New Directions in IDT, Ch. 31 (EDT5410, Wk. 14)

Artificial intelligence (AI) software and training modules intrigue me; the fact that a software program can recognize one’s learning styles, preferences and motivation level based on responses, and adapt accordingly is remarkable. I understand that some computer based testing applications have had this ability for quite some time, but introduction of this technology into the training field holds great potential. Talk about individualized instruction! The example given in which a novice is shown the way in which an expert would respond as opposed to simply being given an incorrect mark for their response leads way to ponderings of unlimited applications and scenarios.

The section on cognitive science and neuroscience contributions, specifically “the ability to influence brain activities affecting learning” (Reiser, Dempsey, 2007) is both awe-inspiring and frightening. To think that certain areas of the brain can be “stimulated” to foster learning sounds positive, yet in the wrong hands could be abusive. This conjures up visions of shock therapy…yikes! Sometimes, though, I think my memory needs a good jolt! LOL

The section about distributed cognition and team members being matched for efficiency almost made me laugh out loud! In an educational environment, where money is always an issue, I can hardly fathom being able to pick and choose team members based on compatibility. We have to adapt and work with whoever is on the team and get the job done; guess that speaks positively to our ability to be flexible and accommodating.

My favorite activity…humm…that’s a tough one! I think the activity that was the most fun was customizable Google maps. However, the applications that I have adopted and use frequently are social bookmarking and RSS. I plan to continue blogging and build my website for professional gain (hopefully); I’ve also volunteered to take over the build/maintenance of the webpage for our department (wish me luck…I’m open to suggestions). In actuality, I will probably use all of the applications that we explored eventually; some sooner than others.

Using Rich Media Wisely (EDT-5410, Wk. 13)

The information in this chapter reminded me that the way that people learn is a key component to successful instructional design; not simply their individual learning “style”, but how the brain and memory work during the learning process. I pulled out my psychology book and brushed up on memory and learning, which helped make more sense of this chapter. Now I need to dig into which instructional methods (practice exercises, feedback, analogies, visuals, etc.) stimulate which cognitive process (paying attention to relevant material, mentally organizing it, correlating it to past experience, etc.) and integrate these methods at key points into my instructional design.

I am actually relieved to learn that complex graphics and extreme realism are not necessary, and can actually hinder learning; I am not skilled in the use or creation of those graphics, and now realize that I don’t need to be (whew!). Additionally, our district need not invest largely in complex software when simple screen captures with text may suffice…bells and whistles are great, but not always necessary.

I often use diagrams in my training presentations and narrate them, but realize that I should also add text notations, especially for review purposes after the session. Adding text notations may increase the number of slides required to cover the same material, but it might also make the delivery easier without me having to rely on speaker notes (everything in one place, so to speak).

Proper incorporation of instructional methods is the difference between a mere presentation and a training session…even if PowerPoint is the “paper” on which it is created.

The importance of establishing students’ prior subject knowledge as input to the instructional design process was made clear in this chapter. Since my training audiences consist of adults, it is very difficult to determine their prior knowledge level; this makes planning challenging. It is also harder to adjust my delivery based on audience input when there is a wide knowledge gap amongst the group; the risk is losing the beginners or boring the able. I try to establish how much each person knows about the topic by posing specific questions during class introductions; sometimes this helps, sometimes it doesn’t.

Review of freeware

Google Docs: The glory of this application is the anywhere, anytime accessibility of your documents. If you forget your flash drive, you’re covered as long as you have Web access (and your docs are uploaded of course). Also, the compatibility of various file formats is great. The ability to track changes for group collaboration is nice too; as is the group presentation capability.

I think Google Docs would be a great tool for students, especially those who don’t have home computers; they could go to any computer (i.e. the library, a friends house, etc.) and work on their assignments…and they wouldn’t have to stay after school!

And what about the network implications; might the use of Google Docs ease network storage constraints?

On the negative side; upon uploading an existing document to Google Docs, I lost some of the formatting (specifically the hanging indent). I purposely chose a document with a medium complexity of formatting as a test, and Google Docs failed. I found naming a document that I created within Google Docs cumbersome; there is a save option, but I couldn’t figure out how to give it a name.

Picnik Photo Editor: I think this application is really great! It offers a lot of compatibility with programs I already use (like Picasa2). The “create” feature lets you add text boxes with several font choices and you can add shapes, borders, and other cool effects. It was really easy to get started using this application; you can have a free account, or a “premium” account for $24.95/yr. The premium account offers more fonts and cool stuff, but for starters, the free membership seems sufficient.

Phixr Photo Editor: This application was easy to use, but had considerably fewer options that Picnik.

FWIW (even though we weren’t supposed to review it)…Our district began deploying OpenOffice as opposed to Microsoft Office on student-use computers almost three years ago. While cost was a consideration for that decision, we also feel that students should be learning the concepts, not the product. OpenOffice works well on the student-use computers and we have saved roughly $27,000.00.

Competencies for ID & T Professionals & Website Creation (EDT-5410, Wk. 11)

Reflection on Chapter 27
My strengths, as relate to ID & T are: my ability to communicate effectively, both verbally and in writing; my customer service oriented comportment; needs assessment; planning (A-type personality…can’t escape planning!); and delivery. I am a life-long learner, so the research and continual improvement of professional knowledge is enjoyable to me. I have be

My foremost weakness pertaining to ID & T is design; as defined in Chapter 1, ADDIE, which states, “writing objectives in measurable terms.” When I earned my IT Project Management Certification the instant feedback from the computer-based test indicated that my weakest area was scope definition, which relates directly to writing objectives in measurable terms. I may understand the desired project outcomes, or learning objectives, but have difficulty transferring that into specific measurable segments. As I read about the ID process, these two areas manifested a direct correlation to one another. I have yet to pinpoint why this is difficult for me, especially considering the fact that I can compose other effective written communications in many other forms. I’m open to input here. I figure once I identify the obstacle I’ll be able to conquer it.

“Knowledge management solutions”, now there’s a mystery! Perhaps that’s a fancy term for some type of tracking program for training/skills of employees? Further research and discovery is definitely needed in this realm; I certainly cannot master a “competency” if I don’t understand what it is!

I would like to learn how to develop computer-based instruction; not at the programming/technical level, but more specifically how to transfer seminar-style training into CBT. Have any of you every tried the Video Professor program? It’s really quite comprehensive and effective, and is an example of what I’m referring to.

Website
As I am not a classroom teacher, my website will focus on technology and its infusion across different facets of daily life. I hope to have areas or entire pages dedicated to technology use for business (home or other), fun, and educational purposes.

Google pages made this surprisingly easy; I was able to link the second page to the first and back, as well as from the website to the blog and back. Now I just need to get more creative and add content and interest.

Link: http://bksmalla.googlepages.com/home (also in the upper left corner above my photo).

ID in Business, P-12 & Higher Ed (EDT-5410 Wk. 10)

It seems to me that the primary commonality of the ID function in business, P-12, and higher education is in its role as change agent. The ID observes the current situation and makes suggestions for change which may include preparing actual process details. The ID, ideally, is part of a team which typically includes one or more: subject matter expert (SME), instructor, content designer, and media or programming specialist as warranted by the actual application.

The ID is the resident expert in the field of change and delivery, not necessarily the subject being addressed. In the educational environment, the teacher is the SME but may not have strong delivery skills that reach all levels of learners in their classroom; an ID can help in this area. The IDs expertise in learning theory and change facilitation is directed toward successful delivery of the teacher’s subject matter expertise.

My current working environment (K-12 school district) could (and needs to) learn the aspects of ecological systemic change. Not to sound redundant from my last post, but we repeatedly impose new programs in select areas or grades without considering the effect on the district as a whole, or the eventual impact on that particular school or grade level. Spend money on new programs – implement on a limited basis – nurse it along for a year or two – move on to something new, or worse go back to the way things were before the new program; it’s a vicious, costly cycle. Taking the ID approach with a whole district viewpoint would be much more effective and less costly in the long run…look before you leap.

Screencast
I found this screencasting task very frustrating, and I am not very happy with the end result. I published both as a web and blog and only the web media had the necessary html code to embed in the blog, and I’m not happy with the “cut off” view. But, with only a week to figure this out, and no instruction other than cursory tutorials, this is the best I can do at this time.

P-12 Educational Change & Google Maps (EDT-5410, Wk. 9)

P-12 Educational Change

This chapter hit home with me on several points. As an integral member of our district’s planning committee, I see changes implemented at the building level (and some at the district level) that end in failure because there is not system-wide buy-in or available funding to sustain the initiative.

Specifically, “if a significant change is made in one part of a system that part will usually become incompatible with other parts of the system and the system will work to change that part back to what it was before”. (Reiser, Dempsey, 2007 p210). We have 20+ school buildings in our district and over the years several have been awarded Federal Magnet School grants which have funded themed initiatives at the building level. At one point, one of our elementary schools (as a result of a Magnet grant) had six student-use computers in each classroom. Alas, the grant ran out along with the funding and when the district recently deployed elementary classroom student-use computers, each K-6 classroom got one xTenda workgroup that accommodates four students. As you can see, the “system” worked “to change that part back to what it was before”. I have seen the expiration of Magnet funding result in reduction in staff positions as well. While the Magnet programs themselves have been beneficial overall, the lack of commitment by the district to sustain these programs through needed funds has been a disappointment. We also have a paradigm of site-based decision making which has resulted in notable inequity in many areas.

The concept of ecological systemic change is one that I wholeheartedly agree with! We have administrators that have been in their positions for years and they continue to do the same old thing the same old way; obviously, we are not making much forward progress. New programs are imposed on the individual buildings (AYP, Reading First, Read 180, etc.), with no accountability for success at the administration level. I sincerely hope that our new Superintendent is well read and experienced in the ecological systemic change process…we need it! The enormity of the ecological systemic change process is quite daunting, especially considering the level of buy-in required for success. But, I think that buy-in could be achieved if administration would put all new “adaptations” on hold during the formative and planning stages, so that staff would be able to make the necessary commitment of time and resources.

Google Maps

A couple ideas I had for integrating Google Maps into a lesson are: 1) a scavenger hunt; students would locate and pinpoint/notate specific locations like Civil War battle locations; 2) students could map the migratory patterns of animals, or birds; or, 3) students could identify places where they’ve been on vacation (or want to go).


View Larger Map

ID/IDT Methods in Business & Industry (EDT5410, Wk. 8)

Many years ago I worked for a large manufacturing company in the manufacturing engineering department. Within the department, we had industrial engineers who in my opinion were actually HPI/HPT specialists. They spent much of their time on the manufacturing floor performing time studies; watching people work. Through their first-hand observations, they were able to work with individuals, managers, and departments to redesign processes resulting in higher performance, reduced injury, increased profits, etc.

In essence, I do this everyday in my job; as people call the Helpdesk for assistance with some type of system or technology, I analyze their “process” and “retrain” them so that they can be more effective/efficient with their use of technology. By monitoring the type and frequency of help requests (analysis), I become aware of knowledge gaps and take the necessary steps to initiate some type of training intervention (design/development). Once training is delivered, I can evaluate its success and the transfer of knowledge by again monitoring the type and frequency of Helpdesk calls (evaluation).

The annual required blood borne pathogens (BBP) training is an incontrovertible example of IDT in the workforce; no longer must employees gather for scheduled sessions with a trainer. Training is delivered via a web-based interface; the individual progresses through the informational material then takes a short quiz. If an acceptable test score is achieved, the employee’s information is updated in the BBP training database, otherwise the individual can work through the information again until mastery is accomplished.

KPS uses this BBP re/training method; the advantages of this web-based model include: ability of the employee to complete the training as time permits; elimination of the necessity of group meetings and trainers; and minimization of cost of consumable materials.

EDT5410 Reflections

I have been challenged by the tasks, and validated by the reading. Since I am not a certified teacher, prior to this class I had not made a concrete connection between what I do and instructional design/technology; but the correlation unconditionally exists.

I would prefer the course to include scheduled “lecture/chat” time. In previous courses that I’ve taken online, a chat/lecture session was conducted by the instructor with an open chat window for students to interact and ask questions. The students could hear the instructor, see whatever examples s/he displayed, type questions, see the questions/comments typed by other students and interact with each other all the way around. This session was not mandatory, but I found it to be very helpful and as students we had some excellent “dialogue” during these sessions.

I feel that I have hastily grasped the technology-related task aspects of the course, but not mastered them; I would like to have spent a little more time with each. Perhaps a week to investigate and perform comparative analysis between service providers and discuss our findings collectively, then a week to create/implement the service would have resulted in a more complete and functional understanding of the application. For example, if we had done comparative analysis on the different blog providers prior to selecting one, we could have known that some necessitated an established account as a requisite to posting comments, or that some do not allow “enclosures” for podcasts. I will need to do much more independent research, trial and error before I can effectively integrate the technologies that we’ve addressed to date. I have some great ideas on how I could use these technologies in my job, but not the expertise to do it…yet…I’ll get there!

I think, as students, we need to make a more concerted effort to ensure that everyone receives at least one response to their blog weekly. This is very doable if we all post our new blog in a timely manner.

Overall, I am thoroughly enjoying the course, challenged by the tasks, and intrigued by the text. The reference links for the weekly assignments have been very applicable and helpful.

I’m a sponge…I love to learn, if I could make a living taking college courses, I would!

Podcasting and Development & Evolution of HPT/HPI (EDT5410, Wk. 7)

Podcasting

One of my favorite sites for technology in education is The Fischbowl; you simply must check out the Did You Know?/Shift Happens, which is a look at the past and What If? presentations. The both really make you stop and think about your perceptions, actions, and social and moral responsibilities. Here's the link http://thefischbowl.blogspot.com/2006/11/2020-vision.html

I have heard Alan November speak twice at different conferences and think he is absolutely inspiring; he (alone) was worth the cost of the conference both times. He is a technology in education visionary and gives excellent real-world scenarios and methods that can be implemented almost immediately. I've subscribed to his Building Learning Communities Podcast and am excited to dig in. http://www.novemberlearning.com/ (Also in my blog's link section below).

And...hopefully, this link will take you to my very first (very short and simple) podcast.
http://ourmedia.org/user/143012

Development and Evolution of HPT/HPI

I truncated the vision of HPI as stated in the book to one that is short but powerful…achieve through people; I think those three words are very potent. Think about it…achieve through people; isn’t that the ultimate bottom line in any business/work environment from a management perspective? What are we (teachers/parents/society) trying to achieve through students? Could it be the securing of our place in a global society, in history?

The emphasis placed on transference of learning to the workplace is crucial. As adults, this concept is self-explanatory; when applied to students in the classroom, I believe the transference is in topic mastery and preparedness for the next phase, project or grade level…ultimately, to becoming a contributing member of society. Careful planning of lessons and activities that build on prior learning are one way to verify transference of learning; if a student passes a test at completion of a session, but later cannot apply what s/he “learned” to the next phase, the initial learning was not transferred successfully.

Consider, “outcomes, accomplishments valued by the system” in the context of students and learning; perhaps their “accomplishments” would be their ability to contribute to society, and society would be the “system” meting out approval.

It is important to understand not only individual learning styles, but individual motivators (both extrinsic and intrinsic); specifically, why are some students motivated to learn the material that is presented in a certain manner when others are not? Understanding behavioral motivation can be useful in teaching/training and empower the instructor to effectively connect with each learner. An example of differing behavioral motivators is offering a choice of rewards for meeting expectations; one student might choose quiet reading time, while another might choose computer time…different motivators.

The HPT model illustrated in figure 14.2 (Reiser, Dempsey, 2007, p141) closely follows the instructional design model of ADDIE…analysis, design, development, implementation, evaluation (Reiser, Dempsey, 2007, p11). These similarities of design/model signify the correlation between the two fields of IDT and HPT and imply interchangeability of many of their practices.

Incorporating Various Media Types (EDT5410, Wk. 6)

Toledo Zoo, September 2, 2007

We had a great time visiting the zoo with our daughter! We watched this baby monkey for almost a half hour; s/he had just awoken from a nap and was full of playfulness.

I used the surpressed flash mode on my camera and got great photos through glass.

The baby giraffe had been sleeping in the grass and Mom and Dad were up close near the water, but as soon as baby started to stir from napping, Mom and Dad both quickly went to his/her side. As with all good parents, they are ever vigilent and watchful.

Did you know that if a Giraffe gets a "kink"/misallignment of the vertibrae in its neck (as humans often do) it can be fatal?



I use Picasa by Google to manage my photos on my computer and by simpling selecting a photo (or more than one) and clicking on the BlogThis option I was directed to my Blogger login page. Once logged in, I selected my desired layout and viola, I was in the blog edit mode.

Since I love kittens and cats, I chose the following video from YouTube.

And, last but not least...a map indicating the Toledo Zoo from maps.google.com

View Larger Map

Once I realized that Blogger has an "Edit HTML" tab that I must select BEFORE pasting the HTML code from the source page, embedding various media types was a snap.

Tip for beginners (myself included): to ward off frustration, save your blog between each step; that way if something doesn't come out just right, you can go back to the previous version. Also, preview you blog before publishing it.

And, now I'm taking Michael VanPutten's challenge and embedding a game! Mini golf anyone!?!



Play Games at AddictingGames

Influence of the Internet and the World Wide Web in Educational Settings (EDT 5410, Wk. 6)

In the K-12 environment the extent to which the Internet and Web have a positive impact on learning is directly related to quality and continual professional development for teachers. It is unrealistic to expect teachers to self-learn the advantageous aspects of the Internet for classroom use and then to integrate its use into their curriculum and lesson plans. Teachers also have to be willing to learn new tools and change their methods of delivery; too often new adaptations are thrown at unwilling teachers only to be abandoned after a short time (this wastes everyone’s time, and precious funding). Additionally, administrators and curriculum leaders must understand the value of integration of the Internet and Web; if they don’t, resistance will come in many forms.

In higher education the Internet and Web can be very powerful tools; tools that can save the college or university a significant amount of money. Once instructors learn on on-line delivery process and software and courses are developed, considerable time and money can be saved through on-line course of delivery. And, what better resource exists for research purposes? I believe the higher education arena presents the scenario with the most potential for positive (major) impact, especially with on-line course delivery. On-line and distance education programs require a certain higher level of self-discipline and motivation in the learner as there is no instructor “physically” present to oversee activities and monitor progress. To date, I feel the biggest challenge to this method has been acceptance by the business world, and society at large; many do not place as much value on distance education as they do on traditional coursework; I believe that this opinion will change with time.

We’ve already seen that the Internet and Web have had a significant impact in business, government, and military settings; especially for delivery of training.

I think eventually the Internet and Web will (and already is) greatly impact all aspects of our lives, and I am dismayed at the slow pace at which education seems to be responding to the Internet’s value.

On-Line Photo Sharing / CH 2 ID Concepts (EDT5410, Wk. 5)

Photo Sharing Ideas and Concerns

My first concern with on-line photo sharing services is protecting the identity of students (name, location, age, and image). If access to the account is to be kept private or limited to school staff, students and parents that eliminates some of the threat to student privacy; additionally, photo releases would need to be on file for each student in the event that a class photo or event were posted. As with any web based activity, teachers and parents must be ever vigilant in their efforts to protect students form inappropriate and/or illicit material; this can best be achieved through carefully structured lessons and directions/rules, as well as good (and constant) classroom management during on-line activities.

At first my thoughts regarding photo sharing as a classroom activity or lesson found little value; however, as I read what others have done I realized that there are some really creative ways in which to use a photo sharing service in the classroom. For example, a photo field trip…the teacher assigns a search word (or words) for the activity and student search photos with that tag; then write about what they found, how they felt it applied to the subject matter, etc. I thought photo sharing would be a great way for students who are traveling to keep in touch with the class; they could post their photos for the class to discuss. Another great way to integrate photo sharing into a literature lesson would be to select a poem or short story then have students find photos to go along with it; or use photos in conjunction with Google Maps to create visual depictions of historic buildings or places. (Richardson, 2006)

NOTE: Flickr link in the bottom left corner of the blog, at the page level.

Chapter 2 Thoughts

I have found that the process that I use to build training sessions follows very closely the ADDIE process of analysis, design, development, implementation, and evaluation, which has been very validating for me. Specifically the fact that the instructional design process is iterative and self-correcting (Reiser and Dempsey, 2007); I often find myself changing my delivery or activities in response to the group.

The current paradigm of learner centered instructional design may, on the surface seem to be a new concept, but I think really good educators have been employing methods to support this model all along by providing one-on-one assistance to struggling learners, and preparing more advanced activities for those who are excelling. I think the trend in the business world toward embracing instructional design methodology in their efforts to strengthen the skills of employees is excellent, and hopefully will lead to an American workforce that can compete with global competitors. Both business and educational entities could learn from each other; schools have centuries of experience in educational design and delivery, while business deems a team work approach valuable…yes, often grade level teams work together to prepare lessons, but business takes it to another level with subject matter experts, instructional designers, project managers, and production personnel. Actually, teachers typically have to fill all of those roles.

Social Networking and Instructional Design Defined (EDT-5410, Week 4)

Social Bookmarking – What’s It All About?

The idea of having all of my bookmarks organized and in one location is enough for me to jump on the social bookmarking bandwagon! Between two work computers, a laptop, a tablet, and a PC in my home office, I’ve got bookmarks (and duplicates) everywhere! (Oh, on my USB flash drives too…ugh!)

But the other benefits of social bookmarking, as I see it, are: sharing our interests and knowledge with others; learning from others with like interests; building relationships around the world (or next door); having others assist in my research efforts; and, the ability to apply as many tags as I think are relevant to one source.

“Learning is a continuous conversation among many participants”, (p90) Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms by Will Richardson, really expresses the fundamental purpose of social bookmarking tools; many participants learning from each other. Why not tap into the expertise and time that others have already spent researching? And, why not add to the cycle to assist others? Social bookmarking is a means to this end.

Some features of the del.icio.us site that I like are the podcasting feature; linklog allows addition of notes to web links (in case you forget why you added this favorite/bookmark); the ability to include del.icio.us links to my blog (to get the important stuff in one place); I love to cook, so I love the cookbook feature; the wish list and “for:username” tag are great for relocating cool items and/or book titles; the ability to keep certain items private. The collaboration feature which allows groups to use and build links under a common sign-on could be a very powerful tool in the educational setting…here again, eliminates duplication of effort through collaboration.

A comparison of social bookmarking sites can be found at http://www.webmonkey.com/webmonkey/06/23/stuff/filters_table.html. There are many social bookmarking sites out there, all with similar and unique features. Some notable features that I found are:
Furl – saves a copy of the actual page you are looking at, not just the link; unlimited text description allowed for each URL; you can follow common tag words to individuals and scope out their other material; you can export all your resources into MLA, APA, Chicago or CBE citation formats; you can export your stuff for backup.
Jots – has a clean, blog-like look; personal tags easily available; RSS feed subscription; unlimited annotation; captures a copy of the page, not just the URL; allows for private groups (i.e., a class of students);.
Del.icio.us – unlimited tags per URL; RSS feeds for tags; quick and easy to setup.

Instructional Design Technology Defined

The definitions in this chapter seemed to merely put words to the process that I’ve used over and over when preparing and delivering training sessions (I am not a classroom teacher). I think the term(s) for instructional design is used more prevalently in the business world than the school environment…at least I’ve never heard anyone in my district talk about “instructional design” or its process. Sure, I hear about curriculum writing and lesson planning, but regardless of the term I feel that the processes and outcomes are the same…what are you going to teach; how will you teach it; did the students (young or adult) learn what you intended them to learn. These definitions clarified the obscurity of what instructional design truly is.

What seems to be missing is the element of collaboration and teamwork; many times instructional design is accomplished by a team, rather than an individual. Specifically, what would be the point of several grade level teachers all preparing-separately-to teach the same subject/unit? Teamwork eliminates duplication of effort and ensures maintenance of standards and consistency across the grade level.

Ending note:

Since it was referenced several times, I investigated the Association for Educational Communication and Technology (AECT) at its website: http://www.aect.org/default.asp. While browsing, I found this eBook on the publications tab of the AECT website and thought it looked like a relevant resource for this course: Emerging Perspectives on Learning, Teaching, and Technology. Orey, M.(Ed.). (2001); you can find it at http://projects.coe.uga.edu/epltt.

My First Wiki Authoring Experience (EDT-5410, Week 3)

While this was my first experience as a wiki author/contributor; I have often looked to the Wikipedia for research material, answers to questions, etc.

Since I have no experience with HTML code, I felt deceived by the simplistic appearance of the edit window. I expected it to act like a word processor, not a code writing window.
In some aspects, the edit window did function much like a word processor, but I had pre-typed my material using Microsoft Word expecting to be able to cut and paste. Alas, when I pasted my text, everything became a hyperlink…not what I intended. I fished around a bit trying to eliminate the hyperlink but gave up and retyped the text. I will admit that I did not spend much time trying to figure out how to successfully cut and paste, but I will.

On the other hand, I deleted the “back” command when I first began editing. I had saved my edits before I realized it, but was pleased when I figured out how to put it back simply by looking closely at that same command on other pages. I’m actually looking forward to researching the functions and becoming more proficient.

I must mention a book that I am reading along with this class: Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms by Will Richardson. Regardless of your technology role in an educational setting, if you do not have this book…get it! I have more post-it notes sticking off the pages than I have pages…seriously! After reading the chapter on wikis and experimenting with the PBWiki for class, I have some really great ideas for using wikis at work.

I lead a group of 23 front-line technology troubleshooters (called the TAG team) and we have PD about every six weeks. I think a wiki would be an excellent source of material for them in between meetings. Often changes occur in hardware, software, or network features between meetings and we rely on email and/or newsletter to notify them…why not a wiki that is dynamic and updated as changes in our environment occur? We could have pages for training, project status, FAQ, question and answer...and probably several more that I cannot think of right now.

Additionally, we are struggling with a very kludgy Intranet that is difficult to add to or update; I wonder if a wiki might be an easier solution…I’m open for input!

-Barb Smalla

Reflections on Blogs and RSS (EDT-5410, Week 2)

Reflections on Blogs and RSS; EDT-5410, Week 2

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I think Blogs are a great way to communicate, especially across a great distance. Yes, this can be done via email, but with email, you must know the individuals address, and eventually you have to fish the email trail out of a pile of general email, or locate the appropriate file in which you’ve stashed the email. A Blog seems to be a more permanent, effective form of conversing over time; the fact that they are searchable is beneficial as well, especially after a length of time has passed.

At this stage of my limited experience with Blogging, however, I find the process a bit kludgy…nothing that time and practice won’t remedy, I’m sure.

Setting up the RSS feeds was very simple, and there are a multitude of them available covering every imaginable topic. I subscribed to a few related to educational technology, and am amassing reads rapidly; currently 56. The quantity of article “hits” could feasibly result in a large amount of time reading articles and jumping to other sites for “related” articles as my interest is peaked.

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The correlation of Blogs to Dale’s Cone – I think Blogs are similar to dramatization as the writer and reader experience the retelling of life experiences. The imagination of the reader is engaged as s/he develops abstract visualizations of the writer’s words. In some instances, the reader and writer may have similar life experiences, making their exchange even more meaningful.

The correlation of RSS feeds to Dale’s Cone – since RSS feeds are available in a variety of formats, they may correlate to Dale’s Cone in several categories, i.e., readings, video/television, or audio recordings.

Blogs and RSS feeds are yet another medium to help educators reach the individual learning styles of their students. As with all instructional tools, some students will benefit from a specific instrument more than others, thus validating the argument for utilizing a variety of mediums to ensure concept development and mastery by each student.

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As I was reading Dale’s Cone, I made the following note: The “two…major hazards in all teaching” (p134) as stated in the summation of this reading prompted the following thoughts/correlations for me: 1) on-line learning/instructional design must include varied activities – self-directed field trips, if you will, experiments, research, etc. – to ensure mastery of the subject. This is exactly what Siegel is referring to; engaging the learning on many levels to get their attention, keep their interest, and truly provide a rich learning experience.

Blogs allow students to connect with others in a variety of geographical regions allowing for insight from vastly different cultures, which enhances imagination and understanding of a topic from varying viewpoints.

RSS feeds allow for quick access to resources of information that might otherwise consume large amounts of time discovering. Additionally, RSS feeds are selected based on their direct relevance to a specific topic, inherently weeding out irrelevant information.

Making Memories With Digital Photography

So, you have a digital camera and pictures on your computer's hard drive...now what?

You must first dig into the treasures contained in your digital camera's manual...yes, you must read the manual in order to familiarize yourself with all of your camera's features. Taking quality photos depends on your understanding and proper use of your camera's file size settings, flash modes, and zoom modes. Once you've mastered these settings, you'll be on your way to taking beautiful pictures.

The next step is organizing and enhancing them, and while there are many expensive softwares available, why not start with a free one? I recommend Picasa by Google (www.picasa.google.com) for beginners; it has all the features you need to organize, edit, share, print, backup and create digital memories.

Join me as I strive to enhance my own skills in the realm of digital photography and photo editing.

Technology in Education: Yea? or Nay? (EDT-5410, Week 1, Task 7)

Technology in Education: Yea? or Nay? (EDT-5410, Week 1, Task 7)

Articles:
Beyond Technology Integration: The Case for Technology Transformation
Of Luddites, Learning, and Life

While these articles present differing view points, they do have somewhat of a common theme: simply putting technology into classrooms does not enhance learning. Without innovative lesson planning and guidance from the teacher, technology is just one more thing in the classroom. Additionally, both include learning to work in teams, problem solve, and take initiative as key outcomes of schooling.

Transformation of our educational system and instructional methods is needed with, or without technology implementation. Too many of our students (and I’m speaking broadly here) graduate from high school without the necessary skills to become contributing citizens, minimally at the local level, let alone in our global economy. We (school employees in every category) cannot continue to “do business the way we always have”; our world is evolving around us, and our educational systems must evolve also.

I feel that the benefits of technology in education can be significant, but only with proper planning and on-going, progressive training (how to use the item) and professional development (how to integrate it into the teaching method and curriculum) for the teachers. Additionally, quality is crucial; in a previous on-line course through a different university, the lessons were poorly constructed; were little more than a summary of the reading; and contained typographical, if not factual errors.

Difficult as it would be to manage, I am all for a system that is based on mastery and not time; we all learn at different speeds. However, I can only begin to imagine the difficulty in successfully running this type of environment.

So, my stance is for technology and school transformation.

Barb

School Start-up Woes

To all of my fellow colleagues in education, I know you can relate to this topic!

School start-up is a hectic, stressful time for all of us—whether teacher, counselor, administrator, or support staff—luckily, it is cyclical and those of us with a few years under our belt know to simply “ride the wave”.

I am in Technology Services, and am either the villain (when the network is not cooperating), or the hero when I change the millionth forgotten password resulting in successful login…I prefer to be the hero!

I welcome your anecdotes related to school start-up.

Barb