Showing posts with label online learning. Show all posts
Showing posts with label online learning. Show all posts
Thursday, May 5, 2011
CEP812: The Wicked Project Proposal - Final
The Problem: Instructors receive phone calls or visits from former students during computer lab hours. These former students ask job-related or project-based questions which require attention and time. This takes away the focus that instructors should be spending with the current students in the lab. Also, we have been hearing budget cut plans in the news which may affect funding or grants to institutions including our school. Therefore, it is time to be proactive and start reinventing and retooling our services by widening our scope of audience like self-payers and small business owners.
The Solution: To have a “just-in-time” training solution for students who seek project-based online learning through combining a learning management system (LMS) like Moodle for self-paced learning and web conferencing using WizIq for real-time interaction and individualized learning.
The Solution: To have a “just-in-time” training solution for students who seek project-based online learning through combining a learning management system (LMS) like Moodle for self-paced learning and web conferencing using WizIq for real-time interaction and individualized learning.
The Technology-Pedagogy knowledge. I am proposing the use of a learning management system (LMS) like Moodle with a web conference tool using WizIq to support the teaching strategies and methods I use for teaching online courses. It is an instructional goal for an educator like me to promote learning retention. To meet this goal, an LMS and web conferencing have interactive features such as polling, chatting, screen sharing, and discussion posts which can always keep the learners engaged in learning. Discussion is an instructional strategy that encourages active participation among adult learners. Also, the chosen technology allows me to easily design, organize, and arrange customized training modules based on specific learning needs. I can assign online projects that provide learners an opportunity to apply the computer concepts and acquired skills to practical situations. Learning contracts is also an effective strategy for an online course. Due to diversified educational needs and interests, online courses can help the educator and learner share the responsibility for learning. This can be accomplished by having an agreement between the learner and the teacher to plan and act on how to effectively perform the assigned projects and how to successfully meet the learning goals.
The Technology-Content knowledge. An LMS provides accessibility of the course content to learners through the internet. An LMS makes the course available anytime and anywhere to one or more students. This technology ensures the consistency of the instructional design and content when retrieved by students. Scheduling virtual sessions with students through the use of a web conferencing tool adds value to the course content because it enables both the learner and the teacher to focus on specific issues that are related to the course. The technology facilitates the agreement between the student and the educator and it encourages problem solving after brainstorming ideas with other classmates. The course content in an online environment communicates relevant and updated information on concepts, instructions, activities, and assessments that enhance project-based skills. Online sessions are used to discuss details on what will be learned, how the learning will be accomplished, and the specific evaluation criteria to be used in evaluating the completion of the learning.
The Pedagogy-Content knowledge. The proposed project will support me as I reinforce student performance by making the syllabus, objectives, expectations, and learning path accessible. Student progress can easily be tracked and the generated reports can highlight their success and help strengthen the skills that students need to develop. Students receive a set of completion dates for projects or activities, and this is a great approach for planning and time management. The pedagogy and the course content can also be easily evaluated by receiving immediate feedback from students through forums, surveys, emails, chats, and real-time interactions. After a learner completes an assigned online project, it produces a sense of accomplishment. The course content is supported by links to additional resources, audio and/or video clips, step-by-step instructions, and practical applications and examples that further clarify key learning points.
The Technology-Content knowledge. An LMS provides accessibility of the course content to learners through the internet. An LMS makes the course available anytime and anywhere to one or more students. This technology ensures the consistency of the instructional design and content when retrieved by students. Scheduling virtual sessions with students through the use of a web conferencing tool adds value to the course content because it enables both the learner and the teacher to focus on specific issues that are related to the course. The technology facilitates the agreement between the student and the educator and it encourages problem solving after brainstorming ideas with other classmates. The course content in an online environment communicates relevant and updated information on concepts, instructions, activities, and assessments that enhance project-based skills. Online sessions are used to discuss details on what will be learned, how the learning will be accomplished, and the specific evaluation criteria to be used in evaluating the completion of the learning.
The Pedagogy-Content knowledge. The proposed project will support me as I reinforce student performance by making the syllabus, objectives, expectations, and learning path accessible. Student progress can easily be tracked and the generated reports can highlight their success and help strengthen the skills that students need to develop. Students receive a set of completion dates for projects or activities, and this is a great approach for planning and time management. The pedagogy and the course content can also be easily evaluated by receiving immediate feedback from students through forums, surveys, emails, chats, and real-time interactions. After a learner completes an assigned online project, it produces a sense of accomplishment. The course content is supported by links to additional resources, audio and/or video clips, step-by-step instructions, and practical applications and examples that further clarify key learning points.
Applying the TPACK strategy to my project proposal had helped me recognize the interconnected nature of technology, pedagogy, and content knowledge. I was able to work on a wicked problem project in which I implemented a technology to address a problem of an educational goal which is now a part of the solution!
Saturday, April 16, 2011
CEP812: Group Leadership Project: PART B - Storyboard and Script
For the second part of our project, our group chose to use Prezi to visualize the project’s storyboard. The group came up with a storyboard to sketch each scene, to write detailed notes on titles, and to describe the transitions, special effects, and animations. We stated on the storyboard the estimated time durations, and the person assigned to work on the task. We included the links to the actual instructional video clips and the keywords that we will be using for the final project.
For the actual final recording, instructional video clips are created in Jing to produce series of screencasts. The frames which contain texts and chart are created in PowerDirector, a video editing tool. All these components will be joined together through the use of PowerDirector to create a 10-minute instructional video.
Once the video tutorial has been created, we can embed the video on our blogs, and share it on YouTube or on Vimeo. Also, this project is going to be very helpful for my proposed project on combining virtual classrooms (through the use of a web conferencing tool) and a learning management system (through the use of Moodle) for online courses.
My teammate, Sharlene, and I both have decided to stay in our group even though one of our team members dropped the class. At first, I thought our group might be shorthanded after going over the project requirements, but we both have been committing ourselves to be always in contact and to divide almost every task in the project. We are getting things done as scheduled, now onward to our final project!
For the actual final recording, instructional video clips are created in Jing to produce series of screencasts. The frames which contain texts and chart are created in PowerDirector, a video editing tool. All these components will be joined together through the use of PowerDirector to create a 10-minute instructional video.
Once the video tutorial has been created, we can embed the video on our blogs, and share it on YouTube or on Vimeo. Also, this project is going to be very helpful for my proposed project on combining virtual classrooms (through the use of a web conferencing tool) and a learning management system (through the use of Moodle) for online courses.
My teammate, Sharlene, and I both have decided to stay in our group even though one of our team members dropped the class. At first, I thought our group might be shorthanded after going over the project requirements, but we both have been committing ourselves to be always in contact and to divide almost every task in the project. We are getting things done as scheduled, now onward to our final project!
Tuesday, April 5, 2011
CEP812: Web Conferencing
I checked out three of the web conference tools that were listed on our Web/Video Conferencing Lab. Here’s what I found out:
- DimDim is no longer accepting new registrations, it was acquired by salesforce.com.
- Yugma needs Java to be installed and a free account allows a user to have an unlimited number of meetings per day with the user and two other people. There is a limit up to 15 minutes per meeting.
- WebHuddle has a very simple interface compared to Adobe Connect.
I searched for another web conferencing tool called WizIq. I created a free 30-day account in WizIq and this free account will allow a user to have three 60-min recordings for up to 10 users. I scheduled a conference with my teammate, Sharlene, to test the technology and to start brainstorming for our professional development project. When I created the session, I chose the option to have the conference recorded. After I scheduled the meeting, WizIq gave me three links to use to join the conference: one for the presenter, one for the attendee, and one to where the recorded session will be stored.
We both agreed to meet on Friday, April 1, 6:45 pm EST. As soon as the session started, it automatically recorded our conference. It was both our first time to use it and we found WizIq very easy and intuitive to use as we explored the different features like screen sharing, whiteboard with editing tools, screen snapshot (a presenter-only feature), chat, video, and audio broadcasting. During the session, I was the presenter, and Sharlene was the attendee. We both agreed to use WizIq again the next time we schedule another conference, and we will trade roles so we can experience both user views. For our next session, there are two things I would do differently: to have both plan an outline that will help us focus on what we should be covering during the conference because we had too much fun that we almost exceeded our one-hour session; and to use the upload file feature. It was a fun and productive conference and it was a great way to get to know Sharlene.
This tool can be a useful technology in my classroom. Its features may not be as robust as Adobe Connect but it could still be a great add-on tool for online courses. Combining both synchronous and asynchronous approaches for learning in an online class enables a student to complete the coursework at his own pace with the convenience of receiving real-time interactions among other classmates and/or teachers.
Friday, March 11, 2011
CEP811: Final Reflection
Eight weeks have gone by fast and once again my personal learning network has expanded as I have completed another class in the MAET program. The course, Adapting Innovative Technologies to Education, became my essential partner as I carry out my profession as an educator.
For me, the most foundational teaching strategy that I’ve learned is Dr. Merrill’s instructional design with three essential elements: demonstrate, apply, and motivate. As a teacher who integrates technology in a course, I should be able to use animations, videos, or web 2.0 tools to show or demonstrate what I’m teaching. Applying or practicing what has been demonstrated in real world tasks is very crucial. Examples on how to apply this would be giving students online quizzes, practical assessments, online forums and discussions. And finally, motivate learners to do real world projects which will enable them to develop new skills, and reinforce them with constructive feedback as they complete their projects. Examples of where I can apply these three elements are when I design a WebQuest, an online course, a face-to-face (F2F) course, or a Stand-Alone Instructional Resource (StAIR).
By integrating web-based technologies, it provided me both curriculum and technology standards, criteria (like ease of use, quality of content, user reviews), and the basis (instruction design, teaching principles) on how to come up with the right judgment in choosing which technologies are more effective for adult teaching and learning.
My personal goal for learning about technology integration has been met by having a deeper understanding of what a Uniform Design for Learning (UDL) is. This is a new concept for me as I continue incorporating the proper technology and collaborative tools, techniques, and methods in my teaching strategies. I believe that UDL makes learning more meaningful as it provides flexible approaches and solutions for every learner. I think an educator who supports UDL is sensitive to every student’s desire to succeed and to every student’s positive contributions to the whole class.
This class may be over but I should continue to explore and further evaluate the technology and the design principles that I’ve learned. The evaluation will guide me in deciding which technology and teaching strategies should be added or used for teaching and learning. A highly influential American librarian, John Cotton Dana, once said, “Who dares to teach must never cease to learn." Therefore, a dedicated teacher never stops learning. I am in a profession that requires an unending desire to learn new teaching methods but not disregarding the foundations of education. My quest for learning goes on …
For me, the most foundational teaching strategy that I’ve learned is Dr. Merrill’s instructional design with three essential elements: demonstrate, apply, and motivate. As a teacher who integrates technology in a course, I should be able to use animations, videos, or web 2.0 tools to show or demonstrate what I’m teaching. Applying or practicing what has been demonstrated in real world tasks is very crucial. Examples on how to apply this would be giving students online quizzes, practical assessments, online forums and discussions. And finally, motivate learners to do real world projects which will enable them to develop new skills, and reinforce them with constructive feedback as they complete their projects. Examples of where I can apply these three elements are when I design a WebQuest, an online course, a face-to-face (F2F) course, or a Stand-Alone Instructional Resource (StAIR).
By integrating web-based technologies, it provided me both curriculum and technology standards, criteria (like ease of use, quality of content, user reviews), and the basis (instruction design, teaching principles) on how to come up with the right judgment in choosing which technologies are more effective for adult teaching and learning.
My personal goal for learning about technology integration has been met by having a deeper understanding of what a Uniform Design for Learning (UDL) is. This is a new concept for me as I continue incorporating the proper technology and collaborative tools, techniques, and methods in my teaching strategies. I believe that UDL makes learning more meaningful as it provides flexible approaches and solutions for every learner. I think an educator who supports UDL is sensitive to every student’s desire to succeed and to every student’s positive contributions to the whole class.
This class may be over but I should continue to explore and further evaluate the technology and the design principles that I’ve learned. The evaluation will guide me in deciding which technology and teaching strategies should be added or used for teaching and learning. A highly influential American librarian, John Cotton Dana, once said, “Who dares to teach must never cease to learn." Therefore, a dedicated teacher never stops learning. I am in a profession that requires an unending desire to learn new teaching methods but not disregarding the foundations of education. My quest for learning goes on …
Sunday, February 27, 2011
CEP811: Online Learning: Meeting Today's Learning Demands
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Photo attribution:
by jscreationzs [FAL], via Wikimedia Commons from Wikimedia Commons http://commons.wikimedia.org/wiki/File:Online.jpg Released under a Free Art License |
I have been teaching classes where I can incorporate online modules to enhance hands-on learning for my students. These online training and assessment tools assist the educators in helping students acquire skills they will need in a 21st century workplace. Some examples are SimNet Online and Certiprep which are both for Microsoft Office and computer concepts; KeyTrain as a career planning tool; and GeoLearning for business skills modules. Moodle, a learning management system, is also incorporated into our courses to build up their online learning experience. It has been an effective teaching strategy for me to use the hybrid instruction. The students have the best of both worlds by being able to work outside the classroom walls and to interact personally with the teacher and classmates in the computer lab.
Our current programs are more geared toward self-paced and hands-on method of delivery. It has been challenging in our school for our students to have full online learning without face-to-face contact with teachers because our students were required to have their in-seat hours in the lab monitored. Although, there have been changes and openness to new learning approaches in our school. I believe that this recognition and acceptance to changes contribute to the same goal of preparing our students as they encounter the media-rich and technological demands of not just today’s workplace but also in their personal daily lives.
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