Blogs
An innovative educator consistently searches for new ways for students to learn, apply and evaluate knowledge acquired throughout the course or curriculum. Blogging is a written exercise an individual post on a website of their opinions and reflections about a certain topic. Others are allowed to comment on the blogging commentaries thus allowing for interaction of ideas between persons. Blogging is an exercise beneficial to both the student and the educator.
Blogging allows the student to reflect, apply, analyze and internalize the information they have learned. Blogging is a type of reflective journaling in which the student exhibits an understanding and application of concepts, enhances critical thinking and supports effective acquisition and transferability of cognitive and metacognitive skills (Dunlap, 2006). Collaboration with other students and educator can facilitate greater understanding and enhance learning.
Blogging allows the educator to evaluate the students understanding of concepts and ability to apply concepts learned. In addition the educator can view the student’s progress of understanding in the course of study.
I have observed in our class blogs myself and classmates write reflectively on the readings and then apply the concepts to personal experience to demonstrate application and internalization of information. Cynthia writes:
“In online learning, since there is such a diverse group, or can be, we can all learn from each other. Collaboration is essential. Why should we reinvent the wheel when someone out there has already tried everything we have? We need to gain knowledge from those out there who have been doing this longer than we have. In health care, sometimes you never see certain diseases or conditions. Then, one day you have a patient come in with something you have read about in nursing school 15 years ago. I would turn to someone who deals with the disease on more frequently and knows the ins and outs. You don't learn everything from books. Experience is a great teacher and if you can learn from another, why not?”
Here she discusses online collaboration and how the concept of collaboration can apply to her own personal experience. This process assists the student in developing a better understanding of the readings. Another aspect of comprehension from our class blogs is the responses of classmates to our own blogs. This process aids both individuals in their own learning. An example of this was in my personal blog:
“My least enjoyed chapter was Chapter 7 “Mask and Identity." This was a difficult chapter for me. I understand the overall concept of the chapter (I think) is that the virtual world allows us to be anyone we want to be and that we should take advantage of this facet of the virtual communities to have a sense of connection with others within the community. Various theories of identity were discussed and um...dissected so to speak. Many of the theorists I have not heard. Any enlightenment from others on this chapter would be welcomed.”
Wendy responds:
“I also agree that chapter 7 was confusing. I think that the jest of it was that we are able to be portrayed any way we want on the internet and we are able to keep a sense of anonymity and this can enable us to express ourselves more openly.”
When I read Wendy’s response we both agreed the chapter was over the idea of anonymity but her statement “anonymity…enables us to express ourselves more openly” gave me a different insight in the overall message of the chapter. I could appreciate this explanation.
Our class’ blogging exercises and discussion forums builds our learning community so that we learn from one another in our reflections and our interpretation of information. The more we blog the more comfortable we become in expressing our ideas and thoughts. “Lave argues that learning as it normally occurs is a function of the activity, context and culture in which it occurs (i.e., it is situated). Social interaction is a critical component of situated learning -- learners become involved in a "community of practice" which embodies certain beliefs and behaviors to be acquired. As the beginner or newcomer moves from the periphery of this community to its center, they become more active and engaged within the culture and hence assume the role of expert or old-timer (Situated Learning (J. Lave) ).
Bonk and Zhang has an interesting learning model R2D2 (readings, reflect, display and do) for designing and delivering online learning. In this model reflection exercises such as blogging on the information read helps the student “discern where book knowledge is not directly applied in the real world as well as how their knowledge must continually be modified and updated to fit the actual circumstance or situation” (Bonk & Ke, 2006).
Emerging Technologies to Build Virtual Learning Communities
I had looked at all the suggested technologies in the case 2 guidelines. It was very difficult to decide on one technology to write about. I may be behind the times when it comes to the technology that is available out there to assist in learning communities, but was in awe. I found myself saying “that is so cool” quite often during my exploration. I settled on discussing Audacity at http://audacity.sourceforge.net/ .
Audacity is an audio editor and recorder that allow a user to do a multitude of tasks with pertaining to sound. Features of this technological tool include:
• Records live audio through a microphone or mixer, or digitize recordings from cassette tapes, vinyl records, or minidiscs.
• Import sound files, edit them, and combine them with other files or new recordings.
• Edits sound files. Change the speed or pitch of a recording.
• Convert recordings to other languages (Audacity).
The purpose the developers had for this technology was to provide free downloadable software in which the user record sound files such as audio podcasts, ringtones, basic recordings /mixes and editing or combing audio files.
In my analysis of this site I came across a couple of tutorials, one in which caught my attention. The tutorial was titled “Introduction to Audacity: mainly for guitarists.” I play guitar (as a hobby) so this interested me. I clicked on the site http://www.blind-summit.co.uk/2006/09/introduction-to-audacity. The Blind Summit: Guitar Players Community appeared. The guitarist is able to record music and share it with the guitarist online community. As an amateur guitarist I thought this was a great opportunity to collaborate with other more advanced guitarists. I could share my music and have other critique my recordings. This online learning community was not only text based through posting but also involved sound recordings which in this case enhanced the learner’s experience.
Another advantage I observed in this tool was the ability to convert recorded sound to another language. This would be a great tool to reach other students across the borders. An instructor/ teacher could make a podcast of a lecture and have the lecture converted to another language to be available to students in another country.
Audacity would appeal to the auditory learning style. Auditory learners prefer hearing directions, lectures, or verbal information (Bonk & Ke, 2006). If I were an instructor I could record an audio podcast of a lecture and make it available on an i-pod or MP3 (through conversion methods available at Audacity) for the student to listen at their convenience. Thus learning becomes mobile “the educational event or activity follows the learner, instead of the learner having to arrive at a designated place in which to acquire it” (Bonk C. , 2009). In addition, the students would create reflective podcasts recordings similar to that of reflective writing in a blog to share with other students to create a variety of learning techniques. However when the learning environment utilizes an instrument such as the guitar as stated above Audacity allows the student to share their recordings with others which would be essential the learning process because it exhibits modeling, listening skills and analysis skills which are observed in podcasts (Bonk & Zhang, 2008).
The issues the instructor needs to identify with this tool when used for educational purposes would be the accessibility of the software and difficulty of its use for the student. Audacity is free software available to many systems however the instructor must make certain the student has the basic system to run this program. Also the students that may not be “tech savvy” may get lost or not take part in the exercise because they do not understand the process. The instructor would have to provide sufficient guidance for the student to ensure success.
References
(n.d.). Retrieved March 9, 2010, from Audacity: http://audacity.sourceforge.net/
Bonk, C. J., & Zhang, K. (2008). Empowering Online Learning. San Francisco: Jossey-Bass.
Bonk, C. (2009). The World is Open: How web technologyis revolutionizing education. Jossey-Bass.
Bonk, C., & Ke, Z. (2006). Introducing the R2D2 Model:Online learning for the diverse learners of this world. Distance Education , 249-264.
Dunlap, J. C. (2006). Using Guided Reflective Journaling Activities to Capture Students’ Changing Perceptions. TechTrends , 20-26.
Situated Learning (J. Lave) . (n.d.). Retrieved March 2010, from http://tip.psychology.org/lave.html
Saturday, March 13, 2010
Friday, March 5, 2010
Emerging Technologies and Resources for Online Learning
CSCL 2 Chapter 9:
This chapter discusses participatory simulations and the influence it has for the learning process of the learner. The author incorporates Dewey’s principles of experience involving continuity and interaction in order to explain the benefits of participatory simulations. Dewey describes learning as a continuum and along this continuum is interactions for the learner and this can create an educative experience, but those experiences that lead to growth should be considered educative (Koschmann, Hall, & Miyake, 2001, p. 359). The participatory simulation exampled in this chapter was a tenth grade class biology class in which 16 students participated in a simulation of how viruses are transmitted by wearing tags in which lights changed colors. Students ran a total of 6 virus games. Students collaborated on potential causes of why some were immune and some were not.
CSCL 2 Chapter 10:
This chapter discusses position of monitor and cameras on the teacher and students in distant education classes in order to provide closest resemblance of face to face eye contact in traditional classroom. It was found “prevailing systems are not sufficient for conducting collaborative learning where nonverbal interaction is crucial such as in a science experiment“(Koschmann, Hall, & Miyake, 2001, p. 410). The study used the “body metaphor concept” in which cameras and monitors were placed in view to show the hand gestures, face view, and objects manipulated (Koschmann, Hall, & Miyake, 2001, p. 412). There were two patterns exhibited. The first pattern the face-to-face view and hand gesture view was at the front of the room and the monitor with Algo Block view was in the back of the room. The second pattern was the face-to-face view in the front of the class with the hand gesture and Algo Block view in the back of the classroom. It was found the pattern #2 was more conducive for the learner to participate and follow the teacher’s instruction.
Collaborate or Die! Electronic Collaboration and Interaction:
Chapter 7 of CJ Bonk’s book the “World is Open” discusses benefits to web-based collaboration among virtual environments. Collaborative tools bring ideas, talents, resources, networks and products together for sharing and innovation (Bonk, 2009, pp. 249-250). When people come together they learn from one another. People have been web-networking with each other since the early 1990’s however in the past ten years it has become more prevalent. People are able to collaborate with one another across the country or seas through virtual worlds, e-mails, blog sites, texting, video-conferencing etc. Through web-based collaboration with others we begin to learn about others we would not ordinarily come into contact with.
Who Are You? Alternative Reality Learning:
Chapter 8 of CJ Bonk’s book deliberates about identity and the learning in the virtual world. The chapter begins by encouraging parents to let their children become active in the technological world. He states “Technologies can take you on journeys to fascinating worlds and activities….you can become whoever or whatever you want to be whenever you want” (Bonk, 2009). He goes onto discuss virtual worlds such as Second Life and how IBM and Harvard Law are using this virtual environment to conduct meetings and class. Other educational classes that take place in Second life include art, geography, history, anthropology, journalism and many more. There is also controversial education on sexual health and one-on-one sexual counseling within the virtual world. Lastly the article ends on multiplayer on line gaming and how the military found the use of these games teach leadership, management, problem solving decision making and planning skills (Bonk, 2009).
Bonk, C. (2009). The World is Open. Jossey-Bass.
Koschmann, T., Hall, R., & Miyake, N. (2001). CSCL2 Carrying Forward the Conversation. New Jersey: Lawrence Erlbaum Associates.
Questions to ponder:
1. Do you believe a virtual classroom will replace the traditional classroom for K-12 grade in the future? Why or why not?
2. What is your opinion about using participatory simulators in the educational training of medical personal? Should it take the place of real life experience?
This chapter discusses participatory simulations and the influence it has for the learning process of the learner. The author incorporates Dewey’s principles of experience involving continuity and interaction in order to explain the benefits of participatory simulations. Dewey describes learning as a continuum and along this continuum is interactions for the learner and this can create an educative experience, but those experiences that lead to growth should be considered educative (Koschmann, Hall, & Miyake, 2001, p. 359). The participatory simulation exampled in this chapter was a tenth grade class biology class in which 16 students participated in a simulation of how viruses are transmitted by wearing tags in which lights changed colors. Students ran a total of 6 virus games. Students collaborated on potential causes of why some were immune and some were not.
CSCL 2 Chapter 10:
This chapter discusses position of monitor and cameras on the teacher and students in distant education classes in order to provide closest resemblance of face to face eye contact in traditional classroom. It was found “prevailing systems are not sufficient for conducting collaborative learning where nonverbal interaction is crucial such as in a science experiment“(Koschmann, Hall, & Miyake, 2001, p. 410). The study used the “body metaphor concept” in which cameras and monitors were placed in view to show the hand gestures, face view, and objects manipulated (Koschmann, Hall, & Miyake, 2001, p. 412). There were two patterns exhibited. The first pattern the face-to-face view and hand gesture view was at the front of the room and the monitor with Algo Block view was in the back of the room. The second pattern was the face-to-face view in the front of the class with the hand gesture and Algo Block view in the back of the classroom. It was found the pattern #2 was more conducive for the learner to participate and follow the teacher’s instruction.
Collaborate or Die! Electronic Collaboration and Interaction:
Chapter 7 of CJ Bonk’s book the “World is Open” discusses benefits to web-based collaboration among virtual environments. Collaborative tools bring ideas, talents, resources, networks and products together for sharing and innovation (Bonk, 2009, pp. 249-250). When people come together they learn from one another. People have been web-networking with each other since the early 1990’s however in the past ten years it has become more prevalent. People are able to collaborate with one another across the country or seas through virtual worlds, e-mails, blog sites, texting, video-conferencing etc. Through web-based collaboration with others we begin to learn about others we would not ordinarily come into contact with.
Who Are You? Alternative Reality Learning:
Chapter 8 of CJ Bonk’s book deliberates about identity and the learning in the virtual world. The chapter begins by encouraging parents to let their children become active in the technological world. He states “Technologies can take you on journeys to fascinating worlds and activities….you can become whoever or whatever you want to be whenever you want” (Bonk, 2009). He goes onto discuss virtual worlds such as Second Life and how IBM and Harvard Law are using this virtual environment to conduct meetings and class. Other educational classes that take place in Second life include art, geography, history, anthropology, journalism and many more. There is also controversial education on sexual health and one-on-one sexual counseling within the virtual world. Lastly the article ends on multiplayer on line gaming and how the military found the use of these games teach leadership, management, problem solving decision making and planning skills (Bonk, 2009).
Bonk, C. (2009). The World is Open. Jossey-Bass.
Koschmann, T., Hall, R., & Miyake, N. (2001). CSCL2 Carrying Forward the Conversation. New Jersey: Lawrence Erlbaum Associates.
Questions to ponder:
1. Do you believe a virtual classroom will replace the traditional classroom for K-12 grade in the future? Why or why not?
2. What is your opinion about using participatory simulators in the educational training of medical personal? Should it take the place of real life experience?
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