Red Queens

When reviewing a movie for my science fiction assignment I viewed it digitally on my computer. The ease of using movies online is one that I happen to like. I purchase movies from the Google Play store. There is much competition in the market for viewing movies. The use of actual DVD’s is one that I stopped using about two years ago. For some time I used free services such as Hulu, however that is no longer a free service so I do not use it. The competition is an example of Red Queens in that both digital and DVD movies are sharing the same market and eventually one will win out over the other.

DVD’s are soon to be the thing of the past and will fall on McLuhans tetrad under obsolete technologies. Video on demand services will be under the enhance section of the tetrad by making videos available to a wider audience that may not otherwise be able to obtain DVD’s. 

Second Life as a Disruptive Technology

The phrase disruptive technology comes from Clayton Christensen and refers to a technology that “the process by which a product of service takes root initially in simple applications at the bottom of a market and then relentlessly moves ‘up market’, eventuall displacing established competitors” (Christensen, 2009). The technology that is new usually is more efficient, cheaper, and offers some market advantage for users to purchase it in place of the technology it is replacing (Laureate, 2009). The impact on disruptive technologies can be very dramatic. A technology that is currently being disruptive to everyday life is Second Life, or 3D virtual worlds.

Second Life is created and made up of everyday people that use avatars to interact with each other. The reason it is disruptive is that in some cases it actually can be used to replace face to face social interaction. In some cased people choose to forego the real world in favor of the virtual world. This technology has been featured on National Geographic and depicted a man who had a whole virtual family with a wife and children. The real world family knew about the virtual one and were somewhat excepting of this.

Second Life has been around since 2003 and I do not see it being obsolete for some time. I actually do not see it as fully emerged because it is something I have only seen on TV or in the news. I personally do not know anyone using it. Some benefits and implications are that it may one day replace traditional learning institutions. One popular location in Second Life is the International Spaceport that allows users to view exhibits from anywhere online. There are even classes at Harvard being taught in Second Life completely (National Geographic, 2013). One day all my student may meet in a virtual setting and not in a local classroom or building.  

Carmody, L. E. (2009). [Review of the book Disrupting class: How disruptive innovation will change the way the world learns, by C. M. Christensen, M. B. Horn, & C. W. Johnson]. Educational Technology Research and Development, 57(2), 267−269. Retrieved from the Academic Search Complete database.

Laureate Education, Inc. (2009). Disruptive Technologies. Baltimore, MD: Author.

Rosedale, P. (2008). Philip Rosedale on Second Life [Video]. Retrieved fromhttp://www.ted.com/talks/the_inspiration_of_second_life.html.

"Second Life," Other Virtual Worlds Reshaping Human Interaction. (n.d.). Daily Nature and Science News and Headlines | National Geographic News . Retrieved April 24, 2013, from http://news.nationalgeographic.com/news/2006/10/061017-second-life.html

Rhymes of History

Dr. Thornburg’s video discusses new technologies that bring back memories from the past (Laureate, 2009). One example of a rhyme of history is the emergence of the tablet computer. Secretaries from the past used paper notebooks to scribe or short hand notes and memos. The new tablet computers such as the Ipad make it easy and convenient to type them into a memo application or use a short hand keyboard to take dictation.

Once the dictation is taken they can then transfer it into a word file or whatever means of communications they may need to send it to the recipient. This also brings to mind the typewriter and how they would take the memo notes from a notebook of paper and then type them out. Email and electronic communications now allow this to happen very fast and over great distances.

Laureate Education, Inc. (Producer). (2009). Rhymes of History  [Video]. In Emerging and future technology [DVD] Baltimore, MD: Author. 

Cell Phone Tetrad

Emergence of Flash Drives

Flash drives have become popular in the last few years because of their small size and low cost. The flash drives of today offer portable storage that is safe and secure in the hands of the owner. Some problems with flash drives are connectivity and that they are easily lost. The size of the flash drives makes it easy to slip it into a pocket but it also allows it to be easily lost. This is often remedied by putting them on a key chain or in a case. Connectivity can be an issue when the flash drives become corrupted or encounter connection errors and are not recognized by the computer.

The need that a flash drive meets is one of storing work for employees, students, and anyone else that needs to easily take files with them on the go. A flash drive is beneficial when only needing to carry some files along on a trip versus having to take an external hard drive or multiple compact discs. One thing that would make this technology even better would be to make them easier to track or harder to loose. Anyone can lose a flash drive and have it picked up and the information deleted by another person.

http://www.technologyreview.com/news/405700/your-world-on-a-flash-drive/

Thornburg, D. D. (2009a). Current trends in educational technology. Lake Barrington, IL: Thornburg Center for Space Exploration.

Learning in a digital world

One thing that is critical in teaching is to gain student interest and motivated them to learn on their own. I firmly believe that being a guide is one of the best things teachers can do for students. We are in an age of ever changing knowledge and new information is at everyone’s fingertips. As a teacher we need to teach our students how to navigate this new digital world and find the knowledge they need. Connectivism supports this way of teaching and learning and provides a foundation for navigating the networks we are creating.

One non-negotiable thing is the ability to provide technology to my students. They have smart phones and computers at home. Being able to use technology and media in the classroom brings their interests and skills with networks into their learning experiences. By letting them bring this technology into the classroom we are letting them have freedom from just textbook learning. As a teacher my goal is to provide a technologically advanced classroom for students to expand their knowledge with. 

New Technologies

One new technology we had problems with in the workplace was Pinnacle Grade. The staff at the school was against having a second grade book for standards based grading and did not see the need for it to be purchased. Using the ARCS model we created a grading team that used the grade book for a year. We helped it gain attention, showed that it could be relevant with the additional student reports it printed, and proved we were confident in using it (Driscoll, 2005). The problem arose the second year we were using it when more teachers came on board the pilot standards based grading program.

The grade book was miscalculating grades and we as a district determined using a trend calculation for a grade was not better than an average of standard linked grades with possible retakes. This led to many teachers being dissatisfied with the product and we switched back to points and percentages from the four point scale we had started the year using. This change at semester break has shown us that the initial reaction to the grade book was not accurate and as more users started using it the confidence and relevance turned the attention into a negative perspective. Currently we are investigating using the SIS grade book, our original one, with the standards attached to the assignments. Our teachers are comfortable with that grade book as we have had the software for years and have been satisfied with the product.

Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.).Boston: Pearson Education, Inc.
Siemens, G. (2006). Knowing knowledge.

Connectivism Mind Map

Networks have changed the way in which I learn in the quantity of information and the diversity of the places that I can access it from. Having instant access to all my social networks on a phone gives me instant access to the thoughts and knowledge of others. By maintaining groups and people that I value and interact with both socially and professionally I am able to filter the content and knowledge I want to be a part of. Professionally this has given me access to other colleagues and educators that are using the same tools and networks. Any answer I need for any topic is easily found or asked about. If it is something I cannot find there will be someone to tell me where to look.

The digital tools that best facilitate learning for me are the Walden discussion boards, blogs, and the wiki pages made by other educators. Whenever I have a question I can post it in a social network and check my phone for responses.  

Collaboration

Module 3 Blog Post Educ 7105

·         Do you believe that humans have a basic instinct to “interact and work as a group,” as Rheingold proposed in his discussion of the evolution of Wikipedia as a collectively developed encyclopedia? 

Humans have the instinct to work together as a group, however there are many factors that influence who and how well they work together. Competition in the workforce, politics, and across the globe is a major influential factor in causing people to socialize in certain ways. We group ourselves according to similar beliefs and what we want our social lives to be like. There is usually an underlying need or problem that needs to be solved by a group to bring them together.

·         How can technology facilitate collaboration among learners based on constructivist principles?   

Technology is not creating a new field of communication, we have always communicated socially and collaboratively. Technology is however making it easier, more accessible, faster, and all one person needs to reach a large social group is a cell phone. The constructivist principle of learning by example, such as Vygotsky is evident in this social communication.

·         Find a current research study that has been conducted in the last 5 years that supports collaboration as an effective tool for learning. Include the link and reference for this study in your blog.

The research study listed below describes IBM and the Beehive Social Network they have initiated to develop collaboration in the work place. This tool has used constructivist theory to initiate learning on the social level. The site has created over 280,000 social connections within the company and those connections have led to over 150,000 comments. This exchange of social knowledge and interaction is an effective way for technology to support learning.

http://www.knoll.com/research/downloads/WP_FiveTrends.pdf

Comments on
http://briddicklearningtheories.blogspot.com/2013/01/is-collaboration-key-analysis-of.html

http://svohra29education.wordpress.com/2013/01/10/survival-of-fittest-vs-collaboration/comment-page-1/#comment-3

Cognitivism as a Learning Theory

Kerr (2007) asks us if the isms of learning theory are useful for what we think and do.

During the first few years of my learning in the master program for teaching I learned about the different learning theories. The application of these theories did not come into focus for me until I was a seasoned teacher with a few years of experience behind me. To me at the time they each seemed to work separately based on the ideology that they had.

As a seasoned teacher I see now that the ideas of constructing knowledge and learning knowledge through behavior are not really separate at all. Each student takes meaning in different ways and some may go through various stages of each learning theory to create lasting meaning with the content.

Memorizing science terms and being able to apply the terms to real life application is something that is accomplished through the use of both cognitive and behaviorist theory. The students are expected to behave in a certain way and memorize the terms but the deeper learning comes when the use the cognitive theory and relate the terms to their daily life.

Kerr, B. (2007, January 1). _isms as filter, not blinker [Web log post]. Retrieved fromhttp://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

Kapp, K. (2007, January 2). Out and about: Discussion on educational schools of thought [Web log post]. Retrieved fromhttp://www.kaplaneduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/

Responses to

http://briddicklearningtheories.blogspot.com/2012/12/learning-theory-and-cognitivism-module-2.html

http://georgeoneal62.edublogs.org/2012/12/25/isms-and-learning-theory/

PBL Mind Map

Learning Theory and Educational Technology

1.     What are your beliefs about how people learn best? What is the purpose of learning theory in educational technology? 

People learn best when they make a connection with the knowledge into their ever day life. Students in my science classes often ask how certain topics affect them and once they see the ramifications of say global warming they gain a better understanding and desire to understand the topic. Using investigations and hands on learning is the best way for learners to connect with the instruction. Driscoll (2008), states that knowledge is gained through experience and this is evident in the science classroom with hands on inquiry.

2.     What are the critical elements of a learning theory? Did Driscoll and Siemens miss any key questions or criteria? Provide a thoughtful critique of their discussion of learning theory.

Both Siemens and Driscoll (2008) discuss the ever widening network of the social media age and ways in which learning theory can be applied to the way we learn in this age of information overload. Behaviorism and pragmatists use learned behavior negotiated through experience and thought to learn concepts (Siemens, 2008). A constructivist believes that each learner makes sense of the concept and knowledge within their own mind (Siemens, 2008). Both of these theories and ways of thinking are accurate and lend themselves to my belief in hands on learning. Learners must engage with the content, interact, and create internal meaning for themselves (Siemens, 2008).

3.     Critique Siemens’s “metaphors of educators.” Which of these metaphors best describes the role you believe an instructor should take in a digital classroom or workplace? Is there a better metaphor to reflect your view of the role of instructors

I relate strongly to Siemens (2008) statement that learners must be guided by experts to prevent misconceptions and to gain knowledge. The metaphors used in the text discuss being a curator, concierge, and network administrator. The dual role of guide and expert , curator, that blends the expert and the learner constructing knowledge is the best role for my classroom (Siemens, 2008). The students should be creating their own knowledge through the use of expert guidance with the curriculum. Technology should be navigated by their desire to learn and guided by the instructor.

Siemens, G. (2008, January 27). Learning and knowing in networks: Changing roles for educators and

                    designers. Retrieved from: http://itforum.coe.uga.edu/Paper105/Siemens.pdf

Final Presentation

                                                                 Annotated References

Broadview Analytics (2010). An evaluation of the effectiveness of WileyPLUS in higher education. Retrieved from https://media.wiley.com/assets/2262/54/WP_Impact_Report_final.pdf

               This case study was conducted to evaluate the effectiveness of the WileyPlus interactive text when used in the classroom. The study was performed at two and four year higher learning institutions across seven disciplines. This study was good in that it showed that improvement of up to 28% is possible when          using the interactive learning system.

Discovery Education (n.d). Usage linked to top performing schools. Retrieved from http://static.discoveryeducation.com/feeds/www/media/pdf/DEstreaming_Usage%20Achievement%20Overview.pdf

                    This website from Discovery Education shows data from three states over two years of performance. The focus is on grades three to eight in reading and math. This data shows a trend in the increase in student achievement using multi-media materials from Discovery Education Streaming. The data table provided gives a valuable picture of the possible improvements to student achievement using this interactive technology.

Discovery Education (n.k). Reports on the effect of United Streaming applications on educational performance. Retrieved from http://static.discoveryeducation.com/feeds/www/media/pdf/DE_streaming_VA%20and%20LA%20Research%20Summary.pdf

               The case study provided by Discovery Education focuses on the impact of multi-media content, the impact on student achievement, applications to improve teacher efficacy and student interaction. An experiment was done that compared pretest and post test results in classes with and without United Streaming. This case study is valuable in that is show-cases the influence multi-media applications have on student performance and increases in learning are possible.

McGraw Hill (2010).  Digital course solution improves student success and increases instructor efficacy. Retrieved from http://create.mcgraw-hill.com/wordpress-mu/connectblog/files/2012/07/Case_AP_Hinds_Feaster.pdf

  The author details the use of a digital techbook called Connect in Anatomy college courses. The instructor uses the techbook as an additional study tool for a class that is heavily graded on assessments. During the second year of the course the homework portion of the grade was required to be completed using the Connect techbook. This case study is of value in that it shows an increase of 22% of students passing the course and 29% more students completed the course using Connect.

Pearson Global. (2010). Raising the bar: The Power of Pearson’s MyLab and mastering programs-case study results.  Retrieved from http://www.pearsonhighered.com/resources/Pearson_Global_Whitepaper.pdf

               This article is a compendium of 13 case studies detailing the effects of using MyLab in various course subjects. These case studies show data that confirms student achievement and retention increases using interactive materials. Students stay in class longer and are more engaged using the interactive techbook than traditional courses. The research provided is detailed and descriptive in proving that interactive techbooks increase performance on a variety of subjects.

Pearson Global. (2010). University of Central Florida case study. Retrieved from http://www.mymathlab.com/case-study/1398/university-central-florida-1

               This case study details passing rates for college algebra courses at the University of Central Florida. The course is centered around an interactive techbook which enables the student to practice, collaborate, and interact with multi-media materials online. An increase in the passing rate grew 20% over three year usage of MyMathLab. This case study is vital in showing data that will contribute to the adoption of interactive techbooks and the reasoning behind such an adoption.

William, R. J., Loui Lord, N., Elizabeth, J. A., & George Van, H. (2011). Trading Textbooks for Technology: New Opportunities for Learning. Phi Delta Kappan, 92(7), 46-50 ST - Trading Textbooks for Technology: New. PDK International.

               This article details the incorporation of digital textbooks in the Bartholomew Consolidated School District. The use of digital textbooks has implications on student achievement and student engagement. The article is valuable in that it poses strengths and weaknesses in the use of digital textbooks and provides ways to use them to their fullest potential.

Static vs Dynamic Technology

Technology chosen for distance learning must be able to generate knowledge using interactivity (Moller, 2008). Static technology which displays information is not effective for interactive leaning. Dynamic technology which allows the user to interact on some level with the technology or peers is more effective at knowledge generation. Dynamic interaction allows for the exploration and trial and errors style learning that leads to creative and meaningful knowledge. Distance learning requires learners to be self-motivated and able to reach deeper cognitive levels of learning with minimal dependence on the instructor.

Online role playing and virtual worlds is an increasing area of interest to the youth of today. The technology we are seeing enter the classroom is mirroring this type of play for learning. It catches the interest of the student and enables them to make real time adjustments and decisions while interacting with their peers. One way in which I will be moving my students to dynamic learning is the incorporation of an interactive digital text. They will receive both static and dynamic content and the ability to interact with their peers and peers across the country. Simulations are another dynamic strategy that will be employed using the interactive text. Virtual labs offer the students a way to explore and create knowledge using technology. My classroom is on the way to being dynamic but there is still much to do. The way has been enabled using Discovery Educations Science Techbook and I will be endeavoring to find more and more dynamic learning opportunities for my students.

Static Dynamic Learning Technologies Blog

http://minerclass.edublogs.org/2011/02/26/static-dynamic-learning-technologies-continuum%E2%80%A6/     

Discovery Ed Wiki’s

http://web2012.discoveryeducation.com/blog/index.cfm/2010/3/31/Web-2010-Blog--Wikis

Moller, L. (2008). Static and dynamic technological tools. [Unpublished Paper].                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                     

Graphic Organizer

Communication in a distance classroom needs to be timely, respectful and with an appropriate tone. This communication can happen in a variety of means, email, chat, or Skype. The main reason we communicate with distance education is for feedback on the work and ideas we are pursuing. This communication is vital to effective collaboration. Collaboration is a must have in distance education to develop an environment that is positive and motivating to learners. Collaboration may occur using wiki pages, discussion forums, and blogs. Content for distance education is the foundation for the learning and is done using textbooks, videos, and various reading materials. The most effective tools for learning that I have encountered so far have been the wiki pages, videos (podcasts by Laureate), and discussion forums. The discussion forums qualifies as communication, however I included it with collaboration since most discussion forums are a collaborative effort.
There are many tools that utilize technology and may enhance the learning experience. Some are listed on the following website.
http://www.educationworld.com/a_tech/archives/tools.shtml
A podcast by Dr. Carl Owens may be accessed using the following link.
http://www.speedofcreativity.org/2011/02/09/podcast-370-cool-tools-for-the-classroom-by-dr-carl-owens-msmeca11/

Assessing Collaborative Efforts

Collaborative efforts should take place but each individual should be given a separate grade for their contributions. By providing a rubric for the students to follow each person should be doing the same work and be assessed in the same way. Everyone brings their own skills to the effort, some know technology more than others, and this should be addressed by having prerequisite training or requirements for each effort. Any technology that is to be used should be discussed and resources provided for those that are not familiar with it. This will allow the rubric and assignment to be fair. 

A student who does not want to network or collaborate should not take an online course. There has to be collaboration for a strong sense of community and the sharing of resources and ideas. As a fellow student I would rely on the discretion of my instructor and the faculty at the school to mediate any problems with such a student. As a fellow student I would contact the instructor about any lack of participation that involved or affected me. As an instructor this would affect my assessment of the student and reflect negatively on their grade.

Collaborating online has been a challenge this quarter. I have created an edublog and a bloglines account but am still having trouble keeping track of the blogs of my team members. Hopefully this is an issue that will get easier the more familiar I become with the technology. 

http://icoblog.wordpress.com/2010/03/09/student-collaboration-online-classroom/

http://www.edutopia.org/blog/classroom-collaboration-tools-eric-brunsell

Both these resources are good to help students collaborate online. This one is prefaced with a quote that "no man is an island" and gives tools for online collaboration.

http://www.nlight.com/Success/Collab/

Storyboard for video project

Scene 1	Clips from my classroom will be shown that I will film. The setup of the netbooks and whiteboard will be shown to demonstrate a techbook classroom. Textbooks will also be shown as classroom sets.
Introduction	Video clip of me introducing who our guest speaker from DEN and Discovery Education will be. Pictures of the speaker will be used as well.
Scene 2	Clip of me stating how the techbook will be utilized in class with research stated as to why we are moving to a digital format. Graphics will be interspersed with the podcast for visual effect.
Scene 3	Clips of the techbook on my desktop, whiteboard, and narration of how Discovery Educations techbook is organized and the materials it makes available.
Scene 4	My boys will be filmed doing an actual online lesson using laptops (netbooks if they are in at the time of filming) from the techbook. They will work through the reading material, video lesson, and online assessment. May include shots of them using the techbook at home.
Scene 5	I will podcast and explain with graphics how we got the techbooks, funding and concerns over leaving print materials completely. Address how we will mostly be using it in class until we are sure all students have the internet and devices for usage.
Scence 6	Lastly I will say and here is our guest speaker

Elements of Distance Education Diffusion

Global diversity, communication and collaborative interaction are all elements of distance education. Over the last few years they have all evolved, but none more so in my mind than global diversity. Universities, governments, and business are all using the internet to connect and interact over vast differences in location and time. Having distance education enables us to learn and connect with others from across the globe.Without this ability we would not be able to share classes with other cultures and countries. George Seimens (2008) states that distance isn't as significant a factor as five years ago due to online interaction. This online interaction is leading to greater acceptance of distance education (Larueate Education, 2008).

All the elements involved play critical roles in facilitating this global interaction. Some tools that may be used for this interaction and communication are BlackBoard, Skype, GoToMeeting, blogs, and other online forms of collaboration. The three elements go hand in hand with communication and collaboration giving us the ability for greater global diversity.

http://www.onlineteachingandlearning.com/
This link has some good podcasts on teaching online.

Laureate Education, Inc. (Executive Producer). (2008). (n.d.). The future of distance education. 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_968784_1%26url%3D

The Next Generation of Distance Education

According to Simmonson (2008) distance education is reaching its maximum usage and the adoption of the technology has reached the peak of the S curve for diffusion. After reading articles from Moller, Huett, Foshay, and Coleman my opinion is that the next generation of distance education will evolve to meet the needs of many learners separated by many factors. Distance education is in need of this evolution so that the benefits are visible to schools, corporations, and the public (Moller, et.al, 2008). There is a need for distance education in the K-12 area and it is growing to meet those needs (Moller, et.al, 2008). Larger classrooms, older buildings, and the quality of teachers available in certain locations are leading schools to implement virtual learning (Moller, et.al, 2008).

I agree with all the viewpoints presented. We need distance education to make the most of the technology and resources available. Having access to the internet, professors from across the country, and peer collaboration is increasing my knowledge and quality of education. This experience, distance education, should be available in the K-12 area and will be a great resource once implemented on a larger scale.


Both the links provided are from wired campus and give blogs and podcasts on distance education. 


http://chronicle.com/blogs/wiredcampus/author/mparry
http://chronicle.com/blogs/wiredcampus/author/jyoung

Laureate Education, Inc. (Executive Producer). (2008). (n.d.). Distance education: the next generation. Retrieved June 5, 2012, from

    class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_968784_1%26url%3D

Simonson, M. (2000). Making Decisions: The Use of Electronic Technology in Online Classrooms. New Directions For Teaching & Learning, (84), 29.

Molder, L., Forshay, W.R., and Huett, J. (2008). The Evolution of Distance Education Implications of Institutional Design on the Potential of the Web. Tech trends:Linking Research and Practice to Improve Learning, 52(3), 70-75.