Week 2 Responses

This week I responded to:

Timothy Weaver's Blog
http://weave1-weave1.blogspot.com/2012/03/tweavermod-2-cognitivism-as-learning.html#comment-form

and
Jessica Y. Green's Blog
http://jygreensblog.blogspot.com/2012/03/module-2-cognitivism-as-learning-theory.html#comment-form

Evolution of educational theory isms

Module 2 Blog Posting

While the idea of evolution of the human species might not appeal to certain populations, the idea that ideas or people evolve from earlier versions of themselves holds some truth.  We have seen sports and athletes evolve over the years and records smashed as technology and athleticism improve.  The same evolution process has occurred with the learning theories proposed over the year.  No matter who you think is the mother or father of a learning theory or how well you think it explains learning, future theories evolve from these foundations.  These foundation theories drop seeds that get planted and grow into other theories.

As Kerr (2007) noted, the different –isms that populate textbooks on learning theory do not stand still.  And while these ideas might have different bits and pieces that we disagree with, each idea does have merit and deserves consideration.  A good thing about the variety of these learning theories is that it makes sense that we all do not learn the same way.  Since individuals come from all different backgrounds with distinct experiences, how can we say that Behaviorism or Cognitivism is the best explanation for how these individuals learn?  If Cognitive Information Processing (CIP) is mainly focused on memory, is it possible to believe that those with memory issues cannot learn? 

I think Kapp (2007) summed it up best when he stated we should take bits and pieces from each of the learning theories.  As they evolve, we pick the strongest bits and get rid of those which are inadequate for explaining how we learn.  As we noted in a class discussion, we cannot get to Connectivism if students are not versed in how to make connections with nodes of information.  We have to teach them the skills on how to get that knowledge.  This teaching could take on a Behaviorist approach where learners are given a stimulus (problem to solve) and choose the best tool, technology or otherwise, and then are provided with the response to either strengthen that behavior or to weaken wrong choices.  We help these same students with memory skills through dual coding of lessons, providing practice, and helping them store knowledge in their long term memory.  These steps are not the functions of the main idea, Connectivism, but we use stepping stones of other learning theories to get to those which best help us solve educational problems we face.

Kerr, B. (2007, January 1). _isms as filter, not blinker [Web log post]. Retrieved from http://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 from http://www.kaplaneduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/

Module 1 Repsonses

This week I responded to Melinda and Sherri's postings.

Melinda's Blog:

http://schroederedtech.blogspot.com

Sherri's Blog:

http://theoryandeducationaltech.blogspot.com

EDUC 8845 Module 1 Post

When looking at how education has progressed over the years we can see how the internet has allowed for different styles of teaching. Long gone are the days of large group lectures and proctored exams where students had to physically show up to school. The digital classroom allows for students and teachers to play different roles than they used to play in the past. Instead of being a passive recipient of knowledge, the learner is often empowered to seek out knowledge and connect it with their experience. Even in the traditional classroom these changes of roles are becoming more evident.

Siemens (2008) identified five metaphors that other scholars labeled that explain the emerging roles of educators. He noted the following:

Educator as Master Artist: The educator affords an open and sharing workspace where learners observe the work of others. The educator also provides guidance to the learners by highlighting innovate/creative work of the learners’ peers.

Educator as Network Administrator: The educator connects the learners’ current knowledge and skills with areas in which the learners are novices. This knowledge base is connected to the outcomes of the course or job skills taught. The educator teaches learners how to critically evaluate information sources as to how it will help the learner accomplish the stated goals for their course or job.

Educator as Concierge: The educator provides resources and information to learners that the learner may not have known existed. As the educator has more experience in the field, he/she would know where to find pertinent information for the learners. The educator also provides background information as needed to enhance the resources provided.

Educator as Curator: The educator has a greater knowledge about their content area and provides this knowledge to learners by providing a map of sorts to the concepts taught. The educator does not just set the learner free on a road to discovery, but provides resources that would help guide the learner down their path.

The Instructivist/Constructivist: The educator focuses on having the learner make connections in their learning. This approach blends the four prior metaphors of educators: master artist, network administrator, concierge, and curator.

When analyzing each of these metaphors, I see each of them having a place in the digital classroom. For example, in our Walden classes we are always reading the work of our peers while crafting our own work. We assimilate what we learn from the writing of others and add that knowledge to our own. Our professors often mention exemplars of work and post those for us to review. The network administrator metaphor is also valid in that our professors help provide connections to areas in which our skills are not as strong. For example, I struggled with APA form for a while and my previous instructors not only taught me how to improve the skill but how the knowledge was beneficial for the bigger picture. The idea of the educator as a concierge is beneficial for students who need guidance on where to find learning opportunities. While students of the digital age might know certain sources of information (e.g. Google, Wikipedia, etc.), they also need exposure to better sources and places they can learn without just search engines. As concierges, educators can provide a better list of resources that are worthy of review and steer students clear of the “tourist traps” that offer little or no substance.

I think the educator as curator is a better metaphor for how I like to be taught and how I often teach. Many of our learners are digitally minded as they have been learning with technology just about all of their lives. Sometimes these students just want to be given a task and some basic guidance on the topic. The students want to be able to do work on their own and not be throttled by slow teachers or peers. Instead of working on a prescribed task everyone has to do, they want to go out and do something that matches their strengths and weaknesses. Through this process, the students would fill in the gaps of their knowledge with their searches and application of technology. That said, some teachers take the curator approach too far and just give an assignment and expect students to do all the rest without any help.

When I think of the best instructors in digital learning, I see superheroes. In order for online learning to be effective, especially for new students in this environment, instructors have to fulfill all of the roles Siemens (2008) mentioned. Instructors must individualize instruction for the distinct needs of the learners and cannot offer a cookie-cutter approach to their teaching. The reason I say superhero is that this is often hard to accomplish. Instructors cannot read minds or guess how students learn best, but are expected to tailor lessons for all. They have to not only master technology tools used in class, but also scour the land for resources that would benefit their classes. With twenty students in class, this could take inordinate amounts of time…and if they teach more than one section of a class, or topic…how could they do it all? With super powers, of course.


Reference:

Siemens, G. (2008). Learning and knowing in networks: Changing roles for educators and designers. Retrieved from http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf

DVD or Streaming Video

DVD or Streaming Video

Module 5 Posting

When I began to work on my science fiction movie project in Module 4 of this class, the first thing I did was use Netflix to find a movie to watch.  I never hesitated in doing this and thought it would be the easiest way for me to obtain the movie as well as take notes while watching.  I also have the issue of not having many choices of movie rental places that have older movies in my area.  The local Blockbuster video stores have all closed or are in the process of being shut down.  My other option for obtaining the movies to watch would be purchasing my own copy at a local retail outlet.

My plan for obtaining a video on demand to watch for this project almost became a problem.  The first movies I attempted to watch were only available for rental on DVD and not available for streaming.  I began to panic when working on the assignment because I might have, allegedly, waited until the last day to get my work done.  As movie after movie was not available for streaming, I got more and more nervous.  Finally, I found Paycheck (not my 1st choice...or 2nd, or 3rd…) as a streaming option and was relieved.  This experience of not having an entire library of movies speaks to the competition of streaming movies versus DVD rentals.

Thinking about how so many movie rental stores are going out of business and how providers of media are moving to streaming technology, I feel we are looking at increasing returns.  With the increased bandwidth and computer capabilities, the market for streaming media has exploded.  Instead of waiting for DVDs to be released months after a movie was first shown, consumers can now watch the same movie with less of a wait.  Television shows that used to be compiled on DVDs for sale can now be watched almost instantly.

Streaming media is pushing DVD sales down while cutting costs associated with delivering the content.  Producers can immediately stream media without having to pay for video conversion, the actual DVDs, cases, promotional materials, and the like which are often included in the package.  Producers, at least on paper, should make more money because they would receive more of the profit from sales.  It seems to make economical sense that media producers would want a greater share of the revenue and this could happen by eliminating the need to push products within stores like Wal-Mart or Blockbuster.

As I alluded to in my introduction, streaming video has its downsides as well and I do not think has completely obsolesced the DVD market.  As there is an immense collection of media titles, I think it is hard to have every titled streamed on demand.  Also, internet speed affects how crisp titles are delivered.  Try downloading/streaming a television show while playing an on-line computer game at the time.  There are choke points where the video quality drops or cuts out or the game experiences severe lag.  Streaming is throttled by the speed at which individuals can receive content.  Right now, most users have a decent speed for most internet use, but not enough for the quality experienced with DVDs or Blu-Ray.

Another issue with getting rid of discs is that there are many people who love to have an actual keepsake of their movie.  I have copies of movies that I do not watch anymore.  Either these movies have special memories for me or I fear I will never find them again on-line. Thinking of McLuhan’s tetrad, DVD discs enhance the quality of the movie.  Individuals can quickly manipulate the movie (rewind, pause, etc.) which they could not do with traditional movies in theaters, film-strips, or VHS tapes.  They obsolete the need for film-strip projectors and even going to the movies (although this may never go away).  When pushed to the extreme, DVDs could allow for content than with other media like tapes.  For example, there could be alternate endings of movies to be shown, more content added than before, and as we saw a new type of media Blu-Ray which can include extra features including interactive games.

Streaming media enhances the ability of users to watch almost any movie that has been put on the internet.  There is a greater selection, assuming the movies are out there.  I feel we are still increasing the virtual library and at some point will include all films.  Streaming media is making VHS, DVD, and Blu-Ray discs obsolete.  If you can get the same quality of media instantly, then these discs which your purchase or rent are no longer needed.  However, this is still dependent on having a quality internet connection.  I think streaming video has made piracy technology come back as well.  Individuals used to share music files via Napster and other services.  Now, with sites like MegaUpload (closed) allowing users to share all sorts of content, streaming video downloads could be shared with others illegally.  Instead of buying seasons of Dr. Who, a user could illegally download them from another user.  When pushed to the extreme, streaming video could be pushed to individual glasses people wear and can watch movies without having any large devices to plug into.

Reference:

Laureate Education, Inc. (Executive Producer). (2009). Increasing returns. Baltimore, MD: Author.

Module 4 Blog Posting

•How is Second Life a disruptive technology?

Second Life is a disruptive technology in that it shifts how content is generated.  Instead of having graphics, sounds, and worlds developed by companies with their artists and designers, Second Life allows users to create these items and worlds.  I visited Second Life and saw the Eiffel Tower in “Paris.”  Obviously, this is not the real Eiffer Tower built by a team of individuals over time in the physical sense but it did take man hours, creativity, and skills to complete. Another reason I see Second Life as disruptive is that the model for acquisition of wealth goes against what we see in the real world.  When ideas are generated by individuals these ideas usually become the property of the company who employs the individual.  In Second Life, users make money for their own creations that are sold to other users.

•What technology or innovation did it displace?

Second Life has helped replace ways of executing ideas people have imagined in their minds.  We often come up with ways to manipulate space and objects, but have no tools to simulate these ideas in motion.  When thinking of an actual technological too that Second Life has replaced is AutoCAD or other drafting or creation tools that were around in the early 80s and 90s.  Second Life could also move users from using two dimensional creativity tools such as Paint or Illustrator to three dimensional worlds.

A competing technology which Second Life has the potential to replace is the game the Sims.  Although there is little or no gaming effect in Second Life compared to the Sims, there are similar ideas of generating content for the virtual worlds in both innovations.  If harnessed and improved upon, Second Life could take over where the Sims is lacking in true interactions with others (not the Simspeak) and economic benefits (making money for contributing/creating content).

Another innovation replaced by Second Life is the internet chat room.  I remember one of the draws of America On-Line was that individuals could enter a world of different chats about different topics and with different populations.  You could meet new friends and chat about the day’s happenings in hundreds (which grew to thousands) of rooms.  For the more adventurous you could look for singles in Sacramento, couples in Cooperstown, or your soul mate in Seoul.  Unlike Second Life, these chat rooms did not offer avatars or immersive environments, but they did offer the same type of social interactions.  Second Life enhances the social experience by offering graphics and appropriate locales for social situations to occur.

•How many years do you think Second Life has left before another emerging technology or disruptive technology replaces it?

I am struggling to find out how Second Life is going to be around much longer.  With innovations like Skype, virtual meeting software, Facebook multiplayer games, and the other products that offer some of the same benefits, it is hard to see the market continue to grow for Second Life.  Rosedale (2008) even mentioned that many gamers are not interested in Second Life because there is no gaming appeal or quality graphics.  It just is a place to hang out, meet new people, and if you are creative enough, make money selling creations.  One reason I see the economic benefit waning is that once something is built, say the Taj Mahal, there is no need for a second or third one to be built or sold.  I guess everyone could have this monument in their world, but it just does not seem like this would happen.  Rosedale mentioned translation devices that were sold as items within Second Life.  There are free versions of these which only require a little work to access.  The economic model does not seem to promote continued growth or need.

The social aspect of meeting others in trendy discos or the Sahara desert is intriguing, but I wonder if it would be something that loses its luster after a few uses.  Humans want to interact and socialize with each other.  We want to meet new people around the world.  We have tools like social networking sites that allow us to do this, but also have more features that interest users.  People can play Uno® online with their relatives, watch the Biggest Loser while chatting with Bob Harper, or interact with moderators during the presidential debates.  All of these are done without the need of an elaborate simulated world.  I just do not think users would get much more benefit doing these tasks in a room built to simulate the auditorium of the debate location, the gym of the Biggest Loser, or some smoky gin joint in the French Quarter.

•What are the social benefits of Second Life, and what might be the social implications of virtual worlds in your industry?

In education, Second Life could serve as a portal for students to come together and collaborate on large scale assignments.  Instead of creating a type of conference call where students take turns talking about ideas, they can instantly provide ideas and feedback to others.  They can create new avatars and new identities which might help them if they have self-esteem issues.  Students who are afraid of speaking up in class can “speak up” in Second Life without the disapproving looks and snickers of others.  

With my example of the Eiffel Tower, another way Second Life helps in education is that individuals could explore worlds that they may never do in their real life.  Teachers could offer tours of battle sites, historical monuments, or other places of interest for their curriculum.  Some users create tours in which the participant sits in a special chair which moves their avatar around the virtual world.  There are stops along the way that offer information about the various features or landmarks as well as citations or references for further study. A caution about this tool is that since the content is user-generated, it may not completely accurate or even appropriate for classroom use.

As Rosedale (2008) also mentioned, people from around the world could come together and interact with each other.  He gave the example of being able to ask others for advice when shopping online at Amazon.com.  In education, students could see who else is online, ask what the homework was for certain classes, and even get tutorials from experts online.  Teachers could keep office hours for students and parents from the comfort of their own homes.  Instead of physically going to the school, parents and students could click their way to the office to virtually meet the teacher.

Reference

TED Conferences. (Producer). (2008, December). Philip Rosedale on Second Life [Video podcast]. Retrieved from http://www.ted.com/talks/the_inspiration_of_second_life.html

Rhymes of History - Module 3

When thinking of the rhymes of history this week, I chose language differences and communication as items for exploration. Language barriers have been the source of some conflicts in history, the workplace, and in social settings. Imagine working with a new colleague who only speaks a language completely dissimilar to you own. The normal day to day routine of the workplace is disrupted when individuals cannot speak or understand the language. From my perspective, we all have a voice that needs to be heard and message we want to send to others. When others do not know what we are asking or stating, we get frustrated and often just give up trying. As Thornburg (2009c) noted, when looking at rhymes of history, we often look at how we utilize new technologies to revisit ideas from our past, even if we are working with the distant past. We are rekindling our inherent desire to share with others through verbal communication. We struggle to do this with those who do not speak our language, essentially causing a language barrier between people.

Enter translation apps, and more specifically, Google Translate. In previous renditions of these devices, words were directly substituted from the target language. In short, it was like looking up passages in a dictionary and piecing them together word by word. Of course, these “translations” were choppy and often times produced inaccurate results. With words like “weather” having different meanings, these searches would only find the word “weather” in the target language and substitute. You might have a sentence like “The house can weather a storm pretty well.” In Spanish, your translation might end up saying something like “La casa lata el tiempo una tormenta bonita pozo.” Each of the words is right but the sentence is something like “The house, can (like soda can), weather (like sunny, cloudy, cool, weather), a storm, pretty (like handsome or cute) well (like the hole in the ground).

As computer power and ability has increased, so have the capabilities of these translation programs. Instead of just looking at word by word definitions, these types of applications look for meaning of whole sentences and try to infer the message the user conveys. Our translations have improved as shown by this newer rendition of my sentence above. Instead of cans and pretty wells, we have a more reasonable, “ La casa se puede capear el temporal bastante bien.” As a Spanish teacher, I would know that this sentence came from a translation application if produced by my students. That said, it is pretty darn close to what the real sentence. The word “tormenta” is how you say storm and would have been the vocabulary word I would have taught.

But, looking beyond my classroom, individuals want to share their message with others in a language they understand. It is very unlikely we all would be able to speak over 1,000 languages and dialects necessary to communicate with everyone, so we need help. We are beginning to get help in the form of mobile translation applications like Google Translate for smart phones. Using an internet connection and the app, an individual can speak (or type), a sentence in their language and have it translated into the language of choice. This also works the other way around. A speaker of a foreign language to the individual could speak into the device and have their words translated into the language the person needs. We are getting closer to having some of the most accurate translations, but still struggle with intonation, inflection, and the nuances of certain words with multiple meanings or with certain verb tenses (subjunctive, imperative, conditional, etc).

So why is a translation application or program helping fulfill the rhyme of history of our communication with others? While gestures are still important in communicating, we don’t have to grunt, point, and pray the other person knows what we are saying. No longer do we have to have multitudes of individuals pouring over reams of documents and translating them for intelligence purposes, or just to read a menu. We need to know what others are communicating and we want to communicate back. These apps facilitate more dialogue with others from different cultures of our own and allow us to improve the global economy and sharing of ideas.

Now if only we could get an accurate translation program that would tell us what our dogs and cats are saying when they share their “voices” with us.

 

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Reference:

Laureate Education, Inc. (Executive Producer). (2009c). Rhymes of history. Baltimore, MD: Author.