Week 8 Open Educational Resources
This week we entered into the actual web products in web 2.0. Only 1-2 article were required this week due to the volume of each of the readings. The first article is a book. It a good book but it is still a book. The Open eLearning Content Observatory Services (OLCOS) has produced a European Roadmap for 2012 is an incredibly dense publication that outlines everything done and everything we will do in this class. It is an outline for education and business, and acknowledges most will be done in higher ed. The report takes on tough topics of access, participation, licensing, etc. It also gives recommendations to educational institutions and separate recommendations for teachers. If someone wants to know about open source and is practical application one needs look no further than these 149 pages.
The article by Steven Downes is his attempt to alleviate excuses. For everyone who thinks open source is too hard or is not worth trying he gives suggestions to mitigate common excuses. First he understands that open source is not really free and needs money to sustain the movement he gives multiple models to obtain funding. This is repeated for both the technology and the staffing of projects. Dr. Bonk stated this sounds like Mr. Downes was sick of answering these questions, I agree.
The tidbits are open source project projects that we reviewed. My favorite is the Global Text Project. They are giving free text books via the web, CD, or DVD to economically depressed areas. The textbooks are written by reputable individuals and are free for all. Look at this movement to start to permeate throughout the world. The second is the Open Knowledge Foundation that does the same thing but is more of a distributor rather than a producer. Both these projects are means to bring once exclusive materials to the masses. A Dr. Bonk says, “Learning should be free.”
Geser, Guntram (ed.). (2007, January). Open Educational Practices and Resources: OLCOS Roadmap 2012 (149 pages). Retrieved July 4, 2007, from http://www.olcos.org/english/roadmap/ and http://www.olcos.org/english/roadmap/download/
Downes, Stephen (2007). Models for sustainable open educational resources. Interdisciplinary Journal of Knowledge and Learning Objects. 3, Retrieved July 5, 2007, from http://ijklo.org/Volume3/IJKLOv3p029-044Downes.pdf
Tidbits:
The Open Knowledge Foundation: http://www.okfn.org/
Global Text Project: http://globaltext.org/
Thursday, October 18, 2007
R685, Week 7 Reflection
Week 7 (Oct 8th) Free and Open Source Software
This week was interesting; we conducted a panel of key players in the open source movement. Each person in class had 1 or multiple roles to play. The person acted as if they were the person they were assigned from the information gleaned from the articles and bios retrieved.
I had 4 assignments this week. The first was a debate between Eric Raymond and N. Bezroukov about the Eric Raymond’s The Cathedral and the Bazaar. The basic premise is that software built in a cathedral style with a core team and built from the bottom up is no match for the bazaar style where it is lateral and people pick and choose as they shop for projects of interest. Nicolai thinks it is a bit idyllic, and it I, but it was intended to be that way. Open source has its issues but there are never problems in the “theory.”
The second session I was the mediator and the topic was Open Source Software in North America and China. The main idea is that open source has no government oversight here but in China it is the gov’t producing and distributing the software and the code, mainly Red Flag Linux.
The 4th session I was David Wiley from Utah State stating that everyone needs to embrace open source and not be afraid of it. The best quote was when he states; “if teachers are not as good as the materials they use they should be replaced by them.” He also goes on to say we should not be afraid of information or if it is going to replace their job and equates it to the library. The library is full of information and nobody is afraid of the information in the library why should the information on the web be different?
Finally, I was asked to role play Phillip Dodds who has recently passed. He was the gentleman on “First Encounters or the Third Kind” that worked the keyboard in the communication scene and said “What are we saying to each other?” He worked for ADL and was instrumental in developing and advancing SCORM.
Articles:
Raymond, E. S. (2000). The cathedral and the bazaar. Retrieved March 10, 2007, from http://www.catb.org/~esr/writings/cathedral-bazaar/cathedral-bazaar/.
Bezroukov, N. (2005a). Open source software development as a special type of academic research (Crique of Vulgar Raymond). First Monday. Retrieved December 22, 2005, from http://www.firstmonday.dk/issues/issue4_10/bezroukov/index.html
Bezroukov, N. (2005b). A second look at the cathedral and the Bazaar. First Monday. Retrieved December 23, 2005, from http://www.firstmonday.org/issues/issue4_12?besroukov/
Pan and Bonk Open Source Articles (3 choices):
Pan, G., & Bonk, C. J. (2007, March). The Emergence of Open-Source Software, Part II: China. International Review of Research in Open and Distance Learning. 8(1). See http://www.irrodl.org/index.php/irrodl/article/view/331/762; special issue on the “Changing Faces of Open and Distance Learning in Asia” is found at http://www.irrodl.org/index.php/irrodl/
Pan, G., & Bonk, C. J. (2007, September). The Emergence of Open-Source Software, Part I: North America. International Review of Research in Open and Distance Learning. 8(3). See http://www.irrodl.org/index.php/irrodl/issue/view/26
Pan, G., & Bonk, C. J. (2007). A socio-cultural perspective on free and open source software. International Journal of Instructional Technology and Distance Learning. See http://www.itdl.org/Journal/Apr_07/article01.htm
3. Wiley, D. (2006). Open Source, Openness, and Higher Education. Innovate, Volume 3, Issue 1. Retreived October 18, 2007 from http://www.innovateonline.info/index.php?view=article&id=354
Tidbits:
http://en.wikipedia.org/wiki/Phil_Dodds http://web.archive.org/web/20030321033727/www.rhassociates.com/background.htm http://aicc.org/blog/2007/10/passing-of-phillip-vw-dodds.html
This week was interesting; we conducted a panel of key players in the open source movement. Each person in class had 1 or multiple roles to play. The person acted as if they were the person they were assigned from the information gleaned from the articles and bios retrieved.
I had 4 assignments this week. The first was a debate between Eric Raymond and N. Bezroukov about the Eric Raymond’s The Cathedral and the Bazaar. The basic premise is that software built in a cathedral style with a core team and built from the bottom up is no match for the bazaar style where it is lateral and people pick and choose as they shop for projects of interest. Nicolai thinks it is a bit idyllic, and it I, but it was intended to be that way. Open source has its issues but there are never problems in the “theory.”
The second session I was the mediator and the topic was Open Source Software in North America and China. The main idea is that open source has no government oversight here but in China it is the gov’t producing and distributing the software and the code, mainly Red Flag Linux.
The 4th session I was David Wiley from Utah State stating that everyone needs to embrace open source and not be afraid of it. The best quote was when he states; “if teachers are not as good as the materials they use they should be replaced by them.” He also goes on to say we should not be afraid of information or if it is going to replace their job and equates it to the library. The library is full of information and nobody is afraid of the information in the library why should the information on the web be different?
Finally, I was asked to role play Phillip Dodds who has recently passed. He was the gentleman on “First Encounters or the Third Kind” that worked the keyboard in the communication scene and said “What are we saying to each other?” He worked for ADL and was instrumental in developing and advancing SCORM.
Articles:
Raymond, E. S. (2000). The cathedral and the bazaar. Retrieved March 10, 2007, from http://www.catb.org/~esr/writings/cathedral-bazaar/cathedral-bazaar/.
Bezroukov, N. (2005a). Open source software development as a special type of academic research (Crique of Vulgar Raymond). First Monday. Retrieved December 22, 2005, from http://www.firstmonday.dk/issues/issue4_10/bezroukov/index.html
Bezroukov, N. (2005b). A second look at the cathedral and the Bazaar. First Monday. Retrieved December 23, 2005, from http://www.firstmonday.org/issues/issue4_12?besroukov/
Pan and Bonk Open Source Articles (3 choices):
Pan, G., & Bonk, C. J. (2007, March). The Emergence of Open-Source Software, Part II: China. International Review of Research in Open and Distance Learning. 8(1). See http://www.irrodl.org/index.php/irrodl/article/view/331/762; special issue on the “Changing Faces of Open and Distance Learning in Asia” is found at http://www.irrodl.org/index.php/irrodl/
Pan, G., & Bonk, C. J. (2007, September). The Emergence of Open-Source Software, Part I: North America. International Review of Research in Open and Distance Learning. 8(3). See http://www.irrodl.org/index.php/irrodl/issue/view/26
Pan, G., & Bonk, C. J. (2007). A socio-cultural perspective on free and open source software. International Journal of Instructional Technology and Distance Learning. See http://www.itdl.org/Journal/Apr_07/article01.htm
3. Wiley, D. (2006). Open Source, Openness, and Higher Education. Innovate, Volume 3, Issue 1. Retreived October 18, 2007 from http://www.innovateonline.info/index.php?view=article&id=354
Tidbits:
http://en.wikipedia.org/wiki/Phil_Dodds http://web.archive.org/web/20030321033727/www.rhassociates.com/background.htm http://aicc.org/blog/2007/10/passing-of-phillip-vw-dodds.html
Tuesday, October 2, 2007
R685, Week 6 Reflection
Neo Millennial and Web 2.0 Learners
This week we are starting to look at web 2.0, the tools and the users. In class the big item was what is needed to be a successful online student today as compared to 2000. After reflection, my own opinion is not much. People need to be good time managers, have time (online is extremely time dependent), and have a willingness to explore. The latter is where learners get “tripped” up by not having an open mind going into the instruction to try something new. I guess this could be said for the instructors also. The new lists had more tools than the 2000 checklist but the aforementioned principles are sound. One only needs a better computer and broadband and figure it out from there.
The articles were in line with what was discussed, learning styles for today’s education. The first article was from the Partnership for 21t Century Skills. This partnership is a medley of public and private organizations that give opinions and recommendations for education. My big take was how industry wanted to use NCLB to introduce and have education embrace measurement. This was the first time I have heard this argument besides on my parent’s porch discussing this same topic with my mother. I think education and teachers need to be measured just like everyone else. Although it may not be perfect it is a means of accountability.
Educating the Net Generation was an excerpt from Ch 6. This was a good analysis comparing the Baby Boomers, Gen X, and the Net Generation and how they learn online. To no surprise the Net generation was more comfortable with technologies but what was interesting is the Baby Boomers got more out of it.
The next two articles are by or assisted Chris Dede of Harvard University discussing Neomillennial learners. Chris Dede is adamant that everyone has the potential to be a neomillennial learner, not just the millennials or the net generation whatever they are called. A lot of people talk about the generation divide, boomers, gen X, and millenilals (gen y. net gen, etc.) and classify learning styles through this divide. Not Dede, NO, everyone can be a neomillenial learner one just needs to grasp and accept (enjoy?) the latest in educational technology today. Not only accept it, immerse oneself in it. He uses the work immersion a lot.
My tidbit this week was from the San Francisco Gate discussing media usage time. If that sounds like the studies I already covered, you would be right. They just regurgitated the Kaiser and Pew studies I reviewed last week. So, if you want to read the actual studies go to the studies. If you want a shorter read with a little bit of drama, this article is for you. Wait! There is something worth noting, multitasking. Dr. Jordan Grafman, Chief of the cognitive neuroscience section at the National Institute of Neurological Disorders and Stroke, part of the Institute of Health (he must not be able to fit his phone #s on his business card) stated no one can do two things at once it is genetically impossible. The brain can only focus on one thing at a time. People can be doing multiple things but can one focus on one at a time. Although he admitted to often try to multitask.
Dede, C. (2005). Planning for neomillennial learning styles. Educause Quarterly, 28(1), http://www.educause.edu/ir/library/pdf/eqm0511.pdf
Hartman, J., Moskal, P., & Dziuban, C. (2005). Preparing the academy of today for the learner of tomorrow. http://www.educause.edu/ir/library/pdf/pub7101f.pdf
Dieterle, E., Dede, C., & Schrier, K. (in press). “Neomillennial” learning styles propagated by wireless handheld devices. In M. Lytras & A. Naeve (Eds.), Ubiquitous and pervasive knowledge and learning management: Semantics, social networking and new media to their full potential. Hershey, PA: Idea Group, Inc. Retrieved on August 28, 2006, from http://gseacademic.harvard.edu/~hdul/Dieterle-Dede-Schrier-NLS-2006.pdf#
Learning for the 21st Century (A Report and MILE Guide for 21st Century Skills) http://www.21stcenturyskills.org/downloads/P21_Report.pdf. MILE (Milestones for Improving Learning) Guide for the 21st Century skills. http://www.21stcenturyskills.org/downloads/P21_Mile_Guide_Printable.pdf
Tidbit:
Seligman, K. (2006, May 14). Young and wired. San Francisco Chronicle, Retrieved November 20, 2006, from http://www.sfgate.com/cgi-bin/article.cgi?f=/c/a/2006/05/14/CMGGKIACOL75.DTL
This week we are starting to look at web 2.0, the tools and the users. In class the big item was what is needed to be a successful online student today as compared to 2000. After reflection, my own opinion is not much. People need to be good time managers, have time (online is extremely time dependent), and have a willingness to explore. The latter is where learners get “tripped” up by not having an open mind going into the instruction to try something new. I guess this could be said for the instructors also. The new lists had more tools than the 2000 checklist but the aforementioned principles are sound. One only needs a better computer and broadband and figure it out from there.
The articles were in line with what was discussed, learning styles for today’s education. The first article was from the Partnership for 21t Century Skills. This partnership is a medley of public and private organizations that give opinions and recommendations for education. My big take was how industry wanted to use NCLB to introduce and have education embrace measurement. This was the first time I have heard this argument besides on my parent’s porch discussing this same topic with my mother. I think education and teachers need to be measured just like everyone else. Although it may not be perfect it is a means of accountability.
Educating the Net Generation was an excerpt from Ch 6. This was a good analysis comparing the Baby Boomers, Gen X, and the Net Generation and how they learn online. To no surprise the Net generation was more comfortable with technologies but what was interesting is the Baby Boomers got more out of it.
The next two articles are by or assisted Chris Dede of Harvard University discussing Neomillennial learners. Chris Dede is adamant that everyone has the potential to be a neomillennial learner, not just the millennials or the net generation whatever they are called. A lot of people talk about the generation divide, boomers, gen X, and millenilals (gen y. net gen, etc.) and classify learning styles through this divide. Not Dede, NO, everyone can be a neomillenial learner one just needs to grasp and accept (enjoy?) the latest in educational technology today. Not only accept it, immerse oneself in it. He uses the work immersion a lot.
My tidbit this week was from the San Francisco Gate discussing media usage time. If that sounds like the studies I already covered, you would be right. They just regurgitated the Kaiser and Pew studies I reviewed last week. So, if you want to read the actual studies go to the studies. If you want a shorter read with a little bit of drama, this article is for you. Wait! There is something worth noting, multitasking. Dr. Jordan Grafman, Chief of the cognitive neuroscience section at the National Institute of Neurological Disorders and Stroke, part of the Institute of Health (he must not be able to fit his phone #s on his business card) stated no one can do two things at once it is genetically impossible. The brain can only focus on one thing at a time. People can be doing multiple things but can one focus on one at a time. Although he admitted to often try to multitask.
Dede, C. (2005). Planning for neomillennial learning styles. Educause Quarterly, 28(1), http://www.educause.edu/ir/library/pdf/eqm0511.pdf
Hartman, J., Moskal, P., & Dziuban, C. (2005). Preparing the academy of today for the learner of tomorrow. http://www.educause.edu/ir/library/pdf/pub7101f.pdf
Dieterle, E., Dede, C., & Schrier, K. (in press). “Neomillennial” learning styles propagated by wireless handheld devices. In M. Lytras & A. Naeve (Eds.), Ubiquitous and pervasive knowledge and learning management: Semantics, social networking and new media to their full potential. Hershey, PA: Idea Group, Inc. Retrieved on August 28, 2006, from http://gseacademic.harvard.edu/~hdul/Dieterle-Dede-Schrier-NLS-2006.pdf#
Learning for the 21st Century (A Report and MILE Guide for 21st Century Skills) http://www.21stcenturyskills.org/downloads/P21_Report.pdf. MILE (Milestones for Improving Learning) Guide for the 21st Century skills. http://www.21stcenturyskills.org/downloads/P21_Mile_Guide_Printable.pdf
Tidbit:
Seligman, K. (2006, May 14). Young and wired. San Francisco Chronicle, Retrieved November 20, 2006, from http://www.sfgate.com/cgi-bin/article.cgi?f=/c/a/2006/05/14/CMGGKIACOL75.DTL
Thursday, September 27, 2007
Week 3, Dr. Paulus Comment Response
This is in response to an article I discussed back in week 3. Although I did not write much I received a two paragraph response (see week 3’s comments) when Dr. Bonk set my comments to Dr. Trena Paulus at the University of Tennessee. First, I must make a correction, she is correct; it was not a survey it was a study utilizing discourse analysis procedures. I miss wrote, I apologize. However, I am not going to concede that she at least endorsed that synchronous is a better forum than asynchronous.
In the last paragraph of the Introduction she introduced Davidson-Shivers (2001) and Chou (2001) who found “… more responding, reacting, and supportive talk in chat.” Using Fisher and Coleman (2001-2002) “… (synchronous) afforded community building among their distance learners.” Armitt, Slack, Green & Beer (2002) were quoted “…synchronous chat, in contrast to asynchronous discussions, affords “immediate clarification and the development of thought.” (p.9) Levin et al (2006) found learners reached higher levels synchronously.
Those are not her words BUT she does not rebut or dispute them as she does with asynchronous learning. In the third paragraph of the Introduction she talks about asynchronous drawbacks, not once does she challenge synchronous. I can only conclude that she supports the authors siding with synchronous.
As for the grades, although she only has course grades as an achievement record, it is mentioned only orange and plum received the highest grades. Orange and plum were the only teams to use all media. I concluded the article was trying to convey the more forums used the better, apparently not.
It was a good article but I obviously walked away with more than I was suppose to.
In the last paragraph of the Introduction she introduced Davidson-Shivers (2001) and Chou (2001) who found “… more responding, reacting, and supportive talk in chat.” Using Fisher and Coleman (2001-2002) “… (synchronous) afforded community building among their distance learners.” Armitt, Slack, Green & Beer (2002) were quoted “…synchronous chat, in contrast to asynchronous discussions, affords “immediate clarification and the development of thought.” (p.9) Levin et al (2006) found learners reached higher levels synchronously.
Those are not her words BUT she does not rebut or dispute them as she does with asynchronous learning. In the third paragraph of the Introduction she talks about asynchronous drawbacks, not once does she challenge synchronous. I can only conclude that she supports the authors siding with synchronous.
As for the grades, although she only has course grades as an achievement record, it is mentioned only orange and plum received the highest grades. Orange and plum were the only teams to use all media. I concluded the article was trying to convey the more forums used the better, apparently not.
It was a good article but I obviously walked away with more than I was suppose to.
Monday, September 24, 2007
R685 Week 5 Reflection
New Learner Roles: Expectations, Issues, Dilemmas, and Resolutions
I am going to start this week with the class discussion as we talked about instruction in an “e” environment. We were broken into groups and conducted a colloquium on the acronym IRISE or Issues, Roles, Incentives, Support, and Expectations. Each group presented and the group that gave the best presentations won the book Learning at the Back Door by Charles Weidermeyer. Well, as you probably guessed the support team (Sharon, Nunthika, and I) won but really only because we were the only ones to give a skit. The others just presented from their seats. Except Dr. Bonk’s group but company family mbrs were not eligible. I am glad I held off buying the book that was a nice prize.
This week we focus our attention to the learners. All the studies focused on smaller children through high school. The first was a Report – “Are they really ready for work?” I had a tough time with this article because it placed so much focus on an excellent response. People with a high school diploma received mostly a rating of adequate of being prepared for employment and were not rated excellent in any category. I think adequate is fine, we cannot please everyone and the education system does not have time to focus on an excellent. If they are working then they are ready. Yes, it would be nice for every kid that walks through the door to have been to “Student Council Camp in Leadership” but not a reality. Two-Year and 4 year institutions did better on the “excellent ratings” (mostly 4 year) – duh.
Next was a Pew Study on the Teens and Technology. I thought this was pretty good and gave a good description of what America’s youth were doing. The main concepts I got out of the study were:
· 7th Grade is the break fm technology innocence to indulgence (my words)
· Children are still active in other non-technological activities
· Would rather spend time WITH friends rather than call, IM, email, or text them.
· IM is the preferred method of communication (in this study)
Then from the Kaiser Family comes another 145 page of love on the same topic but this one is packed with great info. To sum it up:
· A typical American kid lives in a home with “3 TV sets, 3 CD/tape players, two video game consoles, and a computer. The TV received cable or satellite and probably has premium channels.” (p.10)
· If grades are high reading is also high
· Parents who exhibit some control of media the kids have 1:50 less exposure time a day.
There was a lot more in this study but it could be a paper unto itself. I just thought the relationship with parental oversight had direct effect on exposure which may affect reading wich lead to better grade. As a parent I severely limit my children to the TV and it is nice to see, in print, there is a benefit because as a parent I am always questioning that decision.
The tidbit I read was on ETS coming out with a technology usability test – good for them.
Articles:
Cassner-Lotto, Jill, & Wright Benner, Mary (2006). Report: Are they really ready to work?: Employers perspectives on the basic knowledge and applied skills of new entrants to the 21st century U.S. workforce. The Partnership for 21st Century; Retrieved June 21, 2007, from http://www.21stcenturyskills.org/documents/FINAL_REPORT_PDF9-29-06.pdf
Lenhart, Amanda, Madden, Mary, & Hitlin, Paul (2005). Teens and technology: Youth are leading the transition to a fully wired and mobile nation. Washington, DC: Pew Internet & American Life Report. Retrieved on November 3rd, 2006 from http://www.pewinternet.org/pdfs/PIP_Teens_Tech_July2005web.pdf
Roberts, Donald F., Foehr, Ulla G., & Rideout, Victoria (2005). Generation M: Media in the lives of 8-18 year-olds. Washington, DC: Henry J. Kaiser Family Foundation. Retrieved November 27, 2006, from http://www.kff.org/entmedia/upload/Generation-M-Media-in-the-Lives-of-8-18-Year-olds-Report.pdf
Tidbit:
Pope, Justin (2006, February 2). New ETS exam tries to measure students’ “information literacy.” Boston.com News. Retrieved June 21, 2007, from http://www.boston.com/news/education/k_12/articles/2006/02/02/new_ets_exam_tries_to_measure_students_information_literacy/
Sunday, September 16, 2007
R685 Week 4
Online Instructor Roles, Training, Incentives, and Supports
The following readings are for the 17 September class. Before I delve into the readings I want to discuss class a bit more as I did not much in my previous post. The class was interesting esp. with the controversy George Siemens stirred. Dr. Bonk used the You Tube Video “The machine is Us/ing us” to so how a Professor Michael Wesch at Kansas State University teaches, and is not a bad tutorial of web 2.0 and where we are going. Anyway, it was all wrapped up when Dr. Bonk sent the questions we posed to Mr. Siemens and he responded. I liked his responses (but still do not necessarily agree). Mr. Siemens is very much aware of the controversy and embraces a “good chat” about it. Thanks Dr. Bonk for taking our discussion to a different level. I always wondered when discussing material when I was in my foundations course why we debated what the author thought. Most of these people are still around why don’t we ask them? Dr. Bonk, again, thanks.
The readings this week are focused on the benefits and challenges of web learning. The Wingard study was interesting because it polled instructors that were suppose to be more familiar with educational technology. The studies found that although online takes more time and a social aspect is lost, the learners are more engaged, relay learning to practice almost immediately, and the instructors use the web for pragmatic and pedagogical reasons ie. delivery of material, changes, and able to post more advanced models to the web. It seems the benefits outweigh the problems (the problems are being solved with blended learning and more social software). What is different with this other articles is the push to utilize an instructional designer. I lied; it was also discussed in Dr. Parker’s article that stated instead of additional pay, online instructors were given technical and design support. I think that is a good deal although the time commitment is great for an online instructor if the technology and instructional design responsibilities were stripped the course would be more manageable.
The JALN article and the Online Journal of Distance Learning Administration (OJDLA) both related to a survey of online MBA professors. Again, the same issues can out, not social enough BUT the learners are very engaged AND able to put learning to practice. In the JALN article they brought Salmon’s idea that facilitators are “weavers” and need to fill this role in an online environment. If the facilitator cannot “weave” the class is going to be less than exceptional. It was proposed the instructor has pedagogical role (as described above), a social role, a managerial role, and a technical role. Each of these areas was discussed more thoroughly but shows how being an online instructor is very complex, even more than a “live” facilitator. The OJDLA article again took 28 online professors and interviewed each. Although some classes were trouble at times overall it is a successful program. Again, assistance in instructional design and technology will go a long way.
The tidbits were about an online instructor from Penn State and show how much time it takes to run an online class (started at 0430). He was an extreme case as he had over 200 students that is a lot to handle, however, again (reoccurring theme) he had help from a technical assistant. The other was “Teach in your Pajamas” which gave ideas of how to develop and how to deliver an online class. I thought it was pretty good even for being 5 years old. If even a few of the items were used I think it would be a successful class. The theme I heard here was feedback. She was always referring to ways to get feedback and tweaking the class to the suggestions. Let the learner drive…
Robin G. Wingard (2004). Classroom teaching changes in Web-enhanced courses: A multi-Institutional Study. Educause Quarterly, 27(1). http://www.educause.edu/ir/library/pdf/eqm0414.pdf
Liu, X., Bonk, C. J., Magjuka, R. J., Lee, S. H., & Su, B. (2005). Exploring four dimensions of online instructor roles: A program level case study. Journal of Asynchronous Learning Networks. 9(4), pp. 29-48. http://www.sloan-c.org/publications/jaln/v9n4/index.asp and http://www.sloan-c.org/publications/jaln/v9n4/v9n4_liu_member.asp
Liu, S., Kim, K-J., Bonk, C. J., & Magjuka, R. (2007). Benefits, barriers, and suggestions: What did online MBA professors say about online teaching? Online Journal of Distance Learning Administration, 10(2), see http://www.westga.edu/~distance/ojdla/summer102/liu102.htm
Angie Parker (2003, Fall). Motivation and Incentives for Distance Faculty. Online Journal of Distance Learning Administration, 6(3), http://www.westga.edu/~distance/ojdla/fall63/parker63.htm
Tidbits:
Chronicle of Higher Education (2002). The 24 hour professor: http://chronicle.com/free/v48/i38/38a03101.htm
Karen Hyder (2002). Teach in Your Pajamas: Becoming a Synchronous E-Trainer. The E-Learning Developer’s Journal. http://elearningtech.pbwiki.com/f/Teach%20in%20your%20pajamas.pdf
The following readings are for the 17 September class. Before I delve into the readings I want to discuss class a bit more as I did not much in my previous post. The class was interesting esp. with the controversy George Siemens stirred. Dr. Bonk used the You Tube Video “The machine is Us/ing us” to so how a Professor Michael Wesch at Kansas State University teaches, and is not a bad tutorial of web 2.0 and where we are going. Anyway, it was all wrapped up when Dr. Bonk sent the questions we posed to Mr. Siemens and he responded. I liked his responses (but still do not necessarily agree). Mr. Siemens is very much aware of the controversy and embraces a “good chat” about it. Thanks Dr. Bonk for taking our discussion to a different level. I always wondered when discussing material when I was in my foundations course why we debated what the author thought. Most of these people are still around why don’t we ask them? Dr. Bonk, again, thanks.
The readings this week are focused on the benefits and challenges of web learning. The Wingard study was interesting because it polled instructors that were suppose to be more familiar with educational technology. The studies found that although online takes more time and a social aspect is lost, the learners are more engaged, relay learning to practice almost immediately, and the instructors use the web for pragmatic and pedagogical reasons ie. delivery of material, changes, and able to post more advanced models to the web. It seems the benefits outweigh the problems (the problems are being solved with blended learning and more social software). What is different with this other articles is the push to utilize an instructional designer. I lied; it was also discussed in Dr. Parker’s article that stated instead of additional pay, online instructors were given technical and design support. I think that is a good deal although the time commitment is great for an online instructor if the technology and instructional design responsibilities were stripped the course would be more manageable.
The JALN article and the Online Journal of Distance Learning Administration (OJDLA) both related to a survey of online MBA professors. Again, the same issues can out, not social enough BUT the learners are very engaged AND able to put learning to practice. In the JALN article they brought Salmon’s idea that facilitators are “weavers” and need to fill this role in an online environment. If the facilitator cannot “weave” the class is going to be less than exceptional. It was proposed the instructor has pedagogical role (as described above), a social role, a managerial role, and a technical role. Each of these areas was discussed more thoroughly but shows how being an online instructor is very complex, even more than a “live” facilitator. The OJDLA article again took 28 online professors and interviewed each. Although some classes were trouble at times overall it is a successful program. Again, assistance in instructional design and technology will go a long way.
The tidbits were about an online instructor from Penn State and show how much time it takes to run an online class (started at 0430). He was an extreme case as he had over 200 students that is a lot to handle, however, again (reoccurring theme) he had help from a technical assistant. The other was “Teach in your Pajamas” which gave ideas of how to develop and how to deliver an online class. I thought it was pretty good even for being 5 years old. If even a few of the items were used I think it would be a successful class. The theme I heard here was feedback. She was always referring to ways to get feedback and tweaking the class to the suggestions. Let the learner drive…
Robin G. Wingard (2004). Classroom teaching changes in Web-enhanced courses: A multi-Institutional Study. Educause Quarterly, 27(1). http://www.educause.edu/ir/library/pdf/eqm0414.pdf
Liu, X., Bonk, C. J., Magjuka, R. J., Lee, S. H., & Su, B. (2005). Exploring four dimensions of online instructor roles: A program level case study. Journal of Asynchronous Learning Networks. 9(4), pp. 29-48. http://www.sloan-c.org/publications/jaln/v9n4/index.asp and http://www.sloan-c.org/publications/jaln/v9n4/v9n4_liu_member.asp
Liu, S., Kim, K-J., Bonk, C. J., & Magjuka, R. (2007). Benefits, barriers, and suggestions: What did online MBA professors say about online teaching? Online Journal of Distance Learning Administration, 10(2), see http://www.westga.edu/~distance/ojdla/summer102/liu102.htm
Angie Parker (2003, Fall). Motivation and Incentives for Distance Faculty. Online Journal of Distance Learning Administration, 6(3), http://www.westga.edu/~distance/ojdla/fall63/parker63.htm
Tidbits:
Chronicle of Higher Education (2002). The 24 hour professor: http://chronicle.com/free/v48/i38/38a03101.htm
Karen Hyder (2002). Teach in Your Pajamas: Becoming a Synchronous E-Trainer. The E-Learning Developer’s Journal. http://elearningtech.pbwiki.com/f/Teach%20in%20your%20pajamas.pdf
R685 Week 3
This week instead of presenting what the web its potentials are we are entering some controversy. I read the Connectivism article by George Siemens and was a bit taken aback by the theory that he proposed. Although I did not have a full grasp of the concept until we discussed it thoroughly in class I knew I did not like the introduction of a new theory.
Sidebar: Why does everyone have to propose a new theory? Almost every week I read of someone trying to tell me we need a new theory. We need to stay current and we need change but the models we have now can be worked with and made better. If you want to propose a new theory or model hook your hitch to constructivism, which has yet to be defined.
Anyway, as clarified in class Mr. Siemens proposes the theory of Connectivism. Now, after learning a bit more he is not the first to propose this theory but appears to be, currently, the loudest. The basics of the theory it is not the learner that learns but a “node.” A node can be a learner but it also can be a database, server, etc. any “thought” (thoughts being defined by Vyogotsy as “not a thought until it has been spoken,” Mr. Siemens referred to this often). We discussed this in class and most believed, as Dr. Bonk stated, that this stuff is nothing new that has not been presented before. However, it is intriguing that the network learns but Dr. Bonk brought up a great point by stating if the leaner does not learn then it is in all probability not a psychological theory but may be a sociological one. The idea is the network is there with the information if we need it. This sounds like JIT or cognitive assistance, not learning.
The other articles read were on the Pew Institute’s survey of bloggers. This was very interesting but I question the credibility with a low respondent rate (n = 422). The biggest things I got from this survey is it is mostly suburban kinds (<30), not necessarily white, that like to talk about themselves, and most likely do not get paid. This is a good segue into Steven Downes article on blogging. What caught me off guard was the introduction where every Fifth Grader had a blog and was checking and updating it at school. He is right, as well as everyone else I have read, this is the future and these kids will expect to learn in this way. Finally this also goes well with my tidbit this week from Will Richardson taking about blogging and RSS. He, again correctly, argues that blogs are now and should be used in education. In addition, by using RSS one can manage and benefit from a large amount of constantly refreshed content.
From the Journal of Computer-Mediated Communication I read an article by Trena Paulus fm the University of Tennessee. She did a survey of 10 groups learning online. The one thing I found interesting is it was relayed that asynchronous discussions were not as valuable as synchronous. However, what was not as surprising is the groups that received the highest grade used email, asynchronous, and synchronous to complete the assigned tasks.
Siemens, George (2006, November 12). Connectivism: Learning theory of pastime for the self-amused? Retrieved July 11, 2007, from http://www.elearnspace.org/Articles/connectivism_self-amused.htm
Lenhart, Amanda, & Fox, Susannah (2006, July 19). Bloggers: Portrait of America’s new storytellers. Washington, DC: Pew Internet & American Life Report. Retrieved on July 9, 2007, from: http://www.pewinternet.org/pdfs/PIP%20Bloggers%20Report%20July%2019%202006.pdf
Special Issue on Blogging: Journal of Computer Mediated Communication, 12(4), Retrieved July 30, 2007, from http://jcmc.indiana.edu/ (16 articles to choose from).
Downes, Stephen (2004, September/October). Educational blogging, EDUCAUSE Review, 39(5), 14–26. Retrieved August 27, 2006, from http://www.educause.edu/pub/er/erm04/erm0450.asp?bhcp=1
Tidbit:
Richardson, W. (2004). Blogging and RSS — The "what's it?" and "how to" of powerful new web tools for educators. MultiMedia & Internet@Schools, 11(1). Retrieved Feb 8th, 2006 from http://www.infotoday.com/MMSchools/jan04/richardson.shtml
Sidebar: Why does everyone have to propose a new theory? Almost every week I read of someone trying to tell me we need a new theory. We need to stay current and we need change but the models we have now can be worked with and made better. If you want to propose a new theory or model hook your hitch to constructivism, which has yet to be defined.
Anyway, as clarified in class Mr. Siemens proposes the theory of Connectivism. Now, after learning a bit more he is not the first to propose this theory but appears to be, currently, the loudest. The basics of the theory it is not the learner that learns but a “node.” A node can be a learner but it also can be a database, server, etc. any “thought” (thoughts being defined by Vyogotsy as “not a thought until it has been spoken,” Mr. Siemens referred to this often). We discussed this in class and most believed, as Dr. Bonk stated, that this stuff is nothing new that has not been presented before. However, it is intriguing that the network learns but Dr. Bonk brought up a great point by stating if the leaner does not learn then it is in all probability not a psychological theory but may be a sociological one. The idea is the network is there with the information if we need it. This sounds like JIT or cognitive assistance, not learning.
The other articles read were on the Pew Institute’s survey of bloggers. This was very interesting but I question the credibility with a low respondent rate (n = 422). The biggest things I got from this survey is it is mostly suburban kinds (<30), not necessarily white, that like to talk about themselves, and most likely do not get paid. This is a good segue into Steven Downes article on blogging. What caught me off guard was the introduction where every Fifth Grader had a blog and was checking and updating it at school. He is right, as well as everyone else I have read, this is the future and these kids will expect to learn in this way. Finally this also goes well with my tidbit this week from Will Richardson taking about blogging and RSS. He, again correctly, argues that blogs are now and should be used in education. In addition, by using RSS one can manage and benefit from a large amount of constantly refreshed content.
From the Journal of Computer-Mediated Communication I read an article by Trena Paulus fm the University of Tennessee. She did a survey of 10 groups learning online. The one thing I found interesting is it was relayed that asynchronous discussions were not as valuable as synchronous. However, what was not as surprising is the groups that received the highest grade used email, asynchronous, and synchronous to complete the assigned tasks.
Siemens, George (2006, November 12). Connectivism: Learning theory of pastime for the self-amused? Retrieved July 11, 2007, from http://www.elearnspace.org/Articles/connectivism_self-amused.htm
Lenhart, Amanda, & Fox, Susannah (2006, July 19). Bloggers: Portrait of America’s new storytellers. Washington, DC: Pew Internet & American Life Report. Retrieved on July 9, 2007, from: http://www.pewinternet.org/pdfs/PIP%20Bloggers%20Report%20July%2019%202006.pdf
Special Issue on Blogging: Journal of Computer Mediated Communication, 12(4), Retrieved July 30, 2007, from http://jcmc.indiana.edu/ (16 articles to choose from).
Downes, Stephen (2004, September/October). Educational blogging, EDUCAUSE Review, 39(5), 14–26. Retrieved August 27, 2006, from http://www.educause.edu/pub/er/erm04/erm0450.asp?bhcp=1
Tidbit:
Richardson, W. (2004). Blogging and RSS — The "what's it?" and "how to" of powerful new web tools for educators. MultiMedia & Internet@Schools, 11(1). Retrieved Feb 8th, 2006 from http://www.infotoday.com/MMSchools/jan04/richardson.shtml
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