I have posted my video "Asynchronous vs Synchronous Interaction" on YouTube. Please view and comment at your convenience The first link provides an objective assessment of both Asynchronous and Synchronous Interaction.
http://www.youtube.com/watch?v=3qsoa-S6c3k
http://www.youtube.com/watch?v=vpJmS34uM-s
Sunday, November 15, 2009
Sunday, November 8, 2009
Technology/Media for Distance Education
Please click on the Mind Map to link to the full-size version posted on my Wiki.
Module V
The Static-Dynamic Continumm
After reflecting on both the course content, and my philosophy of distance education, which follows the constructivist model (which involves facilitation of cognitive and skills development with the aid of multimedia) I believe that I now am capable of utilizing the tools necessary to incorporate and implement technologies in my classroom.
Presently, I have been compiling artifacts of lessons, and that of peers to include in my portfolio, while also documenting professional development I am facilitating utilizing technology. Collaborating with colleagues on interdisciplinary lessons that integrate technology is also part of the process.
Knowledge, Expectations, and Challenges
The technologies explored over the duration of this course have not only allowed for succinct understanding, knowledge of, and access to an abundance of resources, but have also provided the elements that make for quality online instruction. As online enrollment is expected to grow as much as 25% per year, ...the central challenge to the nation is how to engage communities to make education “an ordinary part of life.”(Bourne & Moore, 2005)
Moving Toward Dynamic
To assist in the momentum of the process of moving from static to the dynamic end of the continumm, I have proposed to the administration at school, and have been given the “green light” to train faculty (and administration) in the use of both Smartboard and Mimio technologies. Within the ensuing school term, hopefully use of Web 2.0 tools Elluminate and Skype will be on the agenda for incorporation with High School curriculum. Students would be able to access discussion forums, chat rooms, read and respond to works of literature, and pose questions; all which will further develop their analytical, reasoning, and critical thinking skills. The use of tools that support specific activities (e.g., discussion boards, podcasting, blogs) are essential when choosing appropriate technologies. (Wenger, White, et.al. 2005)
Incorporating the use of multimedia tools and the principles by which they are guided are essential to providing effective online instruction. (Anderson, 2008) It is crucial not only to the education and success of our students that we infuse new and emerging technologies into the curriculum, but is also essential to the growth and success of our nation as we complete in an ever-evolving, “digitized” society.
Anderson, T. (2008). Towards a theory of online learning. In T. Anderson (Ed.), The theory and practice of online learning (2nd ed., pp. 45–74). Edmonton, AB: Athabasca University Press.
Wenger, E., White, N., Smith, J. D., & Rowe, K. (2005, January 18). Technology for communities. CEFRIO Book. Retrieved from http://technologyforcommunities.com/CEFRIO_Book_Chapter_v_5.2.pdf
Module V
The Static-Dynamic Continumm
After reflecting on both the course content, and my philosophy of distance education, which follows the constructivist model (which involves facilitation of cognitive and skills development with the aid of multimedia) I believe that I now am capable of utilizing the tools necessary to incorporate and implement technologies in my classroom.
Presently, I have been compiling artifacts of lessons, and that of peers to include in my portfolio, while also documenting professional development I am facilitating utilizing technology. Collaborating with colleagues on interdisciplinary lessons that integrate technology is also part of the process.
Knowledge, Expectations, and Challenges
The technologies explored over the duration of this course have not only allowed for succinct understanding, knowledge of, and access to an abundance of resources, but have also provided the elements that make for quality online instruction. As online enrollment is expected to grow as much as 25% per year, ...the central challenge to the nation is how to engage communities to make education “an ordinary part of life.”(Bourne & Moore, 2005)
Moving Toward Dynamic
To assist in the momentum of the process of moving from static to the dynamic end of the continumm, I have proposed to the administration at school, and have been given the “green light” to train faculty (and administration) in the use of both Smartboard and Mimio technologies. Within the ensuing school term, hopefully use of Web 2.0 tools Elluminate and Skype will be on the agenda for incorporation with High School curriculum. Students would be able to access discussion forums, chat rooms, read and respond to works of literature, and pose questions; all which will further develop their analytical, reasoning, and critical thinking skills. The use of tools that support specific activities (e.g., discussion boards, podcasting, blogs) are essential when choosing appropriate technologies. (Wenger, White, et.al. 2005)
Incorporating the use of multimedia tools and the principles by which they are guided are essential to providing effective online instruction. (Anderson, 2008) It is crucial not only to the education and success of our students that we infuse new and emerging technologies into the curriculum, but is also essential to the growth and success of our nation as we complete in an ever-evolving, “digitized” society.
Anderson, T. (2008). Towards a theory of online learning. In T. Anderson (Ed.), The theory and practice of online learning (2nd ed., pp. 45–74). Edmonton, AB: Athabasca University Press.
Wenger, E., White, N., Smith, J. D., & Rowe, K. (2005, January 18). Technology for communities. CEFRIO Book. Retrieved from http://technologyforcommunities.com/CEFRIO_Book_Chapter_v_5.2.pdf
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