Assignment 19: Reading: a model to guide integration of the WWW as a cognitive tool in k-12

http://it.coe.uga.edu/~treeves/AERA99Web.pdf
A Model to Guide the Integration of the WWW as a Cognitive Tool in K-12 Education by Tom Reeves
Unfortunately, I had a very hard time accessing and printing this document. I'm not sure the fonts were properly embedded into the pdf as it came out all weird. I even printed this one out and had the same results.
I will try again later.

Assignment (Response to Readings)

Ok, I did post this to webCT but in order to have an archived copy, I am cross posting.
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Driving Ms. Daisy into the technology age

One common theme that I found in these posts was the concept of incorporating new interactive media technology in education and learning via distance education. Each of these articles discusses a component or issue of online media. The first article discussed distance learning and the challenges of distance learning. The second article discussed evaluating online resources; the third discussed using the web to teach; and the fourth discussed e-training.

Although it would seem that by definition distance learning would rely heavily on computers and online teaching, it is not a requirement. Distance learning can be as simple as a packet of assignments, a stack of pencils, an envelope and a stamp. However, most distance education programs attempt to harness the interactivity of a classroom via technological tools, such as online chat, real time video, etc.

Certainly, the web can be an important part of distance education. Web and databases with web portals can be a very important part of providing virtual resources for the virtual student. As with any kind of media (print, audio, or electronic), judging the validity of the data is an issue. However, I think the transparency of electronic resources, especially web resources, may offer a unique challenge. However, as web standards increase and metadata becomes more common, this challenge may become less of an issue. It is not that judging the validity of a website is “harder” than judging the validity of the book, it is that it is still a new medium and students have to learn the criteria for evaluation.

Who teaches students in an online environment? E-trainers? Although anyone who works with students online in a teaching environment could be considered an E-trainer, E-training is a corporate model with a specific and defined end result. E-training does not seem to allow for much flexibility in terms of teaching or in developing critical thinking skills, which are very important in academic setting (either K-12 or higher education.)
Although all of these articles discussed aspects of online learning, none spent any significant amount of time on analysis of methods, results, etc. Is this shift in learning and teaching actually a social and cultural shift which has implications beyond education? It would seem that technology and the use of technology has such a great potential to change all aspects of societies that trying to define the impact on education is almost impossible.

Just a note...

Yes, I know my posts are looong. :)
Part of what I am trying to do in my posts is to get down a sense of the fundamentals of the article in order to make use of my blog as a supplement to my classnotes.

Assignment 18: Reading: E-Trainer Evolution

http://www.learningcircuits.org/2001/
jun2001/rossett.html

Expanding Roles of Training Professionals

Conventional roles and skills

• Design and develop
• Develop individual brain power
• Develop content knowledge
• Deliver or coordinate classes
• Develop and produce events and products
• Coordinate short-term events and interactions
• Deliver from content inventory
• Share skills and knowledge
• Focus on employees as learners
• Measure "butts in seats" and Web hits
• Reactive problem solving

Future roles and skills

• Develop and purchase
• Manage organizational brain power
• Develop individual learning power, establish associations, find relevant materials, and make meaning
• Focus on organizational readiness and management of knowledge resources
• Create and nurture place-bound and online environments that continuously support and develop people
• Broker systems to be used before and after classes
• Perform analysis to customize and tailor content
• Manage knowledge resources
• Develop programs for managers and students as learners
• Measure contribution to strategic goals
• Proactive problem solving

Essentially, this article is predicting that trainers will involve into more of a consultant role where a larger responsibility will be managing e resources and learning opportunities. This new role will be proactive and seems to be a very much in the vein of "give the customer what they want."

Assignment 17: Reading: The World Wide Web: A Technology to Enhance Teaching and Learning?

http://www.edu.yorku.ca:8080/~rowston/article.html

Well, the author starts out the article on a roll with the opening: "Nothing before has captured the imagination and interest of educators simultaneously around the globe more than the World Wide Web...." Umm... Does everyone have access to the web? Noo..... Is this true? Well, that issue is what the author is investigating.

For technology to be useful in education it must

1. Does it make learning more accessible?
2. Does it promote improved learning?
3. Does it accomplish the above while containing, if not reducing, the per unit costs of education?

Does it make learning more accessible?
Examples of making learning more accessible include several online learning program in higher ed, including "virtual universities"; in k-12, home schooling, alternative schooling and extension courses (e.g., AP classes). Problems include technical difficulties, among others.

Does technology promote improved learning?
Essentially, the jury is out on this question. As the field is still relatively young, and studies have yielded mixed or contradicting results, more studies will need to be done and the results of previous studies examined carefully.

Examples as to how the web might improve learning is that it appeals to student interests, it is flexible ;earning and allows different and new kinds of learning.


Does it accomplish the above while containing, if not reducing, the per unit costs of education?
In higher ed the costs are often hidden because the content is developed by faculty. K-12 costs have not been focused on in as much depth. Educators do have an advantage in that there are free resources online. For all technology, there are ongoing costs through equipment, maintenance, software and service.

In conclusion, the author states that "it merits serious consideration." Serious consideration? To be honest, I expected the author to take one side or the other (pro-technology, anti-technology) However, it is a more realistic approach to say that the field is too new to make such sweeping conclusions but it shows much promise.

Assignment 16: Reading: Evaluating Online Educational Materials for Use in Instruction.

http://www.ericfacility.net/ericdigests/ed430564.html

As a librarian one of my favorite topics is how to evaluate good resources. In fact, at a recent user group meeting, one of the speakers talked about the concept of "good enough." In other words, if I know little about stereos and wish to purchase one, I might start at the local giant discount mega retailer. If I find one in the closeout bin that meets my criteria (e.g., receives 2 stations and is silver) then I might buy it regardless of whether there might be a better one on ebay or at an electronics store.

Essentially, what this speaker was saying was that who cares about the quality as long as it meets the expectations of the user! BLEECH! ;(

To be honest, he was probably lucky than librarians are generally nice folks and no one tripped him as he was exiting the stage.

Contrary, to that notion, most librarians believe that researchers/students/patrons should know how to evaluate resources, especially web resources.

This article gives a checklist for determining the worthiness of a website and then suggests some suggested resources on the subject, which are primarily from library edus. :)

The checklist is:

1. Judge the accuracy of the information and take note of the date modified. Sub-questions to ask yourself:
   a) Does the site provide evidence that it comes from reputable sources?
   b) Does the site contain any obvious biases, errors, or misleading omissions in the document?
   c) Does the site contain advertising that might limit the nature of the content?
   d) Is the information current and up-to-date?
2. Is the level of information in this site appropriate for the intended audience? Sub-questions to ask yourself:
   a) Does the site contain information appropriate for the intended learners with respect to their maturity and cognitive abilities?
   b) Does the site contain any extraneous and unsuitable vocabulary, language or concepts, bias, or stereotyping?
3. Is the information in this site presented clearly? Sub-questions to ask yourself:
   a) Is the information arranged in an orderly fashion?
   b) Is the information presented clearly?
4. Is the information in this site closely related to purpose, content, activity, and procedures? Sub-questions to ask yourself:
   a) Is there a clear tie among the purpose, content, and procedures suggested?
   b) Does the site contain any activities irrelevant to the topic?
   c) Does the site contain any redundant or isolated activities without a relationship to objectives?
5. Is the information in this site complete in scope and ready for use? Sub-questions to ask yourself:
   a) Does this site contain complete breadth and depth of information related to the topic it claims to cover? b) Are there any content gaps in concept development?
6. If a website has activities, are the content, presentation method, and learner activity potentially engaging? Sub-questions to ask yourself:
   a) Are the suggested activities challenging, interesting, and appealing for the intended learners? b) Does the information in the site emphasize and promote relevant action on the part of the learner?
   c) Does the site have the potential for developing confidence and satisfaction as a result of learner effort?
7. If it claims to be comprehensive, is the information in the site well organized? Sub-questions to ask yourself:
   a) Is the information in the site easy to use and logically sequenced, with each segment of the resource related to other segments?
   b) Does the information flow in an orderly manner, use organizing tools (e.g., a table of contents, a map, or headings), and avoid the use of unrelated elements that are potentially ineffective or overpowering?
   c) Are references, bibliographies, or other supporting evidence provided?

Assignment 15: Reading: Distance Learning, the Internet, and the World Wide Web.

http://www.ericfacility.net/ericdigests/
ed395214.html
This article covers a brief evolution of distance education from "snail mail" to the more current incarnations utilizing technology to facilitate learning.

Distance Learning Online is defined as utilizing some of the following mechanisms:

1. electronic mail (delivery of course materials, sending in assignments, getting/giving feedback, using a course listserv, i.e., electronic discussion group)
2. bulletin boards/newsgroups for discussion of special topics;
3. downloading of course materials or tutorials;
4. interactive tutorials on the Web;
5. real-time, interactive conferencing using MOO (Multiuser Object Oriented) systems or Internet Relay Chat;
6. "intranets," corporate websites protected from outside access that distribute training for employees; and
7. informatics, the use of online databases, library catalogs, and gopher and websites to acquire information and pursue research related to study.

Advantages of distance learning include

1. time and place flexibility;
2. potential to reach a global audience;
3. no concern about compatibility of computer equipment and operating systems;
4. quick development time, compared to videos and CD-ROMs;
5. easy updating of content, as well as archival capabilities; and
6. usually lower development and operating costs

As a on campus & distance education student (MLIS) I have participated in all of those types of DL learning except for MOO. I found some mechanisms more convenient than others although I didn't seem that any of them gave a true in class feel , which was not necessarily the point, but sometimes a nice touch. Although this article takes issue with the isolation issue of distance learning ("some learners are not comfortable with it"), I think it is a very important issue. I feel that I generally feel comfortable in an online environment yet I find learning online (with no human contact) more time intensive than f2f and sometimes even boring. DL is much more learner centered. In a classroom situation, a teacher may be able to "see" that a student is bored, frustrated, or not "getting it." In an online environment all of the responsibility is on the student to provide that feedback.

Assignment 14: Reading: Reasons For Bringing Technology Into Schools

http://www.ed.gov/pubs/EdReformStudies/
EdTech/reasons.html

From case studies (reference not cited on webpage) the authors determined that there were 6 overarching reasons to bring technology into the classroom:

1. Support thinking processes
2. Stimulate motivation and self esteem
3. Promote equity
4. Prepare students for the future
5. Support changes in school structure
6. Explore technology capabilities

Support thinking processes: i.e., technology provides opportunity for thinking development which is not found through other media.

Stimulate motivation and self esteem: i.e., using technology provides motivating opportunities and thus, helps build self esteem, especially in regards to low income students which leads to #3.

Promote equality: i.e., technology helps provide equal access to educational opportunities.

Prepare students for the future: closely tied to promote equality, educators see technology as a necessary part of their students' futures.

Support changes in school capabilities: a potential to lower boundaries and free up teachers' time for other things (administration, etc.).

Explore technology capabilities: interest in the possibilities and attitude of embracing technology.

While I found this interesting and it all made sense, I wonder how the educators surveyed would feel some years after this study. I think most of us realize that technology does not give us more time, because we are even taking on more duties and responsibilities. In some cases, training people/students in technology use and dealing with problems (hardware/software issues, etc.) take as much time if not more than before the technology was implemented.

I also want to point out that this is an archived US governmental website. While this site is here, I would not be surprised to see it disappear suddenly because it has been taken down. Sad really.

http://www.edweek.org/ew/ewstory.cfm?slug=03web.h22

http://www.eff.org/Censorship/Terrorism/
antiterrorism_chill.html

Assignment 13: Reading: Technology to Support Learning

http://www.nap.edu/html/howpeople1/ch9.html

Part III: Teachers and Teaching, Chapter 9: Technology to Support Learning

This chapter provides a brief overview of the use of technology in the classroom from the 1960s. From these usage studies and experiments, much has been learned about how learning is affected by technology. "New" technology can provide opportunities of expanding "old" technology (e.g., traditional blackboards, books, etc.) .

One of the advantages of "new" technology is that it provides more interactive opportunities. The authors point out that new technologies can be used in 5 ways:

1. bringing exciting curricula based on real-world problems into the classroom;
2. providing scaffolds and tools to enhance learning;
3. giving students and teachers more opportunities for feedback, reflection, and revision;
4. building local and global communities that include teachers, administrators, students, parents, practicing scientists, and other interested people;
5. and expanding opportunities for teacher learning.

The authors extensively discuss the use of "real life contexts" to teach through providing realistic situations, problems, and opportunities to interact with professionals, which all sounds like anchored learning to me.

A couple of programs mentioned are Project GLOBE (Global Learning and Observations to Benefit the Environment), whereas students collect environmental data for studies, Learning Through Collaborative Visualization (CoVis) Project, which allows students to work remotely yet collaboratively.

Exploring tools and scaffolding used with learning technology, examples cited include the Belvedere system which attempts to teach students with limited knowledge of relevant subjects, public policy issues. Other examples include STELLA modelling (systems dynamics) and GenScope Project (genetic simulations).

Moving on to analysis, feedback and reflection within interactive media, the authors cite examples of tools (e.g., Classtalk, an interactive tool which allows the instructor to present problems for the students to work on within a large lecture situation). These tools allow studies to give (and get) immediate feedback via submitting answers as well as collaborative peer projects (e.g., CLISE, aka Computer-Supported Intentional Learning Environments).

Although this chapter presents many examples of uses of technology, for the most part, it skips the issue of effectiveness. Other than a brief mention that the use of technology does not guarantee success in learning, the subject is overlooked. It would seem that even in a very superficial overview of uses of technology, effectiveness should have a more prominent role.

Assignment Avatars: reflection (Assignment 12)

SO, this past week's assignment was to post to a class only discussion group via webCT in 5 different prescribed avatars (personalities of sorts). Although I consider myself to be a fairly creative and techie person, I really had a hard time with this assignment. I don't know --- it just felt too contrived. I also felt that there was not so much discussion as folks just posting opinions for the sake of posting. I think I fell into this category in a post or two, as I HAD to post 5 different times.
It's really odd. I am very comfortable online and in a nonpublic forum it would seem perfect, but I just couldn't get into the spirit of it.

In doing some serious reflection, I can't help but see the impact of the creative writing aspect of it. Before visual arts became my predominant medium, I was a writer who did visual arts. Well, maybe not a writer but a student-writer. However, sometime in college, I moved from short stories and essays to poetry. At some point, I just couldn't do it anymore. I felt too exposed by the poetry. I think painting was a way to conceal and reveal the dialogue. I am slowly making peace with the writing part, hence my online journals.

I also had some technical difficulties which made the experience that much less pleasant.

Alot of times, I have taken user comfort levels for granted. Hey, it's the modern world, get with the program people! :D
However, this experience has made me realize that even a technologically savvy student, can feel discouraged by the online experience and miss aspects of the learning process.

On Oct 20, we will use a similiar model for our class setting. It will be interesting to see if it is easier the second time around.