spoonfulofsugar

Plate Planner

2017-05-22T09:25:00.002-07:00

River Crossing Challenge

2017-04-07T03:58:00.000-07:00

This is a very interesting challenge

http://www.mathcats.com/explore/river/crossing.html

8848 Final Project

2014-08-18T14:09:00.003-07:00

A Shift From Hands-on Hardware to Virtual Simulation Labs

Note to Dr. Thornburg Concerning Module 5 Blog

2014-08-09T15:15:00.002-07:00

Dr. Thornburg,

Please note that I have responded to the following team members for Module 5 Blog Post:

Michael Hiett’s Blog: http://sportz75.wordpress.com/

Brandy Hiett’s Blog: http://emergingandfuturetechnology.wordpress.com/

Shelly Vohra’s Blog: http://techdiva29.wordpress.com/

Curtiss Vavra’s Blog: http://cvavra.wordpress.com/

EDUC - 8848 Module 5 Blog Post

2014-08-07T15:37:00.002-07:00

Red Queens and Increasing Returns

I own a copy of Philip K. Dick’s book, Total Recall on my Kindle and rented Arnold Schwarzenegger's Total Recall (1990) film from Red Box a few years ago. I have also watched Schwarzenegger’s version multiple times on cable TV. Interestingly, Dick (2012) stated that the Total Recall story was originally published under the title “We Can Remember It for You Wholesale” during 1966. I see this movie as a classic, and now that streaming videos are currently popular, I thought the film must be available on all streaming video services.

Movie Hunt: Rent or purchase DVD versus viewing digitally

Therefore, during Module 4 where students in this course were required to find a movie based on a Philip K. Dick book, I immediately opened up Netflix and performed a search. To my horror, Total Recall was not available! I tried my paid-for-Hulu service and received the same results, not available. However, when I tried Google Play, I saw that the new version of Total Recall was available. I was tempted to purchase the new version, not only because the movie was intriguing, but also because I would be able to immediately view it from any of my digital devices. Moreover, I will not be using up my storage space in that the movie would be safely stored on Google’s cloud. I ended up viewing Arnold Schwarzenegger's Total Recall (1990) film in parts on YouTube during module 4.

Thornburg explained that Red Queens are two technologies that are in fierce competition with each other in order to gain an advantage over their competition by meeting new needs and becoming better (Thornburg, 2008c). According to the Red Queens’ concept, to gain advantage over their competitors, technological designers, must let their innovations go at least twice as fast as their counterparts.

I agree with Thornburg (2008c) that users are the beneficiaries of Red Queens events as seen with Netscape and Microsoft for the web browser wars. Users ended up receiving web browsers for free. I recall during the past when the use of Public Switched Telephone Networks (PSTNs) were expensive. Speaking across neighboring towns with a different area code would be very expensive, until Voice over IP (VoIP) emerged and created a fierce battle of Red Queens between both technologies. Currently, most of our phone services are Internet based and allow users to call nationwide at an inexpensive flat rate.

Example of Red Queens

Reflecting on my own experiences concerning the need to have videos/films delivered immediately, I would say that video-on-demand is now a worthy opponent to DVDs which can be seen as an example of Red Queens. One clear indication that this is an example of Red Queens is the idea that users are now able to view many videos for free, for example, there is a free version of Hulu which allows endless streaming. Also, YouTube is a well known free streaming service which allows users to stream videos both upstream and downstream. Furthermore, DVDs are now sold for very low prices, for example, at my local supermarket movies, DVDs are being sold for as low as three movies for five dollars. I own hundreds of DVDs, however, most of them can be found on my streaming services such as my Netflix and Hulu accounts. In fact, video-on-demand/streaming service owners are most likely gaining advantage over DVDs suppliers.

Users are seeking immediacy and convenience. Personally speaking, most of the times whenever I need to view a video, I need to view it immediately and not to wait for it to come in the mail or to trek to a store to rent or purchase it. Moreover, I like the idea of not having to store my movies on a physical shelf; I prefer to have them stored on a streaming service cloud where I can have access to all my items anytime, anyplace and on any device.

In Light of the Four Criteria of McLuhan’s Tetrad

In order to effectively evaluate the battle of the Red Queens – DVDs and video-on-demand, I will make an assessment using the four criteria of McLuhan’s tetrad. Based on my own experience (as well as the experience of the people around me and online), video-on-demand/streaming services seems to be an emerging innovation which brought about Red Queens battle with DVD technologies. Some of these streaming services are slightly different from each other, for example, Hulu, Netflix and Amazon Prime; however they work together as clusters to obsolete DVD technologies.

Interestingly, DVDs had replaced VHSs in the past and now it seems to be in the process of being replaced by cloud-based video-on-demand/streaming services. Similarly, video-on-demand/streaming services might be replaced by holographic video streaming in the future. The usefulness of video-on-demand/streaming services is helping their designers to gain advantage over their competitors. The main usefulness of video-on-demand is that it improves speed of access to video/movies. This is very important, especially in education, where learners today are used to having access to all forms of information immediately. See Figure 1 for an image of the four criteria of McLuhan’s tetrad in relationship to DVDs and video-on-demand competing as Red Queens in the video/movie industry.

Figure 1

Emerging Technology Tetrad: video-on-demand

Enhances: video-on-demand improves speed of access to videos/movies.	Reverses: holographic video streaming might replace video-on-demand in the future.
Retrieve/Rekindles: Video-on-demand brings back spontaneous story telling of the past.	Obsoletes: video-on-demand might lead to the abandonment of DVDs.

References

Dick, P. K. (2012). Total Recall (Kindle Locations 12-13). Houghton Mifflin Harcourt. Kindle Edition.

Thornburg, D. (2008c). Red Queens, butterflies, and strange attractors: Imperfect lenses into emergent technologies. Lake Barrington, IL: Thornburg Center for Space Exploration.

Note to Dr. Thornburg Concerning Module 4 Blog

2014-07-27T08:48:00.001-07:00

Dr. Thornburg,

Please note that I have responded to the following team members for Module 4 Blog Post:

Michael Hiett’s Blog: http://sportz75.wordpress.com/

Brandy Hiett’s Blog: http://emergingandfuturetechnology.wordpress.com/

I have also responded to peers on my own blog : http://ena-spoonfulofsugar.blogspot.com/

EDUC - 8848 Module 4 Blog Post

2014-07-24T16:00:00.000-07:00

The Disruptive Power of Second Life

Second Life – A Disruptive Technology

Six useful forces that drive emerging technologies on a path of change are: evolutionary technologies, rhymes of history, disruptive technologies, science fiction, increasing returns, and Red Queens (Laureate Education, 2009). Disruptive technologies, as one of these forces of change, have become almost common language within the educational field. However, the term disruptive innovation was coined by Clayton Christensen, which describes a process by which a product or service start out at the bottom of a market and then relentlessly moves up and displace established competitors (Clayton Christensen, 2014). Dr. Christensen explained in his media segment that disruptive innovation transforms a product that was so historically expensive and complicated that only a few people with a large amount of money and skill had access to it. A disruptive innovation makes the technology much more affordable and accessible that a larger population than before has access to it. Second Life can be seen as an emerging disruptive technology that disrupts expensive virtual world technologies and will most likely move up to the top of the virtual communication market.

Technology or Innovation that Second Life Displaces

Second Life might have emerged from social networking sites, and their accompanying social trends such as group chats and multiplayer gaming. As an emerging technology, second life not only disrupts virtual meeting technologies such as telepresence, but also online discussion boards. Businesses from various industries are now capitalizing on second life innovations, using them to eliminate travel cost because they are able to connect live and direct via avatars within second life environments.

Also, I think that cloud computing has opened the door for the expansion of second life particularly where processing power is concerned. This is because processing can now be carried out by numerous servers on server farms. In other words, anyone connected to the internet these days can enter second life environments with almost any type of device (computer, tablet, smart phones or smart TVs).

Another emerging Technology Possibly during the Next 10 Years

In terms of possible future impact, I would say that second life technology will most likely bring about both negative and positive impacts to society. For example, maybe in the future, online education will run live in second life environments. Maybe face-to-face learning might dwindle because of the richness of second life in the future, especially if second life evolves to the extent where the entire environment becomes holographic and include digital senses technology such as smell and touch. One negative consequence to having an enhanced version of second life is that people might spend too much time in their “second life” and not in the real world. Persons with obsessive personalities may become addicted to the technology and end up losing their sense of how to communicate in the real world.

References

Christensen, C. (2002). The innovation economy: How technology is transforming existing industries and creating new ones [Video]. Retrieved from http://video.mit.edu/watch/the-innovation-economy-how-technology-is-transforming-existing-industries-and-creating-new-ones-9844/.

Clayton Christensen. (2014).Disruptive Innovation. Retrieved from http://www.claytonchristensen.com/key-concepts/#sthash.3nG7JD7E.dpuf.

Laureate Education, Inc. (2009). Emerging and future technology: Six forces that drive emerging technologies. Baltimore, MD: Author.

EDUC - 8848 Module 3 Blog Post

2014-07-10T22:28:00.001-07:00

Rhymes of History – Google Glasses

Six useful forces that drive emerging technologies on a path of change are: evolutionary technologies, rhymes of history, disruptive technologies, science fiction, increasing returns, and Red Queens (Laureate Education, 2009). Kevin Kelly in his video spoke about the Internet as only 5,000 days old, yet it has had a profound impact on the world, bearing elements such as satellite images of the Earth, laptops, wireless devices, making all that seemed impossible, possible (Kelly, 2007). I actually recalled life without the Internet when I was a child living in Jamaica. The world seemed gigantic and mysterious. Also, information was hard to come by. During those days, it seemed as though only a few people knew how the world works, until the Internet came into being and leveled the playing field where humanity has access to endless information.

Yes indeed the future will be like the past, but with more interesting technological gadgets (Laureate Education, 2009). A fine example, of this is the use of walkie talkies in the past which were “cool” but not as interesting as smart phones in this era. Smart phones themselves are on an evolutionary path. Thus, an example of the technology which represents a rhyme in history is Google’s glasses. Google’s glasses can be described as hands-free smart phones. See the following video for Google glasses’ features:

Rhyme of History

The Google glasses rekindle the 1960s psychedelic and surrealism art movements. Users walk around in a virtual world, going beyond what ordinary humans see. See the following link for more information on Google glasses based on users’ experiences: https://www.google.com/glass/start/explorer-stories/

Kelly pondered on what the next 5,000 days will be like and concluded that there will be embodiment, restructuring and codependency on the Internet. All these elements are reflected in Google glasses. Also, the single global machine that Kelly spoke about can be seen as Siri in the future. He also spoke about different kinds of dimensions which reminds me of the Google glasses and how users seem to enter a new dimension once they put them on. Many of us are already heavily depended on the Internet. I know I am, and being able to carry around your smart phone entirely hands free sounds like a technology that might very well stay with us for a while (until it evolves into something more powerful). My reliance on the Internet and my smart phone might eventually influence me into purchasing a pair of Google glasses. This is how depended I am on the Internets. I went away on vacation and ended up renting a personal hotspot for the entire time that I was gone.

References

Kelly, K. (2007). Kevin Kelly on the next 5,000 days of the Web [Speech]. Speech delivered at the EG 2007 Conference, Los Angeles. Retrieved from http://www.ted.com/talks/kevin_kelly_on_the_next_5_000_days_of_the_web.html

Laureate Education, Inc. (2009). Emerging and future technology: Six forces that drive emerging technologies. Baltimore, MD: Author.

Note to Dr. Thornburg Concerning Module 2 Blog Post

2014-06-28T16:44:00.002-07:00

Dr. Thornburg,

Please note that thus far I have responded to the following team members for Module 2 Blog Post:

Michael Hiett’s Blog: http://sportz75.wordpress.com/

Brandy Hiett’s Blog: http://emergingandfuturetechnology.wordpress.com/

Module 2 Blog Post RSCH - 8350

2014-06-24T21:09:00.002-07:00

Emerging Technologies Tetrad

Dr. Soloway explained that hardware is not as expansive as software and their associated services, while Dr. Thornburg described an emerging technology as one that is new to the world and if a community is not aware of the innovation (and its benefits), then it is to their detriment (Laureate Education, 2009). Furthermore, as one technology is replaced by another on a regular basis and often simultaneously, such changes will call for leaders and managers to make crucial decisions about which technologies to invest in. These changes that occur simultaneously were examined by McLuhan and McLuhan (1988) where the authors concluded that four variations affect all media and human artifacts. An example of the McLuhan’s Laws of Media can be seen at present with the emergence of Smartboards. See the following video for a demonstration of Smartboards: https://www.youtube.com/watch?v=0U05WeXPGlk

Judging from what I have observed on the Internet, Smartboards seem to be an emerging technology that further enhances media in education. Smartboards seem to be replacing existing whiteboards and as well as those that are software-based, for example, iconnect’s whiteboard. Smartboards can be used in all learning environments because it is digital, and thus, can go beyond face-to-face and be shared across networked classrooms. This technology retrieves one room schoolhouse learning environments where teachers can assemble a wide array of students from different locations through virtual terminal sharing.

Interestingly, when pushed to its limit of potential, the emerging device will run in reverse – going in the opposite direction to its original form (Laureate Education, 2009). Hence, gestures, pinch, touch, and holographic technologies might very well be a chain of emerging innovations. These emerging innovations might lead to the invention of holographic chalkboards which may replace smartboards in the future!

References

McLuhan, M., & McLuhan, E. (1988). Laws of media: The new science. Toronto, Canada: University of Toronto Press.

Miercom. (2009). Lab testing summary report: Aggregation services routers – power efficient. Retrieved from. http://www.cisco.com/c/dam/en/us/products/collateral/routers/asr-1000-series-aggregation-services-routers/asr1000_series_green.pdf

Rogers, E. M. (2003). Diffusion of innovations (5th ed.). New York, NY: Free Press.

Thornburg, D. D. (2009a). Current trends in educational technology. Lake Barrington, IL: Thornburg Center for Space Exploration.

Note to Dr. Thornburg Concerning Module 1 Blog Post

2014-06-14T12:57:00.001-07:00

Dr. Thornburg,

Please note that I have responded to the following team members for Module 1 Blog Post:

Michael Hiett’s Blog: http://sportz75.wordpress.com/

Brandy Hiett’s Blog: http://emergingandfuturetechnology.wordpress.com/

Shelly Vohra’s Blog: http://techdiva29.wordpress.com/

Curtiss Vavra’s Blog: http://cvavra.wordpress.com/

I have also responded to peers on my own blog : http://ena-spoonfulofsugar.blogspot.com/

MD1 Blog Post: RSCH - 8350D -1 Advanced Qualitative Reasoning and Analysis

2014-06-12T17:26:00.000-07:00

Shifting From Hands-on Hardware Labs to Simulated Labs

Dr. Thornburg spoke about the change in the use personal computing to the use of low-powered netbooks as educators aim to go “green” (Thornburg, 2009a). Similarly, educators in higher education have been slowly phasing out the use of hardware in hands-on lab environments to the use of software simulation. For example, at the college where I am currently teaching as a visiting professor, students no longer physically open up PCs to perform troubleshooting labs. Instead, students are now conducting hands-on activities via LabSim software simulation tool. See the following video for a LabSim demonstration.

Software that allow learners to perform simulated labs go beyond simple PC troubleshooting hands-on labs to complex networking activates, all done without physically working with hardware such as routers and switches. The college where I am currently teaching introduced networking students and professor Cisco’s packet tracer virtual environment a few years ago. Learners were given a choice between using hardware devices (that is, routers and switches) and the packet tracer simulation software. My observation was that older (more traditional) students and professors were not in favor of the implementation of this emerging technology. So, of course they opted for using the “real” equipment. As time goes by the number of students and professors who choose to employ the simulated environment has grown. See the following video for a demonstration of the packet tracer simulator.

Challenges Associated With Simulated Labs

The main challenge associated with using computer simulated labs in higher education is that traditional learners and professors are not comfortable with the idea of not physically working with hardware devices in the learning environments. Based on personal experience, this can cause a rift between students and professors where those who opt to use the “real” equipment will be esteemed as more knowledgeable than those who choose to work in virtual environments. Another challenge is that employers with traditional mindsets might have a marginalized view of networking students who have never used actual routers and switches during their degree programs.

Societal Need and Benefits of Using Simulated Labs

The use of simulated labs has tremendously lowered the power consumption in colleges. Even though some companies, for example Cisco, sells hardware devices that are considered to be “green” technologies, they still use a vast amount of wattage. For example, at initial system boot, many Cisco routers will consume 108W, and then the wattage will increase to 330W once all processors are connected (Miercom, 2009). This cost can be entirely eliminated or lowered whenever simulated networking labs are used in place of these hardware routers and switches.

Room for Improvement/Avoiding Pitfalls

Although simulated environments are not new to the world, they are new to many schools. Thus, every college that offers computer networking courses will need a champion who throws his or her weight behind an innovation to overcome resistance that the new idea may provoke in the organization (Rogers, 2003). This will increase enthusiasm among students and professor who will most likely explore these virtual labs. Having champions will also help to make the innovation become mainstream to the extent that employees will be more open to accepting learners who utilized virtual labs. Still, I would recommend that colleges require that learners use both environments –physical and virtual. This way, everyone on either side of the rift will feel at ease. Moreover, schools will still benefit because using simulated devices along with hardware devices will consume less power than if only hardware devices are being used.

References

Rogers, E. M. (2003). Diffusion of innovations (5th ed.). New York, NY: Free Press.

Thornburg, D. D. (2009a). Current trends in educational technology. Lake Barrington, IL: Thornburg Center for Space Exploration.

Message for Dr. Moller Regarding Module 6

2013-08-17T06:53:00.005-07:00

Week 11 Activities:

The person I have met with synchronously was Devonee Trivett: http://edtechdiffusionbydevonee.blogspot.com/

(I emailed classmates who had posted their video presentations, but unfortunately, no one else was able to join us for our face-to-face evaluations).

I re-watched Devonee’s video presentation a second time, and posted to her blog. I also responded to her post on this blog.

Week 12 Activities:
Other than my synchronous partner, I responded to the following classmates.

1.Regina Malz: http://educationaltechnologyrm.blogspot.com/

2. Kelly Stovall-Sapp: gasappwife.wordpress.com

3. Sanjay Sharma: http://onlineinstructing.wordpress.com/

4. Jasmine Turner: http://educ8842turnerj.blogspot.com/

5. Jeanna Wagner: https://jwagnerwalden.wordpress.com/

I also responded to peers on this blog.

-Ena.

Module 6: Video Presentation: Learner Engagement

2013-08-13T20:48:00.000-07:00

Thanks to my family and couple of friends who acted in this short educational movie.

References

Agosto, D. E., Copeland, A. J., & Zach, L. (2013). Testing the benefits of blended education: Using social technology to foster collaboration and knowledge sharing in face-to-face LIS courses. Journal of Education for Library and Information Science, 54(2), 94-107. Retrieved from http://search.proquest.com/docview/1399142292?accountid=14872.

Armstrong, D. A. (2011). Students' perceptions of online learning and instructional tools: A qualitative study of undergraduate students use of online tools. TOJET : The Turkish Online Journal of Educational Technology, 10(3) Retrieved from http://search.proquest.com/docview/1288353694?accountid=14872.

Anderson, T. (Ed.). (2008). The theory and practice of online learning (2nd ed.). Edmonton, AB: Athabasca University Press.

Gerbic, P. (2010). Getting the blend right in new learning environments: A complementary approach to online discussions. Education and Information Technologies, 15(2), 125-137. doi:http://dx.doi.org/10.1007/s10639-009-9100-5.

Fahy, P. (2008). Characteristics of interactive online learning media. In T. Anderson (Ed.), The theory and practice of online learning (pp. 167-199). Edmonton, AB: Athabasca University.

Kamarul Kabilan, M., Wan Fara, W. A., & Mohamed, A. E. (2011). Online collaboration of English language teachers for meaningful professional development experiences. English Teaching, 10(4), 94-n/a. Retrieved from http://search.proquest.com/docview/926184618?accountid=14872.

Keller, J. M. (1983). Motivational design of instruction. In C. M. Reigeluth (Ed.), Instructional-design theories and models: An overview of their current status. Hillsdale, NJ: Lawrence Erlbaum Associates.

Keller, J. M. (1984). The use of the ARCS model of motivation in teacher training. In K. Shaw & A. J. Trott (Eds.), Aspects of Educational Technology Volume XVII: staff Development and Career Updating. London: Kogan Page.

Keller, J. M. (1987). Development and use of the ARCS model of motivational design. Journal of Instructional Development, 10(3), 2 – 10.

Keskitalo, T., Pyykkö, E., & Ruokamo, H. (2011). Exploring the meaningful learning of students in second life. Journal of Educational Technology & Society, 14(1), 16-n/a. Retrieved from http://search.proquest.com/docview/1287031723?accountid=14872.

Moller, L. (2008). Static and dynamic technological tools. Unpublished manuscript, Walden University.

Murphy, K. L., & Cifuentes, L. (2001). Using web tools, collaborating, and learning online. Distance Education, 22(2), 285-305. Retrieved from http://search.proquest.com/docview/217782583?accountid=14872.

Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco, CA: Jossey-Bass.

Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco, CA: Jossey-Bass. [Kindle touch version]. Retrieved from Amazon.com.

Passig, D., & Schwartz, G. (2007). Collaborative writing: Online versus frontal. International Journal on ELearning, 6(3), 395-412. Retrieved from http://search.proquest.com/docview/210366883?accountid=14872.

Piaget, J. (1969). The Mechanisms of perception. New York: Routledge Kegan Paul.

Siemens, G. (2004), Connectivism: a learning theory for the digital age, retrieved from www.elearnspace.org/Articles/connectivism.htm.

Shea, P., & Bidjerano, T. (2009). Cognitive presence and online learner engagement: A cluster analysis of the community of inquiry framework. Journal of Computing in Higher Education, 21(3), 199-217. doi:http://dx.doi.org/10.1007/s12528-009-9024-5.

Message for Dr. Moller Regarding Module 5

2013-08-06T19:14:00.002-07:00

The following are blogs that I have responded to for module 5:

1) Jeanna Wagner. URL: https://jwagnerwalden.wordpress.com/

2) Mary Tolson: http://marytolsoneds.blogspot.com/

3) I have also posted to peers on my personal blog

Module 5 EDUC 8842: Concept Map – Static versus Dynamic Technologies

2013-08-01T18:14:00.000-07:00

My philosophy of distance education is based on pioneer to constructivism, Piaget (1969) ideas surrounding knowledge construction. Piaget (1969) theorized that the learning process is always active and grounded in constructing knowledge rather than acquiring knowledge. People on a whole, learn through interaction with their world and develop knowledge through social interaction instead of personal investigation (Piaget, 1969). With this in mind, educators should make use of the opportunities that new technologies present for learners to interact in learning communities as a means of constructing their own knowledge. The following is a concept map that depicts the static-dynamic continuum (please click to enlarge figure).

What the learner does with media is more crucial than what the instructor does and the instructor’s teaching experience is not as important as the instructor’s experience with technology (Fahy, 2008, p. 171). This notion took me by surprise at first, however after much reflection, I saw where this idea bears a high degree of truth. Judging from my personal experience, a teacher with less teaching experience than his or her fellow faculty members might be able to use technology in a manner that will promote learners higher order thinking levels. When I first started teaching in higher education a few years ago, I recall receiving a teacher’s award at the end of that first session! I was surprised because of my lack of teaching experience. However, looking back now, I realized that my blended learning students were fully engaged with the technologies I provided for them to collaborate weekly. For this reason, students’ learning outcomes peaked and most of all, students were able to write in the end-of-session evaluation how fulfilling their learning experiences were.

In terms of where I believe I am on the “static-dynamic continuum,” as a blended learning professor, I believe that I am somewhere in the middle pushing towards the dynamic sector. I believe that having technological skills and/or teaching experience are not enough. Teachers in this new age educational system should learn how to construct aspects of learning environments to stimulate students’ motivation to learn (Keller, 1983, 1984, 1987). I was glad when Dr. Moller mentioned the ARCS model in our course shell. I had totally forgotten about this motivational technique! With new knowledge gained from this course, I am able to see this learner motivational strategy from a whole new perspective! For more on the ARCS model see: http://www.arcsmodel.com/#!arcs-model/c1wm1

References

Anderson, T. (Ed.). (2008). The theory and practice of online learning (2nd ed.). Edmonton, AB: Athabasca University Press.

Fahy, P. (2008). Characteristics of interactive online learning media. In T. Anderson (Ed.), The theory and practice of online learning (pp. 167-199). Edmonton, AB: Athabasca University.

Keller, J. M. (1983). Motivational design of instruction. In C. M. Reigeluth (Ed.),Instructional-design theories and models: An overview of their current status. Hillsdale, NJ: Lawrence Erlbaum Associates.

Keller, J. M. (1987). Development and use of the ARCS model of motivational design.Journal of Instructional Development, 10(3), 2 – 10.

Moller, L. (2008). Static and dynamic technological tools. Unpublished manuscript, Walden University.

Piaget, J. (1969). The Mechanisms of perception. New York: Routledge Kegan Paul.

Module 4 Message for Dr. Moller

2013-07-27T09:55:00.002-07:00

The following are blogs that I have responded to thus far.

Theresa Wiggins. URL: http://twiggins-family.blogspot.com/

Sanjay Sharma. URL: http://onlineinstructing.wordpress.com/

Mary Tolson: http://marytolsoneds.blogspot.com/

I have also posted to students on my personal blog.

Module 4 EDUC 8842: Engaging Learners with New Strategies and Tools

2013-07-24T19:42:00.002-07:00

Siemens, Anderson and Durrington suggested instructional strategies for engaging online students and suggested tools for structuring classroom environments that will improve teaching and learning experiences. Siemens in his podcast, for example, spoke of inherent issues with online learning where students have web access to all the material/resources that the teacher has, and that teachers should not to expect students to navigate effectively through all these resources without some guidance (Learnonline, 2007). Siemens’ solution to these problems was curatorial teaching. Anderson (2008) on the other hand, believed that to fully engage learners online, there need to be sufficient levels of three components of presences in online learning environments: social presence, cognitive presence, and teaching presence (p.344). Based on this notion, Anderson (2008) constructed the Community of Inquiry model. Adding to this body of knowledge and resources to improve online teaching and learning, Durrington, Berryhill & Swafford (2006) suggested strategies for increasing student interactivity via structured learning environment, discussions, peer-to-peer interactions, and problem-based learning. The following is a graphical display of these instructional strategies for engaging learners in distance education. Please note that there are common characteristics shared between strategies surrounding:

and

For instance, Siemen’s curatorial teaching (with web artifacts) is present is all three areas. Also, Durrington et al. (2006) asynchronous mediated discussion strategies and student mediated discussion are present in both content and communication segments.

Figure 1. Graphical organizer depicting instructional strategies for engaging learners in distance education.

Bringing Learners’ Technological into Distance Education

Online tools are in abundance today, aiding interactions between co-workers, family and friends. Many of these online tools that learners use outside the classroom on a social level can also be used in distance education to help students collaborate and construct knowledge. For instance, virtual bookmarks can be shared among learners who are using digital books. Examples, of virtual bookmarks are Delicious or Diigo. Social networking sites such as Facebook, Friendster, LinkedIn and MySpace can also be brought over into online courses of which peers will be allowed to post photos, videos, and comments as a means of connecting and networking online. Google offers practical collaborative tools such as Google Docs and Google groups. Synchronous communication can occur with most of these tools, which can improve authentic learning. Twitter, live video streaming and podcasting are good examples of this. Online learners already possess computers and Internet connection to become engaged in all these activities, the only missing element here is an incorporation of these tools within the learning platform.

References

Anderson, T. (Ed.). (2008). The theory and practice of online learning (2nd ed.). Edmonton, AB: Athabasca University Press.

Durrington, V. A., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190−193.

Learnonline (2007). Ten minute lecture – George Siemens – curatorial teaching. Retrieved from http://learnonline.wordpress.com/2007/09/20/10-minute-lecture-george-siemens-curatorial-teaching/

Module 3 Messages for Dr. Moller

2013-07-12T23:44:00.003-07:00

The following are blogs that I have responded to thus far for Module 3 Video Presentation Storyboard.

1) Mary Tolson: http://marytolsoneds.blogspot.com/

2) William Bell: http://williambellblog.wordpress.com/

3) Reggie Malz: http://educationaltechnologyrm.blogspot.com/

4) Devonee Trivet: http://edtechdiffusionbydevonee.blogspot.com

I have also responded to peers on my own blog.

The following are blogs that I have responded to thus far for Module 3 Assessing Collaborative Efforts.

1) Jennifer Piner: http://jenniferpiner.blog.com/

2) Mary Tolson: http://marytolsoneds.blogspot.com/

I have also responded to classmates on my blog.

Best Regards,

Ena.

Module 3 EDUC 8842: Assessing Collaborative Efforts

2013-07-10T20:59:00.001-07:00

In distance education, one will find that successful collaboration depends greatly on whether a strong learning community existed from the beginning of a course. Successful collaboration in distance education involves working with various learning styles and often working with different cultures. Virtual groups go through various stages, in which members are in disagreement, resolve issues or become productive (Palloff & Pratt, 2005). However, if a strong sense of community was build from the beginning of the course, virtual teams will be able to successfully work through these tough times.

When assessing a collaborative learning community in distance education, there are numerous factors to bear in mind, for example the instructors’ roles and students’ roles. For instance, distance education instructors are responsible for ensuring that cultural sensitivity within virtual groups is present. Students on the contrary, are responsible for developing their team charter as a form of coaching and management.

If a student does not want to network or collaborate in a learning community for an online course, other members could attempt to rally around such an individual in a manner that would allow such a person to feel a sense of trust and warmth. However, the distance learning professor should have in the first place, allotted time for virtual team members to become acquainted with each other (Duarte & Synder, 2001). In other words, networking is essential in collaborative efforts. Most importantly, the instructor should have already set goals and objectives and established rules at the beginning of the course. Rules such as how students will be assessed should have been established from the beginning of the distance education course. Assessing students online according to Palloff & Pratt (2003) include: 1) design learner-centered assessment which involved self-reflection; 2) design and include grading rubrics to assess contributions to the discussion for assignments, project and collaboration itself; 3) collaborative assessments through publicly posting papers along with comments from student to student; 4) encourage students to develop skills in providing feedback by providing guideline to good feedback and modeling what is expected; 5) use assessment techniques that fit the context and align with learning objectives; 6) design assessments that are clear, easy to understand, and likely to work in the online environment; and 7) ask for and incorporate student input into how assessment should be conducted (pp. 101-102). This student who does not want to collaborate will clearly not thrive in an online environment, since collaboration is the main vein running through this learning mode.

Interestingly, the question is asked on Beth’s blog, if online collaboration is effective without ever meeting, or should persons need to meet face-to-face to build trust? The answer was no. There is no difference between weaving networks face to face and weaving networks online. The author noted that Artifacts are critical for effective collaboration for both face-to-face and online environments. I particularly liked the tic-tac-toe example used in which playing the game without the paper drawing would be almost impossible in either environment. However, there are trade-off to both environments in terms of scalability and keeping individuals engaged. For scalability, online collaboration enables dissemination, since this method is inherently replicable and shareable in which geographical limitations do not apply. Therefore, there is a potential to reach a much larger audience. In terms of keeping team members engaged, face-to-face is somewhat easier, since one cannot guarantee that a person is present online. Note though that at times individuals might be present face-to-face, but their minds are elsewhere. For detail information on Beth’s blog see: http://beth.typepad.com/beths_blog/2010/03/weaving-together-onlineoffline-collaboration-in-a-network-context.html

References

Beth’s Blog (2010). Weaving together online/offline collaboration in a network context. Retrieved from http://beth.typepad.com/beths_blog/2010/03/weaving-together-onlineoffline-collaboration-in-a-network-context.html

Duarte, D., and Synder, N.T. (2001). Mastering virtual teams: strategies, tools, and techniques that succeed (2^nd ed). San Francisco, CA: Jossey-Bass.

Laureate Education, Inc. (2008). Distance Education: The Future of Distance Education [Video]. Baltimore, MD: Author.

Palloff, R. M., & Pratt, K. (2003). The virtual student: A profile and guide to working with online learners. San Francisco, CA: Jossey-Bass.

Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco, CA: Jossey-Bass.

Module 3 EDUC– 8842 Video Presentation Storyboard

2013-07-05T19:34:00.002-07:00

The requirement for this assignment is to introduce a keynote speaker at a distance education conference. The chosen speaker is Lorraine Stefani, higher education professor at the University of Auckland. This conference will be held from May 31, to June 2, 2014. The central theme for this conference will be innovative learning-scapes: e-Scapes, play-Scapes & more. Keynote speakers will be addressing this overarching topic. The aim for this conference is to study the impacts that social media, mobile devices and networks are having on learning environments in higher education. As a means of providing insights on Professor Stefani’s keynote address, I will present a short video on Learner Engagement. The following my tentative storyboard.

Visual/Description	Narration/Key points
Original music plays, with graphical display of: “2014 International Higher Education Teaching and Learning Conference.” (10 seconds).	I will welcome everyone to 2014 International Higher Education Teaching and Learning Conference. I will state that the overarching theme for the conference is: innovative learning-scapes: e-Scapes, play-Scapes & more.
Photo of Keynote speaker Lorraine Stefani. Retrieved from: https://www.hetl.org/events/2014-anchorage-conference/	Welcome segment ends. I will state that my purpose is to introducing Keynote speaker Lorraine Stefani. I will also say that as a means of support for Professor Stefani’s topic, I will quickly explore elements surrounding the topic: learner engagement in distance education.
Learner Engagement in Distance education is displayed (3 secs). Short video clips of students engaged in online learning is displayed.	Upbeat, futuristic original music composed by Ena Smith will play.
Graphical display of : Use of Technology to Engage Learners (10 secs). Short video clips of students using technology as they learn (30 secs)	Music continues. I will speak about the Use of Technology to Engage Learners, quoting Revere and Kovach (2011).
Video clips of students engaged in online collaboration is shown (15 secs)	Music fades and stops. I will continue to speak on Technology engaging students and add that technology also increase the level of collaboration at a distance. I will quote Henriksen and Roche (2012).
“Constructivists views on learning” is displayed along with this still image (3secs). Next, video clips of students engaged in different locations collaborating online. (1min)	I will speak the constructivism as one of the main theoretical foundation for most distance learning environments. I will quote , R. M., & Pratt, K. (2005). I will speak of virtual villages.
“Presence” is shown (3 secs). Next, Video clip of student daydreaming in class is shown (2 secs). Video of online student working at home is shown. (1min)	I will speak of cognitivist presence. I will quote Shea and Bidjerano, T. (2009) and Palloff, and Pratt (2007). In terms of students presence online versus in the classroom. A student might be present physically in a classroom but his or her mind is elsewhere.
Video clips of students and teachers thinking (30 secs)	I will speak on Teachers and students roles in distance education. .
Video clips of students organizing notes and conducting research online.	I will quote Palloff and Pratt (2007) and speak of how Instructors will still need to retain the responsibility for teaching, but the decisions involved in learning really belong to students. I will say that it is essential to empower students to take charge of their own learning process in order for learner-centered, constructivist teaching can emerge.
Videos of Students and teacher using mobile devices will be shown. (30 secs)	I will speak of the use of Mobile devices to engage students and quote Beckmann (2010).
“The Need to Feel Safe Online” is displayed with this picture from Microsoft.com (5 seconds). Next, video clips of students working online is shown ( 10secs).	I will speak of safety concerns and that Professors must monitor flaming online, allowing students to feel safe in the course. Dr. George Siemens in his video stated that trust is needed in online courses and that individuals need to become aware of their personal contribution the group’s success (Laureate Education, 2008).
A short video clip of me speaking is shown at this point (15secs).	Music original music plays. I will say “As I conclude, I will now quickly speak of the issue of privacy which can become a problem in learner engagement in distance education. I will say that everything teachers and students do within online classrooms are never truly private. I will state that New advances in technology can help create a sense of safety and security as learners maintain anonymity to a certain degree. Faculty and students should note that conversations in online classrooms are similar to having conversations on a payphone in an open public area (Palloff & Pratt, 2007). This is because administrators, deans, evaluators and technicians will need access if ever there are any issues with the course.
Applause audio clip is played here along with the still photo of Keynote speaker, Professor Lorraine Stefani (15 seconds). Photo of Keynote speaker Lorraine Stefani. Retrieved from: https://www.hetl.org/events/2014-anchorage-conference/	Music stops. Concluding remarks comments at this point. I will say, “I have touched on topics related to learner engagement in support for the aim of this conference and its keynote speaker address. The aim of this conference is to examine the impacts that social media, mobile devices and networks are having on learning environments in higher education. Without further delay, I now present Keynote speaker, Professor Lorraine Stefani.”

References

Beckmann, E. A. (2010). Learners on the move: Mobile modalities in development studies. Distance Education, 31(2), 159-173. Retrieved from http://search.proquest.com/docview/750335596?accountid=14872

Hannon, J., & D'Netto, B. (2007). Cultural diversity online: Student engagement with learning technologies. The International Journal of Educational Management, 21(5), 418-432. doi:http://dx.doi.org/10.1108/09513540710760192

Harris, K. R. (2012). V-learning: Distance education in the 21st century through 3D learning environments. Quarterly Review of Distance Education, 13(1), 43-46. Retrieved from http://search.proquest.com/docview/1034104099?accountid=14872

Henriksen, B., & Roche, V. (2012). Creation of medicinal chemistry learning communities through enhanced technology and interdisciplinary collaboration. American Journal of Pharmaceutical Education, 76(8), 1-158. Retrieved from http://search.proquest.com/docview/1266360343?accountid=14872

Laureate Education, Inc. (2008). Learning Communities [Video]. Baltimore, MD: Author.

Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco: Jossey-Bass.

Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco, CA: Jossey-Bass.

Revere, L., & Kovach, J. V. (2011). ONLINE TECHNOLOGIES FOR ENGAGED LEARNING: A meaningful synthesis for educators.Quarterly Review of Distance Education, 12(2), 113-124,149-150. Retrieved from http://search.proquest.com/docview/920291723?accountid=14872

Shea, P., & Bidjerano, T. (2009). Cognitive presence and online learner engagement: A cluster analysis of the community of inquiry framework. Journal of Computing in Higher Education, 21(3), 199-217. doi:http://dx.doi.org/10.1007/s12528-009-9024-5

Message for Dr. Moller Regarding Module 2

2013-06-27T19:57:00.000-07:00

The following are blogs that I have responded to thus far for Module 2

1) William Bell: http://williambellblog.wordpress.com/

2) Jasmine Turner: http://educ8842turnerj.blogspot.com/

I have also responded to a classmate who had posted to this blog.

Best Regards,

Ena.

Module 2 EDUC 8842: Principles of Distance Education

2013-06-26T15:06:00.002-07:00

Module 2 Post: Elements of Distance Education Diffusion

Dr. Siemens in his video presentation stated that there is a growing acceptance of distance education in today’s corporate and educational spheres (Laureate Education, 2008). Dr. Siemens added that the reason for this growing acceptance of distance education might be related to people gaining experience in communicating online. I agree with this notion because in the past, people used to think that the only time communication is meaningful is when it occurs face-to-face, however, new efficient technologies is changing peoples’ perspectives on this issue.

The Evolution of Global Diversity

Historians and economists believe that the success of the US in a global economy is linked to 227 years of success in diversity (Belcher, 2003). Essentially, any country that embraces diversity is using a proven plan for succeeding in a global economy. One hundred and forty years ago, President Lincoln pushed for the United States to reiterate its commitment to diversity of which government policies focused on immigrants receiving an education and thus, allowing them to move up from poverty to the middle class (Belcher, 2003). Global diversity evolved as new technologies arose, allowing corporations and schools to have an increase in a diverse body of employees and students. A decade ago no one could imagine having high quality video streaming between individuals at different locations while today streaming videos are almost seamless. The constant influx of new technologies brings endless opportunities to improve online communication, teaching and learning from a distance which includes a diverse student body. Corporations benefit from distance education, allowing interaction between different offices worldwide (Laureate Education, 2008). In other words, distance education promotes learning and how to interact in virtual distributed teams. There is also an increase in contribution from experts within numerous fields worldwide.

Todays Online Tools

Online tools are in abundance today, facilitating interactions between learners in schools and the corporate world. Instant message applications can take various forms, for example, a person’s email may include a “chat” area or Skype can be used for the same purpose. Virtual bookmarks can be shared among learners who are using digital books, for example, Delicious or Diigo. Social networking sites such as Facebook, Friendster, LinkedIn and MySpace allow peers to post photos, videos, and comments as a means of connecting and networking with others online. Ning, as a social networking site, might very well become the next generation of such sites in the sense that it goes beyond what FaceBook allows users to do, moreover, network security is higher. In terms of working in teams professionally, Google does offer useful free tools such as Google Docs and Google groups. As for Video and Podcasting, a learner may choose from either: youtube.com; video.yahoo.com; video.google.com; teacherspodcast.org. Such free Internet sites allow users to upload video and audio files for free and allow access to anyone worldwide, as long as they have a computer and Internet connection.

Other Bloggers Point of View

Julie Mastrine of Penn State University mentioned on her blog that a diverse workplace is important to both creativity and productivity and is often overlooked by employers and hiring managers. Mastrine explained that diversity is important because it improves the bottom line of a company and help bring together ideas from cultures all over the world, along with new attitudes and perspectives that can help a company be truly competitive. For details see: http://comerecommended.com/2013/01/the-importance-of-diversity-in-your-workplace/ .

I agree with this notion regarding importance of diversity within the corporate world. I also believe this applies to education, since our aim is to improve learning by reaching out to a diverse student body.

Contrary to this notion, blogger, Zealot144 of Yahoo answers believe that from a global scale, diversity can be seen as a serious challenge whereby wars have been fought. Zealot144 Explained that Middle Eastern Muslim cultures embrace the Sharia law, which authorizes marriage to three year old girls, sexual contact at six, and intercourse at eight, while western cultures put emphasis on consent and perceives the aforementioned as child molestation. Zealot144 also mentioned that currently, the Western trend is towards acceptance and tolerance of diversity, in an effort to promote global peace while Middle Eastern current trend is toward domination and the spread of the Sharia law. Zealot144 ended by emphasizing that in order to succeed on a global scale, diversity must be understood, assimilated, and accepted. For details see: http://answers.yahoo.com/question/index?qid=20091003200719AAQ4sWx .

Zealot144 seems to have a negative attitude toward global diversity. Yes, when communicating on a global scale, cultural diversity must be understood, however, judgment should not be placed on other cultures due to dissimilar viewpoints. Disparagement or judgment should not be placed on students from various parts of the world who meet and interact with each other and their teachers to gain new knowledge and skills. The same goes for the corporate environment. One of Walden University’s learning outcomes is that students will become supportive of diversity and multiculturalism within their professions, communities, and society. This makes perfect sense, especially since distance education (which entails much global interaction) will continue to grow in popularity and become more and more accepted worldwide than in the past.

References

Laureate Education, Inc. (2008). Distance Education: The Future of Distance Education [Video]. Baltimore, MD: Author.

Mastrine. J. (2013). The importance of diversity in your workplace. Retrieved from http://comerecommended.com/2013/01/the-importance-of-diversity-in-your-workplace/

Belcher, O. F. (2003). Why diversity matters in a global economy. Cost Engineering, 45(11), 3-4. Retrieved from http://search.proquest.com/docview/220451361?accountid=14872

Yahoo Answers. (2013). What is global diversity? Retrieved from. http://answers.yahoo.com/question/index?qid=20091003200719AAQ4sWx

Message for Dr. Moller Regarding Module 1

2013-06-13T19:44:00.001-07:00

The following are blogs that I have responded to for module 1:

1) Jeanna Wagner. URL: https://jwagnerwalden.wordpress.com/

2) Theresa Wiggins. URL: http://twiggins-family.blogspot.com/

I have also responded to classmates who have posted to this blog.

Best Regards,

Ena.

Module 1 EDUC 8842: Principles of Distance Education

2013-06-11T20:27:00.000-07:00

Module 1 Post: The Next Generation of Distance Education

Symbolically speaking, there is a giant balloon filled with distance learning opportunities on the verge of exploding, changing traditional ways of thinking and making way to the next generation of learning. I stand by this notion, but must clarify that the old pedagogical principles still apply. Yes, there is a need for distance learning to evolve to the next generation, a level at which Semantic Web 2.0 is fully supported with its self-directed/community-based learning attributes. Moller, Foshay and Huett (2008) suggested that schools may exist in a vacuum, floating around in time, while the rest of the world advance and adapt to technological changes (p. v). These authors further asserted that on a systemic level, effort is minimal to access and participate in new and exclusive learning opportunities that technology brings to students (pp. v-vi). Like Anderson (2008), I believed that online learning will become increasingly diverse in response to learning cultures, styles, and motivations (p.39). In essence, though at a slow rate, the education system will evolve to a higher level than the current state in which we are hardly scratching the surface of learning opportunities that new technologies bring.

Regarding the rate of adoption for distance learning, Rogers (2003) theorized that all innovations that were diffused successfully followed an “S” shaped curve whereby little promotional effort would be required after a critical mass of adopters is reached (Rogers, 2003, Chapter 6, Section 2, para. 2). Anderson (2008) believed that critical mass has not yet been achieved in design or practice, to demonstrate the value of online learning (pp.250-251). Contrary to this belief, Dr. Michael Simonson in his video postulated that we are at the point of critical mass regarding online learning, whereby the innovation no longer requires promotion, it simply needs to be instilled into our pedagogical activities (Laureate Education, 2008). I agree with this concept, but to a certain extent in that there are still many areas in online learning that require attention, for example, the issue of not attending to a diverse body of learners. Another weakness, of which Anderson (2008) pointed out, was poor educational application in web-based instruction. Anderson (2008) believed that this problem might be linked to reality that critical mass has not been achieved. Whether or not online learning is at a point of critical mass, it would not hurt if educators launch programs that demonstrate the usefulness of this alternate learning mode. Although distance learning obviously has countless benefits, the rate of acceptance is sluggish which seems to be related to vested interests at the systems level in education.

References

Anderson, T. (Ed.). (2008). The theory and practice of online learning (2nd ed.). Edmonton, AB: Athabasca University Press.

Clark, R. E. (1983). Reconsidering research on learning from media. Review of Educational Research, 53(4), 445–459.

Laureate Education, Inc. (2008). Distance Education: The Next Generation [Video]. Baltimore, MD: Author.

Rogers, E. M. (2003). Diffusion of innovations (5th ed.). New York, NY: Free Press. [Kindle touch version]. Retrieved from Amazon.com.

Huett, J., Moller, L., Foshay, W. & Coleman, C. (2008, September/October). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 3: K12). TechTrends, 52(5), 63–67.