This is my final video presentation for class. Enjoy!
Sunday, November 22, 2009
Sunday, November 15, 2009
Wednesday, November 11, 2009
Mod 5 - response
I enjoyed reading through a few of my classmates mind maps and found two that were laid out very nicely. The first classmate was Anne Shaw and she presented some ideas that I did not even think to include such as Web 1.0, Web 2.0, & CD-ROMS. I agreed with Anne’s entire placement of the chosen technologies. The other classmates' mind map that was interesting was LaVerne Martin. There were two technologies that I would have switched from the side of technology LaVerne placed them and they were social software and forums. I would place forums on the static side of technology since information is posted and can be responded to, but the interaction and learning is not happening simultaneously.
Anne Shaw's Mind map
https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjUbEkQwZlaq5iMhVcLzCKA0Y2K7oYAR3eWUgbqk6R2TOdI2P5VwNZAD57GbV8Lqg3N-I68t1dsBfFBjd8sKaMotHttu0PDLY8CMnkqIlinhqLnCz85QY3FUc5duNHc-fkKzqBaWgonsAQ/s1600-h/MindMapShawA.png
LaVerne Martin's Mind map
https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhohXx15PZqIKtHpT2DI89db4lpE13gcfOSu8EGJz_pLYHK4wAUp1ydV_qhPbdBRiMxPjo0Dr79AAnPLm7KSp-xZGmD4m4HoBZLruSNXRXL9z0aTxAuRdGBFCeoBeYYCJS3vesHRcUYtYrf/s1600-h/MindMap,_MartinL.png
Anne Shaw's Mind map
https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjUbEkQwZlaq5iMhVcLzCKA0Y2K7oYAR3eWUgbqk6R2TOdI2P5VwNZAD57GbV8Lqg3N-I68t1dsBfFBjd8sKaMotHttu0PDLY8CMnkqIlinhqLnCz85QY3FUc5duNHc-fkKzqBaWgonsAQ/s1600-h/MindMapShawA.png
LaVerne Martin's Mind map
https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhohXx15PZqIKtHpT2DI89db4lpE13gcfOSu8EGJz_pLYHK4wAUp1ydV_qhPbdBRiMxPjo0Dr79AAnPLm7KSp-xZGmD4m4HoBZLruSNXRXL9z0aTxAuRdGBFCeoBeYYCJS3vesHRcUYtYrf/s1600-h/MindMap,_MartinL.png
Sunday, November 8, 2009
Module 5
Here is a link to my mindmap:
http://roadierider54.wikispaces.com/Module+5+-+Mind+Map
On the static-dynamic continuum I would still be on the static side of using technology. I am more comfortable with these types of technology such as emails, workshops, conferencing. However, since participating in the classes at Walden University and having to create wikispaces, blogs, and skype accounts I am more willing to use this type of technology. Also once I started using these other types of technologies I was amazed at how many of my friends already had these accounts which would increase my communication with them outside of the regular means. I do enjoy using my blog and wikis for posting assignments, reading other classmates thoughts, and then commenting. I am always amazed how much I learn from my classmates’ perspective on that single assignment. Not to say my assessment of the question was incorrect, but just the different thought processes of my fellow classmates in turn added to my knowledge – hence the asynchronous learning.
I can continue to move toward the dynamic side of technology for distance education by using my blog and wiki to continue to communication with classmates outside of the Walden classroom. I can also ask all my biology teacher colleagues to become a subscriber to my blog and/or wiki and when I have a question to ask pertaining to biology to please respond. I need to continue to read the webpages or blogs I have set up for RSS feeds which inform me when new information has been posted to that site. It just really comes down to me breaking free from my comfort zone, reading about new innovations, and continually trying something new.
http://roadierider54.wikispaces.com/Module+5+-+Mind+Map
On the static-dynamic continuum I would still be on the static side of using technology. I am more comfortable with these types of technology such as emails, workshops, conferencing. However, since participating in the classes at Walden University and having to create wikispaces, blogs, and skype accounts I am more willing to use this type of technology. Also once I started using these other types of technologies I was amazed at how many of my friends already had these accounts which would increase my communication with them outside of the regular means. I do enjoy using my blog and wikis for posting assignments, reading other classmates thoughts, and then commenting. I am always amazed how much I learn from my classmates’ perspective on that single assignment. Not to say my assessment of the question was incorrect, but just the different thought processes of my fellow classmates in turn added to my knowledge – hence the asynchronous learning.
I can continue to move toward the dynamic side of technology for distance education by using my blog and wiki to continue to communication with classmates outside of the Walden classroom. I can also ask all my biology teacher colleagues to become a subscriber to my blog and/or wiki and when I have a question to ask pertaining to biology to please respond. I need to continue to read the webpages or blogs I have set up for RSS feeds which inform me when new information has been posted to that site. It just really comes down to me breaking free from my comfort zone, reading about new innovations, and continually trying something new.
Wednesday, October 28, 2009
Graphic Organizer
I posted my graphic organizer on my wiki. Below is the link.
http://roadierider54.wikispaces.com/Module+4+-+Graphic+Organizer
http://roadierider54.wikispaces.com/Module+4+-+Graphic+Organizer
Mod. 4
Module 4 – Blog Posting – Sarah Crawford
The tools that face-to-face learning environment utilize can be also brought into online learning communities. However some of the strategies involved in traditional classrooms will need to be reevaluated for quality learning in online class room situations. There are three aspects that will be addressed to create an online classroom that closely mirrors that of a traditional face to face classroom. These three aspects that need to be address for online classes include content, communication, and collaboration.
The idea of content in online learning communities needs to direct and detailed. For instance the syllabus and rubrics need to be written with care so as to ensure little to no questions. One of the issues with distance learning is there is no oral question and answer time to further explain any vague details. Adding more detail to a syllabus and rubrics is a benefit to both the teacher and the student. The student can reference the syllabus online throughout the semester and then the instructor does not have to spend extra time answering the same questions over and over again from different students. However, there should be a section in the dashboard classroom for a frequently asked question (FAQ) section just in case there are specific questions concerning any aspect of the class. In addition to written details, providing examples of work that is appropriate and work that is sub par will also guide the students in their understanding of what is expected of them for assignments in distance learning classes. The quality of information used in the classroom will only help to build content knowledge. Further, the teacher should provide information in multiple formats such as videos, book, and research articles to ensure all learning styles are addressed. If all of these content aspects are addressed for a distance education class then the each individual student should increase their knowledge base.
Communication is another aspect of great importance for distance education. This aspect is either created or destroyed in large part by the professor. Online communication cuts out tonality and body language which can allude to different emotions such as humor. When the professor is communicating with the students they should respond in a timely manner, be careful to not be too concise with their email responses, and try to include some emotion in their responses such as exclamation points (!) or smiley faces (J) ((Durrington, Berryhill, & Swafford, 2006). Also, professors can help to create open communication by picking topics that can be viewed from many angles so to ensure multiple perspective responses (Durrington, Berryhill, & Swafford, 2006). The professor can also stimulate discussion by asking specific and direct questions to students via discussion postings and/or emails (Durrington, Berryhill, & Swafford, 2006). If a student is specifically addressed then they feel appreciated for their hard work and in turn will continue to be transparent and share information with fellow classmates.
Collaboration is the final aspect being discussed and not only benefits the fellow classmates involved in that specific class, but if this concept needs to be taken outside the classroom as well. Business and schools alike can benefit from information learned in the classroom to enhance business and/or spread new learning ideas throughout a school, county, state or even region (Mayadas, Bourne, & Moore (2005). Collaboration can take place in many informal or formal settings. Some of the informal settings include wikispaces and blogs. This type of communication is not instantaneous as compared to face to face communication (Durrington, Berryhill, & Swafford, 2006), but it does allows for further thought on an aspect being discussed since it is written and can be viewed over and over again. And if the question is thought provoking then that will also increase communication and thus collaboration among the group members. The last aspect of collaboration that can be effective is the idea of student-moderator discussions (Durrington, Berryhill, & Swafford, 2006). Sometimes student-moderated discussions can feel less restrictive than those moderated by the professor thus leading to additional communication on that topic which would fall under the classification of collaboration.
All of these aspects that were address individually can be of help to a distance learning environment. When the professor and students are equal participants in online learning class this creates a sense of community and a bond then the synchronous and asynchronous learning aspects of distance education can emulate traditional classroom learning.
References:
Durrington, V. A., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190-193. Use the Academic Search Premier database, and search using the article's Accession Number: 19754742.
Mayadas, F., Bourne, J., & Moore C. (2005). Introduction. In Bourne, J., & Moore, J. C., (Eds.), Elements of quality online education: Vol. 6. Engaging communities (pp. 7–10). The Sloan Consortium.
The tools that face-to-face learning environment utilize can be also brought into online learning communities. However some of the strategies involved in traditional classrooms will need to be reevaluated for quality learning in online class room situations. There are three aspects that will be addressed to create an online classroom that closely mirrors that of a traditional face to face classroom. These three aspects that need to be address for online classes include content, communication, and collaboration.
The idea of content in online learning communities needs to direct and detailed. For instance the syllabus and rubrics need to be written with care so as to ensure little to no questions. One of the issues with distance learning is there is no oral question and answer time to further explain any vague details. Adding more detail to a syllabus and rubrics is a benefit to both the teacher and the student. The student can reference the syllabus online throughout the semester and then the instructor does not have to spend extra time answering the same questions over and over again from different students. However, there should be a section in the dashboard classroom for a frequently asked question (FAQ) section just in case there are specific questions concerning any aspect of the class. In addition to written details, providing examples of work that is appropriate and work that is sub par will also guide the students in their understanding of what is expected of them for assignments in distance learning classes. The quality of information used in the classroom will only help to build content knowledge. Further, the teacher should provide information in multiple formats such as videos, book, and research articles to ensure all learning styles are addressed. If all of these content aspects are addressed for a distance education class then the each individual student should increase their knowledge base.
Communication is another aspect of great importance for distance education. This aspect is either created or destroyed in large part by the professor. Online communication cuts out tonality and body language which can allude to different emotions such as humor. When the professor is communicating with the students they should respond in a timely manner, be careful to not be too concise with their email responses, and try to include some emotion in their responses such as exclamation points (!) or smiley faces (J) ((Durrington, Berryhill, & Swafford, 2006). Also, professors can help to create open communication by picking topics that can be viewed from many angles so to ensure multiple perspective responses (Durrington, Berryhill, & Swafford, 2006). The professor can also stimulate discussion by asking specific and direct questions to students via discussion postings and/or emails (Durrington, Berryhill, & Swafford, 2006). If a student is specifically addressed then they feel appreciated for their hard work and in turn will continue to be transparent and share information with fellow classmates.
Collaboration is the final aspect being discussed and not only benefits the fellow classmates involved in that specific class, but if this concept needs to be taken outside the classroom as well. Business and schools alike can benefit from information learned in the classroom to enhance business and/or spread new learning ideas throughout a school, county, state or even region (Mayadas, Bourne, & Moore (2005). Collaboration can take place in many informal or formal settings. Some of the informal settings include wikispaces and blogs. This type of communication is not instantaneous as compared to face to face communication (Durrington, Berryhill, & Swafford, 2006), but it does allows for further thought on an aspect being discussed since it is written and can be viewed over and over again. And if the question is thought provoking then that will also increase communication and thus collaboration among the group members. The last aspect of collaboration that can be effective is the idea of student-moderator discussions (Durrington, Berryhill, & Swafford, 2006). Sometimes student-moderated discussions can feel less restrictive than those moderated by the professor thus leading to additional communication on that topic which would fall under the classification of collaboration.
All of these aspects that were address individually can be of help to a distance learning environment. When the professor and students are equal participants in online learning class this creates a sense of community and a bond then the synchronous and asynchronous learning aspects of distance education can emulate traditional classroom learning.
References:
Durrington, V. A., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190-193. Use the Academic Search Premier database, and search using the article's Accession Number: 19754742.
Mayadas, F., Bourne, J., & Moore C. (2005). Introduction. In Bourne, J., & Moore, J. C., (Eds.), Elements of quality online education: Vol. 6. Engaging communities (pp. 7–10). The Sloan Consortium.
Monday, October 26, 2009
Here is a short cut to my wikispace that has my storyboard outline. Sorry for the late post - I got my classes mixed up. If you have time please give me some feedback.
http://roadierider54.wikispaces.com/Story+Board+for+Walden+7102
http://roadierider54.wikispaces.com/Story+Board+for+Walden+7102
Monday, October 12, 2009
Module 3 - Assessing Collaborative Efforts
Assessment of participation in collaborative learning communities should be reflective of both participation and learning. Palloff & Pratt (2007) makes an excellent point in that the only way for a professor to know the student is “attending class” is if the student participates in posts. “Students should be given credit for self-reflection…In addition, asking students to reflect on the process not only allows them to evaluate the activity, but also gives the instructor important formative and summative information that can be incorporated into future iterations of the assignment” (Palloff & Pratt, 2005, p. 43). Siemens (n.d.) coins this learning as “participative pedagogy” and learning from ones’ peers can have enormous potential for learning. “Another way of accessing learning during an online class is the creation of an eportfolio (Palloff & Pratt, 2005). The work that is entered in this portfolio is an evaluation of the research completed throughout the semester along with individual growth of a particular topic (Siemens, n.d.). Each student will not learn the same way and/or take from each class the same amount of information, however, the instructor’s only way of fairly assessing this knowledge is to create specific rubrics for each assignment and follow them when grading each assignment.
Specific roles of each individual usually develop in face-to –face learning environments. However, these roles can also be seen in collaborative learning communities also (Palloff & Pratt, 2007). The professor is also a major component who can serve as an “organizer or cheerleader to imparter of information” (Palloff & Pratt, 2007, p.53). The professor should monitor the collaborative groups closely for over participation and/or under participation of group members (Palloff & Pratt, 2005). If the professor needs to step in to help the overall discussion and/or participation then he or she should do so for the wellbeing of the group. If participation among group members lapse, the participating group members should inquire of the other members to see if there is a personal issue and/or to identify if that person has left the class entirely. If the students are not still not responding to their peers then the participating students should contact the professor to make them aware of the situation and if the assignments are unable to be completed, to ask for an alternative assignment. Group members leaving an online collaborative group could impose some problems such as there are not enough group members to participate in constructive feedback from their peers. Palloff & Pratt (2005) provide some examples of collaborative assessments for collaborative work. These guidelines show the students what is expected of them for not only their posts, but for also the feedback to their peers which in turn take the grading off the professor and solely on the student. If the student does what is asked of them in the rubric then it is easy for both the professor and the student to know what they have and/or should earn. These collaborative assessments given by Palloff & Pratt (2005) can be found on p. 45-47 & 52. Again, these rubrics might have to be altered as the class progresses, but they are guidelines for all parties involved.
A recent blog that I read was also concerned with online collaboration assessment. The author, Brad, used some of the same resources I did for my blog which brought up an interesting point – this is such a new and upcoming part of education, that resources are not abundant. This is a process that will have to be revisited and worked on until there are quality assessments and the instructor, students, and peers feel that the grades are fair and equal.
References:
Brad. (2009, October 12). Collaborative assessment challenges. Retrieved October 12, 2009, from http://r-elearning.blogspot.com/2009/01/collaborative-assessment-challenges.html.
Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco: Jossey-Bass.
Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco: Jossey-Bass.
Siemens, G. (n.d.). Assessment of collaborative learning. Retrieved Oct. 9, 2009, from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=3649021&Survey=1&47=5863341&ClientNodeID=984645&coursenav=1&bhcp=1.
Specific roles of each individual usually develop in face-to –face learning environments. However, these roles can also be seen in collaborative learning communities also (Palloff & Pratt, 2007). The professor is also a major component who can serve as an “organizer or cheerleader to imparter of information” (Palloff & Pratt, 2007, p.53). The professor should monitor the collaborative groups closely for over participation and/or under participation of group members (Palloff & Pratt, 2005). If the professor needs to step in to help the overall discussion and/or participation then he or she should do so for the wellbeing of the group. If participation among group members lapse, the participating group members should inquire of the other members to see if there is a personal issue and/or to identify if that person has left the class entirely. If the students are not still not responding to their peers then the participating students should contact the professor to make them aware of the situation and if the assignments are unable to be completed, to ask for an alternative assignment. Group members leaving an online collaborative group could impose some problems such as there are not enough group members to participate in constructive feedback from their peers. Palloff & Pratt (2005) provide some examples of collaborative assessments for collaborative work. These guidelines show the students what is expected of them for not only their posts, but for also the feedback to their peers which in turn take the grading off the professor and solely on the student. If the student does what is asked of them in the rubric then it is easy for both the professor and the student to know what they have and/or should earn. These collaborative assessments given by Palloff & Pratt (2005) can be found on p. 45-47 & 52. Again, these rubrics might have to be altered as the class progresses, but they are guidelines for all parties involved.
A recent blog that I read was also concerned with online collaboration assessment. The author, Brad, used some of the same resources I did for my blog which brought up an interesting point – this is such a new and upcoming part of education, that resources are not abundant. This is a process that will have to be revisited and worked on until there are quality assessments and the instructor, students, and peers feel that the grades are fair and equal.
References:
Brad. (2009, October 12). Collaborative assessment challenges. Retrieved October 12, 2009, from http://r-elearning.blogspot.com/2009/01/collaborative-assessment-challenges.html.
Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco: Jossey-Bass.
Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco: Jossey-Bass.
Siemens, G. (n.d.). Assessment of collaborative learning. Retrieved Oct. 9, 2009, from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=3649021&Survey=1&47=5863341&ClientNodeID=984645&coursenav=1&bhcp=1.
Sunday, September 27, 2009
Playing in the dirt again!
Well when I returned to my house last night around 12:30am I saw many random presents in my yard. This afternoon I spent some quality time with dad planting the many new presents that I found in my yard. My house now looks like a home! I now have three trees in my backyard and three crape myrtle plants on the side of the house. Then as I was winding down from my hard day of work in the yard this boy came walking down the hill behind my house and tried to use my side yard as a walk through. I think I had horns form as I opened the back door and asked the kid if my yard looked like a walk through. I proceeded to ask the obvious about why did he think he was sinking into the damp soil...he looked at me like a normal high schooler....uh, I don't know!?! So I proceeded to inform this young man of the recent days of torrential downpour and the effects that excess water has on the ground. Then I told him to turn around and walk back up the hill he just came down. He looked at me with that normal high schooler look yet again...the are you serious look...and I answered him, 'yes, walk back up the hill!" He walked back up the hill and got to the street and turns around to see if he could come back down and take the cut through, but I had parked my behind in a chair and was just looking at him. HA!!! Other than that...Radhika...no chocolate for me...ha!
Tuesday, September 22, 2009
Module 2 Blog Posting:
The element I wish to expand upon is the idea of global diversity. Global diversity is an element that has been evolving really since the introduction of the world wide web. Sending information via regular mail could take days to even months depending on where the information was coming from and where the information was going. The idea of global diversity really stems from a person’s willingness to learn and be taught by others outside their natural living space. Most teachers get their collaboration from other teachers at their same school or other local schools where they have friends working. So most ideas are not really fresh and sometimes it is hard to be creative in situations like these so someone thought – why not be able to collaborate with someone outside my normal social system and get new, fresh ideas?!!? Thus the idea of global diversity within teachers started. This idea is not only shared with teachers, but businesses, churches, etc – anyone who is interested in learning what is best for their group and/or business. There are a few sites that are proactive is creating networks for teachers to collaborate and share ideas. These sites include Facebook – yes, Facebook, there is an application called I Am Teacher, a website called Taking It Global (http://www.tigweb.org/), and a few blog sites such as 11 Essential tools for global collaboration (http://coolcatteacher.blogspot.com/2009/09/11-essential-tools-for-global.html), and Read, Write, Mix, Rip, and… Burn, Baby, Burn: Notes on How Social Media Affects Conventional Teaching and Learning Practices (http://eduspaces.net/csessums/weblog/151698.html). Also some tools to help with facilitating global discussions are: Skype, twitter, elluminate, and office live (Davis, 2009). Davis (2008 & 2009) is all about global diversity and exchanging ideas. Her blog is very useful and packed with information that will take days to shift through and pick out which is the useful tools for each individual person. Sessums (2006) also is an advocate of global diversity and global thinking. He makes a very valid in his blog about how do we all fit together (Sessums, 2006). We have gone from simplistic ideas to now very complex and detailed – so how do we make all this new information fit together. I think sometimes we feel, I know I feel, a little overwhelmed with all the new and innovative ideas, but we need to learn to take we like, try it and if it works great and if not try something else. The key is always being willing to try something else. Teaching is not an idea that is fixed in stone, just like businesses, teachers need to be willing to try something different that will create success in the end. This success is the student learning and for them to continually thirst for more.
References:
Allison, P. (2009, March 16th). Taking It Global with TIGed, Retrieved September 22, 2009, from http://teachersteachingteachers.org/?p=204.
David, V. (2009, September 15). 11 Essential tools for global collaboration. Retrieved September 22, 2009, from http://coolcatteacher.blogspot.com/2009/09/11-essential-tools-for-global.html.
Davis, V. (2008, March 28). The Five Phases of Flattening a Classroom. Retrieved September 22, 2009, from http://coolcatteacher.blogspot.com/2008/03/five-phases-of-flattening-classroom.html.
Sessums, C. (2006, February 6). Read, Write, Mix, Rip, and… Burn, Baby, Burn: Notes on How Social Media Affects Conventional Teaching and Learning Practices. Retrieved September 22, 2009, from http://eduspaces.net/csessums/weblog/151698.html.
Taking it global. (n.d.). Retrieved September 22, 2009, from http://www.tigweb.org/.
The element I wish to expand upon is the idea of global diversity. Global diversity is an element that has been evolving really since the introduction of the world wide web. Sending information via regular mail could take days to even months depending on where the information was coming from and where the information was going. The idea of global diversity really stems from a person’s willingness to learn and be taught by others outside their natural living space. Most teachers get their collaboration from other teachers at their same school or other local schools where they have friends working. So most ideas are not really fresh and sometimes it is hard to be creative in situations like these so someone thought – why not be able to collaborate with someone outside my normal social system and get new, fresh ideas?!!? Thus the idea of global diversity within teachers started. This idea is not only shared with teachers, but businesses, churches, etc – anyone who is interested in learning what is best for their group and/or business. There are a few sites that are proactive is creating networks for teachers to collaborate and share ideas. These sites include Facebook – yes, Facebook, there is an application called I Am Teacher, a website called Taking It Global (http://www.tigweb.org/), and a few blog sites such as 11 Essential tools for global collaboration (http://coolcatteacher.blogspot.com/2009/09/11-essential-tools-for-global.html), and Read, Write, Mix, Rip, and… Burn, Baby, Burn: Notes on How Social Media Affects Conventional Teaching and Learning Practices (http://eduspaces.net/csessums/weblog/151698.html). Also some tools to help with facilitating global discussions are: Skype, twitter, elluminate, and office live (Davis, 2009). Davis (2008 & 2009) is all about global diversity and exchanging ideas. Her blog is very useful and packed with information that will take days to shift through and pick out which is the useful tools for each individual person. Sessums (2006) also is an advocate of global diversity and global thinking. He makes a very valid in his blog about how do we all fit together (Sessums, 2006). We have gone from simplistic ideas to now very complex and detailed – so how do we make all this new information fit together. I think sometimes we feel, I know I feel, a little overwhelmed with all the new and innovative ideas, but we need to learn to take we like, try it and if it works great and if not try something else. The key is always being willing to try something else. Teaching is not an idea that is fixed in stone, just like businesses, teachers need to be willing to try something different that will create success in the end. This success is the student learning and for them to continually thirst for more.
References:
Allison, P. (2009, March 16th). Taking It Global with TIGed, Retrieved September 22, 2009, from http://teachersteachingteachers.org/?p=204.
David, V. (2009, September 15). 11 Essential tools for global collaboration. Retrieved September 22, 2009, from http://coolcatteacher.blogspot.com/2009/09/11-essential-tools-for-global.html.
Davis, V. (2008, March 28). The Five Phases of Flattening a Classroom. Retrieved September 22, 2009, from http://coolcatteacher.blogspot.com/2008/03/five-phases-of-flattening-classroom.html.
Sessums, C. (2006, February 6). Read, Write, Mix, Rip, and… Burn, Baby, Burn: Notes on How Social Media Affects Conventional Teaching and Learning Practices. Retrieved September 22, 2009, from http://eduspaces.net/csessums/weblog/151698.html.
Taking it global. (n.d.). Retrieved September 22, 2009, from http://www.tigweb.org/.
Sunday, September 20, 2009
Shelby had her foot surgery this past Tuesday and is doing well now. She goes back to the vet every 2-3 days to get the bandages changed. There is a high possibility for infection so the vet wants to make sure all is good with her. The bandages can not get wet and well since it has been raining every day for the past week...Shelby is not too happy about the Glad press n seal that she gets put on her foot in addition to this massive plastic bag that gets tied around her ankle. Yeah she hates it! But she will allow you to touch her foot now, which is a good sign, but she has earned the right to wear her "lampshade" while she is in the house. If the plastic wrap is off, she goes to town licking and bitting at her paw.
Other than that went shopping for a collar for Koko yesterday with dad. He found one he liked and it pretty much fits Koko's personality already. Very bright with hearts, peace signs, and smiley faces - that basically wraps up Koko - well, except for the peace - she is always jumping on Shelby or Sparky to get them to play.
Matt closes on his house some time next month so you know what that means....Sarah get to help move again! Matt will not have the issues I have with kids running through his yard since it is over grown and he backs into a forest. I had one kid run straight across my backyard this morning...and when I told him not to do it again he looked at my like I did not do it...oh I so wanted to hurt him. Then I had 3 other kids walk through my side yard where water collects and I got out there right as they were going through the puddles and was what are you doing? I thanked them for walking through an area I was trying to get stuff to grow and now they had killed it all...again they were like uh, sorry...I am an idiot and do not know what sidewalks are used for now-a-days. I can not wait for the first homeowners meeting! Oh, and my neighbor finally cut the grass about a week ago - I had only cut mine 3 times before she decided it might be good for her to cut it. Instead of picking up the grass clipping or sweeping them of the sidewalk they are still there - it has been about 2 weeks now. What was the purpose of all those by-laws in my homeowners? Yeah, nothing but words!
Other than that went shopping for a collar for Koko yesterday with dad. He found one he liked and it pretty much fits Koko's personality already. Very bright with hearts, peace signs, and smiley faces - that basically wraps up Koko - well, except for the peace - she is always jumping on Shelby or Sparky to get them to play.
Matt closes on his house some time next month so you know what that means....Sarah get to help move again! Matt will not have the issues I have with kids running through his yard since it is over grown and he backs into a forest. I had one kid run straight across my backyard this morning...and when I told him not to do it again he looked at my like I did not do it...oh I so wanted to hurt him. Then I had 3 other kids walk through my side yard where water collects and I got out there right as they were going through the puddles and was what are you doing? I thanked them for walking through an area I was trying to get stuff to grow and now they had killed it all...again they were like uh, sorry...I am an idiot and do not know what sidewalks are used for now-a-days. I can not wait for the first homeowners meeting! Oh, and my neighbor finally cut the grass about a week ago - I had only cut mine 3 times before she decided it might be good for her to cut it. Instead of picking up the grass clipping or sweeping them of the sidewalk they are still there - it has been about 2 weeks now. What was the purpose of all those by-laws in my homeowners? Yeah, nothing but words!
Wednesday, September 16, 2009
The need to evolve education into the coming centuries is a point that Simonson ( 2000), Moller, L., Forshay, W., & Huett, J (2008, May & July), and Huett, J. Moller, L., Forshay, W., & Coleman, C. (2008, September) all make in their articles. I would argue that I agree with the majority of their beliefs concerning technology, education, and online learning. Most online degree programs were considered not a competent way to earn a degree and a majority of that reason was there were not enough quality educators who were in a position to develop the early online programs (Moller, Foshay, Huett, 2008, May). However, with the definition of the “tradition student” ever changing the need for quality online education is being pursued by accredited universities for many reasons. One of the main reasons colleges and universities are pursuing online education degree programs is the learners are asking for these programs and improving these programs will help to keep them in business (Moller, Foshay, & Huett, 2008, July). Online education used to be judged by the amount of hours a learner would log and the information was lacking “basic principles of instructional design” (Moller, Foshay, & Huett, 2008, May). Because of this lack of instructional design, online or distance education had become a place for credit recovery of information that was initially not learned (Huett, J. et. al, 2008). Simplicity and ease is what society craves (Huett, J. et. al, 2008), but in order to create this online education in which learners are asking, society’s opinion must change. The only way to change society’s opinion of online education verse face-to face education is the equivalency theory (Simonson, 2000). “Equivalency is achieved through a variety of learning experiences that are tailored to the environment and situation in which students find themselves” (Simonson, 2000). Giving online instruction can sometimes make the student feel disconnected with the teacher, but there are many technologies that can capture the teacher and the information for the online learner. There are many blogs and websites that provide information for the teacher who wish to learn how to create a better online learning experience. Some of these websites include: Computer-Using Educators (www.cue.org), the thinking stick (http://www.thethinkingstick.com/), and twelve essentials for technology technology innovations (http://content.yudu.com/Library/A18dcc/TwelveEssentialsforT/resources/index.htm?referrerUrl=http%3A%2F%2Fwww.yudu.com%2Fitem%2Fdetails%2F59772%2FTwelve-Essentials-for-Technology-Integration). Steve Dickie (2009) informs his readers in his blog about a new technology that seems impressive and very useful to the online learner. This technology is the LiveScribe Pulse pen and it is very cool! Basically what this technology does is create an electronic copy of your notes along with recording an audio lecture. This would be very helpful for a mathematics class so students could follow how a professor works through problems. As an online learner instead of working through many problems by myself and looking through a book, I could be walked through problems by my professor while sitting at home. I am getting the necessary information I need to succeed and the university is getting their money they need to stay open. A great mutualistic relationship is born!
References:
Computer-Using Educators, Inc. (2009, September 8). Retrieved September 16, 2009,
from http://www.cue.org/.
Byrne, R. (n.d.) Twelve essentials for technology innovations. Retrieved September 16,
2009, from
http://content.yudu.com/Library/A18dcc/TwelveEssentialsforT/resources/index.ht
m?referrerUrl=http%3A%2F%2Fwww.yudu.com%2Fitem%2Fdetails%2F59772
%2FTwelve-Essentials-for-Technology-Integration.
Dickie, S. (2009, September 13). Teaching with technology. Retrieved September 16,
from http://falconphysics.blogspot.com/.
Huett, J., Moller, L., Foshay, W., & Coleman, C. (2008, September). The Evolution of
Distance Education: Implications for Instructional Design on the Potential of the
Web. TechTrends: Linking Research & Practice to Improve Learning, 52(5), 63-
67. Retrieved September 16, 2009, doi:10.1007/s11528-008-0199-9
Moller, L., Forshay, W., & Huett, J. (2008, May). The evolution of distance education:
implications for instructional design on the potential of the web. TechTrends:
Linking Research & Practice to Improve Learning, 52(3), 70-75. Retrieved
September 12, 2009, doi:10.1007/s11528-008-0158-5.
Moller, L., Forshay, W., & Huett, J. (2008, May). The evolution of distance education:
implications for instructional design on the potential of the web. TechTrends:
Linking Research & Practice to Improve Learning, 52(3), 70-75. Retrieved
September 12, 2009, doi:10.1007/s11528-008-0158-5
Simonson, M. (2000, Winter). Making decisions: the use of electronic technology in
online classrooms. New Directions for Teaching and Learning, Retrieved
September 12, 2009, from Academic Search Premier Database.
Utecht, J. (2009, September 16). The learning stick. Retrieved September 16, 2009, from
http://www.thethinkingstick.com/.
References:
Computer-Using Educators, Inc. (2009, September 8). Retrieved September 16, 2009,
from http://www.cue.org/.
Byrne, R. (n.d.) Twelve essentials for technology innovations. Retrieved September 16,
2009, from
http://content.yudu.com/Library/A18dcc/TwelveEssentialsforT/resources/index.ht
m?referrerUrl=http%3A%2F%2Fwww.yudu.com%2Fitem%2Fdetails%2F59772
%2FTwelve-Essentials-for-Technology-Integration.
Dickie, S. (2009, September 13). Teaching with technology. Retrieved September 16,
from http://falconphysics.blogspot.com/.
Huett, J., Moller, L., Foshay, W., & Coleman, C. (2008, September). The Evolution of
Distance Education: Implications for Instructional Design on the Potential of the
Web. TechTrends: Linking Research & Practice to Improve Learning, 52(5), 63-
67. Retrieved September 16, 2009, doi:10.1007/s11528-008-0199-9
Moller, L., Forshay, W., & Huett, J. (2008, May). The evolution of distance education:
implications for instructional design on the potential of the web. TechTrends:
Linking Research & Practice to Improve Learning, 52(3), 70-75. Retrieved
September 12, 2009, doi:10.1007/s11528-008-0158-5.
Moller, L., Forshay, W., & Huett, J. (2008, May). The evolution of distance education:
implications for instructional design on the potential of the web. TechTrends:
Linking Research & Practice to Improve Learning, 52(3), 70-75. Retrieved
September 12, 2009, doi:10.1007/s11528-008-0158-5
Simonson, M. (2000, Winter). Making decisions: the use of electronic technology in
online classrooms. New Directions for Teaching and Learning, Retrieved
September 12, 2009, from Academic Search Premier Database.
Utecht, J. (2009, September 16). The learning stick. Retrieved September 16, 2009, from
http://www.thethinkingstick.com/.
Sunday, September 13, 2009
My weekend:
Well not much happened..well not much that was ultra exciting to talk about at least. Saturday I decided to go for a group ride in town and ride from the newish house. Well it was a good idea until I saw the 2:45 hour mark and thought to myself - "self, what were you think!?!" I had a good, hard ride and was happy with my climbing on the hills, but was ultra tired and not too happy to have to ride home. Then headed to the Yellow Daisy Festival with dad for some hours of shopping and I did not buy anything! Well I take that back I bought kettle corn popcorn...yum!
Today was alright...lots of phone calls and texts from people...which was good and exciting. This has already started some great conversations with the girlfriends! Other than that read like no other and moved the lawn. What a dull and boring day, but man I worked my behind off and got all my school assignments completed. Well off to bed - might ride my bike to work tomorrow... we will see how chilly it is in the am.
Well not much happened..well not much that was ultra exciting to talk about at least. Saturday I decided to go for a group ride in town and ride from the newish house. Well it was a good idea until I saw the 2:45 hour mark and thought to myself - "self, what were you think!?!" I had a good, hard ride and was happy with my climbing on the hills, but was ultra tired and not too happy to have to ride home. Then headed to the Yellow Daisy Festival with dad for some hours of shopping and I did not buy anything! Well I take that back I bought kettle corn popcorn...yum!
Today was alright...lots of phone calls and texts from people...which was good and exciting. This has already started some great conversations with the girlfriends! Other than that read like no other and moved the lawn. What a dull and boring day, but man I worked my behind off and got all my school assignments completed. Well off to bed - might ride my bike to work tomorrow... we will see how chilly it is in the am.
Friday, September 11, 2009
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