robert Gagnè recorded his instructional theory in his book “The Condition for Learning”.  His theory is based on nine events of instructions and they are:

·         Gain attention

·         Inform learners of objectives

·         Stimulate recall of prior learning

·         Present the content

·         Provide “learning guidance”

·         Elicit performance (practice)

·         Provide feedback

·         Assess performance

·         Enhance retention and transfer to the job (University of Florida, 2017)

Robert M. Gagné made a lasting mark on the field of education in curriculum design. His contributions are recognized and were integrated into instructional planning; His instructional design found its place in several other fields including the military, the medical field, engineering, and, leadership (Tough, 2012).

Gagne's Instructional Design provides several opportunities to the learner to gain an understanding of the lesson or material being taught using guided learning, independent practice, feedback, and review of the lesson. These opportunities tend to benefit the Below Average student because it allows more time on the lesson or material covered. This group of students would have the patience to go through the nine steps. In comparison, the Above Average student may become distracted and feel no need for the nine steps of this module (University of Florida. (2017).  

According to Tough (2012), the instructions must be intentional and arranged by the teacher for the learning process to be effective. Yes, this design would take effort and purpose to prepare but it would prove effective for learners.  There are many strengths to this model; however, a weakness that may be difficult is the stimulate recall of prior learning to an online learning class.

Based on the nine events of Gagne’s Instructional Design Theory, I would use the nine events in three groups. Group 1 Introduction; I would begin the online instructional unit with a “Set”; something that would catch their attention to draw the students into the lesson. Then, I would provide the unit’s goals and learning objectives. I would remind the students to reflect and recall previous learned information that has already been covered. Group 2 Lesson; I would present the lesson, provide a guided assignment, and then the elicit performance (independent practice). Group 3 Evaluation; I would provide feedback, assess their work, test the students to see if they have retained the information and if its transferable.

References

Tough, D. (2012). A focus on Robert Gagné's instructional theories: Application to teaching audio engineering. MEIEA Journal, 12(1), 209-220. Retrieved from http://ezproxy.liberty.edu/login?url=http://search.proquest.com.ezproxy.liberty.edu/docview/1518285846?accountid=12085

University of Florida. (2017). Gagne’s 9 events of instruction. Retrieved from http://citt.ufl.edu/tools/gagnes-9-events-of-instruction/

EDUC 631 - Computer-Supported Collaborative Learning (CSCL)

EDUC 631 - Foundation of Educ Tech Online Learning

Computer-Supported Collaborative Learning (CSCL) 

My YouTube Video on CSCL

https://youtu.be/Tav2lrzUpNE

Computer-Supported Collaborative Learning

For this week, I choose Computer-Supported Collaborative Learning (CSCL) for my blog post. Computer-supported collaborative learning is not a recent innovation. Back in the early 2000s, while working at Sprint we used NetMeeting for our train-the-trainer classes. We used it for training, meetings, and transferring of information and changes. NetMeeting allowed us to collaborate and train individuals that were in different states in the USA. This was a form of CSCL and it was an excellent tool; plus, it saved a lot of travel expenses which also decrease the cost of training. The goal of Computer-Supported Collaborative Learning is for two or more people to work or learn together in the same building and in different locations with the use of technology (Jeong, 2016).

The implementation of CSCL in educational or corporate structures begins with

ü  Having the required technology that can support the model of Computer Supported Collaborative Learning. 

ü  Involving people with diverse experiences to provide reliable input.

ü  Having effective communication and strong cooperation between all team members or partners involved.

ü  Running a pilot test, to see how the model works.

ü  The pilot test, should be followed by a wider pilot project

·         guided by a clear plan

·         and strong objectives for evaluation before considering a large-scale implementation (Renzi & Klobas, 2000)

ü  Implementation of CSCL into corporate structures require culture change;

·         employees need to adopt the idea that collaboration is a good thing and much can be learned and using CSCL is cost efficient (Dobson & Gros,  2001).

An implementation of CSCL will allow teachers, students, and employees of companies to communicate, share resources, monitor and regulate collaborative learning, and build teams that will engage in joint task and productive learning processes (Jeong, 2016).

References

Dobson, M., & Gros, B. (2001). Organisational computer supported collaborative learning: the affect of context. Computers in Human Behavior, 17(5-6), 431-437. doi:10.1016/s0747-5632(01)00022-x

Jeong, H., & Hmelo-Silver, C. E. (2016). Seven affordances of computer-supported collaborative learning: How to support collaborative learning? how can technologies help? Educational Psychologist, 51(2), 247-265. doi:10.1080/00461520.2016.1158654

Renzi, S., & Klobas, J. (2000). Steps toward computer-supported collaborative learning for large classes. Educational Technology and Society, 3(3), 317-328. Retrieved from http://www.ifets.info/journals/3_3/d07.pdf

Introduction

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

My EDUC 633 course first assignment required me to create a blog and to do a introduction video. I created the video and failed to create this blog.

Apparently, I got the horse before the cart. I have hooked them up the right way and going forward I will use this blog website to post my discussion board video post.

Please see my introduction video hyperlink below.

Evonne Dantzler's Introduction Video