Reflection

My discussion questions are relevant and straight to the point. Critical thinking is the common denominator of any discipline both instructor and learner should seek to attain. The learning resources provided are relevant to the discussion thread, enabling learners to succeed in their initial posts as well as expanding on other learners' ideas. The thread was lively and showed evidence that my assignment prompted an engaging conversation. As an effective designer and instructor, I would take “time to design techniques into the learning system that improve the efficiency of assessments” (Oosterhof, et al., 2008, p. 188).

According to McClain (2011), the discussion question is thought-provoking for discussion in another dimension of online learning environment from a mobile device. She ascertains that m-Learning is on the rise with the continued emergence of Web 2.0 technologies, and that mobile program applications and the continual develpment of mobile devices that make access to online courses and applications possible while on the move without dependence on a computer (Horton, 2006).


  References


Horton, W. (2006). Designing for the Virtual, pp. 463-471.

McClain, D. (2011). Response to Skossivi's Blog. Retrieved from http://skossivi.blogspot.com/2011/10/constructing-quality-questions-for_21.html?showComment=1319426380214#c6611528193669741678.

Oosterhof,  A., Conrad, R-M., & Ely, D. P. (2008). Assessing  learners online. Upper Saddle River, NJ: Pearson.

 

 

Constructing Quality Questions for Discussion

Home | Discussion Thread | Rubric | Contact

Mobile-Learning in Higher Education - Discussion


Mobile and communication technologies appear to be a potential  game changer in higher education in online environment. Young students whose  social networking concerns match their obsession with mobile technology, may  take issue with past academic teaching patterns and practices and opt for more  contemporary approaches such as mobile-learning (m-Learning). Institutions such as Walden  University and Capella University are making their courses available on mobile devices (smart phones), enabling  their learners for easy access and flexibility.

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Learning Resources

DeWitt, D. & Siraj, S. (2011). Learners' perceptions of  technology for design of a collaborative m-learning module. World Journal on  Educational Technology, 2(3), 169-185. Retrieved from

http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/detail?vid=4&hid=9&sid=d887de27-745a-498e-8723-2f1c3e20170b%40sessionmgr11&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=ehh&AN=60015169       

Park, Y. (2011). A Pedagogical Framework for Mobile Learning: Categorizing  Educational Applications of Mobile Technologies into Four Types. International  Review of Research in Open & Distance Learning, 12(2), 78-102. Retrieved from http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/detail?vid=3&hid=9&sid=d887de27-745a

De Castro, C., Leonardi, G., & Toppan, P. (2009). An Architecture for Interactive Target-Oriented E/M-Learning  Systems. International Journal of Emerging Technologies in  Learning, 4(4), 19-24.

Discussion Questions Page

After reviewing the Video below and the Learning Resources related  to mobile technology, answer the following:

• Based on your experiences, what are the advantages and disadvantages of m-Learning?
 
• What is the future of m-Learning in higher education?
 
• With your learning this week and your explorations, what advice would you give to instructional       designers/instructors to help effectively online learning?

By Wednesday:

Post your thoughts on the advantages and disadvantages of m-Learning. Provide your insights and/or foresights on the future of m-learning, including your recommendations to instructional designers/facilitators concerning m-Learning to help effective online learning experiences.Be sure to cite information from the Learning Resources to support your thinking.

By Sunday:

Read a selection of your colleagues’ postings. As you read their responses, note those to which you would like to respond with advice, questions, comments, and/or encouragement.

Respond to two or more of your colleagues’ postings in any of the following ways: 

• Build on something your colleague said.
• Explain why and how you see things differently.
• Ask a probing or clarifying question.
• Share an insight from having read your colleague's posting.
• Offer and support an opinion.
• Validate an idea with your own experience.
• Expand on your colleague's posting.
• Ask for evidence that supports the posting.

Return to this Discussion in a few days to read the responses to your initial posting. Reflect on what you learned in this activity and/or insights you gained this week

Rubric Page

Formative Evaluative  Criteria for Discussion Board Assignments

Quality of Work Submitted	A:    Exemplary Work       A=    4.00; A- = 3.75       All    of the previous, plus the following:	B:    Graduate Level Work       B+    = 3.50; B = 3.00; B- = 2.75	C:    Minimal Work             C+    = 2.50; C = 2.00;       C-    = 1.75	F:    Work Submitted but       Unacceptable       F    = 1.00
Contribution to the Learning    Community	The student’s contribution meets    all assigned criteria and frequently prompts further discussion of a topic.             The student takes a leadership    role in discussions.       Regularly contributes to    collaborative learning.             The student demonstrates exemplary    awareness of the community’s needs.	The student’s contribution    satisfactorily meets the assigned criteria for contributions to the    discussions.                   The student interacts frequently    and encourages others in the community.           The student demonstrates an    awareness of the community’s needs.	The student’s contribution is    minimal to the posting and response deadlines.                   Occasionally, the student makes an    additional comment.                      The student makes minimal effort    to become involved within the  community.	The student’s contribution does    not meet the assigned criteria                         The student does not respond or    responds late to postings.                The student does not make an    effort to participate in the  community as it develops.
Initial Posting: Critical Analysis of Issues             **May include, but are not limited to, scholarly articles,    collegial discussions; information from conferences, in service, faculty    development, and/or meetings.	Demonstrates critical thinking to    analyze and relate key points relating to advantages, disadvantages of, and    the future of m-Learning. Provides insights to the instructional    designers/facilitators for effective online learning.                   Supports content with required    readings or course materials, and may use creditable sources** in    addition to those materials.	Relates to the assigned discussion    topic with satisfactory evidence of critical thinking.              Summarizes and supports    content using information from required readings and course materials.	Summarizes or restates discussion    topic components with minimal evidence of critical thinking skills.             Post is off topic.              Post has minimal or no    connection to course materials.	Does not relate to the assigned    discussion topic.
Responses: Quality of Learning for Colleagues and Self	Provide specific, constructive,    and supportive feedback to extend colleagues’ thinking.             Encourage continued and deeper    discussion.              Offer additional resources    or experiences.             Demonstrate exemplary evidence of    personal learning as a result of interaction with colleagues.	Provide constructive and    supportive feedback to colleagues.                   Refer to sources from required    readings and course materials.             Demonstrate satisfactory evidence    of personal learning as a result of interaction with colleagues.	Provide general feedback with    minimal or no connection to required readings or course materials.             Demonstrate minimal evidence of    personal learning as a result of interaction with colleagues.	Provide agreement without    substance or connection to required readings or course materials.             Demonstrate no evidence of    personal learning as a result of interaction with colleagues.
Expression	Provides clear, concise opinions    and ideas effectively written in Standard Edited English.             Includes appropriate APA-formatted    citations and reference list for outside sources and direct quotes.	Provides clear opinions and ideas    written in Standard Edited English.             Includes satisfactory    APA-formatted citations and reference list for outside sources and direct    quotes.	Expression is unclear or    interrupted by errors.             Includes minimal or no    APA-formatted citations and reference list for outside sources and direct    quotes.	Unacceptable written expression.             May include outside sources and    direct quotes that lack appropriate citations.
Final Assignment Grade	A:    Exemplary Work	B: Graduate Level Work	C: Minimal Work	F: Work Submitted but Unacceptable

Contact Page

Please, feel free to contact me at segla.kossivi@waldenu.edu or  call 917-554-9105.

Plagiarism Detection and Prevention

The increased development of “online technologies and the exponential growth of the World Wide Web comes increased access to information” (Laureate Education, 2011) and contributes greatly to cheating and plagiarism. The Council of Writing Program Administrators (WAP) interjects that in instructional settings, plagiarism, which occurs when a writer deliberately uses someone else’s language, ideas, or other original (not common-knowledge) material without acknowledging its source, is a multifaceted and ethically complex problem.

There are many ways to plagiarise . However, according to (Bull et al., 2009), plagiarism detection software and services can be broadly banded into two groups, those designed to detect plagiarism in computer programs and those designed for detecting plagiarism in text-based documents (p.3). Much plagiarism detector software such as Viper and Turnitin are available to online instructor to control cheating.

Instructional designers should embed that software in the CMS to help alleviate the problem of plagiarism and cheating. The design of assessment should encourage learners to use online writing center to prevent academic dishonesty.

As a current or future online instructor, I would provide a link to the institution’s plagiarism detector software to enable learners to pre-assess their papers before turn them in for grading. I would encourage them to use the school  writing center for referencing.

To help detect or prevent cheating and plagiarism, learners need to know and believe that systems are in place to deal with plagiarism quickly and fairly and they need to be introduced to the positive values and expectations as to how they should use and accredit others’ work. Walden University, for instance, uses plagiarism software (Turnitin) materials available to learners and facilitators assess written papers. The software teaches you how to intepret its reports. Nevertheless, institutions should teach learners how to write, quote, and justify their sources of information to avoid cheating and plagiarism.



References

Batane, T. (2010). Turning to Turnitin to Fight Plagiarism among University Students. Educational Technology & Society, 13 (2), 1–12.

Bull, J. et al. (2001) Technical review of plagiarism detection software report. Luton: Computer

Assisted Assessment Centre. Retrieved August 28, 2009, from:

http://www.plagiarismadvice.org/documents/resources/Luton_TechnicalReviewofPDS.pdf.

Palloff, R. & Keith, P. (2010).  “Plagiarism and Cheating”. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5364570&Survey=1&47=6623504&ClientNodeID=984650&coursenav=1&bhcp=1. 

The Impact of Technology and Multimedia on Online Leearning

The rapid development of information and communication technologies (ICT) and the nature of the world reacting in the global market, take online learning to new dimensions. The changing conditions of the society and learning technologies influence greatly the quality of distance learning. Siemens (2008) discovered there is a growing shift toward the triple helix (universities, governments, and business) model of education that forms a strand of interaction to equip students for an online environment.

Simonson, Smaldino, Albright, & Zvacek (2009), posit that a new generation of web applications emerged and the various tools through a model called mash-up promote collaboration and networking (p. 244) to contribute to the application of the principles of connectivism in an online environment. Web 2.0 technologies, for instance, include, but are not limited to blogosphere, wikis, podcasting, Google Friend Connect (Huett, Moller, Foshay, & Coleman, 2008), and other forms of content creation facilitators need to have upper hands on and help equip their learners. Other software such as Adobe Pro Connect facilitate web conference and/or discussion forum both synchronously and asynchronously.  Learners' technological abilities influence their predisposition to succeed in online classes. It would be very difficult for online participants to be clueless about technology, especially in this digital age. Technology and multimedia impart teaching and learning, in general, and in online learning environment, in particular.

Another effective software to use is Adobe Captivate 5 (Cp) which is an authoring tool that can integrate different digital media elements such as text, graphic, sound, animation and video into a coherent interactive application in a computer to convey a message or information. It consists of software packages that allow the user to perform the authoring. Cp is suitable for use in this scenario for sequencing and synchronization of digital media elements to the target audience via the Web (Pomales-Garcia, Lopez, & Liu, 2010). Cp provides clarity, organization, simplicity, structure, visual/aesthetical attractiveness, and Excitement. Pomales-Garcia et al. (2010) declared: “By using Adobe Captivate software’s simple point-and-click user interface and automated features, teachers can easily record on-screen actions, add e-learning interactions, create interactive questions and complex branching scenarios with feedback options” (p. 23). Gunawardena, Linder-VanBerschot, LaPointe, and Rao (2010) conducted a study on online courses that were designed using a problem-centered (like the one with Walden University and case-based approach to learning. These courses utilized technologies including learning management systems as well as instructional design tools such as Captivate, and PowerPoint and concluded that “online self-efficacy emerged as the strongest predictor of learner satisfaction; collegial support was the strongest predictor of transfer of learning” (p. 225). Blogging becomes more fun with Cp . Adobe Captivate 5 improves workflow.

Relevant instructional graphics to supplement written text, observing principles such as contiguity principle (place graphics and text close together so that limited working memory is reserved for learning content), modality principle (include audio to explain graphics as audio enhances learning more than text by expanding cognitive resources to simultaneously tap both visual and phonetic memory), redundancy principle (supplement graphics with audio alone rather than audio and redundant text to reduce cognitive overload), coherence principle (avoid using visuals, text, and sounds that are not essential to instruction as unnecessary information impedes learning by interfering with the integration of information, personalization principle (use a conversational tone and/or a personalized learning agent to enhance learning via social conventions to listen and respond meaningfully) (Clark & Mayer ,2002) improve learning through the dual coding of verbal and visual information.

Well-designed multimedia resources can enhance learning and increase online learner’s engagement. It is imperative that online faculty include multimedia to make their course design pedagogically intentional (i.e., including course components with diligent attention to their educational impact, alignment with learning goals, relevance to assessments, while also balancing increasing demands to integrate multimedia as a “best practice” for effective online learning (Mandernach, 2006).

Online learning requires time and skills in defining the total mix of pedagogical methods, which use a combination of different learning strategies (Allen & Seaman, 2007), both with and without the use of technology. The instructor needs to resort to the strengths, weaknesses, opportunities, and or threats (SWOT) analysis of the course management system (CMS) and/or learning management systems (LMS) used. S/he needs to focus on the teaching and learning concerns for system adoption and installations (Simonson et al., 2009). The facilitator has to identify the desired learning outcomes and objective and assess the participants’ needs. S/he has to think about and recommend the minimum requirements of learners’ computer access and Internet connections, in launching the social presence for effective participation. He has to perform a thorough exploration of tool features in order to satisfy the basic needs of instructors and learners (Simonson et al., 2009). He still has to take the time to assess the participants’ receptiveness to and facility with Web-enhanced or online learning programs, to be successful.



The instructor would need to outsource for technology tools solutions software or a well-established e-learning company, to convert the text-based curriculum to an electronic format. The facilitator has to review the roles of the learner, resource persons, and his or her own. Though asynchronous instruction can happen anytime and anywhere, the facilitator needs to provide time to the learners to complete the instruction.





It is imperative for participants in online environment to have the necessary knowledge of the technology used for proper usability and easy accessibility for their success. Facilitators are to be cognizant of this matter and even take a refresher course to enhance their skills; their learners would have to do projects. Cooper, Colwell & Jelf (2007) advise that “ if e-learning research and development projects are to be successfully adopted in real-world teaching and learning contexts, then they must effectively address accessibility and usability issues; and that these need to be integrated throughout the project (p. 231).

The sophistication of information technology provides various course management systems (CMSs) to many universities, colleges, and other institutions to manage learning-related materials and processes (Malikowski, Thompson, & Theis, 2007). Technology tools that provide suitable support for any subject, which feature grade-book, threaded (asynchronous) discussion, real-time chats, and online assessment of learners’ work are most appealing to me for online teaching. I would appreciate the use of tools that allow facilitators to enrich their programs for many diverse learning styles and establish more efficient and meaningful facilitator-student and student-student communication. I would be more interested in using software that enables me to create a library for course resources, with links to other sites, enabling interactive Flash activities, streaming videos, photos, audio, and simulation for innovation in teaching and learning. The cutting edge technology tools should enable mobile learning.

Teaching online requires thoughtful preparation, with engaging icebreakers to launch the social presence (Boettcher & Conrad, 2010). It asks for knowledge and skills of technology tools to build the learning community, community of practice, the social network, based on the theory of connectivism suitable for the digital age.

References

Allen, I.E. & Seaman, J. (2007). Online nation: Five years of growth in online learning. Retrieved from http://sloanconsortium.org/publications/survey/pdf/online_nation.pdf.



Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass. 



Cooper, M., Colwell, C., & Jelfs, A. (2007). Embedding accessibility and usability: Considerations for e-learning research and development projects. ALT-J: Research in Learning Technology, 15(3), 231–245.



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



Knowles, M. (1984). Andragogy in Action. San Francisco: Jossey-Bass.

Mandernach, B. J. (2009). Effect of instructor-personalized multimedia in the online classroom. International Review of Research in Open and Distance Learning, 10(3), 1-19.

Malikowski, S.R., Thompson, M., & Thesis, J.G. (2007). A model for research into course management systems: Bridging technology and learning theory. Journal of Educational Computing Research, 36(2), 149-173.

Siemens, G. (2008). Learning and Knowing in Networks: Changing roles for Educators and Designers. Retrieved on 2/23/11 from http://www.tskills.it/userfiles/Siemens.pdf.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.). Pearson.

Setting Up An Online Learning Experience

Today, the world is reacting in a global market, thanks to the rapid development of information and communication technologies. A growing shift toward the triple helix (universities, governments, and business) model of education forms a strand of interaction to equip students for an online environment (Siemens, 2008). The changing conditions of the society and learning technologies influence greatly the quality of online teaching and learning. However, online practices are not void of challenges such as the significance of knowing the technology available to the facilitator, the rational of communicating clear expectations to learners, and other considerations the instructor has to take into account when setting up an online learning experience.

In the early 21st Century, course management system (CMS) and the World Wide Web (WWW) reflected teacher-centered instructional paradigm (Brown, 2007); however, Simonson, Smaldino, Albright, & Zvacek (2009), expounded that a new generation of web applications emerged and the various tools through a model called mash-up promote collaboration, networking (p. 244) to contribute to the application of the principles of connectivism in an online environment. Web 2.0 technologies, for instance, include, but are not limited to blogosphere, wikis, podcasting, Google Friend Connect (Huett, Moller, Foshay, & Coleman, 2008) and other forms of content creation facilitators need to have upper hands on and help equip their learners. Students' technological abilities influence their predisposition to succeed in online classes. It would be very difficult for online participants to be clueless about technology, especially in this digital age. The facilitator could provide links to some websites for learners readiness, tecknology wise like the the ones in the Appendix.


It is imperative to communicate clear and unambiguous guidelines and expectations to learners to ensure understanding and secure a grater satisfaction in an online experience (Boettcher and Conrad,). The synchronous or/and asynchronous nature of online learning requires the facilitator to communicate clearly the necessary tools for building knowledge and competencies within learners and building network of mutual respect and sharing of ideas and perspectives to help create a smooth and trusting learning environment. Facilitators evaluate learners based on the guidelines and expectations. Nothing should be hidden in online learning.


When setting up an online learning experience, the instructor should take into account the core learning principles of learning experience framework (Boettcher & Conrad, 2010) where pedagogy (the art and science of teaching) and andragogy (learning strategies that focus on adults) (Knowles, 1984) kiss each other in the atomic framework where learners (nuclei) interact with each other and with the mentor, knowledge, and environment. The facilitator should consider learning object, verify concepts and principles such as transactional distance, autonomy of the learner, key construct (Saba, 2011), cognizant of the learner's zone of proximal development (Vygotsky, 1978) as cited in Boettcher & Conrad (2010). The facilitator should engage learners with interactive activity in the form of icebreaker in welcoming each learner on board.


References


Allen, I.E. & Seaman, J. (2007). Online nation: Five years of growth in online learning. Retrieved from http://sloanconsortium.org/publications/survey/pdf/online_nation.pdf.


Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.


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


Knowles, M. (1984). Andragogy in Action. San Francisco: Jossey-Bass.


Saba, F. (2011). Video: "Evaluating Distance Learning Theory." Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5364570&
Survey=1&47=6623504&ClientNodeID=984650&coursenav=1&bhcp=1


Siemens, G. (2008). Learning and Knowing in Networks: Changing roles for Educators and Designers. Retrieved on 2/23/11 from http://www.tskills.it/userfiles/Siemens.pdf.


Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.


Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.


Appendix
Http://www.youtube.com/watch?v=SgujaIzkwrE&feature=relmfu


Http://www.youtube.com/watch?v=98Vb0xQqdq8


Http://www.youtube.com/watch?v=8RMWO9JxZjA
Http://www.youtube.com/watch?v=F3yNmSIOkJo
Http://www.yourcallla.org/SORT/sort/html/tool.html
Http://facweb.bhc.edu/browsercheckup/
Http://www.youtube.com/watch?v=3Hp8e8LkuuM
Http://www.wpi.edu/Academics/ATC/Collaboratory/Idea/boardbenefits.html


Http://studygs.net/intstudy.htm

Welcome to Online Learning

HIGH SCHOOL GEOMETRY: ONLINE
About Me

Segla Kossivi
E-mail:segla.kossivi@waldenu.edu
Tel.: 917-554-9105
My name is Segla Kossivi and I will be your instructor for this course; for familiarity, you can call me Segla. I graduated from Nortern Caribbean University (NCU) in Mandeville-Jamaica (West Indies) in Mathematics, and from European University (EU)-Toulouse (France) with MBA: International Business Management (Finance). My background is mainly in education, where I have passion in teaching mathematics at both high school and college level. My previous teaching positions were at NCU where I taught Calculus, Financial Accounting, Personal Finance, Quantitative Business Analysis, and Business Ethics, then at EU where I taught Calculus, Statistics, Financial Accounting, Management Accounting, Cost Accounting, and Finance. I am a math teacher in New York City Schools and City College in Brooklyn, New York. I relocate and live with my beauty Queen, Sherry in Laveen, Arizona.

As an inquiry minded person, I always ask for the whys of things and like to challenge the status quo. Always thirsty for knowledge, I devote my time in seeking, exploring, and daring, realizing I need something more. Each question brings another one, and each response carries the next question: the life of a Philosopher. I like to challenge ideas, find meaning to anything, and have passion in teaching mathematics.
To fit into the 21st century and beyond, I am presently pursuing MS in the field of Instructional Design and Technology (IDT) at Walden University.

Welcome Message
Welcome to high school geometry: online learning, a system that continues to shape education for a brighter future!
No one ignores the changing path of education, shifting from traditional setting to a more asynchronous path leading to a mobile learning , and responding to the changes the technological advancement and communication technologies continue to bring to an evolving society. Learning, in a shifting gear, is becoming a part of the transformation to anytime, anywhere, and anyone’s learning modalities that the digital age is ascribing. Online learning is taking great strides to alleviate the pains and frustrations the face to face (F2F) or traditional education imposes on participants. Online learning is enabling and equipping participants with brighter learning system for maximum satisfaction in education, presently and futuristically .
http://www.m-learning.org/case-studies/bloom.

The address of the site for our CMS orientation is http://kossivi.edu20.org.
Refer to the table below to register with your Id and a password.
Administrator and Student Accounts
Account User Name Password
Administrator Skossivi xxxxxxxx
Student Student’s choice Student’s choice

This is an asynchronous learning environment. You can log on anytime and anywhere. We will be using Edu2.0 online course management system. We will also use other online tools available on the Internet with YouTube videos to show you how to use the necessary tools for the course. You would have to download and install, free, some software that work with any operating systems: Mac or windows.
Edu2.0 Tool Overview
Edu2.0 is our online learning portal where you will create an account with your personal user name and password to have access to the course and everything involved. It is an easy to use learning management system. I will use the site to create online lessons with resources, contents (syllabus), video, and audio. From this site, I will control every aspect of the course such as course material and a variety of activities and assignments. We will cover and complete topics in sequence within a specific time. We will use the system embedded in Edu2.0 to track assignments, grades, learners’ activities, and feedback, thanks to embedded tools such as wikis, forum, chat rooms, and even RSS feeds for more resources. You will find all resources and content page under resources (libraries). Please click on the link below to familiarize yourself with Edu2.0: http://www.edu20.org/
Discussion Boards
You will have to use the discussion boards, sometimes, for discussing some assignments or any topics you may need help with. You will know when to participate in discussion forums. Please watch the videos:
http://www.youtube.com/watch?v=h7wFrITZ0FA
http://www.youtube.com/watch?v=lzyjOjdx8pg



Free Internet Tool Overview
Sound Cloud/Audacity
You may have to narrate your math problems, explaining how you arrive at a particular answer to a problem. You need to download Sound Cloud or Audacity, free internet application that allows sharing of audio files. You can also use Adobe Sound booth, if you have it. http://www.soundcloud.com/, http://www.youtube.com/watch?v=tJ6tFBMFvz0&feature=related
http://audacity.sourceforge.net/, http://www.youtube.com/watch?v=5rQr5YVNqI0
YouTube
You can also use the media center to record your work. Windows media transforms your recorded video into YouTube that you can upload on the Edu2.0. It is even better to use YouTube than Sound Cloud or Audacity. Please watch the following video:Http://www.youtube.com/results?search_query=geometry&aq=f
Google Friend Connect
Google Friend Connect turns your blog into a place where people meet and get to know each other with Google Friend Connect's easy-to-use features.
http://www.google.com/friendconnect/home/overview
Please watch the video to learn how to use
http://www.youtube.com/v/NlKEWHcW5QE
Other Tools
Other tools such as tools for screen recording (http://www.youtube.com/watch?v=-0gIscztCBk
file storage sharing (http://www.youtube.com/watch?v=KQYiWkvGQ0E&feature=fvst
http://www.youtube.com/watchv=G56EmUyiJgs&feature=fvsr
web conferencing (www.cisco.com/en/US/products/ps7060/index.html, www.youtube.com/watch?v=rxt2h6CLFhU
http://www.youtube.com/watch?v=MAl3fMldnZQ&feature=related
video content (http://www.youtube.com/watch?v=cVAzwXquD70
are on the Edu20.org home page under Tools at the bottom of the page
Webspiration
You can use webspiraration to map and organize your ideas, your plan of action such as flow chart to solve your math problems. You can also invite a friend, or share your ideas using this software. The site will allow you to install free webspiration: http://www.mywebspiration.com/. For tutorial, please watch the video: http://www.youtube.com/watch?v=i-UKDREPHKs
Sample: http://www.mywebspiration.com/view/828787a16ac0
This is a learner-centered course that provides an essential framework incorporated in Edu2.0 d for curriculum and instruction, assessment systems for evaluating educational goal attainments. The framework contributes to understanding effective strategies that can address problems of low levels of academic achievement. Please read more on the benefits of leaner-centered principles:Http://www.cdl.org/resource-library/articles/learner_centered.php. Please watch the video: http://www.youtube.com/watch?v=wR4ocKovy28
Certification
You are required to complete required assignments, quizzes, and exams within the assigned time to earn 3 credits in mathematics. You will find the entire requirement uploaded on the Edu2.0 site.

Online excellent resources enable students’ success in geometry. Interactivity helps building a sound foundation in learning geometry. As online asynchronous learner, you have access to excellent online resources to adequately help you prepare for the course for life time learning and your grandiose success. Please click on any clickable links in the annotated bibliography for your success:
Academic Technology Center - Worcester Polytechnic Institute. (2008). Benefits of using discussion boards in your classes. Retrieved from http://www.wpi.edu/Academics/ATC/Collaboratory/Idea/boardbenefits.html.
Please watch the video to learn how to use discussion boards.
http://www.youtube.com/watch?v=3Hp8e8LkuuM
The online browser check-up found on the following websites will equip you with the minimum technology requirements for your success. Http://www.yourcallla.org/SORT/sort/html/tool.html
http://facweb.bhc.edu/browsercheckup/


Jarrett, K. (2008). Edu2.0: The free learning management system (LMS) for everyone. Retrieved from http://www.edu20.org/.
Edu2.0 is the course management system (CMS) learning management system (LMS) will use for our course, and it allows you as distance learner to access information anywhere and anytime, with your mobile computing such as iPhones and PDAs. Edu2.0 is free and suitable for your course learning. Please click on the link above to familiarize yourself with the CMS you will be using to complete the course. Please watch the video below to empower yourself. Http://www.youtube.com/watch?v=F3yNmSIOkJo


Landsberger, J. (1996). Study guide and strategies. Retrieved from http://www.studygs.net/.
Please review other components of discussion forum by visiting http://studygs.net/intstudy.htm.


Please watch the videos below to acclimatize yourself with cloud computing.
http://www.youtube.com/watch?v=SgujaIzkwrE&feature=relmfu
http://www.youtube.com/watch?v=98Vb0xQqdq8
http://www.youtube.com/watch?v=qD5jbOcoFE4&feature=pyv&ad=7975291649&kw=geometry
http://www.youtube.com/watch?v=8RMWO9JxZjA

The success of a distance learner depends on various characteristics. Some attributes relate to intrapersonal communication skills, self-motivation, self-directed, and self-esteem. Learning in an asynchronous environment requires individual readiness. You are required to demonstrate academic Integrity, student’s readiness and responsibilities, and communication Skills. You are required to review the course performance goals and outcomes and prepare performance goals of your own, providing the context in which you intend to use the knowledge, skills, and perspectives from the course, and share reasons for taking the course and what you hope to learn. The following site will guide you in your endeavor:

http://www.youtube.com/watch?v=wtYCx8g6Z_w&feature=related
http://thebasicsofanything.com/characteristics-of-successful-distance-learners-2
http://ecps.jah.schoolfusion.us/modules/cms/pages.phtml?pageid=113885&sessionid=
http://www.ectolearning.com/Blog.aspx?g=cjnapcqbwl&p=964
http://www.irrodl.org/index.php/irrodl/article/viewArticle/189/271
http://www.westga.edu/~distance/ojdla/fall33/rockwell33.html
http://distancelearn.about.com/od/isitforyou/a/considering.htm

I am looking forward to have fun with you in class!

Online Learning Communities

Driscoll (2000) defines learning as “a persisting change in human performance or performance potential…which must come about as a result of the learner’s experience and interaction with the world” (p.11). According to Siemens (2004), formal education no longer comprises the majority of our learning. Learning now occurs in a variety of ways – through communities of practice, personal networks, and through completion of work-related tasks (p. 1).

Online learning communities significantly impact both student learning and satisfaction within online course through the social interaction in their social presence. Participation, both social and academic, is integral. Without active participation in discussions and other class activities, the learner is not part of the community and does not even exist. The process encourages learner-to-learner engagement where social constructivism allows participants to depends on one another to make meaning. Learners connect to one another to co-create knowledge, a process that transform them to scholars and be reflective on their learning (Palloff & Pratt, 2011). Learners feel the social pressure to succeed, as they feel a part of something larger-an extension of themselves.

People, purpose, and process constitute the main ingredients to online community building. The fundamentals of a learning community require interdependence and reciprocity (Misanchuk & Anderson, 2011) from the participants who have the ability to co-create knowledge. Each learner’s presence is noted and registered in the minds of others, and individual makes a concerted effort to communicate with others in order to exist.

To sustain online learning communities, there is a need to send personal invitation to the learner through e-mail and posting the same in the classroom, have successful orientation with learners prior to the start of the course, present the nature of the course management system (CMS) used, and need to visit the classroom multiple times per day during the first two weeks. The facilitator must set the stage, make the course easy to navigate, make the learning environment conducive for learning, warm and inviting than cold and formal (Palloff & Pratt, 2011). The facilitator has to define any jargon, make the course easy to navigate, clearly define the purpose of the group, create a distinctive gathering place for the group, promote effective leadership from within, and define norms and a clear code of conduct.

Community building, provides social environments that host learning needs and theories to describe learning principles and processes, for effective online instruction. It is said that behaviorism, cognitivism, and constructivism seemed to be the three broad learning theories most often utilized in the creation of instructional environment but connectivism, through the medium of multimedia, exemplified the existing theories available to the learner, permeates the social constructivism to build a community of practice and enable learners to be part of the scholars who will never cease to learn. Indeed, “learning must be a way of being – an ongoing set of attitudes and actions by individuals and groups that they employ to try to keep abreast o the surprising, novel, messy, obtrusive, recurring events…” (Vaill,1996).

Formerly, I gained information through books, news, and limited social interactions only, but with Internet, podcast, video, and with blogs, information is readily available for dissemination; learning now occurs in a variety of ways through communities of practice, personal networks, and through completion of work-related tasks (Siemens, 2004). These days I gain new knowledge through set up feeders and question and answer sessions on my computer. The social networking theories and tools support connectivist-learning activities, and build new and effective e-learning practices. Connectivism , the social networking, applied to learning and knowledge context can lead to a re-conceptualization of learning in which formal, non-formal and informal learning can be integrated to build a potentially lifelong learning activities to be experienced in my personal learning environments.

In order to provide a guide in the design, development, and improvement, (both of personal learning environments and in the related learning activities), and to become an effective instructor in the future, I will provide a knowledge flow model highlighting the stages of learning and the related enabling conditions. I will provide engaged learning environment where constructivist principles and problem-based learning would be in the core strategy for facilitating courses. Today, networked learning, collaboration technologies, collaborative learning, informal learning, learning 2.0, web 2.0, web 3.0, personal learning environment, wikis, telematic technologies, and blogs contribute effectively towards an e-lifelong learning experience; thus connectivism (a learning theory for the digital age) takes learning to a new height.

References

Conrad, R., & Donaldson, J. A. (2004). Engaging the online learner: Activities and resources for creative instruction. San Francisco, CA: Jossey-Bass.

Driscoll, M. (2000). Psychology of Learning for Instruction. Needham Heights, MA, Allyn & Bacon.

Misanchuk, M & Anderson, T. (2011). Building community in an online learning environment: communication, cooperation and collaboration. Retrieved from http://frank.mtsu.edu/~itconf/proceed01/19.html

Palloff, R. & Pratt, K. (2011). “Online Learning Communities”. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5364570&Survey=1&47=6623504&ClientNodeID=984650&coursenav=1&bhcp=1.

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

Vaill, P. B., (1996). Learning as a Way of Being. San Francisco, CA, Jossey-Blass Inc.

Analyzing Scope Creep

Analyzing Scope Creep

As a student in Instructional Design and Technology, I consider my instructional design projects as personal experiences. Though those projects were successful, they were not without problems. Among all my projects, “Online Orientation Program” recorded scope creep. The project consisted of designing online orientation program for distance learners and should present strategies for succeeding in a distance learning environment and should provide an overview of what to expect when taking a distance learning course compared to a traditional instructor-led course (Laureate Education, 2011).
I designed an online, fully asynchronous 3-credit Geometry course for high school students. Trainees were expected to view interactive media presentations and complete online assessments. Students were expected to regularly participate in an asynchronous question and answer forum. Asynchronous discussions were to be delivered through Edu2.0, a course management system (CMS) tool that featured social networking media for threaded discussions forum.

Though the project was successful, Dr. Harold Stolovitch’s project post-mortem template pointed out some deficiencies. Instead of developing activities to engage the learners in the orientation and mechanisms for learner-learner and learner-instructor interaction, I offered rather activities for the geometry course, due to my misinterpretation. My immediate stakeholder (Professor Dawson) called my attention to the fact, the same mistake Simon Wilcowsky and his team made in the case study 23 (Ertmer and Quinn, 2007, p.178). That mistake generated scope creep that set me back for a week due to other project tasks, nevertheless I met the dead line. Dr. Dawson’s constructive feedback helped me handle the project scope creep. Now other stakeholders could benefit from a successful project design.

Looking back and using the tools of Project Management, I would use work breakdown structure (WBS) and would have to develop and monitor a mechanism to enable team members to objectively identify and manage project risks. Consistent risk management and monitoring should surface in all stages of a design project to avoid a poor design project outcome (Yee, Lievesley, and Taylor, 2009). I would have to communicate clearly with my client on agree upon project details for a successful project desired outcomes.

Geer (2011) advised project managers (PMs), instructional designers (IDs) and team members to take stock at the end of a project and develop a list of lessons learned to avoid repeating their mistakes in the next project. Though I did not develop an elaborate detailed document, I took note of what my professor revealed in her feedback. That is why today I could easily point out when an ID or a PM makes similar mistake. Revisiting the past helps shape personal skills. PMs and IDs should take lessons from the past to avoid the same mistakes. The digital age requires of us to remain on the learning curve for adoption and implementation of new and emerging technology (Johnson, Levine, Smith, and Stone, 2010) and technology communication tools.

Scope creep is a fundamental issue in a project management. Any PM could easily avoid scope creep through a clear and effective communication between all participants. The PM has the responsibility to have a sign off document listing agreed upon details for measures to avoid scope creep and have successful project outcomes.

References

Geer, M. (2011). The project management minimalist: Just enough PM to rock your projects! Retrieved from http://sylvan.live.ecollege.com/ec/courses/56611/CRS-CW-4894953/educ_6145_readings/pm-minimalist-ver-3-laureate.pdf.

Ertmer, P., & Quinn, J. (2007). The ID casebook: Case studies in instructional design. (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.

Johnson, L., Levine, A., Smith, R., & Stone, S. (2010). The 2010 Horizon Report.

Laureate Education. (2011). Foundations of distance learning. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4744647&Survey=&47=6623504&ClientNodeID=984650&coursenav=1&bhcp=1.

Yee, J., Lievesley, M., & Taylor, L. (2009). Recognizing risk-of-failure in communication design projects. Visible Language, (43)2, 227-251.

Communicating Effectively

Communicating Effectively

In the multimedia program “The Art of Effective Communication” (Laureate Education, 2011), email, voicemail, and face-to-face constitute three types of communication modalities that characterize “effective communication among all project team members” (Laureate Education, 2011). The interpretation of those modalities depends on individual natural and cultural background; the way and how the author conveys his or her message is very important.

In fact, the text modality of communication serves as a means of keeping records for documentation and for proof. It is like keeping log to provide evidence of what has happened and for reference or research. Text enables and encourages systematic thinking and requires less reliance, however it can present misconceptions on the part of both the writer and the reader, due to some misinterpretation of words. In this particular case, Mark may not even check his email.

The audio and video modalities could disrupt the processing of important arguments, data, evidence, and may cause the receiver to focus on other source that are not directly relevant to the quality of the message (Mann, 1997).
The way I perceived the message from email to voice, to face-to-face, depended on how I interpreted what the message conveyed in terms of its accomplishment and objectives. It was important to me how Jane communicated the message. Though the message was the same, the voice modality carried more weight. In my atmosphere of tiredness Jane’ southing conversational voice promoted my willingness to receive the message, perceive it correctly, simple, direct, straightforward, open, honest, and complete communication without any arm twisting.

I find voice modality of communication to have an extremely powerful and personal effect in promoting a friendly atmosphere and growth, and encouraging trust and cooperation in business. Email modality, on the other hand, is less effective than face-to-face modality, which is more direct and personal, and allows visible intimacy for a greater impact on business cooperation. Voice communication best conveyed the true meaning and intent of the message.

From this exercise for communicating effectively with members of a project team, it is clear that the three different modalities: as written text, audio, and video reveal some of the aspects of communication technologies that influence the 21st Century communication. The most effective medium of effective communication would be the combination of all three modalities in one hypermedia system, necessary for most companies as they react in the global market.

References

Laureate Education Media (2010). The art of effective communication [Video podcast]. Retrieved March 17, 2011, from http://mym.cdn.laureate-media.com/2dett4d/Walden/EDUC/6145/03/mm/aoc/index.html.

Mann, B.L. (1997). Evaluation of presentation modalities in a hypermedia system. Computer & Education (28)2, 133-143.

Learning from a Project "Post-mortem"

Learning from a Project “Post-mortem”

In the previous course, I worked on a personal mini project entitled: Roasting a chicken. Though the project was successful, Dr. Harold Stolovitch’s project post-mortem template pointed out some deficiencies. Geer (2011) advised project managers (PMs), instructional designers (IDs) and team members to take stock at the end of a project and develop a list of lessons learned to avoid repeating their mistakes in the next project. Though I did not develop an elaborate detailed document, I took note of what the participants revealed in their feedback.

Project management, a complex process targeting multiple outcomes, requires, for competency, the acquisition of a variety of knowledge and skill sets across areas of expertise (Brill, Bishop, and Walker, 2006). According to Lin (2006), instructional design is “the systematic and reflective process of translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation” (p.3). While the complexity of the roles of a PM requires of him or her knowledge or ideas about instructional design, the nature of the duties of an ID demands him or her to understand project management. The point is clear; the PM and the ID possess similar skills: Problem-solving skills, at the minimum. As a math teacher, designer, and project manager, I was able to generate a positive needs analysis, chose the content, structure the tasks, develop successful instruction, and to evaluate performance. I successfully created an annotated list of online resources (including the URLs) that could learners who were new to a distance-learning environment, geared my orientation specifically toward deliverable tasks, and attained the prescribed project goal and objectives.

I was unsuccessful in including training information on other various technology tools such as wikis. I could not believe. As a teacher, I assumed my participants (Ph.D., MS, and BA holders) knew how to interact with wikis. That was the greatest lesson I learned: Never assume! Some wikis have problems. If I did the EDUC 6135 before that project, I would have chosen the appropriate course management system (CMS) and learning management system (LMS).

Revisiting the past help shape personal skills. PMs and IDs should take lessons from the past to avoid the same mistakes. The digital age requires of us to remain on the learning curve for adoption and implementation of new and emerging technology and technology communication tools.

References

Brill, J.M., Bishop, M.J., & Walker, A.E. (2006). The competencies and characteristics required of an effective Project Manager: A web-based Delphi Study. Educational Technology Research and Development, (54)2, 115-140.

Geer, M. (2011). The project management minimalist: Just enough PM to rock your projects! Retrieved from http://sylvan.live.ecollege.com/ec/courses/56611/CRS-CW-4894953/educ_6145_readings/pm-minimalist-ver-3-laureate.pdf.

Lin, H. (2006). Instructional project management: An emerging professional practice for design and training programs. Workforce Education Forum, (33)2, 1-18

ID vs PM: Deciding Upon Priorities

Deciding Upon Priorities

ID

While an Instructional Designer (ID) may carry his or her roles solely, a Project Manager (PM) resorts to different people once the project gets underway (Laureate Educate, 2011). Reflecting on my experience as a math teacher, project management constitutes an essential part of my work as an instructional designer belonging to multidisciplinary work groups (vanRooij, 2011. The complexity of the roles of a PM requires of him or her knowledge or ideas about instructional design, and the nature of the duties of an ID demands him or her to understand project management. As a teacher, I act as project manager, guiding the process, motivating my students (team), assessing their work, and providing guides (problem-solving techniques) to them to be successful. The team (students) also develops project management skills.

According to Lin (2006), instructional design is “the systematic and reflective process of translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation” (p.3). Acting as an instructional designer (ID), I would consider the needs and context as priorities during the initial phases of a project. Instructional design constitutes a way of thinking, of planning and of increasing the likelihood of a proposed solution, which will result in measurable improvement of an existing condition. ADDIE consists of systematic approaches to instructional design to analyze a performance problem, then design and develop a program. I will seek to develop clear and detailed description of all objectives, including performance measures and performance target to achieve the desired outcome. I will identify the key stakeholders for whom the project is being performed, will determine the benefits: Returns on investment (ROI) that the stakeholders projected from the project, and will think about the characteristics as bench mark for comparison should in case the project would address an existing situation.

As a normal procedure, I would undertake a formal investigation and documentation of the likelihood of the project being successful. It is important to think of what the project team as a whole, as well as each individual expert member would like to accomplish. I will study the parameters of the objective function, subject to the constraints to ascertain the feasible region for optimal output. I will analyze the human resources matrix, to ascertain which individual will work on an activity and the work effort that each resource will invest in the activity.

My role as an ID, prompts me to think as a PM. In any project, pre-planning is essential in seeking in advance if there is a need to think of any unforeseen (uncertainty) that might positively or negatively impact the clear, specific set objectives, for remedy. As a designer I need to be proactive. As a teacher and an instructional designer, I assume the role of a project manager in the classroom. I consider a project management as an extension to an instructional design. The designer follows a detailed systematic procedure to implement the design. Like an instructional designer, an effective project manager considers factors in the physics of the societal changes. While the instructional designer practically uses the appropriate technology to guide his or her design, the project manager focuses on the changes in economies, the people, management, and the organization, as the world interacts in a global market. The instructional designer is the architecture providing the blue print from start to finish of a program, while the project manager coordinates the unique interrelated activities of the goal-oriented project from start to finish. It is easier for the instructional designer to assume both the role of the designer and a project manager; though the converse may not necessary be true, it is important that the PM should have some ideas about or skills if an ID. As an effective manager, the PM coordinates and oversees each aspect of a project from start to finish. S/he may not be able to solve all the problems but s/he can solicit the help from the multidisciplinary project teams rather than through individual effort. Effective project management is a critical competency for anyone participating in such teamwork and, certainly, for today’s instructional design (ID) professional.

References

Brill, J.M., Bishop, M.J., & Walker, A.E. (2006). The competencies and characteristics required of an effective Project Manager: A web-based Delphi Study. Educational Technology Research and Development, (54)2, 115-140.

Lin, H. (2006). Instructional project management: An emerging professional practice for design and training programs.Workforce Education Forum, (33)2, 1-18.

Portny, S.E., Mantel, S.J. Meredith, J.R., Shafer, S.M., & Sutton, M.M. (2008). Project management: Planning, scheduling, and controlling projects. Hoboken, NJ: John Wiley & Sons, Inc.

van Rooij, S.W. (2011). Instructional design and project management: Complementary or divergent? Educational Technology, Research and Development, (59)1, 139-159.

Reflection: The Future of Distance Education

The digital age has spurred a change in the domains of learning and teaching. Many colleges, universities, and other institutions are rapidly adopting distance learning (DL). DL provides an amazingly interactive learning platform that makes it possible for individuals like me to access and pursue our education on our own terms wherever and whenever it is convenient to do so, while balancing the equation of their professional, intellectual, and family life. However, the perceptions of distance learning vary from individual to individual, but society will experience positive perceptions of distance learning in the next five to ten twenty years.

The rapid development of information and communication technologies (ICT) and the nature of the world reacting in the global market, characterize the future of online learning. The changing conditions of the society and learning technologies influence greatly the quality of distance learning. Siemens (2008) discovered there is a growing shift toward the triple helix (universities, governments, and business) model of education that forms a strand of interaction to equip students for an online environment. Statistics illustrate the effectiveness and growth of distance learning: 69% of academic leaders believe that student demand for online learning is still growing (Allen and Seaman, 2007). The physics of DL is becoming like long distance travel across galaxies accomplished as if a stone is skipping across water and forming intersecting circumscribed waves. The stone does not go through the universe but rather skip around it. The space skipped represents the protagonists of DL, who, as time goes by, in the next five to ten years, those protagonists would see themselves swallowed into the circumscribed waves (the majority of proponents of DL), just like in democratically decision making arena. DL is growing exponentially (Simonson et al., 2009). In the next ten to twenty years, mobile learning (ML) would characterize DL, if governments, policy makers, universities, and other institutions chose to evolve. Most 21st Century individuals use mobile and pocket devices such as personal digital assistants (PDA), mobile phones, and portable computers for teaching/learning. I am able to access my Walden portal on my phone (Epic 4G) anytime and anywhere, thanks to the new and emerging technologies.

Individuals’ cultural myth (DL is valueless) is at variance with their basic instinct (freedom of choice of learning skill DL offers). Their cultural myths inform their ethics, and their ethics create their behaviors (negative perceptions of DL). As an instructional designer, I will use the available innovative technology and communication technology tools, following the ADDIE model with ARCS motivation model (Keller, 1987), to design a DL environment using appropriate course management (CMS) and course learning systems (CLS). Since DL is no longer face-to-face (F2F) classroom instruction, I will team-up with Software developers and subject matter experts (SMEs) to embed in the CMS tools to address learner’s readiness. These tools will prepare and develop learners’ confidence in using electronic communication for learning and, in particular, develop their competence and confidence in the use of Internet and computer-mediated communication, and enhance their ability to engage in autonomous learning (Hung, Chou, and Chen, 2010). I will incorporate in the design multimedia, which will comprise text, simulators, sound, streaming videos with interactive Flash-based activities, with sound instructional strategies to enhance learning. I will devote my time on research and application, to advocate for distance education,refuting any negative arguments on DL with similar arguments in F2F environment.

To be a positive force for continuous improvement in the field of distance education, I need to educate the society to recognize and acknowledge what works and does not. Many institutions realize that face-to-face (F2F) education needs a shape up; it does not serve the digital society any longer, and that explains the exponential growth of distance education. I will make the society aware of the benefits of distance education, through intensive mixed (qualitative and quantitative) research method. Distance education provides the learner with benefits such as flexibility and convenience. Moreover, during learning time, learners would set their own curriculum, choosing which skills they would like to acquire, in distance education environment, while F2F environment imposes what learners have to learn. I will strive to encourage, through publications, the intentional communities to interact with mutual agreements as co-equals, with awareness, honesty, responsibility, dutiful, professional, and in ethical manner. They will observe what serve them as a value creation people, and adopt such behavior to encourage others to follow. As a product of distance education, I will endeavor to implement effectively and efficiently what I learn in DL environment, to be a model to the society.

It should be clear to everyone that traditional schools are failing to provide lifelong learning opportunities to learners (Moller, Foshay, and Huett, 2008). Even the developing countries that lack the technological and financial resources sense the need for distance learning (Simonson et al., 2009). The real future of distance education lies on the institutions’ ability to analyze the global market systems where the competitions lie to detect what works and what does not, the nations’ visions and the policy makers’ wisdom to release the appropriate and suitable technology that fuels effective and efficient education. Many factors will play an important role in the survival of the distance education. Such factors include, but they are not limited to the nation’s political aspirations in interacting in the global market, the ability of institutions to communicate effectively the benefits of distance education, the vision, and emancipation of institutionalized culture to respond to the needs and demands of the society. The understanding and application of the innovative and emerging technologies, the effective and efficient use of these vehicles for the highest common goal play an important role in sustaining the effectiveness, growth, and the survival of distance learning.

References

Allen, I.E. & Seaman, J. (2007). Online nation: Five years of growth in online learning. Retrieved from http://sloanconsortium.org/publications/survey/pdf/online_nation.pdf.

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

Hung, M.L., Chou, C., & Chen, C. H. (2010). Learner readiness for online learning: Scale development and student perceptions. Computers & Education, (55)3, 1080-1090.

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

Siemens, G. (2008). Learning and Knowing in Networks: Changing roles for Educators and Designers. Retrieved on 2/23/11 from http://www.tskills.it/userfiles/Siemens.pdf.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.

Blended Format

Converting to a Distance Learning Format

Blended learning format requires time and skills in defining the total mix of pedagogical methods, which use a combination of different learning strategies, both with and without the use of technology. The trainer needs to resort to the strengths, weaknesses, opportunities, and or threats (SWOT) analysis, for appropriate choice of the course management systems (CMS) and learning management systems (LMS). He needs to focus on the teaching and learning concerns for system adoption and installations with the costs in mind (Simonson et al., 2009). The trainer has to identify the desired learning outcomes and objective and assess the trainees’ needs. He has to think about and recommend the minimum requirements of trainees’ computer access and Internet connections for effective participation. He has to perform a thorough exploration of tool features in order to satisfy the basic needs of instructors and learners (Simonson et al., 2009). He still has to take the time to assess the participants’ receptiveness to and facility with Web-enhanced or online learning programs, before adopting an online course or learning management system and follow the standard processes of ADDIE to be successful.

The trainer and the manager need to outsource for subject matter expert (SME) for business solutions software or a well-established e-learning company, to convert the text-based curriculum to an electronic format. The trainer has to review the roles of the trainee, resource persons, and his own. Though asynchronous instruction can happen anytime and anywhere, the trainer and the manager need to provide time to the trainees to complete the instruction at work, thus offering the trainees incentive and motivation to be serious with the training.

Please click on the link for the PDF.
Http://www.docstoc.com/docs/72181392/A7KossiviS


Reference

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.). Pearson.

The Impact of Open Source

The Impact of Open Source: Massachusetts Institute of Technology Open Course: A free and open educational resource for educators, students, and self-learners around the world.
URL:http://ocw.mit.edu/index.html

For this week’s Application assignment I chose single variable calculus taught in Fall 2010, retrieved from
http://ocw.mit.edu/courses/mathematics/18-01sc-single-variable-calculus-fall-2010/
Massachusetts Institute of Technology (MIT) Open Course Ware (OCW)-MITOCW consists of a web-based, free, publication of MIT course materials reflecting the undergraduate and graduate subjects taught at MIT. It is clear that OCW is not and MIT education, does not grant degrees or certificates, and does not provide access to MIT faculty. By right, as open source, MITOCW allows anyone to take quality courses entirely free, to acquire a desired knowledge (Simonson, Simonson, Smaldino, Albright, and Zvacek, 2009). MITOCW invests $10,000 to $15,000 to compile course materials from faculty, to ensure proper licensing for open sharing, and to advance formal and informal learning through sharing of free, open, education materials (MIT, 2010).

The calculus course covers differentiation and integration of functions of one variable, and concludes with a brief discussion of infinite series. Calculus is fundamental to many scientific disciplines including physics, engineering, and economics. Learners follow face-to-face instruction with the instructor. A videotaped lesson of the instructor with chalk and talk on a blackboard reveals a format of the traditional lecture system. The video will serve for open course to other learners in the OCW domain. At the start, I will not say that the course appear to be carefully pre-planned and designed for a distance learning environment, except the readiness of the lecturer who has a grasp of the subject; he is an expert in his field. I was a math major student and could distinguish between a professor and a book reader. Nothing demonstrates the use of technology that generates significant public interest. However, series of lecture video sessions include video clips from lectures of Professor David Jerison (2010) teaching 18.01(single variable calculus). The developer of the OCW carefully segmented the videos to help the learner easily navigate through the content. Supporting course notes (in PDF) accompanied the downloadable lecture video..

I appreciate the use of Flash-based activities that allow learners to interact with the material. Learners can easily grasp the concept of tangent and secant line to a curve as Interactive Java Appelets (Mathlets) reinforce concepts and skills taught. These interactive learning tools will improve the learner’s geometric intuition and illustrate how changes in certain factors affect the results of differential calculus. Flash-based interactive activity improves learners’ performance. I did a project on Flash-based learning in the last course. The course does not need any textbooks, due to its nature and the technology used; but MITOCW advises the use of Firefox, Safari, and Google Chrome for better results, as technical requirements.

MITOCW introduces Recitation Videos serving as tutorials for brief problem solving sessions taught by an experienced MIT Recitation Instructor. These videos use YouTube that are not interactive like the Dr. Jerison’s Flash-based video Dr. Indeed, the course is carefully pre-planned and designed for distance learning; it follows the recommendations for online instruction (Simonson et al., 2009). The orientation section presents the overview of the course, instructing learners about the various expectations and the technical requirements, with an open invitation for social connections.

References

Jerison, D. (2009). 18.01sc. single variable calculus. Retrieved from http://ocw.mit.edu/courses/mathematics/18-01sc-single-variable-calculus-fall-2010/
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.). Boston, MA: Pearson.

Week 3 project: Redo

Selecting Distance Learning Technologies-Example 3: Asynchronous Training

In an effort to improve its poor safety record, a biodiesel manufacturing plant needs a series of safety training modules. These stand-alone modules must illustrate best practices on how to safely operate the many pieces of heavy machinery on the plant floor. The modules should involve step-by-step processes and the method of delivery needs to be available to all shifts at the plant. As well, the shift supervisors want to be sure the employees are engaged and can demonstrate their learning from the modules.

A needs analysis reveals that a biodiesel manufacturing plant desires to improve on its poor safety record through a series of safety training modules (Laureate Educate, 2011). The availability of the module (the same content) to all shifts at the plant calls for an asynchronous training to address the needs of the professional operators (who work at different time) of the heavy machinery on the plant floor. The sophistication of information technology provides various course management systems (CMSs) to many universities, colleges, and other institutions to manage learning-related materials and processes (Malikowski, Thompson, and Theis, 2007). One to two distance-learning technologies I think provide the best solution for the given challenge will consist of Desire2Learn (D2L) and Adobe Captivate 5, to ensure participants to engage and demonstrate their learning from the modules.

CMS such as D2L seems to be one of the most powerful technology tools available and yet is often the least used (Textley and Adelstein, 2006). D2L offers statistical tools that can track learner’s interaction with any information the instructor transmitted (Malikowski et al., 2007). D2L provides many opportunities for good instruction. It provides more latitude and is suitable for any subject. Its tools feature gradebook, threaded (asynchronous) discussion, real-time chats, online assessment, and student work. The tools can allow teachers to enrich their programs for many diverse learning styles and establish more efficient and meaningful teacher-student and student-student communication. Malikowski et al (2007) declared:

The primary strength of D2L is the breadth and adaptability of its features. It
is a fully integrated learning management system that has evidently evolved
through close relationships between the software developer and educational
institutions. Because D2L is XML standard-based, it is relatively easy to
integrate it with other database systems (p. 173).

Indeed, D2L is an effective CMS and LMS tool for learning teaching with its limitations. When it supports links to other sites, it could be expensive but biodiesel manufacturing plant can afford the start-up cost. Please check out the following sites:
http://www.desire2learn.com/fusion/video/
http://www.desire2learn.com/fusion/video/


Adobe Captivate 5 (Cp) is an authoring tool that can integrate different digital media elements such as text, graphic, sound, animation and video into a coherent interactive application in a computer to convey a message or information. It consists of software packages that allow the user to perform the authoring. Cp is suitable for use in this scenario for sequencing and synchronization of digital media elements to the target audience via the Web (Pomales-Garcia, Lopez, and Liu, 2010). Cp provides clarity, organization, simplicity, structure, visual/aesthetical attractiveness, and Excitement. The following sites exemplify the qualities of this business solution software:
Http://www.adobe.com/products/captivate/
http://blogs.adobe.com/captivate/tag/free-demo
http://www.youtube.com/watch?v=S5AVYjSoxag



Pomales-Garcia et al. (2010) declared: “By using Adobe Captivate software’s simple point-and-click user interface and automated features, teachers can easily record on-screen actions, add e-learning interactions, create interactive questions and complex branching scenarios with feedback options” (p. 23). Gunawardena, Linder-VanBerschot, LaPointe, and Rao (2010) conducted a study on online courses that were designed using a problem-centered (like the one with the biodiesel manufacturing plant) and case-based approach to learning. These courses utilized technologies including learning management systems such as well as instructional design tools such as Captivate, and PowerPoint and concluded that “online self-efficacy emerged as the strongest predictor of learner satisfaction; collegial support was the strongest predictor of transfer of learning” (p. 225). Adobe Captive 5 has a start-up cost of $599, which is insignificant for biodiesel manufacturing plant.
Many colleges, universities, and other institutions use D2L and Cp as CMS/LMS. The instructional designer, James Falkofske (2005) used D2L at the Metropolitan State University of Minnesota and University of St-Paul in Minneapolis to dispense an online course and presented step-by step-by-step tutorials for both faculty and students’ population, for overview ( http://faculty.metrostate.edu/FALKOFJA/vids/D2L_IntroductionLogin2.htm), ceating templates using Microsoft Word (http://faculty.metrostate.edu/FALKOFJA/vids/TemplateUseIntroduction.htm}, gradebook (http://faculty.metrostate.edu/FALKOFJA/vids/GradesSetupFall2005_Part2.htm), quizzes, final exams (http://faculty.metrostate.edu/FALKOFJA/vids/QuizzesRandomQuizCreation.htm), and anything that has to do with institution’s policies, and others. Please follow the links for an exciting journey (http://faculty.metrostate.edu/FALKOFJA/Tutorials.htm).

Blogging becomes more fun with Cp ( http://blogs.adobe.com/captivate/for_blog_02.swf). Adobe Captivate 5 improves workflow. The online trainer for the biodiesel machinery plan can easily screen capture to help at risk learners (http://www.adobe.com/products/captivate/features/?view=topnew).

In general, CMS features can address a complex learning goal, which involves declarative, conceptual, and procedural knowledge (Textley and Adelstein, 2006). D2L and Adobe Captivate 5 tools feature the transmission of course content, the evaluation of students, courses and instructors, the creation of class discussions and computer-based instruction. They offer opportunities such as interactive Flash activities, streaming videos, photos, and audio.


References

Falkofske, J. (2005). D2L training: Center for online learning. Retrieved from http://faculty.metrostate.edu/FALKOFJA/Tutorials.htm

Http://blogs.adobe.com/captivate/tag/free-demo

Http://www.adobe.com/products/captivate/

Http://www.desire2learn.com/

Http://www.desire2learn.com/fusion/video/

Http://www.youtube.com/watch?v=S5AVYjSoxag

Laureate Education. (2011). Application: Blog—Selecting Distance Learning Technologies. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4744647&Survey=1&47=6623504&ClientNodeID=984650&coursenav=1&bhcp=1.

Malikowski, S.R., Thompson, M., & Thesis, J.G. (2007). A model for research into course management systems: Bridging technology and learning theory. Journal of Educational Computing Research, 36(2), 149-173.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.). Boston, MA: Pearson.

Textley, J., & Adelstein, D. (2006). A platform to stand on. Science Teacher, 73(7), 30-32.

Selecting Distance Learning Technologies

Selecting Distance Learning Technologies-Example 3: Asynchronous Training

In an effort to improve its poor safety record, a biodiesel manufacturing plant needs a series of safety training modules. These stand-alone modules must illustrate best practices on how to safely operate the many pieces of heavy machinery on the plant floor. The modules should involve step-by-step processes and the method of delivery needs to be available to all shifts at the plant. As well, the shift supervisors want to be sure the employees are engaged and can demonstrate their learning from the modules.

A needs analysis reveals that a biodiesel manufacturing plant desires to improve on its poor safety record through a series of safety training modules (Laureate Educate, 2011). The availability of the module (the same content) to all shifts at the plant calls for an asynchronous training to address the needs of the professional operators (who work at different time) of the heavy machinery on the plant floor. The sophistication of information technology provides various course management systems (CMSs) to many universities, colleges, and other institutions to manage learning-related materials and processes (Malikowski, Thompson, and Theis, 2007). One to two distance-learning technologies I think provide the best solution for the given challenge will consist of Desire2Learn (D2L) and Adobe Captivate 5, to ensure participants to engage and demonstrate their learning from the modules.

CMS such as D2L seems to be one of the most powerful technology tools available and yet is often the least used (Textley and Adelstein, 2006). D2L offers statistical tools that can track learner’s interaction with any information the instructor transmitted (Malikowski et al., 2007). D2L provides many opportunities for good instruction. It provides more latitude and is suitable for any subject. Its tools feature gradebook, threaded (asynchronous) discussion, real-time chats, online assessment, and student work. The tools can allow teachers to enrich their programs for many diverse learning styles and establish more efficient and meaningful teacher-student and student-student communication. Malikowski et al (2007) declared:

The primary strength of D2L is the breadth and adaptability of its features. It
is a fully integrated learning management system that has evidently evolved
through close relationships between the software developer and educational
institutions. Because D2L is XML standard-based, it is relatively easy to
integrate it with other database systems (p. 173).

Indeed, D2L is an effective CMS and LMS tool for learning teaching with its limitations. When it supports links to other sites, it could be expensive but biodiesel manufacturing plant can afford the start-up cost. Please check out the following sites:
http://www.desire2learn.com/fusion/video/
http://www.desire2learn.com/


Adobe Captivate 5 (Cp) is an authoring tool that can integrate different digital media elements such as text, graphic, sound, animation and video into a coherent interactive application in a computer to convey a message or information. It consists of software packages that allow the user to perform the authoring. Cp is suitable for use in this scenario for sequencing and synchronization of digital media elements to the target audience via the Web (Pomales-Garcia, Lopez, and Liu, 2010). Cp provides clarity, organization, simplicity, structure, visual/aesthetical attractiveness, and Excitement. The following sites exemplify the qualities of this business solution software:
Http://www.adobe.com/products/captivate

http://blogs.adobe.com/captivate/tag/free-demo

http://www.youtube.com/watch?v=S5AVYjSoxag

Pomales-Garcia et al. (2010) declared: “By using Adobe Captivate software’s simple point-and-click user interface and automated features, teachers can easily record on-screen actions, add e-learning interactions, create interactive questions and complex branching scenarios with feedback options” (p. 23). Gunawardena, Linder-VanBerschot, LaPointe, and Rao (2010) conducted a study on online courses that were designed using a problem-centered (like the one with the biodiesel manufacturing plant) and case-based approach to learning. These courses utilized technologies including learning management systems such as well as instructional design tools such as Captivate, and PowerPoint and concluded that “online self-efficacy emerged as the strongest predictor of learner satisfaction; collegial support was the strongest predictor of transfer of learning” (p. 225). Adobe Captive 5 has a start-up cost of $599, which is insignificant for biodiesel manufacturing plant.

In general, CMS features can address a complex learning goal, which involves declarative, conceptual, and procedural knowledge (Textley and Adelstein, 2006). D2L and Adobe Captivate 5 tools feature the transmission of course content, the evaluation of students, courses and instructors, the creation of class discussions and computer-based instruction. They offer opportunities such as interactive Flash activities, streaming videos, photos, and audio.

References

Http://blogs.adobe.com/captivate/tag/free-demo

Http://www.adobe.com/products/captivate/

Http://www.desire2learn.com/

Http://www.desire2learn.com/fusion/video/

Http://www.youtube.com/watch?v=S5AVYjSoxag

Laureate Education. (2011). Application: Blog—Selecting Distance Learning Technologies. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4744647&Survey=1&47=6623504&ClientNodeID=984650&coursenav=1&bhcp=1.

Malikowski, S.R., Thompson, M., & Thesis, J.G. (2007). A model for research into course management systems: Bridging technology and learning theory. Journal of Educational Computing Research, 36(2), 149-173.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.). Boston, MA: Pearson.

Textley, J., & Adelstein, D. (2006). A platform to stand on. Science Teacher, 73(7), 30-32.