Information Overload

I’ve been doing Internet research for a good part of the day gathering bits and pieces of information for various projects and quite frankly, I’m mentally exhausted. I begin with a specific topic in mind but along the way, meander in various directions of interest that may or may not be related to my original quest.

I’ve unearthed many useful resources, added many items to my FURL account for future reference, and forwarded some links to associates for their perusal. All very productive, yet part of me feels as if I haven’t accomplished much other than information overload! (Check out www.teach¬-nology.com)

I need to write a paper for my Master’s program, and have collected some worthy resources, but have not yet typed one relevant word…good thing it’s not due today.

I have queried forums and listservs regarding placing used computers in the homes of our students and have received some good responses. Much of the response contained issues that we are already considering; what I’d really like are real scenarios…successes and nightmares.

Guess I’ll just go have some ice cream!

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.