CPappasOnline

Instructional Design Jobs

crispappas28@gmail.com — Sun, 19 Apr 2009 16:24:00 +0000

I can recommend the following websites to search for potential ID job opportunities:

Indiana University's job board : http://www.indiana.edu/~ist/students/jobs/joblink.html
Educational Job search website: www.higheredjobs.com
Job search website: www.indeed.com
Higher Education Jobs: http://www.higheredjobs.com
Chronicle Careers: http://chronicle.com/jobs/

If you have any other suggestions do not hesitate to contact me or to make a comment!

Flash Resources

crispappas28@gmail.com — Sat, 07 Jun 2008 17:00:00 +0000

For instructional designer Flash is a very important tool. As a result, I thought to make a post about Flash Resources.

I found the following 6 Flash resources:

Adobe/Macromedia Flash Support
(The above web site provide a forum to Flash developers for discussing Flash and related topics).

Getting Started with Flash
(The title says it all. by Adobe Developer Connection).

Flash Kit Tutorials & Reviews
(A Flash Developer Resource Site).

Flash Tutorials
(Really cool Flash Tutorials!!!)

Safari Tech Book Online
(This is an excellent resource with dozens of full-text online books about Flash and many, many other subjects).

Click on Research Databases (under the Finding Articles section)
Click on the S from the alphabetical listing
Click on Safari Tech Books Online
Click on the Safari Tech Books Online link in the center of the page

Atomic Learning
(A great resource - short video tutorial on Flash and a variety of other subjects).

Click on Tutorials
Click on Atomic Learning Video Tutorials link

Enjoy!

Virtual Learning Spaces

crispappas28@gmail.com — Fri, 25 Apr 2008 00:05:00 +0000

Virtual Learning Spaces

by
Melanie Alt
Christopher Pappas
Christopher Pittman

What is a virtual learning space?

The term virtual learning environment can mean different things to different people. According to Holyoke (2002) “A Virtual Learning Environment (VLE) is learning management software that synthesizes the functionality of computer-mediated communications software (e-mail, bulletin boards, newsgroups etc) and on-line methods of delivering course materials”. To put it simply, a virtual learning environment is a set of teaching and learning tools designed to enhance a student’s learning experience by including computers and the Internet in the learning process.

The principal components of a VLE package include curriculum mapping to support breaking curriculum into sections that can be assigned and assessed; learner tracking; online support for both instructor and learner; and electronic communication tools such as email and Internet links to outside curriculum resources. Furthermore, a VLE is not only a well-structured information space but also includes the functional relationship between how information is structured and represented and how it can be used in learning activities and interaction (Dillenbourg, 2000).

Furthermore, a virtual space is any location where people can meet using networked digital devises. A learning space in a VLE is designed to extend classroom-based learning where students are not only active, but also actors (Dellenbourg, 2000). As a result a Virtual Learning Space encompasses the full range of places in which learning occurs, from real to virtual, from classroom to cyberspace, (Brown, 2006). But what are the characteristics of a virtual space?

The key features of a learning space are:

True-to-life - more or less fidelity to real-life models
Synchronous - more or less requiring real-time chatting with others to learn (v. self-paced)
Asynchronous – email discussion threads
Interactive – chat, blogs, wikis
Generative - more or less generating mental models through metaphor - leading to learning outcomes
Dynamic - more or less flexible to revision (vs. permanent)
Situative - more or less supporting a learning community's existing social framework
Authoritative - more or less enforcing a single speaker's authority (vs. collaborative)
Institution itself – institutional in scope, their implementation involves the institution’s culture, tradition, and mission (Learning Space, 2006). The Institution itself has to do with the Design of Learning Spaces. The Virtual Environment Designers used existing physical environments in order to create the virtual learning spaces. For instance the BGSU Island we can say that it remind us the BGSU Campus.

Based on the learning spaces described on Wikipedia we visited the five categories:

Auditorium classrooms,
Informal and personal classrooms,
Open box classrooms,
Self-paced classrooms,
Hybrid self-paced and community gathering classrooms.

Pedagogical Model for Virtual Learning Spaces

Peters (1999) developed a pedagogical model for virtual learning spaces and online education. Peters developed several different ways that students learn in an online environment:

Learning by discovering and experiencing – Students are capable of planning, organizing, controlling, and evaluating their work themselves.
Learning by exploration – Students can select the learning paths themselves on the basis of their own interests and associations, and at their own strategy.
Learning by searching for information – Students can use digital libraries, search engines, etc. Information can be found on an international level.
Learning by communication – A digital communication space is used, specifically email, discussion boards, virtual conferences, etc.
Learning through collaboration – This includes: computer conferences, virtual seminars, the on-line classroom, online games, simulations, and group projects.
Learning through storing and information management – This is the way that students handle information they regard as important, searching and finding, remembering and checking, comparing and relating, becomes more significant and is integrated into the learning process.
Learning through representing and simulating – Repetition, training or application activities being used to help students retain information they learned. (Otts, 1999, ¶12-44)

Future of Education

There are several factors that will affect education in the future. These factors will enable many changes to the way that education exists today.

Unlimited wireless access

One factor affecting education is wireless access (Slowinski, ¶2). Slowinski (2002) wrote, “Without a doubt, the most powerful emergent trend to impact society is wireless technology,” (¶2). Currently, most locations on the BGSU campus have wireless capabilities, including outside areas around the Bowen-Thompson Student Union, allowing students to access the Internet while sitting outside on the grass,
(http://www.bgsu.edu/its/network/page10298.html).

In addition to surfing the net, the wireless access outside the classroom allows students to be able to choose where they want to work on homework. They are no longer restricted to their home or library. With wireless access in several restaurant chains, hotels, airports, etc. (Slowinski, ¶2-3), students are able to choose their work environment and location. If a conversation arises regarding a certain topic or issues, students can instantly explore online in search of an answer. They don’t have to wait until they get home to search for information.
Smaller technology devices

In addition to wireless Internet access, students will be able to afford smaller technological devices that will aid in their education. Slowinski (2002) wrote:
Students will begin to maximize their learning through customized and individualized learning. With one-to-one computing, brought about by powerful, smaller and thinner devices (PDAs and Web pads), teachers will finally be able to offer meaningful, formative, ongoing assessment targeting individual needs, (p. 18).

Slowinski (2002) also wrote that devices should be available and affordable (p. 18). In addition, Galloway, et al. (2002) describes a situation in which students would benefit from using a small device and wireless Internet access. He wrote, “Students could also fully utilize a PDA by taking it with them for reference – for example a student on a biology field trip could use their device to identify an unfamiliar organism,” (2002, ¶34).

Home schooling

Sanborn, et al. (2005) predicts that “Education will take place in a variety of settings, including cyberspace and virtual reality,” (p. 28). They also wrote, “Everyday computers suffice as classrooms, and software takes care of all menial grading and record keeping,” (p. 28). Sanborn, et al. (2005) mentioned in their prediction that “home schooling is just another modern convenience to keep children where they can be safe and secure,” (p. 28). The authors believe that home schooling will become something of a status symbol by the year 2014 (p. 28).

The Education Divide

Sanborn, et al (2005) wrote, “In 2002, there will be two distinctly disparate social segments: college-educated information pushers…and manual laborers with corresponding demarcations in race and status,” (p. 29). He also went on to suggest that “A class system based on education levels will have developed” (Sanborn, et al., 2005, p. 29). This class system is a divide between the college-educated and the non-college educated people in the world (p. 29). Sanborn, et al. (2005) gave an explanation for the divide. He wrote:

Since the beginning of the twenty-first century, larger family households and lower incomes have compelled too many first-generation Americans to put less emphasis on education and more on sending youth into the workforce as soon as possible. Add up the variables two decades later, and that is how the United States in 2020 has created a Third-World workforce. (p. 29)

The result of the “Third-World workforce” will include “the new immigrants, dropouts from immigrant families, and the urban poor becoming trapped in low-paying, menial jobs with no real opportunity for advancement,” (Sanborn, et al., 2005, p. 29).

Our opinion of the future of education

The reason we believe universities will still exist and the style of learning may change is that much emphasis is put on education today and will continue to increase over time. For instance, companies need more college-educated employees and encourage employees to go to school part-time while they work. In the future we believe that a college degree will be required for most jobs. A high school education will no longer be sufficient for the careers of the future.

Another reason we believe universities will still exist is collegiate sports and the effect they have on the economy. However, universities may change the style of learning as far as being in the classroom or holding classes in virtual settings such as Second Life. However, some form of physical brick and mortar where student-athletes will still live on campus or in town will exist. Collegiate sports with practices and games will continue to exist.

Today sports at the college level are becoming more of a business than in the past and that trend is likely to continue. Coaches and athletic directors have million dollar salaries. If they are not winning, they are replaced immediately because losing programs do not make money. Big corporations such as Nike, Reebok, Adidas, Under Armor, and many more, are sponsoring collegiate teams. Again, this trend is likely to continue in the future. Big corporations are even sponsoring high school athletic teams. For that reason alone we believe that universities with students on campus will continue to exist.

Enjoy the Slide Show presentation!

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References

Brown, M. (2006). Learning spaces, Dartmouth College, http://www.educause.edu/LearningSpaces/6072 and
http://www.educause.edu/content.asp?PAGE_ID=10569&bhcp=1http://www.educause.edu/LearningSpaces/6072
Dillenbourg, P. (2000). Virtual learning environments, University of Geneva, http://tecfa.unige.ch/tecfa/publicat/dil-papers-2/Dil.7.5.18.pdf
Galloway, W., et. al. (2002). Virtual learning environments. Retrieved, October, 2007 from http://www.dcs.napier.ac.uk/~mm/socbytes/feb2002_i/3.html
Holyoke M., (2002). “Virtual Learning Environments”, http://whatis.techtarget.com/definition/0,,sid9_gci866691,00.html
Peters, O. (1999). A pedagogical model for virtual learning space. Retrieved, October, 2007, from http://www.uni-oldenburg.de/zef/cde/found/peters99.htm
Sanborn, R., et. al., (2005). Four scenarios for the future of education. The Futurist, p. 26-30.
Slowinski, J. (2002). What will the future look like? The Book Report, p. 18-20. http://tecfa.unige.ch/tecfa/publicat/dil-papers-2/Dil.7.5.18.pdf
Learning Space, (2006). http://www.sluniverse.com/snapshots/81365.jpg

John Dewey’s “Educational Progressivism”

crispappas28@gmail.com — Wed, 23 Apr 2008 22:12:00 +0000

John Dewey’s “Educational Progressivism”

Objectives:

Who was John Dewey?
What does Educational Progressivism means?
What is the purpose of education?

John Dewey
(0ctober 20, 1859 – June 1, 1952)

American philosopher, psychologist and educational reformer
Founder of philosophical school of Pragmatism
Father of Functional Psychology
Educational Progressivism

Educational Progressivism

The main principle of educational progressivism is that humans are social animals who learn best in real-time activities.
Instructors should focus on providing students with the necessary skills and knowledge to survive and to succeed in our competitive society.
Strong emphasis on problem-based learning to develop problem solving and analysis skills (For example, instructor posing questions the exercise students’ minds in a practical manner)

Purpose of Education

"The purpose of education is to enhance individual effectiveness in society and give learners’ practical knowledge and problem-solving skills."

Based on John Dewey's model of learning instructors should:

Become aware of the goal,
Define the objectives,
Propose hypotheses to achieve the goal,
Evaluate the consequences of the hypotheses from one's past experience, and
Test the most likely solution.

Enjoy the Slide Show and Video!

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Instructional Design Videos

crispappas28@gmail.com — Tue, 29 Jan 2008 01:02:00 +0000

In this post I will present you a list of my favorites Instructional Design Videos.

You can have free access in more than 55 slideshows about Instructional Design if you click HERE.

Instructional Design 3.0

crispappas28@gmail.com — Tue, 29 Jan 2008 00:46:00 +0000

I found an excellent Slide Show about Instructional Design 3.0
I thought to share it with you.

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You can have free access in more than 55 slideshows about Instructional Design if you click HERE.

Christopher Pappas' Portfolio

crispappas28@gmail.com — Sat, 01 Dec 2007 02:11:00 +0000

SKILL TO DO COMES OF DOING

INSTRUCTIONAL DESIGN PROJECTS

I create this PPP presentation based on the Instructional Design Project that I have created during the academic year 2006-2007 on the C&TE program, College of Technology, Bowling Green State University.

Then I thought to give some more details about these project.
Please feel free to write your comments.

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MAJOR PROJECT (2007 - Present)
TOPIC: Music Technology II (conversion of a face-to-face music course into an online format). AUDIENCES: Undergraduate and Graduate students of College of Musical Arts, Bowling Green State University.
OBJECTIVES: Research, Design, Develop, and Evaluate the conversion of three specific components of the face-to-face Music Technology II course into an online format, research distance education courses, understand the challenges that a learner will face in accessing and interacting with the type of instruction found in Music Technology II web-based course, establish the expectations and identify the important factors in setting these expectations, identify the best interactive asynchronous and synchronous instructional design system for the learners, introduce students to learning music online by defining and demonstrating the concepts and expectations of distance education through an orientation module, research best LMS practices to ensure an effective way for presenting learning materials in terms of content, navigation, site design and design aesthetics.

INSTRUCTIONAL DESIGN FOR DIGITAL ENVIRONMENTS (2007) TOPIC: Google Scholar and Google Book Search. AUDIENCES: Bowling Green State University Faculty. OBJECTIVES: Navigate Google Scholar and Google Book Search, utilize the full capability; apply knowledge gained from these resources to improve the course that the faculty instruct. PRINCIPAL ROLES: Programmer/Writer, develop alpha prototype, develop beta module and complete final module. SKILLS/KNOWLEDGE GAINED: andragogy, computer simulations, decision-making tasks, step-by-step sequencing, learning objectives and outcomes, formative and summative learner strategies, and formative and summative evaluation strategies.

INTERACTIVE MULTIMEDIA LEARNING (2006)
TOPIC: Music Theory. AUDIENCES: Elementary and Mιddle school students with no knowledge in music theory. OBJECTIVES: Note duration, staff, clefs and ledger lines, read and write note in ledger lines. SKILLS/KNOWLEDGE GAINED: Instructional Multimedia Design, Pedagogical Criteria (pedagogical philosophy, evaluation), Learner Interface Criteria (flexible learning environment), General Criteria (orientation to module, analysis of audience), use of Photoshop and Flash.

INSTRUCTIONAL DESIGN (2006) TOPIC: Survey of Western Music History. AUDIENCES: Graduate students with knowledge in Music History. OBJECTIVES: History of Western Music from the Ancient and Medieval Worlds until 20th Century. SKILLS/ KNOWLEDGE GAINED: topic outline, course description, development of program and module objectives, determines appropriate teaching points, evaluation, and recourses.

Robert Gagne’s Instruction Design Model “The Nine Events of Instructions”

crispappas28@gmail.com — Fri, 26 Oct 2007 22:00:00 +0000

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Robert Gagne’s Instruction Design Model; “The Nine Events of Instructions”

Objective

What are the Nine Events of Instruction?
How are these events related to the learning process?

Robert Gagne

American educational psychologist
Conditions of Learning
Instructional Theory
Instructional Design Model

According to Robert Gagne, there are nine events that activate processes needed for effective learning.

Instructional Design Model

Gagne created a nine-step process called The Events of Instruction
The events of instruction are related to the learning process
The events of instruction lead to various learning outcomes
The events of instruction support the internal processes of learning

Gain Attention

Capture the attention of those learning (animated tutorial)
Stimuli that ensure reception of coming instruction

Inform Learner of Objectives

Internal process of expectancy
List of learning objectives
Level of expectation for learning
What will the learner be able to perform after the instruction?
Motivate the learner to complete the lesson.

Stimulate Recall of Prior Learning

Recall of existing, relevant knowledge
Retrieval to working, short-term memory
Previous experience, previous concepts
Correlate new information with prior knowledge

Present Stimulus Material

Display the content
Pattern recognition; selective perception
New content (chunked, explained, then demonstrated)
Multimedia (audio, video, graphics)

Provide Learner Guidance

Guidance on the new content
Chunking, rehearsal, encoding
Assist learners in order to encode information for long-term storage
Guidance strategies (case studies, examples, mnemonics)

Elicit Performance

Practice (new skills or behavior)
Confirm correct understanding
Demonstrating learning
Retrieval, responding

Provide Feedback

Specific, immediate feedback on learner's performance
Reinforcement, error correction

Assess Performance

Post-test, final assessment
No additional coaching; feedback
Mastery of material

Enhance Retention and Transfer

Determine whether or not the skills were learned
Apply the skills that were learned
Retention, retrieval, generalization

References
Gagne's Learning Outcomes http://online.sfsu.edu/~foreman/itec800/finalprojects/annie/gagne'slearningoutcome.html
Gagne's Nine Events of Instruction --http://online.sfsu.edu/~foreman/itec800/finalprojects/annie/gagne'snineevents.html
Conditions of Learning
http://tip.psychology.org/gagne.html
Conditions of Learning: Exponent/Originator http://www.educationau.edu.au/archives/cp/04d.htm
Gagne’s Nine Events of Instruction
http://ide.ed.psu.edu/idde/9events.htm
Gagne’s Nine Events of Instruction: An Introduction
http://www.e-learningguru.com/articles/art3_3.htm
The Nine Events of Instruction
http://hungary.usembassy.gov/uploads/images/94KMTTRtqw2d0Ii-AmOyeA/gagnes_nine_events_of_instruction.ppt.

The Media Revolution

crispappas28@gmail.com — Tue, 16 Oct 2007 18:04:00 +0000

With the evolution of technology education have change. Some people believe that in 2020 traditional schools and colleges will be phased out. But how these Virtual Learning Spaces will look in the future? I was shared this though with a friend that sent me this video. I found it amazing. After you watch it feel free to write comments.

The Dick and Carey Instructional Design Model

crispappas28@gmail.com — Mon, 01 Oct 2007 02:00:00 +0000

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The Dick and Carey Instructional Design Model is based on a reductionist model of breaking instruction down into smaller components. Instruction is specifically targeted on the skills and knowledge to be taught and supplies the appropriate conditions for the learning of these outcomes. Dick and Carey Instructional Design Model is divided into ten sections.

Instructional Goals

What is the goal of the instruction?
What will the learners be able to perform after they complete the training program?

Instructional Analysis

What are the skills that they will be involved to achieve in the desirable goal?

Entry Behaviors and Learner Characteristics

What are the skills that the learners will bring to the learning task?

Performance Objectives

How will we translate the needs and goals into specific and detailed objectives?

Criterion-Referenced Test Items

What are the necessary prerequisites for learning new skills?
How will we check the results of the apprentice learning during the process of the training and at the same time, provide these results to him/her?

Instructional Strategy

What are the instructional activities that we will follow in order to achieve the terminal objectives (exhibition of information, practice, feedback, testing)?

Instructional Materials

What type of instructional materials we will use (printed, media, both)?

Formative Evaluation

What data should we revise to improve the instructional materials?
How will we make instructions as effective as possible for a larger number of learners?

Revise Instruction

How will we revise the instruction after the formative evaluation?
What were the difficulties for the learners and who will revise them?

Summative Evaluation

Was the system effective as a whole?
Did the instruction work?
Did we achieve the desired results?

References
http://www.umich.edu/%7Eed626/Dick_Carey/dc.html
www.sjsu.edu/depts/it/itcdpdf/isddickncarey.pdf
http://www.nwlink.com/~donclark/history_isd/carey.html
http://www.elearnspace.org/Articles/InstructionalDesign.htm
Dick, W. & Cary, L. (1990), The Systematic Design of Instruction, Third Edition, Harper Collins 
Briggs, L. J., Gustafson, K. L. & Tellman, M. H., Eds. (1991), Instructional Design: Principles and Applications, Second Edition, Educational Technology Publications, Englewood Cliffs, NJ 
Edmonds, G. S., Branch, R. C., & Mukherjee, P. (1994), A Conceptual Framework for Comparing Instructional Design Models, Educational Research and Technology, 42(2), pp. 55-72. 
Gagne, R. M., Briggs, L. J. & Wagner, W. W. (1992). Principles of Instructional Design (4th ed.), Holt, Reihhart, and Winston Inc.

The ADDIE Instructional Design Model

crispappas28@gmail.com — Sun, 30 Sep 2007 04:50:00 +0000

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The ADDIE instructional design model is possibly the best-known instructional design model.

The ADDIE model refers to Analyze, Design, Develop, Implement, and Evaluate. Furthermore, provides a step-by-step process that helps instructional designers plan and create training programs with a framework in order to make sure that their instructional products are effective and that their processes are as efficient as they can possibly be.

Analyze
In the analysis phase, the instructional problem is clarified, the instructional goals and objectives are established, and the learning environment and learner's existing knowledge and skills are identified. Below are some of the questions that are addressed during the analysis phase:

Who is the audience and what are their characteristics?
Did we identify the new behavioral outcome?
What types of learning constraints exist?
What are the delivery options?
What are the online pedagogical considerations?
What is the timeline for project completion?

Design
The design phase deals with learning objectives, assessment instruments, exercises, content, subject matter analysis, lesson planning, and media selection. The design phase should be systematic and specific. Systematic means a logical, orderly method of identifying, developing, and evaluating a set of planned strategies targeted for attaining the project's goals. Specific means each element of the instructional design plan needs to be executed with attention to details.These are the steps used for the design phase:

Documentation of the project's instructional, visual, and technical design strategy
Apply instructional strategies according to the intended behavioral outcomes by domain (cognitive, affective, psychomotor).
Create storyboards
Design the user interface and user experience
Prototype creation
Apply visual design (graphic design)

Development
The development phase is where the developers create and assemble the content assets that were created in the design phase. Programmers work to develop and/or integrate technologies. Testers perform debugging procedures. The project is reviewed and revised according to any feedback given.

List activities that will help the students learn the task.
Select the delivery method such as tapes, handouts, etc.
Review existing material so that we do not reinvent the wheel.
Develop the instructional courseware.
Synthesize the courseware into a viable training program.
Validate the instruction to ensure it accomplishes all goals and objectives.

Implement
During the implementation phase, a procedure for training the facilitators and the learners is developed. The facilitators' training should cover the course curriculum, learning outcomes, method of delivery, and testing procedures. Preparation of the learners include training them on new tools (software or hardware), and student registration.This is also the phase where the project manager ensures that the books, hands on equipment, tools, CD-ROMs, and software are in place, and that the learning application or Web site is functional.

Evaluation
The evaluation phase consists of two parts: formative and summative. Formative evaluation is present in each stage of the ADDIE process. Summative evaluation consists of tests designed for domain-specific, criterion-related referenced items and providing opportunities for feedback from the users.

Review and evaluate each phase (analyze, design, develop, implement) to ensure it is accomplishing what it is supposed to.
Perform external evaluations (e.g. observe that the learner on the job can actually perform the tasks that were trained).
Revise training system to make it better.

References
http://www.dennistester.com/addie.htm
http://www.intulogy.com/addie/
http://www.ptrain.com/products/instde...
http://elearning.menhaj.com/methodolo...
http://ed.isu.edu/addie/index.html

Philosophy of Education/Training

crispappas28@gmail.com — Sat, 01 Sep 2007 16:57:00 +0000

As Instructional Designers/Instructors we should know our Philosophy of Education/Training. But what is Philosophy of Education? Is it the process that we follow in order to achieve some results? Is it our believes of how the people learn? Is it the method we contact a class? A lot of explanations can be given from different perspectives.

In my opinion, philosophy of education/training is our approach to guiding learners along the path of knowledge. My philosophy of education/training can be expressed by the educational progressivism and constructivism pedagogy. The main principle of the educational progressivism is that humans are social animals who learn best in real-time activities with other people, and one-step further that people learn best by interacting each other (social constructionist pedagogy).

Based in the John Dewey's model of learning, as a trainer/instructor I should:

Become aware of the goal,
Define the objectives,
Propose hypotheses to achieve the goal,
Evaluate the consequences of the hypotheses from one's past experience, and
Test most likely solution

After finding my philosophy of education/training the next challenge was to define how will I practical use it? The answer in this question has to do with the answers in four other questions:

What is the purpose of the philosophy?
What are the instructors and learners perspectives?
What are the key elements of the philosophy?
What tools I will use in order to achieve the desirable results?

In my opinion, the purpose of education is enhancing individual effectiveness in society and giving learners’ practical knowledge and problem-solving skills. We should keep in mind that interest and experience are key elements in learning. Furthermore, we should guide learners through educational experiences. Using discussion and not lecture as well as, experimental and project method as tools to teach our learners.

What is your philosophy of education/training?

Skypecasts

crispappas28@gmail.com — Sat, 18 Aug 2007 20:43:00 +0000

Did you ever dream to be in your home and on the same time to have a discussion with all of your learners? Your dream came true with the difference that you can also see them live!!! You can (video)conference call up to 100 people at a time for free. Your dream is called Skypecasts.

The only thing that you need is to install in your PC/MAC a free piece of software called SKYPE and a web camera. The real-time learning was not so easy before.

Book module

crispappas28@gmail.com — Fri, 17 Aug 2007 22:12:00 +0000

If you believe that a power point presentation does not provide your students with multi-page resources or you and your students prefer the book format, probably it is the time to introduce your self on Book module.

Only for Moodlers, the Book Module is an easy way to create multi-page resources with a book-like format. The main advantage of the book format is that you can easily print out the whole book or individual chapters using the print icons near the top of the page. Carefully it is not an interactive module but you can easily link to choices, forum and other interactive course materials. Created by Petr Skoda is a useful tool for teachers and learners.

The Moodle Philosophy

crispappas28@gmail.com — Thu, 16 Aug 2007 23:18:00 +0000

Moodle is designed based on a learning style which is called Social Constructionist Pedagogy.

With simply words, that means that people learn best by interacting with each other, student to instructor, instructor to student(s), student to student(s) etc. General speaking we can say that the difference between a traditional class and the social constructionist philosophy is the difference between a lecture and a discussion. Also, this was the teaching method/style that Socrates has introduced in the ancient greek education best known as dialectic method. Furthermore, Moodle offers eleven kinds of interactive course material. The first six refer to the interaction between student and teacher,

Assignment,
Choice (a single question),
Journal,
Lesson (branching activity),
Quiz,
Survey (only available to the teacher, student),

and the last five refer to the interaction between student(s)

Chat
Forum
Glossary (students contribute terms to site-wide glossaries
Wiki
Workshop

The Moodle

crispappas28@gmail.com — Thu, 16 Aug 2007 01:28:00 +0000

Moodle is an Course Management System (CMS), a free, Open Source software package based on Social Constructionist Pedagogy. It has a significant user base with 18,204 registered sites with 7,270,260 users in 712,531 courses (as of November 15, 2006), speaking over 70 languages in 196 countries.

This short video is an introduction to Moodle and an interview with it's creator Martin Dougiamas

eLearning and Ear Training

crispappas28@gmail.com — Thu, 02 Aug 2007 01:31:00 +0000

"Ear training or aural skills is a process by which musicians learn to identify intervals, chords, rhythms, and other basic elements of music".

One decade ago music teachers had to know how to play the piano, and that because piano was the appropriate tool for a music teacher that he/she wants to teach ear training. Moreover learners had to attend in ear training courses loosing time on transportation and without be able to retake a course that didn't attend/understand.

Nowadays with the help of technology music teacher does not need to learn how to play the piano and learners can retake a course that didn't understand. The only thinks that are needed is the appropriate software and access to the modules that created.

These were the first thoughts when I visit this website
http://www.mhhe.com/socscience/music/benward7/index.htm

Distance Music Education

crispappas28@gmail.com — Sun, 29 Jul 2007 20:13:00 +0000

Distance education is not something new. From the middle of 20th century universities had introduced distance education courses. With the help of technology, more and more universities around the world introduced not only distance education courses but also distance education degrees. A general definition of distance education is, the formal educational process in which the majority of the instruction occurs when student and instructor are not in the same place. The methods of distance education can include both synchronous, like Internet relay chats (IRC), and asynchronous, like email, instructions.
In fact, we could thing that music is probably the last subject that one could see in a distance education course, at all levels of music, face-to-face instructions has been the rule. However, not only in higher education but also in elementary and high school education some progressive music teachers have introduced distance music education courses.

Furthermore, we can say that the technology has changed the teaching methods and consequently the role of the music teachers. Two centuries ago, a music teacher should have known how to play an instrument. Nowadays, it does not necessary for a music teacher know how to play an instrument but should definitely know how to use new technologies if he/she wants to be able to teach students and be effective. In 1982, music teachers began replaced vinyl records and magnetic audiotapes that had been introduced in the1960s, with compact discs (CDs). In the 1990s music teachers began replaced videotapes that had been introduced in the 1970s with videodiscs (DVDs). With the evolution of technology music classrooms became concert halls. In the middle of the 1980s, the variety of music software was so many and their use was amazingly increased which made obligatory for music teachers to know how to teach with them. In the same period of time, musical instrument digital interface (MIDI) was introduced. MIDI has incredible teaching possibilities. Music teachers should know how to develop that software and also how to teach with it.

In the 1990s, the Internet was introduced in education. As the Internet became ubiquitous, music teachers understood that they should explore possibilities for utilizing this resource to help students learn. For example, a lot of music teachers develop Web sites and Web site communities. They have begun to use this powerful communication tool.

Nowadays the challenge for music teachers is that they should feel comfortable using the new technologies. One way for that is self-instruction, a second way is outside assistance, such throw university courses, and a third way is the training courses that the music technology companies provide as they want to inform the music teachers about the new products. Furthermore, the music teachers should follow the technology process. Technology changes day after day and music teachers should follow technological changes if they want to be to be able to select the appropriate technology that they will use. In addition to the above, we have to illustrate that distance music education is effective only when the distance courses or programs have been carefully planned and are focused on students’ needs.

Moreover, distance music teachers should spend a lot of time because distance music education is more like teaching students privately than teaching all the students at once. Because of that, all the individual attention that the students receive, the students get know their online teacher better that those in the traditional classrooms. Furthermore, the on-line class discussion and the Internet-based assignments that have been introduced in many distance courses, is effective for the students because allows them to learn from their classmates.

In contrast, the introvert students have a great deal of difficulty in the distance courses and they need instigation from their teacher. In the same condition are also the students that are not used to modern technology. We cannot say that the benefits always guarantee success for every student.

To conclude, the evolution of technology has offered the opportunity to music students to join a quality of music education that had little to do with the geographical location and more to do with using the technology to connect people. The only thing that we should keep in our minds is that technology is used and will be used to assist the educational process.

Instructional Design for Degital Enviroments

crispappas28@gmail.com — Sun, 29 Jul 2007 20:08:00 +0000

INSTRUCTIONAL DESIGN FOR DEGITAL ENVIROMENTS (2007)
• TOPIC: Google Scholar and Google Book Search
• AUDIENCES: Bowling Green State University Faculty
• OBJECTIVES: Navigate Google Scholar and Google Book Search, utilize the full capability; apply knowledge gained from these resources to improve the course that the faculty instruct.
• PRINCIPAL ROLES: Programmer/Writer, develop Alpha prototype, develop Beta module and final module complete.
• SKILLS/KNOWLEDGE GAINED: Instructional Design, antragogy, computer simulations, decision-making tasks, step-by-step sequencing, learning objectives and outcomes, formative and summative learner strategies, and formative and summative evaluation strategies.

Distance Music Education

crispappas28@gmail.com — Sun, 29 Jul 2007 20:08:00 +0000

LITERATURE REVIEW (2006)
• TOPIC: Distance Music Education
• PURPOSE: Definition of music education, its methods, its meaning in the world of
education today, the role of the music teachers, and how effective it is for the students.
• SKILLS/ KNOWLEDGE GAINED: definition and methods of distance education, importance
of distance education today, how technology changed the teaching methods, effective use
of technology and effectiveness of distance education.

Instructional Design

crispappas28@gmail.com — Sun, 29 Jul 2007 20:07:00 +0000

INSTRUCTIONAL DESIGN (2006)
• TOPIC: Survey of Western Music History
• AUDIENCES: Graduate students with knowledge in Music History
• OBJECTIVES: History of Western Music from the Ancient and Medieval Worlds until 20th
Century.
• SKILLS/ KNOWLEDGE GAINED: Instructional Design, topic outline, course description,
development of program and module objectives, determines appropriate teaching points,
evaluation, and recourses.

Interactive Multimedia Learning Module

crispappas28@gmail.com — Fri, 27 Jul 2007 14:38:00 +0000

INTERACTIVE MULTIMEDIA LEARNING MODULE (2006)
• TOPIC: Music Theory
• AUDIENCES: Elementary and Meddle school students with no knowledge in Music Theory
• OBJECTIVES: Note duration, staff, clefs and ledger lines, read and write note in ledger lines.
• SKILLS/KNOWLEDGE GAINED: Instructional Multimedia Design, Pedagogical Criteria (pedagogical philosophy, evaluation), Learner Interface Criteria (flexible learning environment), General Criteria (orientation to module, analysis of audience), use of Photoshop and Flash.