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?