Here is the link to my video:
http://www.youtube.com/watch?v=7r0q-pMuW7E
Friday, May 13, 2011
Friday, May 6, 2011
Module 5 Posting
In this module we were asked to highlight the differences in static and dynamic technologies used in distance education. Here is my concept map:
While I would want to be on the more dynamic end of distance education, I currently do not have the access or even skills needed to use some of the tools Moller (2008) and McGreal & Elliott (2010) mentioned. I feel I am more in the transitional between static and dynamic content. I use static content such as streaming audio and video to deliver the content to my students. To move towards the dynamic end of the scale, I could deliver content via virtual worlds or games. An idea I have, past the dissertation, is to create a foreign language game where students are immersed in the target language, and explore content related to lessons being taught. For example, students would begin learning greetings and farewells in their game tutorial lessons. Then, they would progress to a new skill, say numbers 0-10, but still would use the content learned in the first lesson. A barrier is that most virtual games are text based where voice commands are not frequently used. When technology improves more with gaming, students would be able to give voice commands, in the target language, which would control their characters.
As far as collaboration goes, I see my level more in the static realm with wikis and blogs. Being an introvert and private person, I do not use many of the online collaboration tools like Skype and videoconferencing. I prefer more text based communication, as it is more suited to my communication style. However, as Fahy (2010) mentioned, text based communication does not reach all audiences. I need to move towards incorporating more graphics and audio, and yes, break out of my introvert shell. In my personal realm, I do collaborate more when I play my multiplayer games. I do use voice chat and the game as a backdrop to lay out plans for success. I could take this interest of mine and work with students in this comfortable area so I can go beyond my text messages.
The biggest concern I see with settling in with these new technologies for distance education is that they are constantly changing. Once I get comfortable learning something and developing course content, a new and improved tool comes out. I have no problem learning new tools, the concern is migrating my content from one platform to another. There is more work involved in changing content to match platforms than tweaking content that may not be as effective for the students. I fully embrace changes in education, just hate feeling like I wasted inordinate amounts of time to develop something that: either nobody accesses or has to be changed in a couple of years.
References
Fahy, P. J. (2010). Characteristics of interactive online learning media. In T. Anderson (Ed.), The theory and practice of online learning (pp. 167-200). Edmonton, AB: AU Press.
McGreal, R., & Elliott, M. (2010). Technologies of online learning (E-learning). In T. Anderson (Ed.), The theory and practice of online learning (pp. 143-166). Edmonton, AB: AU Press.
Moller, L. (2008). Static and dynamic technological tools. Retrieved from http://sylvan.live.ecollege.com/ec/courses/14936/CRS-WUEDUC8812-3730064/8842_M5_Paper.pdf
While I would want to be on the more dynamic end of distance education, I currently do not have the access or even skills needed to use some of the tools Moller (2008) and McGreal & Elliott (2010) mentioned. I feel I am more in the transitional between static and dynamic content. I use static content such as streaming audio and video to deliver the content to my students. To move towards the dynamic end of the scale, I could deliver content via virtual worlds or games. An idea I have, past the dissertation, is to create a foreign language game where students are immersed in the target language, and explore content related to lessons being taught. For example, students would begin learning greetings and farewells in their game tutorial lessons. Then, they would progress to a new skill, say numbers 0-10, but still would use the content learned in the first lesson. A barrier is that most virtual games are text based where voice commands are not frequently used. When technology improves more with gaming, students would be able to give voice commands, in the target language, which would control their characters.
As far as collaboration goes, I see my level more in the static realm with wikis and blogs. Being an introvert and private person, I do not use many of the online collaboration tools like Skype and videoconferencing. I prefer more text based communication, as it is more suited to my communication style. However, as Fahy (2010) mentioned, text based communication does not reach all audiences. I need to move towards incorporating more graphics and audio, and yes, break out of my introvert shell. In my personal realm, I do collaborate more when I play my multiplayer games. I do use voice chat and the game as a backdrop to lay out plans for success. I could take this interest of mine and work with students in this comfortable area so I can go beyond my text messages.
The biggest concern I see with settling in with these new technologies for distance education is that they are constantly changing. Once I get comfortable learning something and developing course content, a new and improved tool comes out. I have no problem learning new tools, the concern is migrating my content from one platform to another. There is more work involved in changing content to match platforms than tweaking content that may not be as effective for the students. I fully embrace changes in education, just hate feeling like I wasted inordinate amounts of time to develop something that: either nobody accesses or has to be changed in a couple of years.
References
Fahy, P. J. (2010). Characteristics of interactive online learning media. In T. Anderson (Ed.), The theory and practice of online learning (pp. 167-200). Edmonton, AB: AU Press.
McGreal, R., & Elliott, M. (2010). Technologies of online learning (E-learning). In T. Anderson (Ed.), The theory and practice of online learning (pp. 143-166). Edmonton, AB: AU Press.
Moller, L. (2008). Static and dynamic technological tools. Retrieved from http://sylvan.live.ecollege.com/ec/courses/14936/CRS-WUEDUC8812-3730064/8842_M5_Paper.pdf
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