tag:blogger.com,1999:blog-6706763187009197482024-03-19T03:29:25.735-06:00Lesley Johnson's Blog: Live, Love, LEARN!The musings of an English teacher who is learning to teach and teaching to learn.Lesleyhttp://www.blogger.com/profile/00377798919762286653noreply@blogger.comBlogger23125tag:blogger.com,1999:blog-670676318700919748.post-22407119012394916322013-12-05T20:06:00.000-06:002013-12-05T20:07:34.988-06:00Analyzing Scope Creep<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"> Scope creep can be a project manager's nightmare! Scope
creep is defined by Portny et al. (2008) as "the natural tendency of the
client, as well as project team members, to try to improve the project's output
as the project progresses" (p. 346). In other words, the scope or the subject
matter of the project is extended for any number of reasons. This happened to
me a couple years ago when my school had to update and create curriculum maps.
At the time I was teaching 9th grade English and 7th and 8th grade Theater, so
it seemed like a ginormous task. Updating the curriculum maps meant creating two
kinds of maps:<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpFirst" style="line-height: 200%; mso-list: l1 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">1.<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">The calendar map--this is basically a
map that explains what units will be covered at what time during the school
year. For example, in English, I start with the short story unit in August and
September, and we move on to poetry in October, etc. However, I also had to
include the benchmark codes in these maps so that made this task more difficult
since the benchmarks are numerous and multiple benchmarks are covered in each
unit. <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="line-height: 200%; mso-list: l1 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">2.<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">The consensus map--this "map"
is like a unit plan. Every essential question, benchmark, activity, resource, assessment,
etc. is listed in the appropriate area so that essentially, a new teacher could
pick up the consensus map and understand how to teach the unit. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"> These maps aren't that difficult to create; however, they
are time-consuming. It's basically taking the lesson plans that are made each
week and putting them into another format, but in order for it to be useful for
others in the future, the project manager made sure they were all done in the
same format and were very specific. Because I taught three classes, this meant
I had to create 3 calendars maps and around 27 consensus maps. It was my first
year at the school and I was given until the end of the school year and that's
where the scope creep started... I was creating everything from scratch so not
only was I reading multiple novels, plays, and selections from the textbook, I
had to create meaningful assessments and provide meaningful feedback so that my
learners could grow and reach their full potential. And even though creating
the curriculum maps basically means reiterating the lesson plans, it was
something I put on the back burner since I had until the end of the school
year. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"> After the first semester, the project manager reminded us
that we should have our calendar maps completed and the consensus maps from
first semester done as well. If not, we were behind. Well, I was behind and so
were many of my other first-year colleagues. We had no clue! We were just
trying to survive, really. So I tried to do some work over the Christmas break,
but I didn't get as much done as I had hoped. I completed the calendar maps and
something like the first three consensus maps for my English 9 course. When we
came back in January, we were given some time during a professional development
day to get some more maps done, but in the two hours we were given I completed
only one more map. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"> It was becoming clearer and clearer that I would need
more time to get the curriculum maps done. However, that isn't what happened.
Instead, we were threatened that our last paycheck would be withheld if we
didn't complete our curriculum maps. I'm not sure what others did, but I
panicked and spent every long weekend working on curriculum maps. In fact, the
only reason I was able to finish all of the curriculum maps was because I got appendicitis
and was forbidden to go to school for 21 days. The first week I spent resting
and recuperating but after that, I was feeling pretty good so I completed the
remaining curriculum maps and received my paycheck at the end of the year. (Side
note: The paycheck threat turned out to be an empty one. I know of a few
teachers who "promised" to send the remaining maps and never did...
but I'm sure they got their paycheck!) <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"> Writing the curriculum maps was stressful for everyone,
the project manager included. However, if I were her, I would have... <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpFirst" style="line-height: 200%; mso-list: l0 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">a)<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">Gotten more time set aside for teachers
to write the curriculum maps. There were teacher in-service days, but there
weren't enough! And some of them were planned for 3:00-6:00 p.m., after the
school day! That is not an optimal time to do more work. <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 200%; mso-list: l0 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">b)<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">Created milestones that would act as
checkpoints for people. Then I would know exactly who was behind and find a way
to work with them so that the project could stay on track (Lynch & Roecker,
2007, p. 99). <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 200%; mso-list: l0 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">c)<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">Checked in with people more often and
documented that interaction (Laureate Education, Inc., n.d.). If I recall
correctly, the project manager was good about visiting everyone, but there
wasn't much for follow-up. If she had set milestones and had each teacher
create their own Gantt chart (or a simplified version that said something like,
"By the end of October, I will have the Short Story consensus maps
completed."), her feedback would have been more meaningful and direct.
Also, she could have identified the "symptoms" of poor project
performance and perhaps done more to help those who were struggling (Portny et
al., 2008, p. 320). <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="line-height: 200%; mso-list: l0 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">d)<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">Changed the timeline. Honestly, there
was no rush to complete the curriculum maps. Yes, they are nice to have,
especially when one works at an international school that has a high turnover
rate, but it wasn't until this year that SACS (Southern Association of Colleges
and Schools) came for our reaccreditation visit. That's when the curriculum
maps were needed! <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"> Luckily, the project wasn't a complete failure. All of
the loose ends were tied up in the following years, but more effort should have
gone in to planning of the project and the documentation of its progress (Lynch
& Roecker, 2007, p. 96). Lynch and Roecker (2007) wrote, "Initial
estimates are sometimes not as accurate as we would like" (p. 97). Perhaps
the project manager should have asked those who were writing the curriculum
maps about their progress and used that to create a baseline to inform the
overall timeline of the project (Lynch & Roecker, 2007, p. 97). I think
that would have saved many of us curriculum map writers a lot of stress! <o:p></o:p></span></div>
<div align="center" class="MsoNormal" style="line-height: 200%; margin-bottom: 12.0pt; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-align: center; text-indent: -.5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">References<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-left: .5in; text-indent: -.5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-bidi-font-style: italic;">Laureate Education, Inc. (Producer). (n.d.) <i>Monitoring
Projects. </i></span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">[Video Webcast]. Retrieved from </span><span style="font-size: 12.0pt; line-height: 200%;"><a href="https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3398790_1%26url%3D"><span style="font-family: "Times New Roman","serif";">https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3398790_1%26url%3D</span></a><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: 12.0pt; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-indent: -.5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">Lynch, M. M.,
& Roecker, J. (2007). <i>Project managing e-learning: A handbook for
successful design, delivery, and management</i>. London: Routledge.</span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-left: .5in; text-indent: -.5in;">
<span class="heading2"><span style="font-family: "Times New Roman","serif";">Portny, S.
E., Mantel, S. J., Meredith, J. R., Shafer, S. M., Sutton, M. M., & Kramer,
B. E. (2008). <i>Project management: Planning, scheduling, and controlling
projects</i>. Hoboken, NJ: John Wiley & Sons, Inc.<o:p></o:p></span></span></div>
<br />
<div class="MsoNormal" style="line-height: 200%;">
<br /></div>
Lesleyhttp://www.blogger.com/profile/00377798919762286653noreply@blogger.com9tag:blogger.com,1999:blog-670676318700919748.post-83264893873078334502013-11-27T22:03:00.000-06:002013-11-27T22:03:46.442-06:00Estimating Costs and Allocating Resources: Project Management Resources<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"> This week we were asked to find resources that would be
helpful for instructional design projects. After all, there are many pieces to
every project--costs, time, effort, activities, resources, etc. Keeping track
of all of that seems like a herculean task! Nonetheless, there are many
resources that can help, especially in this age of technology. <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpFirst" style="line-height: 200%; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">1.<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"><a href="http://insightly.com/">http://insightly.com/</a>
Insightly is free for up to 3 users and then it is $29 per month. I was
intrigued by this tool because it is a Google App (and it's free--that's a
price you can't beat!). I really like
how you can import your Gmail contacts and any other important documents for
the project. It seems easy to use, especially if you already use Google
applications. In fact, after I set up my project "Let's Go Camping,"
I could see e-mails, notes (from Evernote, too!), files, milestones, tasks and
events associated with the project. It was all there in one spot and I can
invite people to that one spot, too, so this looks like it would be a great
resource to use with your project team and stakeholders. Communication should
be transparent and current if this Google App is used. <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 200%; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">2.<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"><a href="https://basecamp.com/">https://basecamp.com/</a>
While Insightly is free, it doesn't look quite as appealing as Basecamp,
another project management site. Basecamp has discussion threads,
"To-Do" lists, file storage, and calendars among other features.
Again, everything is all in one place, making it easy to keep your team and
stakeholders organized and in the know. Basically it looks to be like Insightly
only more aesthetically pleasing and possibly more user-friendly and it costs
$20 a month. <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="line-height: 200%; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">3.<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"><a href="http://www.vertex42.com/ExcelTemplates/project-budget.html">http://www.vertex42.com/ExcelTemplates/project-budget.html</a>
<i>Vertex 42: The Guide to Excel in
Everything</i> has free Excel budget templates! Budgeting for a project is the
thing that scares me most (namely because of the unknowns), so having some
templates with the formulas and some of the budget areas already listed is a
big plus. I think this kind of resource would help me as I tried to get a
handle on the budgeting side of projects. As an added bonus, there are even
some tips and resources (with working hyperlinks!) at the bottom of the page
that can further help one plan the project budget. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"> Honestly, there are a plethora of project management
resources available on the internet; however, these are the three resources
I've found that I think would best serve me at this point. It's good to know,
though, that there are a number of project management resources available and
project managers who are active on the internet. (I actually found all of my
resources using Pinterest! I plan to peruse Twitter next.) That kind of support
should help me succeed with any project I am assigned or choose to tackle in
the future. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%;">
<br /></div>
<div align="center" class="MsoNormal" style="line-height: 200%; text-align: center;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">References<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-left: .5in; text-indent: -.5in;">
<span style="background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">#1 Free Online CRM for Small Business: Customer
Relationship Software - Insightly. (2013). In<span class="apple-converted-space"> </span></span><i>Insightly</i>.
Retrieved from <a href="http://insightly.com/">http://insightly.com/</a><o:p></o:p></div>
<div class="MsoNormal" style="line-height: 200%; margin-left: .5in; text-indent: -.5in;">
<span class="heading2"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">Portny,
S. E., Mantel, S. J., Meredith, J. R., Shafer, S. M., Sutton, M. M., &
Kramer, B. E. (2008). <i>Project management: Planning, scheduling, and
controlling projects</i>. Hoboken, NJ: John Wiley & Sons, Inc.</span></span><span style="background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;"> <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-left: .5in; text-indent: -.5in;">
<span style="background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">Project Budget Template. (2013). In<span class="apple-converted-space"> </span></span><i>Vertex
42</i>. Retrieved from <a href="http://www.vertex42.com/ExcelTemplates/project-budget.html">http://www.vertex42.com/ExcelTemplates/project-budget.html</a><o:p></o:p></div>
<div class="MsoNormal" style="line-height: 200%; margin-left: .5in; text-indent: -.5in;">
<span style="background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">Project management software, online
collaboration: Basecamp. (2013). In<span class="apple-converted-space"> </span></span><i>Basecamp</i>.
Retrieved from <a href="https://basecamp.com/">https://basecamp.com/</a><o:p></o:p></div>
<br />
<div class="MsoNormal" style="line-height: 200%; margin-left: .5in; text-indent: -.5in;">
<span style="background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">Smith, T. (2013, May 13). 10 Great Project
Management Tools for Freelancers. In<span class="apple-converted-space"> </span></span><i>SparkPlugging</i>.
Retrieved from <a href="http://www.sparkplugging.com/freelance-parent/10-great-project-management-tools-for-freelancers/">http://www.sparkplugging.com/freelance-parent/10-great-project-management-tools-for-freelancers/</a><span class="heading2"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"><o:p></o:p></span></span></div>
Lesleyhttp://www.blogger.com/profile/00377798919762286653noreply@blogger.com8tag:blogger.com,1999:blog-670676318700919748.post-15552623952377120562013-11-13T22:59:00.001-06:002013-11-13T23:01:04.140-06:00Communicating Effectively <div class="MsoNormal" style="line-height: 200%; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">Portny
et al. (2008) wrote, "The key to successful project management is
effective communication" (p. 357). However, when you are working with a
team, there are a number of ways to communicate including meetings, e-mail,
phone calls, memos or whatever works best for your group. After all,
communication strategies are never a one-size fits all kind of deal (Laureate Education, Inc., n.d.,</span><i><span style="font-family: "Times New Roman","serif";"> Project Management Concerns</span></i><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">).
This week we examined a message delivered three different ways. Here is the
e-mail:<o:p></o:p></span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTQKKpsFnj82ucaEa3LuyvgptUmCBWI-54s3iSjNCvS_GJsHZ6KcEFaEvWXoB4JZB7wkCX-OTp_69w0MgEseXwjLp7nGy4Zop3vh6tbcchcScpKnPHVi6tEaWuKassTQr_8JddQUbDGo_B/s1600/email.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="220" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTQKKpsFnj82ucaEa3LuyvgptUmCBWI-54s3iSjNCvS_GJsHZ6KcEFaEvWXoB4JZB7wkCX-OTp_69w0MgEseXwjLp7nGy4Zop3vh6tbcchcScpKnPHVi6tEaWuKassTQr_8JddQUbDGo_B/s400/email.jpg" width="400" /></a></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"><br /></span></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: .5in;">
<div class="MsoNormal" style="line-height: 200%; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">This
same message was delivered as a voicemail and in person. All three modes of
communication are acceptable; however, the interpretation can be different. For
example, the e-mail stressed me out initially. Jane uses a nice tone that is
professional and not accusatory, but since I am a perfectionist, I began to
panic that I had to get a report done sooner than I had perhaps planned it.
Nevertheless, I was able to read it again and calm myself down as I focused on
Jane's offer for me to at least send her the data. Now since this is a hypothetical
project, I'm assuming I have the data already so that put my mind at ease
because I knew I could probably do that immediately and then Jane would have it
and be able to complete her report. I really appreciate the fact that I can go
back and re-read this message as many times as I need to and with my e-mail, I
can mark the message as "unread" so it will remain highlighted and
keep Jane's request a priority, even after I have sent a little message to Jane
giving her an ETA or the data. Because I like visual reminders, e-mails are
effective for me. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">Next
I listened to the voicemail and I thought Jane sounded kind and understanding.
The message was the same, but the words came out fluidly and without any special
emphasis on any part of the message so this particular message didn't stress me
out at all. Dr. Stolovitch said 90% of communication is not in the words and
this is true of Jane's voicemail (Laureate Education, Inc., n.d., </span><i><span style="font-family: "Times New Roman","serif";">Communicating with Stakeholders</span></i><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">).
Namely because of her tone and the eloquence of her message, I was immediately
put at ease and would call Jane right away to follow up with her. If I needed
to, I could listen to the voicemail again; however, I didn't feel the need to
do so because I think I would simply call Jane after getting her message. After
all, if one receives a call, that likely means that the message was somewhat
urgent and it is common courtesy to return phone calls promptly. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">Finally,
I watched the face-to-face message and I was not a fan. Jane was on the other
side of my cubicle which I took as a signal that she was unhappy with me and
didn't want to spend any unnecessary time with me. Her nonverbal communication
was sending me mixed signals−her words were still rather kind and understanding
(though the emphasis on "YOUR report" put me on edge!) but she kept
her distance, crossed her arms, and she was probably standing up while I was
sitting down (which makes her seem as though she has more authority or wants to
assert her authority because of her position). She also didn't maintain very
good eye contact with me, so I thought she was perhaps so angry she couldn't
even look at me! Even though the message was the same, I think this delivery
would have left me feeling agitated. All of the nonverbal communication that
came with Jane's message this time left me feeling anxious and that would be
the remaining feeling. There is no reviewing a face-to-face meeting. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">Even
though all three means of communication are effective, the deliver should learn
about the receiver's communication style so she or he can avoid any miscommunications
(Laureate Education, Inc., n.d.,</span><i><span style="font-family: "Times New Roman","serif";">
Project Management Concerns</span></i><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">). Vince Budrovich said project
managers should tailor the communication strategy to fit the specific needs of
each stakeholder (Laureate Education, Inc., n.d., </span><i><span style="font-family: "Times New Roman","serif";">Practitioner Voices</span></i><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">).
For me, since this particular issue doesn't seem to be extremely pressing (hey−I
don't even have to get my report done! I just have to get her the data), an
e-mail is best. I am able to read it multiple times and use that same e-mail as
a reminder, too. Plus it saves me from an awkward encounter that could be misconstrued
to be something it isn't. However, others may feel differently so it is
important that we get to know our team members and communicate in a way that is
appropriate for them. <o:p></o:p></span></div>
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<span lang="ES-MX" style="font-family: "Times New Roman","serif"; mso-ansi-language: ES-MX;">References<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-left: .5in; text-indent: -.5in;">
<span style="font-family: "Times New Roman","serif"; mso-bidi-font-style: italic;">Laureate
Education, Inc. (Producer). (n.d.) <i>Communicating with Stakeholders. </i></span><span style="font-family: "Times New Roman","serif";">[Video Webcast]. Retrieved from </span><a href="https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3398790_1%26url%3D"><span style="font-family: "Times New Roman","serif";">https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3398790_1%26url%3D</span></a></div>
<div class="MsoNormal" style="line-height: 200%; margin-left: .5in; text-indent: -.5in;">
<span style="font-family: "Times New Roman","serif"; mso-bidi-font-style: italic;">Laureate
Education, Inc. (Producer). (n.d.) <i>Project Management Concerns:
Communication Strategies and Organizational Culture. </i></span><span style="font-family: "Times New Roman","serif";">[Video Webcast]. Retrieved from </span><a href="https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3398790_1%26url%3D"><span style="font-family: "Times New Roman","serif";">https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3398790_1%26url%3D</span></a></div>
<div class="MsoNormal" style="line-height: 200%; margin-left: .5in; text-indent: -.5in;">
<span style="font-family: "Times New Roman","serif"; mso-bidi-font-style: italic;">Laureate
Education, Inc. (Producer). (n.d.) <i>Practitioner Voices: Strategies for
Working with Stakeholders. </i></span><span style="font-family: "Times New Roman","serif";">[Video
Webcast]. Retrieved from </span><a href="https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3398790_1%26url%3D"><span style="font-family: "Times New Roman","serif";">https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3398790_1%26url%3D</span></a></div>
<div class="MsoNormal" style="line-height: 200%; margin-left: .5in; text-indent: -.5in;">
<span class="heading2"><span style="font-family: "Times New Roman","serif";">Portny, S.
E., Mantel, S. J., Meredith, J. R., Shafer, S. M., Sutton, M. M., & Kramer,
B. E. (2008). <i>Project management: Planning, scheduling, and controlling
projects</i>. Hoboken, NJ: John Wiley & Sons, Inc.</span></span><span style="font-family: "Times New Roman","serif";"><o:p></o:p></span></div>
<br />
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Lesleyhttp://www.blogger.com/profile/00377798919762286653noreply@blogger.com5tag:blogger.com,1999:blog-670676318700919748.post-20112725975396364322013-11-07T20:44:00.000-06:002013-11-07T22:18:03.595-06:00Interdisciplinary Project "Post-mortem"<div class="MsoNormal" style="line-height: 200%;">
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<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"> By trade, I'm a 9th grade English teacher. You may or may
not know that education is an ever-changing process with an ebb and flow of "best practices" and new ideas that
people, especially administration, are eager to implement. One year our
principal was really stressing the importance of interdisciplinary projects, so
the 9th grade computer teacher approached me to ask if I would like to work
with her. "Sure!" I enthusiastically replied, imagining the cool
projects that could be completed in English and Computer class. We made a plan
to meet and discuss the project later so I was left racking my brain for things
that my students could still complete before the grading period ended.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"> The next day we met to discuss our interdisciplinary
project; however, I soon learned how rigid the Computer teacher was with her
curriculum. "We're studying databases this semester, "she informed me
matter-of-factly. "What can you do with databases?"<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"> "Oh," I said, caught off guard at how little
wiggle room there seemed to be. And that was how the project happened−I had to
make concessions to fit into her curriculum so we ended up planning to have the
students do a database of prefixes, word roots, and suffixes that included
their origin and the meaning (i.e. etymology). It was a topic that sort of fit
into my curriculum and something I thought could be nice to have in a database
form. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"> Even though I thought I had made an acceptable
compromise, the Computer teacher was concerned about copying and cheating;
however, etymology was one of the few things I could think of to do with
databases, a concept I didn't even really understand! The Computer teacher did
try to explain the program to me, but all I could imagine was an Excel
spreadsheet but that wasn't quite right. Nevertheless, we trudged ahead with
the project, wanting to fulfill the desires of our principal and hoping it
would be a beneficial project for the students. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"> After storyboarding the rough idea, we both went to our
separate classes and planned how we would conduct our classes and what parts of
the project our students would do in our classes. I suppose it was a functionally
organized project since we created "separate units addressing the same
specialty" (Portny et al., 2008, p. 63). So we did understand our own
parts, but I know I did NOT understand the Computer class part of the project!
And to be honest, I didn't have the time to do so either because it was my
first year at the school so I was planning a new curriculum and having to
document it all. It was quite the process and even though Murphy (1994) wrote,
""Proper instructional design, on average, requires between forty and
sixty hours of design work for every hour of classroom presentation time"
(p. 9), getting that much time is impossible for a teacher. Nonetheless, we did
try to remain in constant communication. Although, I believe one of the
pitfalls of the project was that we had "different work procedures and
reporting systems... to guide [the project]" (Portny et al., 2008, p. 64).
We knew what we were looking for in our own specialty area and we weren't clear
about what that was and then the communication began to fall apart as students
tried to pit us against each other saying that one teacher said this (which was
against our original agreement) or by lying about changed due dates. (Though
with some e-mails and visits, we were able to nip those rumors in the bud.)<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"> Nevertheless, I know I was very frustrated with the lack
of clarity of the project. At this point in my career, I hadn't even heard of
project management so we hadn't established a clear plan. In fact, the plan we
had wasn't exactly agreeable for either party either. I think we handled the
planning phase of the project too informally because we didn't feel like we had
time for much more than a verbal agreement and (very) rough storyboard (Portny
et al., 2008, p. 77). It would have been better if I had gotten a better
understanding of databases by making one with the Computer teacher. She could
have taught me how to make it and what it did by leading me through the process
instead of trying to verbally explain it. I think a visual aid would have
helped tremendously but we were both feeling pressed for time, so that was
never proposed. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"> However, as I continue to think about the project, the
Achilles' heel of the project was the fact that I didn't understand databases.
Without that knowledge, proper planning was impossible and without an
appropriate plan, the project falls apart quickly. I was making deliverables
and assessments based off of my understanding and perceptions and I think
that's when students got frustrated and began to feel like the project didn't
really matter and to be honest, maybe it didn't. I never actually got to see
the databases because I didn't have the right program on my classroom computer.
Clearly, we did not spend enough time planning because I did not understand
databases nor did I have the appropriate program to even begin understanding
them. Portny et al. (2008) wrote, "Project managers can increase a
project's chance for success by planning and guiding based on understanding
specific project life cycle phases" (p. 108). That is something the
Computer teacher and I did not do, so I believe our project was doomed from the
beginning. Lesson learned: Take the extra time that is needed to write the plan
as a Statement of Work with a Work Breakdown Document if multiple parties are
involved. It will save all stakeholders many future headaches. <o:p></o:p></span></div>
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<div align="center" class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-layout-grid-align: none; text-align: center; text-autospace: none; text-indent: -.5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">References<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-layout-grid-align: none; text-autospace: none; text-indent: -.5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">Allen, S., &
Hardin, P. C. (2008). Developing instructional technology products using
effective project management practices. <i>Journal of Computing in Higher
Education, 19</i>(2), 72–97.<br />
Copyright by Springer-Verlag, New York. Used by permission via the Copyright
Clearance Center.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-left: .5in; mso-layout-grid-align: none; text-autospace: none; text-indent: -.5in;">
<span style="background: white; font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">Greer,
M. (2010). </span><i><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">The
project management minimalist: Just enough PM to rock your projects!</span></i><span style="background: white; font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"> (Laureate
custom ed.). Baltimore: Laureate Education, Inc.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-left: .5in; mso-layout-grid-align: none; text-autospace: none; text-indent: -.5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">Murphy, C. (1994). Utilizing
project management techniques in the design of instructional materials. <i>Performance
& Instruction, 33</i>(3), 9–11.<br />
<span class="heading2">Hoboken, NJ: John Wiley & Sons, Inc.</span><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-left: .5in; text-indent: -.5in;">
<span class="heading2"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">Portny,
S. E., Mantel, S. J., Meredith, J. R., Shafer, S. M., Sutton, M. M., &
Kramer, B. E. (2008). <i>Project management: Planning, scheduling, and
controlling projects</i>. Hoboken, NJ: John Wiley & Sons, Inc.</span></span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"><o:p></o:p></span></div>
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Lesleyhttp://www.blogger.com/profile/00377798919762286653noreply@blogger.com7tag:blogger.com,1999:blog-670676318700919748.post-17176781230430715592013-10-28T21:22:00.000-06:002013-10-28T21:22:21.553-06:00EDUC 6145 Project Management Begins...<div style="line-height: 200%; margin-bottom: .0001pt; margin: 0in;">
A new Walden course has begun: Project Management in
Education & Training. I'm a little nervous about this course because we
have spent so much time focusing on the Instructional Design portion of
projects, but I am looking forward to the challenges. Besides, I may discover
that I would be an excellent project manager since it seems they have many
things to keep track of; after all, that is what I do on a daily basis. ;-)<o:p></o:p></div>
<div style="line-height: 200%; margin: 0in 0in 0.0001pt;">
Well, here's to another Walden course and another challenge
accepted.<o:p></o:p></div>
<br />
<div style="line-height: 200%; margin: 0in 0in 0.0001pt;">
Cheers,<br />
Lesley<o:p></o:p></div>
Lesleyhttp://www.blogger.com/profile/00377798919762286653noreply@blogger.com1tag:blogger.com,1999:blog-670676318700919748.post-42967066572516195492013-10-26T11:23:00.000-05:002013-10-26T11:28:25.573-05:00Reflection on Distance Learning & its Future<div class="MsoNormal" style="line-height: 200%; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">As technology advances, distance
education is becoming more relevant and accepted; however, as Huett, Moller,
Foshay and Coleman (2008) wrote, "We just need to choose to view
e-learning as the question rather than the answer" (p. 66). There are many
unanswered questions about distance learning in regards to academic integrity
and fidelity, but it is a trend that will impact the world in ways we cannot
yet even imagine. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: .5in;">
<span style="background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">For example, Moller, Foshay, and Huett (2008) wrote,
"</span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">We believe that the dominant
[distance learning] approach now realizes very little, if any, of e-learning’s
transformational potential..." (p. 70). Technology is advancing rapidly,
but it takes time for education to evolve. In fact, many of the educational
systems that are in place which were designed for a different era (Robinson,
2010). Breaking away from the norm takes time and some trial and error while
new ways are being tests. Huett, Moller, Foshay and Coleman (2008) wrote,
"What we are witnessing with the current evolution of distance education
and the technologies that support it is nothing less than the single most
important reorganization of how we will engage learners since we started to
gather students together in school buildings" (p. 65-66). Yet now learners
are gathering online and participating together in ways that were laughable
even five years ago (Laureate Education, Inc., n.d.). This is how education
will reach the masses and make a difference in the world as the playing field
is leveled for everyone. (Well, at least everyone who has access to technology,
but that's an issue for another day.) <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">With the creation and implementation
of Course Management Systems (CMSs) and Learning Management Systems (LMSs) like
Blackboard and Moodle (among many others), instructors "of conventional
face-to-face courses [can] provide learning resources and conduct
course-related activities, such as discussions and testing, outside of normal
class time" (Simonson, Smaldino, Albright, & Zvacke, 2012, p. 183). In
fact, I know many instructors and students who used CMSs/LMSs in
web-facilitated and hybrid/blended courses, and I am currently enrolled in a
distance education program that is wholly presented via an LMS. The bottom line
is that more and more people are being exposed to the elements of distance
learning and people are beginning to imagine the possibilities available
through the tools presented online−e-mail, chat rooms, blogging, wikis, social
networking, video conferencing, etc. They're all tools that can be used in any
classroom to enhance learner interaction, but "the key to success in an
online classroom is not which technologies are used, but how they are used and
what information is communicated using the technologies" (Simonson et al.,
2012, p. 115). That is where the instructional designer comes in and though "no
one approach to course design is ideal" (Simonson et al., 2012, p. 173),
an essential part of the instructional design process calls us to "consider
the components of a successful learning system [including] the learners, the
content, the method and materials, and the environment, including the
technology" (Simonson et al., 2012, p. 152). That information will help us
frame the learning experience in a meaningful way. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">Nevertheless, there are people who
don't seem to completely understand how those tools can be utilized in a
distance learning environment to interact with their professor and classmates
because "</span>a<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">n
issue identified [with online learning] was interaction with an instructor...[and]
classmates" (</span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">Schmidt and Gallegos, 2001, p. 5). Yet
the technologies are there and instructional designers need to ensure "teaching
methods [are] chosen based on the characteristics of the instructor, students,
content, and delivery system" (</span><span style="font-family: "Times New Roman","serif"; mso-fareast-font-family: "Times New Roman";">Simonson et al.</span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">,
2012, p. 203). Also, learners who are new to distance learning "need
guidance as to what they are expected to do within the activities, using the
technology, how to efficiently and effectively communicate with peers and with
the instructor, and how to demonstrate their knowledge" (Simonson et al.,
2012, p. 225), so instructional designers much be intentional about providing
training and support systems for new technologies that may be used. </span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">Yet, whether learners are ready or
not, distance education is making waves that will impact the near future. Georgia
Tech offers an M.S. in Computer Science via MOOCs (Massive Open Online Courses)
for the low, low price of $6,600 (Kahn, 2013). Many think this could hurt Georgia
Tech's reputation and even the quality of their program, but as </span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">Zvi
Galil, the head of the school of computing for Georgia Tech, said, "There
is a revolution. I want to lead it, not follow it" (Kahn, 2013). Yale,
Harvard and Stanford all offer MOOCs as well, but those courses are free and
not for credit (Kahn, 2013). Georgia Tech is making history and making everyone
take notice. Critics believe the Georgia Tech MOOC will be a watered down
version of the master's degree program and interfere with the school's academic
integrity−"</span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">when
the educational program offering is truly equivalent to the quality and
standards of the institution"−</span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">and fidelity−</span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">"measures the nature and extent
of integrity or equivalency between on campus programs and online degree programs"
(Gambescia & </span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">Paolucci, 2009). However,</span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";"> </span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">Georgia Tech
representatives say the new program "is intended to carry the same weight
and prestige as the one it awards students in its regular on-campus
program" (Kahn, 2013). <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">Distance
education is here to and impacting education as we know it, even though doubts and
imperfections remain. </span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">Gambescia
and Paolucci (2009) quoted Judith Eaton, the president of the Council for Higher
Education Accreditation, who said, "Whatever our opinions may be about
distance learning and its future, there is no disputing the evidence that some
elements of the distance learning experience are significantly different from
the site-based educational experience. The task for institutions and
accreditors is to identify and scrutinize those differences to protect quality."</span><span style="background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;"> Moller, Foshay, and Huett (2008) remind us that
"p</span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">oor quality hurts everyone involved
in e-learning" (p. 71), so as instructional designers, it is our duty to uphold
the best practices of instruction that begin with an analysis of "the
learners, the content, the method and materials, and the environment, including
the technology" (Simonson et al., 2012, p. 152) and using that information
to create "good instructional goals [that] form the basis for instruction,
regardless of the medium used" (Simonson et al., 2012, p. 158). </span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"><o:p></o:p></span></div>
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<br /></div>
<div align="center" class="MsoNormal" style="line-height: 200%; text-align: center;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">References<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-left: .5in; text-indent: -.5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">Gambescia,
S., & Paolucci, R. (2009). Academic fidelity and integrity as attributes of
university online degree program offerings. <i>Online Journal of Distance
Learning Administration, 12</i>(1). Retrieved from </span><span style="font-size: 12.0pt; line-height: 200%;"><a href="http://www.westga.edu/~distance/ojdla/spring121/gambescia121.html" target="_blank"><span style="font-family: "Times New Roman","serif";">http://www.westga.edu/~distance/ojdla/spring121/gambescia121.html</span></a></span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-left: .5in; mso-layout-grid-align: none; text-autospace: none; text-indent: -.5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">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). <i>TechTrends, 52</i>(5), 63–67.<o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; line-height: 24.0pt; margin-left: .5in; text-indent: -32.25pt;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">Kahn, G. (2013, July
23). Georgia Tech's Computer Science MOOC: The super-cheap master's degree that
could change American higher education. In <i>Slate</i>. Retrieved from <a href="http://www.slate.com/articles/technology/technology/2013/07/georgia_tech_s_computer_science_mooc_the_super_cheap_master_s_degree_that.html">http://www.slate.com/articles/technology/technology/2013/07/georgia_tech_s_computer_science_mooc_the_super_cheap_master_s_degree_that.html</a><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-left: .5in; text-indent: -.5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-bidi-font-style: italic;">Laureate Education, Inc. (Producer). (n.d.) <i>The
Future of Distance Education.</i></span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"> [Video Webcast].
Retrieved from </span><span style="font-size: 12.0pt; line-height: 200%;"><a href="https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3398790_1%26url%3D"><span style="font-family: "Times New Roman","serif";">https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3398790_1%26url%3D</span></a></span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-left: .5in; mso-layout-grid-align: none; text-autospace: none; text-indent: -.5in;">
<span class="apple-converted-space"><span style="background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;"> </span></span><span style="background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">Moller, L., Foshay, W., & Huett, J. (2008).
The evolution of distance education: Implications for instructional design on
the potential of the web (Part 1: Training and development).<span class="apple-converted-space"> </span><i>TechTrends, 52</i>(3), 70–75.<o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; line-height: 200%; margin-left: 26.25pt; text-indent: -22.5pt;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">Robinson, K. (2010). Ken Robinson: Changing education paradigms.
In <i>YouTube</i>. Retrieved from <a href="http://www.ted.com/talks/ken_robinson_changing_education_paradigms.html">http://www.ted.com/talks/ken_robinson_changing_education_paradigms.html</a><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-left: .5in; text-indent: -.5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">Schmidt,
E., & Gallegos, A. (2001). Distance learning: Issues and concerns of
distance learners. <i>Journal of Industrial Technology, 17</i>(3). Retrieved
from </span><span style="font-size: 12.0pt; line-height: 200%;"><a href="http://atmae.org/jit/Articles/schmidt041801.pdf" target="_blank"><span style="font-family: "Times New Roman","serif";">http://atmae.org/jit/Articles/schmidt041801.pdf</span></a><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-left: .5in; mso-layout-grid-align: none; text-autospace: none; text-indent: -.5in;">
<span style="background: white; color: #111111; font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">Simonson, M., Smaldino, S., Albright, M., & Zvacek, S.
(2012).<span class="apple-converted-space"> </span><i>Teaching and learning
at a distance: Foundations of distance education</i><span class="apple-converted-space"> </span>(5th ed.) Boston, MA: Pearson.<o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; line-height: 24.0pt; margin-left: 26.25pt; text-indent: -22.5pt;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt;"> </span><a href="http://www.calvin.edu/library/knightcite/index.php" style="font-family: Arial, sans-serif; font-size: 12pt;"><img alt="Calvin College Hekman Library openURL resolver" border="0" height="1" src="file:///C:/Users/Lesley/AppData/Local/Temp/msohtmlclip1/01/clip_image001.gif" v:shapes="Picture_x0020_1" width="1" /></a></div>
Lesleyhttp://www.blogger.com/profile/00377798919762286653noreply@blogger.com1tag:blogger.com,1999:blog-670676318700919748.post-55412325911264803452013-10-20T22:31:00.001-05:002013-10-20T23:07:25.067-05:00Converting to a Distance Learning Format<h1>
Introduction<o:p></o:p></h1>
<div class="MsoNormal" style="line-height: 200%; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">Congratulations! You've decided to
make the leap into a hybrid/blended learning environment and this guide will help
make that leap a little more manageable. After completely reviewing this guide,
we urge you to use the Table of Contents to find what you are looking for in a
more timely manner in the future. It is our hope that this guide prepares and helps
direct you through this transition. <o:p></o:p></span><br />
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">(To see the complete guide more easily, please <a href="https://www.dropbox.com/s/qa3ft6e0min6d7t/WK7AssgnJohnsonL%202.pdf">click here</a>.)</span></div>
<h1>
Pre-training
Strategies<o:p></o:p></h1>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"> When beginning to consider the shift from a traditional
classroom to a hybrid/blended classroom, one must begin with an analysis of the
learners, content, methods, and environment </span><span style="font-family: "Times New Roman","serif"; mso-fareast-font-family: "Times New Roman";">(Simonson
et al., 2012, p. 152)</span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">. With that information, a more informed
decision about how to proceed with the design and development of the course can
be made. <o:p></o:p></span></div>
<h2>
Learners</h2>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"> You should begin by thinking about your learners because
"taking the time to learn about the learners in the class yields a more
productive learning environment" (Simonson et al., 2012, p. 154). Each
learner is different and has his or her own preferences and ways he or she
likes to learn so the instructional designer will have to consider that and
"develop supporting materials to individualize instruction" (Simonson
et al., 2012, p. 155). Using a survey would be a good place to start for this
kind of analysis and that survey can enlighten the design and development of
the course. <o:p></o:p></span></div>
<h2>
Content</h2>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"> As Simonson et al. (2012) remind us, "Keep in mind
that courses previously taught in traditional classrooms may need to be
retooled. The focus on the instruction shifts to visual presentations, engaged
learners, and careful timing of presentations of information" (p. 153). In
fact, in online learning environments activities
help learners engage with and learn the content, so along with a more visual
representation of concepts, the designer must think about how to encourage
interactivity (Laureate Education, Inc., n.d.). <o:p></o:p></span></div>
<h2>
Method and Materials</h2>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";"> With your
desire to have your training materials available on a server along with interactive activities, the
recommended method of delivery for the hybrid/blended learning environment is a
Course Management System (CMS). A CMS is an "Internet-based software that
manages student enrollment, tracks student performance, and creates and
distributes course content" (Simonson et al., 2012, p. 162). These are
some of the essential features you will be looking for as you move from a
traditional classroom to a hybrid/blended classroom. Your organization will
have to choose the CMS that works for you, but there are a number of CMSs
(which are also known as Learning Management Systems or LMSs) to choose from,
so your institution will have to make that decision according to your previous
analysis of the learners, content, methods, and environment. <o:p></o:p></span></div>
<h3>
Modifying
Original Aspects of the Traditional Course<o:p></o:p></h3>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"> Since the course has been done in a
traditional format, the chances are good that you will be able to modify what
you've already done to work in a hybrid/blended learning environment. It does
take some work, but this chart outlines the materials and activities that are
used in the traditional classroom and how they can be modified for a
hybrid/blended classroom. The key is that "online education demands that
students become engaged in the learning process. They cannot sit back and be
passive learners; rather, they must participate in the learning process"
(Simonson et al., 2012, p. 195-196). Therefore, the designer needs to plan for
a higher amount of interactive activities (Laureate Education, Inc., n.d.). <o:p></o:p></span></div>
<h3>
Shifting
from Traditional to Hybrid/Blended Learning<o:p></o:p></h3>
<table border="1" cellpadding="0" cellspacing="0" class="MsoTableLightGridAccent1" style="border-collapse: collapse; border: none; margin-left: -.05in; mso-border-alt: solid #4F81BD 1.0pt; mso-border-themecolor: accent1; mso-padding-alt: 0in 5.4pt 0in 5.4pt; mso-table-layout-alt: fixed; mso-yfti-tbllook: 544; width: 655px;">
<tbody>
<tr>
<td style="background: #D3DFEE; border-bottom: solid #4F81BD 2.25pt; border: solid #4F81BD 1.0pt; mso-background-themecolor: accent1; mso-background-themetint: 63; mso-border-bottom-themecolor: accent1; mso-border-themecolor: accent1; padding: 0in 5.4pt 0in 5.4pt; width: 108.9pt;" valign="top" width="145"><h3 style="margin-top: 0in;">
<a href="https://www.blogger.com/blogger.g?blogID=670676318700919748" name="_Toc370064405"><span style="color: windowtext; font-family: "Times New Roman","serif"; font-size: 13.0pt; mso-bidi-font-weight: normal; mso-fareast-font-family: "Times New Roman";">Material/Activity</span></a><span style="color: windowtext; font-family: "Times New Roman","serif"; font-size: 13.0pt; mso-bidi-font-weight: normal; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></h3>
</td>
<td style="border-bottom: solid #4F81BD 2.25pt; border-left: none; border-right: solid #4F81BD 1.0pt; border-top: solid #4F81BD 1.0pt; mso-border-bottom-themecolor: accent1; mso-border-left-alt: solid #4F81BD 1.0pt; mso-border-left-themecolor: accent1; mso-border-right-themecolor: accent1; mso-border-top-themecolor: accent1; padding: 0in 5.4pt 0in 5.4pt; width: 2.25in;" valign="top" width="216"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 13.0pt; mso-fareast-font-family: "Times New Roman";">Traditional Classroom<o:p></o:p></span></b></div>
</td>
<td style="background: #D3DFEE; border-bottom: solid #4F81BD 2.25pt; border-left: none; border-right: solid #4F81BD 1.0pt; border-top: solid #4F81BD 1.0pt; mso-background-themecolor: accent1; mso-background-themetint: 63; mso-border-bottom-themecolor: accent1; mso-border-left-alt: solid #4F81BD 1.0pt; mso-border-left-themecolor: accent1; mso-border-right-themecolor: accent1; mso-border-top-themecolor: accent1; padding: 0in 5.4pt 0in 5.4pt; width: 220.5pt;" valign="top" width="294"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 13.0pt; mso-fareast-font-family: "Times New Roman";">Hybrid/Blended Classroom<o:p></o:p></span></b></div>
</td>
</tr>
<tr>
<td style="background: #D3DFEE; border-top: none; border: solid #4F81BD 1.0pt; mso-background-themecolor: accent1; mso-background-themetint: 63; mso-border-themecolor: accent1; mso-border-top-alt: solid #4F81BD 1.0pt; mso-border-top-themecolor: accent1; padding: 0in 5.4pt 0in 5.4pt; width: 108.9pt;" valign="top" width="145"><h4>
Course
Readings<o:p></o:p></h4>
</td>
<td style="border-bottom: solid #4F81BD 1.0pt; border-left: none; border-right: solid #4F81BD 1.0pt; border-top: none; mso-border-bottom-themecolor: accent1; mso-border-left-alt: solid #4F81BD 1.0pt; mso-border-left-themecolor: accent1; mso-border-right-themecolor: accent1; mso-border-top-alt: solid #4F81BD 1.0pt; mso-border-top-themecolor: accent1; padding: 0in 5.4pt 0in 5.4pt; width: 2.25in;" valign="top" width="216"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Readings are usually bought before
the class or distributed in class as a copy that students can highlight and
comment upon. These readings are often stored in a binder or a folder
dedicated to the course.<o:p></o:p></span></div>
</td>
<td style="background: #D3DFEE; border-bottom: solid #4F81BD 1.0pt; border-left: none; border-right: solid #4F81BD 1.0pt; border-top: none; mso-background-themecolor: accent1; mso-background-themetint: 63; mso-border-bottom-themecolor: accent1; mso-border-left-alt: solid #4F81BD 1.0pt; mso-border-left-themecolor: accent1; mso-border-right-themecolor: accent1; mso-border-top-alt: solid #4F81BD 1.0pt; mso-border-top-themecolor: accent1; padding: 0in 5.4pt 0in 5.4pt; width: 220.5pt;" valign="top" width="294"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Readings can be bought or
distributed using the same means as a traditional classroom, but they can
also be hyperlinked to places on the internet or stored on the server and
made available through the CMS. This means they are available at anytime, anywhere.
Highlighting and commenting can be done digitally, making the resources more
user-friendly and searchable.<o:p></o:p></span></div>
</td>
</tr>
<tr>
<td style="background: #D3DFEE; border-top: none; border: solid #4F81BD 1.0pt; mso-background-themecolor: accent1; mso-background-themetint: 63; mso-border-themecolor: accent1; mso-border-top-alt: solid #4F81BD 1.0pt; mso-border-top-themecolor: accent1; padding: 0in 5.4pt 0in 5.4pt; width: 108.9pt;" valign="top" width="145"><h4>
Handouts<o:p></o:p></h4>
</td>
<td style="border-bottom: solid #4F81BD 1.0pt; border-left: none; border-right: solid #4F81BD 1.0pt; border-top: none; mso-border-bottom-themecolor: accent1; mso-border-left-alt: solid #4F81BD 1.0pt; mso-border-left-themecolor: accent1; mso-border-right-themecolor: accent1; mso-border-top-alt: solid #4F81BD 1.0pt; mso-border-top-themecolor: accent1; padding: 0in 5.4pt 0in 5.4pt; width: 2.25in;" valign="top" width="216"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Copies of handouts are given in
class and it is the student's responsibility to keep track of them, again,
likely in a binder or folder. Comments and highlighting are made directly on
the document. <o:p></o:p></span></div>
</td>
<td style="background: #D3DFEE; border-bottom: solid #4F81BD 1.0pt; border-left: none; border-right: solid #4F81BD 1.0pt; border-top: none; mso-background-themecolor: accent1; mso-background-themetint: 63; mso-border-bottom-themecolor: accent1; mso-border-left-alt: solid #4F81BD 1.0pt; mso-border-left-themecolor: accent1; mso-border-right-themecolor: accent1; mso-border-top-alt: solid #4F81BD 1.0pt; mso-border-top-themecolor: accent1; padding: 0in 5.4pt 0in 5.4pt; width: 220.5pt;" valign="top" width="294"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Handouts may be delivered in the
traditional classroom, or they can be hyperlinked to places in the internet
or stored on the server and made available through the CMS, again, making
them available at anytime, anywhere and highlighting and commenting can be
done digitally as well.<o:p></o:p></span></div>
</td>
</tr>
<tr>
<td style="background: #D3DFEE; border-top: none; border: solid #4F81BD 1.0pt; mso-background-themecolor: accent1; mso-background-themetint: 63; mso-border-themecolor: accent1; mso-border-top-alt: solid #4F81BD 1.0pt; mso-border-top-themecolor: accent1; padding: 0in 5.4pt 0in 5.4pt; width: 108.9pt;" valign="top" width="145"><h4>
Lectures<o:p></o:p></h4>
</td>
<td style="border-bottom: solid #4F81BD 1.0pt; border-left: none; border-right: solid #4F81BD 1.0pt; border-top: none; mso-border-bottom-themecolor: accent1; mso-border-left-alt: solid #4F81BD 1.0pt; mso-border-left-themecolor: accent1; mso-border-right-themecolor: accent1; mso-border-top-alt: solid #4F81BD 1.0pt; mso-border-top-themecolor: accent1; padding: 0in 5.4pt 0in 5.4pt; width: 2.25in;" valign="top" width="216"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Instructors deliver the message
verbally while students listen and take notes. Sometimes visual aids are used
to enhance the lecture. <o:p></o:p></span></div>
</td>
<td style="background: #D3DFEE; border-bottom: solid #4F81BD 1.0pt; border-left: none; border-right: solid #4F81BD 1.0pt; border-top: none; mso-background-themecolor: accent1; mso-background-themetint: 63; mso-border-bottom-themecolor: accent1; mso-border-left-alt: solid #4F81BD 1.0pt; mso-border-left-themecolor: accent1; mso-border-right-themecolor: accent1; mso-border-top-alt: solid #4F81BD 1.0pt; mso-border-top-themecolor: accent1; padding: 0in 5.4pt 0in 5.4pt; width: 220.5pt;" valign="top" width="294"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Instructors may still choose to do
an in-person lecture, but that lecture can be recorded as a video or podcast and
stored in the CMS for students who may not be able to attend. Or the instruct
may choose to record his/her lecture instead of delivering it in class. The
instructor may even choose not to be seen in the video and feature the visual
aids with narration. A narrated PowerPoint presentation would be an example
of this kind of technology; however, instructors need to use PowerPoints and
these kinds of resources sparingly because they aren't very interactive. As
was mentioned before, learners will learn the content through interactivity
with the content (Laureate Education, Inc., n.d.). Any kind of video or
podcast should remain between 3-10 minutes and if it is longer, the
instructor should consider creating a series </span><span style="font-family: "Times New Roman","serif"; mso-fareast-font-family: "Times New Roman";">(Simonson
et al., 2012, p. 97).</span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></div>
</td>
</tr>
<tr>
<td style="background: #D3DFEE; border-top: none; border: solid #4F81BD 1.0pt; mso-background-themecolor: accent1; mso-background-themetint: 63; mso-border-themecolor: accent1; mso-border-top-alt: solid #4F81BD 1.0pt; mso-border-top-themecolor: accent1; padding: 0in 5.4pt 0in 5.4pt; width: 108.9pt;" valign="top" width="145"><h4>
Assignments<o:p></o:p></h4>
</td>
<td style="border-bottom: solid #4F81BD 1.0pt; border-left: none; border-right: solid #4F81BD 1.0pt; border-top: none; mso-border-bottom-themecolor: accent1; mso-border-left-alt: solid #4F81BD 1.0pt; mso-border-left-themecolor: accent1; mso-border-right-themecolor: accent1; mso-border-top-alt: solid #4F81BD 1.0pt; mso-border-top-themecolor: accent1; padding: 0in 5.4pt 0in 5.4pt; width: 2.25in;" valign="top" width="216"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Assignments and papers are
collected in class or sometimes they are put in the instructor's mailbox or
some other designated collection spot. <o:p></o:p></span></div>
</td>
<td style="background: #D3DFEE; border-bottom: solid #4F81BD 1.0pt; border-left: none; border-right: solid #4F81BD 1.0pt; border-top: none; mso-background-themecolor: accent1; mso-background-themetint: 63; mso-border-bottom-themecolor: accent1; mso-border-left-alt: solid #4F81BD 1.0pt; mso-border-left-themecolor: accent1; mso-border-right-themecolor: accent1; mso-border-top-alt: solid #4F81BD 1.0pt; mso-border-top-themecolor: accent1; padding: 0in 5.4pt 0in 5.4pt; width: 220.5pt;" valign="top" width="294"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">The CMS may have an assignment
drop box where assignments can be uploaded and time-stamped so instructors
are sure learners turned in their work on time. Feedback then also becomes
more instantaneous as instructors are able to deliver that as soon as the
assignment is graded. The student will find that feedback on the CMS and it
will remain there for future reference. <o:p></o:p></span></div>
</td>
</tr>
<tr>
<td style="background: #D3DFEE; border-top: none; border: solid #4F81BD 1.0pt; mso-background-themecolor: accent1; mso-background-themetint: 63; mso-border-themecolor: accent1; mso-border-top-alt: solid #4F81BD 1.0pt; mso-border-top-themecolor: accent1; padding: 0in 5.4pt 0in 5.4pt; width: 108.9pt;" valign="top" width="145"><h4>
Discussions/
Debates<o:p></o:p></h4>
</td>
<td style="border-bottom: solid #4F81BD 1.0pt; border-left: none; border-right: solid #4F81BD 1.0pt; border-top: none; mso-border-bottom-themecolor: accent1; mso-border-left-alt: solid #4F81BD 1.0pt; mso-border-left-themecolor: accent1; mso-border-right-themecolor: accent1; mso-border-top-alt: solid #4F81BD 1.0pt; mso-border-top-themecolor: accent1; padding: 0in 5.4pt 0in 5.4pt; width: 2.25in;" valign="top" width="216"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Discussions/Debates are held
during class time and all members are expected to prepare and participate
equally. Timid learners often struggle with this portion of a course since
they tend to be soft spoken and reluctant to participate. <o:p></o:p></span></div>
</td>
<td style="background: #D3DFEE; border-bottom: solid #4F81BD 1.0pt; border-left: none; border-right: solid #4F81BD 1.0pt; border-top: none; mso-background-themecolor: accent1; mso-background-themetint: 63; mso-border-bottom-themecolor: accent1; mso-border-left-alt: solid #4F81BD 1.0pt; mso-border-left-themecolor: accent1; mso-border-right-themecolor: accent1; mso-border-top-alt: solid #4F81BD 1.0pt; mso-border-top-themecolor: accent1; padding: 0in 5.4pt 0in 5.4pt; width: 220.5pt;" valign="top" width="294"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Discussion forums can host
discussions and debates in written or video form. Each participant should be
required to post a reaction or response to a given topic and then participants
could be required to respond to a certain number of classmates. The same
topics that were discussed in the traditional classroom can be used here;
however, all participants will be heard and they will have more time to think
about their responses (Simonson et al., 2012, p. 273-274). In fact, Simonson
et al. (2012) wrote, "One of the most effective techniques to promote
interaction in distance education is the <i>threaded
discussion</i> " (p. 156). <o:p></o:p></span></div>
</td>
</tr>
<tr>
<td style="background: #D3DFEE; border-top: none; border: solid #4F81BD 1.0pt; mso-background-themecolor: accent1; mso-background-themetint: 63; mso-border-themecolor: accent1; mso-border-top-alt: solid #4F81BD 1.0pt; mso-border-top-themecolor: accent1; padding: 0in 5.4pt 0in 5.4pt; width: 108.9pt;" valign="top" width="145"><h4>
Quizzes/Tests<o:p></o:p></h4>
</td>
<td style="border-bottom: solid #4F81BD 1.0pt; border-left: none; border-right: solid #4F81BD 1.0pt; border-top: none; mso-border-bottom-themecolor: accent1; mso-border-left-alt: solid #4F81BD 1.0pt; mso-border-left-themecolor: accent1; mso-border-right-themecolor: accent1; mso-border-top-alt: solid #4F81BD 1.0pt; mso-border-top-themecolor: accent1; padding: 0in 5.4pt 0in 5.4pt; width: 2.25in;" valign="top" width="216"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Quizzes and/or tests are conducted
in class and the instructor usually has to manually grade the questions or at
least manually calculate the score if resources like Scantron tests are used.
<o:p></o:p></span></div>
</td>
<td style="background: #D3DFEE; border-bottom: solid #4F81BD 1.0pt; border-left: none; border-right: solid #4F81BD 1.0pt; border-top: none; mso-background-themecolor: accent1; mso-background-themetint: 63; mso-border-bottom-themecolor: accent1; mso-border-left-alt: solid #4F81BD 1.0pt; mso-border-left-themecolor: accent1; mso-border-right-themecolor: accent1; mso-border-top-alt: solid #4F81BD 1.0pt; mso-border-top-themecolor: accent1; padding: 0in 5.4pt 0in 5.4pt; width: 220.5pt;" valign="top" width="294"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Many CMSs have "system-scored
exams and quizzes" that allow learners to immediately "review their
progress" (Simonson et al., 2012, p. 184). Therefore, feedback can be
immediate (unless essay questions are also included; then learners will only
get a portion of their final grade) and quizzes or tests can be set up so
that a learn can have multiple attempts so that he/she can practice the
concepts and learn from his or her failures as he or she continues to improve
his or her score and comprehension simultaneously (Simonson et al., 2012, p.
273). <o:p></o:p></span></div>
</td>
</tr>
<tr>
<td style="background: #D3DFEE; border-top: none; border: solid #4F81BD 1.0pt; mso-background-themecolor: accent1; mso-background-themetint: 63; mso-border-themecolor: accent1; mso-border-top-alt: solid #4F81BD 1.0pt; mso-border-top-themecolor: accent1; padding: 0in 5.4pt 0in 5.4pt; width: 108.9pt;" valign="top" width="145"><h4>
Group
Projects<o:p></o:p></h4>
</td>
<td style="border-bottom: solid #4F81BD 1.0pt; border-left: none; border-right: solid #4F81BD 1.0pt; border-top: none; mso-border-bottom-themecolor: accent1; mso-border-left-alt: solid #4F81BD 1.0pt; mso-border-left-themecolor: accent1; mso-border-right-themecolor: accent1; mso-border-top-alt: solid #4F81BD 1.0pt; mso-border-top-themecolor: accent1; padding: 0in 5.4pt 0in 5.4pt; width: 2.25in;" valign="top" width="216"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">The parameters of the group
project are delivered in class and the students have some time in class to
meet, but are expected to meet outside of class to finish the project. <o:p></o:p></span></div>
</td>
<td style="background: #D3DFEE; border-bottom: solid #4F81BD 1.0pt; border-left: none; border-right: solid #4F81BD 1.0pt; border-top: none; mso-background-themecolor: accent1; mso-background-themetint: 63; mso-border-bottom-themecolor: accent1; mso-border-left-alt: solid #4F81BD 1.0pt; mso-border-left-themecolor: accent1; mso-border-right-themecolor: accent1; mso-border-top-alt: solid #4F81BD 1.0pt; mso-border-top-themecolor: accent1; padding: 0in 5.4pt 0in 5.4pt; width: 220.5pt;" valign="top" width="294"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">The instructions may be delivered
in person so that clarifying questions can be asked and this information can
also be stored on the CMS. The students can choose to work synchronously or
asynchronously using Wikis, Skype, Google Documents or other Web 2.0 tools
that may be available to them. Those tools are often easily connected to
CMSs. <o:p></o:p></span></div>
</td>
</tr>
</tbody></table>
<h2>
Environment</h2>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"> As previously mentioned, a CMS would
be an ideal environment for a hybrid/blended learning environment. H</span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">ere are some popular options to
examine with your institution:</span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"><o:p></o:p></span></div>
<div class="MsoListParagraphCxSpFirst" style="line-height: 200%; margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; line-height: 200%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">Blackboard
− </span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"><a href="http://www.blackboard.com/">http://www.blackboard.com/</a></span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 200%; margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; line-height: 200%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">Moodle
− </span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"> <a href="http://moodle.com/">http://moodle.com/</a></span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 200%; margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; line-height: 200%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">CourseSites
− <a href="https://www.coursesites.com/">https://www.coursesites.com/</a> <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 200%; margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span lang="ES-MX" style="font-family: Symbol; font-size: 12.0pt; line-height: 200%; mso-ansi-language: ES-MX; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;">
</span></span><!--[endif]--><span lang="ES-MX" style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-ansi-language: ES-MX; mso-fareast-font-family: "Times New Roman";">Canvas − </span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"><a href="http://www.instructure.com/"><span lang="ES-MX">http://www.instructure.com/</span></a></span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-ansi-language: ES-MX;"> </span><span lang="ES-MX" style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-ansi-language: ES-MX; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 200%; margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; line-height: 200%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">SchoolRack
− </span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"><a href="http://www.schoolrack.com/" target="_blank">http://www.schoolrack.com</a></span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 200%; margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; line-height: 200%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">Haiku
Learning − </span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"><a href="http://www.haikulearning.com/">http://www.haikulearning.com/</a></span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 200%; margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span lang="ES-MX" style="font-family: Symbol; font-size: 12.0pt; line-height: 200%; mso-ansi-language: ES-MX; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;">
</span></span><!--[endif]--><span lang="ES-MX" style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-ansi-language: ES-MX;">Rcampus
− </span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"><a href="http://www.rcampus.com/"><span lang="ES-MX">http://www.rcampus.com/</span></a></span><span lang="ES-MX" style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-ansi-language: ES-MX; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 200%; margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span lang="ES-MX" style="font-family: Symbol; font-size: 12.0pt; line-height: 200%; mso-ansi-language: ES-MX; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;">
</span></span><!--[endif]--><span lang="ES-MX" style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-ansi-language: ES-MX; mso-fareast-font-family: "Times New Roman";">EDU2.0 − </span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"><a href="http://www.edu20.org/">http://www.edu20.org/</a></span><span lang="ES-MX" style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-ansi-language: ES-MX; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 200%; margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; line-height: 200%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">EctoLearning
− </span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"><a href="http://www.ectolearning.com/default.aspx">http://www.ectolearning.com/default.aspx</a></span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 200%; margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; line-height: 200%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">Joomla
− </span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"><a href="http://www.joomla.org/">http://www.joomla.org/</a></span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 200%; margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; line-height: 200%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">SilverStripe
− </span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"><a href="http://www.silverstripe.org/">http://www.silverstripe.org/</a></span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; line-height: 200%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">CushyCMS − <a href="https://www.cushycms.com/en">https://www.cushycms.com/en</a></span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"> Many of these CMSs have similar
features that encourage interactivity, but do examine them all and how they
could help your organization make the shift from traditional to the
hiybrid/blended learning environment. Ultimately, your organization needs to
find the CMS that is right for the interactivity that you plan to incorporate. <o:p></o:p></span></div>
<h1>
Role
of the Trainer<o:p></o:p></h1>
<div class="MsoNormal" style="line-height: 200%; tab-stops: .5in 1.0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";"> In
a hybrid class, the instructor becomes more of a learning coach (Simonson et
al., 2012, p. 196). Learning in an online environment shifts the learning
paradigm from being instructor-focused to learner-focused and the learner is
expected to take responsibility for his or her learning. Even though the
learner takes a larger responsibility of their learning, they still need guidance
and direction so you will have to be engaged and present; although, that
presence comes from logging on to the CMS (Simonson et al., 2012, p. 196). The
trainer is expected to be present in the learning activities and "by using
assessments carefully, the teacher can identify and address weaknesses or gaps
in the instruction" and that can be a powerful tool to help the trainer
differentiate instruction and help learners where they really need help
(Simonson et al., 2012, p. 264). The class time that the distance portion of
instruction "saves" and instructor should be "reallocated from
presenting to preparing, from lecturing to posting, and from explaining to
interacting" (Simonson et al., 2012, p. 215). However, the instructor is
still expected to know the lesson plan and to be prepared to teach the content
(Laureate Education, Inc., n.d.). <o:p></o:p></span></div>
<h1>
Encouraging
Communication & Participation <o:p></o:p></h1>
<div class="MsoNormal" style="line-height: 200%; tab-stops: .5in 1.0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";"> Simonson
et al. (2012) wrote, "Constant communication is essential [when teaching
online]" (p. 135). One of the best
tools for communication between the student and the instructor is the course
syllabus. Simonson et al. (2012) wrote, "The syllabus is the single-most
important document an instructor can prepare. This is the primary communication
with students at a distance" (p. 199). The syllabus should outline how
students communicate with the instructor and what expectations they should have
for the instructor (i.e., how often he or she will post, how quickly he or she
will respond to e-mails, when it is appropriate to call, etc.). Simonson et al.
(2012) reminds us, too, that "the announcements tool in a course
management system is an excellent means for instructors to get new information
to students" (p. 135). <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; tab-stops: .5in 1.0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";"> As
far as participation goes, it is
recommended that the instructor "post once for every 4 or 5 student
postings [in the discussion forum], then as student take more responsibility
for their own learning later in the course, the instructor might post one for
each 10 to 12 student postings−primarily to keep the discussions on track"
(Simonson et al., 2012, p. 156). Along with helping the learners learn, this
will also show them that you care about them and their academic progress,
something that can be very motivating for students who begin to feel a
connection with a real person and not just their computer (Laureate Education,
Inc., n.d.). This constant communication is difficult, but you have to try your
best because you can't disassociate yourself or you will lose learners along
the way (Laureate Education, Inc., n.d.). <o:p></o:p></span></div>
<h1>
Trainer
Tips<o:p></o:p></h1>
<div class="MsoListParagraphCxSpFirst" style="line-height: 200%; mso-list: l1 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">"Technology
used in distance learning should be considered as a tool to deliver the
instruction and not as a method" (Simonson et al., 2012, p. 203). </span><span style="font-family: "Times New Roman","serif";"><o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 200%; mso-list: l1 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif";">Facilitators
must be trained to use the software (CMS) that they will use (Laureate
Education, Inc., n.d.). If your organization does not provide training, ask for
it. <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 200%; mso-list: l1 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif";">If
there are multiple facilitators teaching the same course, they could take the
course together as a means of training to teach the course (Laureate Education,
Inc., n.d.). <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 200%; mso-list: l1 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif";">Learners
must also be trained to use the software (Simonson et al., 2012, p. 137). And
be sure they know where to go and who to ask if they are having any issues with
the software, too! <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 200%; mso-list: l1 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif";">"Be
prepared in the event that technical problems occur" (Simonson et al.,
2012, p. 153). Discuss possible issues with your learners in advance so that
they know what to do and what is expected of them in such situations. <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 200%; mso-list: l1 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif";">"When
teaching with technology, always assume the worst and be pleasantly surprised
when everything goes well" (Simonson et al., 2012, p. 200). <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 200%; mso-list: l1 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif";">"Instructors
should consistently monitor to detect if students are having difficulty
navigating the course website and using its components" (Simonson et al.,
2012, p. 137). <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="line-height: 200%; mso-list: l1 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; line-height: 200%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif";">Mind
copyright laws and be sure to give credit where credit is due (Simonson et al.,
2012, p. 212). </span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"><br clear="all" style="mso-special-character: line-break; page-break-before: always;" />
<o:p></o:p></span></div>
<h1 align="center" style="text-align: center;">
References</h1>
<div class="MsoNormal" style="margin: 0in 0in 0.0001pt 0.5in; text-indent: -0.5in;">
<br /></div>
<div class="MsoNormal" style="line-height: 200%; margin-left: .5in; mso-layout-grid-align: none; text-autospace: none; text-indent: -.5in;">
<span style="background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">Acuña, J. (n.d.). The Networked Teacher. In<span class="apple-converted-space"> </span><i>Reflective Online Teacher: Becoming
an Online Instructor</i>. Retrieved from <a href="http://reflective-online-teaching.blogspot.mx/2013/05/becoming-online-instructor.html">http://reflective-online-teaching.blogspot.mx/2013/05/becoming-online-instructor.html</a><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-indent: -.5in;">
<span style="font-family: "Times New Roman","serif"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-style: italic; mso-bidi-theme-font: minor-bidi;">Laureate Education,
Inc. (Producer). (n.d.) <i>Facilitating Online Learning.</i></span><span style="font-family: "Times New Roman","serif"; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;"> [Video Webcast]. Retrieved from </span><a href="https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3398790_1%26url%3D"><span style="font-family: "Times New Roman","serif"; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;">https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3398790_1%26url%3D</span></a></div>
<div class="MsoNormal" style="line-height: 200%; margin-left: .5in; mso-layout-grid-align: none; text-autospace: none; text-indent: -.5in;">
<span style="background: white; color: #111111; font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">Simonson, M., Smaldino, S., Albright, M., & Zvacek, S.
(2012).<span class="apple-converted-space"> </span><i>Teaching and learning
at a distance: Foundations of distance education</i><span class="apple-converted-space"> </span>(5th ed.) Boston, MA: Pearson.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="line-height: 200%;">
<br /></div>
Lesleyhttp://www.blogger.com/profile/00377798919762286653noreply@blogger.com0tag:blogger.com,1999:blog-670676318700919748.post-32826241200823051842013-10-06T13:32:00.000-05:002013-10-06T13:32:47.361-05:00Exploring MOOCs with edX<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">edX
MOOC course: </span><a href="https://www.edx.org/course/edx/edxdemo101/edx-demo/1038"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">https://www.edx.org/course/edx/edxdemo101/edx-demo/1038</span></a><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">This is a demonstration of the edX
courses provided by Massachusetts Institute of Technology and Harvard
University and even from the demonstration you can tell that they have done
their homework. The course is very user-friendly because it is designed
linearly so that </span><span style="font-family: "Times New Roman","serif"; mso-fareast-font-family: "Times New Roman";">"students move in the same path
through the concepts, topics, and modules, and complete the same assessments
and tests" (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 170).
There are navigational menus at the top that take learners through the topics
of the modules and there is a menu on the side that defines the modules. In
fact, the modules are divided by the
weeks so that students will complete one module per week (Simonson et al.,
2012, p. 182). Because of the menus on the top and side of the course, the
navigation is very easy and even for learner who are new to the system (like
me) and it's very easy to follow. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">However, perhaps the most interesting
feature of this course is the way the information is presented. It is clearly
multifaceted and "the instructors [have begun] to think visually"
(Simonson et al., 2012, p. 159) because there is the use of videos (and
multiple formats of videos such as a lecture, demonstration, and discussion),
interactive reference tables (i.e., there is a table that you are able to
scroll over and click on different parts to get more information), zooming
diagrams and course readings. Having a variety of resources enriches the
environment and makes it suitable for all learning styles and preferences. It
was enjoyable to explore each learning object because they were diverse and
engaging. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">In fact, Simonson et al. (2012) remind
us that "it is important to remember that no matter which technological
formats are used in distance education, the trend is to reduce the 'amount' of
information delivered and to increase the 'interactive value' of the learning
experience" (p. 157). I think edX has done well with this because there
are a number of ways to be interactive in their courses. There are discussion
forums, wikis, quizzes, Google hangouts, and students are encouraged to connect
with one another by using Twitter, Facebook or other social networks. edX states,
"It's a proven face that if you engage with others while taking a course,
you're more likely to succeed" (<span style="background-color: white; background-position: initial initial; background-repeat: initial initial;">edX:
DemoX edX Demonstration Course, n.d.). Similarly, Benson and Samarawickrema
(2009) wrote, "[T]</span>he strongest factor that affected students’
transactional distance and engagement with learning was the transactional
distance between student and students, followed by transactional distance
between student and teacher" (Benson & Samarawickrema, 2009, p. 9). <span style="background-color: white; background-position: initial initial; background-repeat: initial initial;">Therefore, if students are engaged with
each other and the content, learning becomes more meaningful. <o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">Finally,
even within the demonstration course I can see my progress/grades by clicking
on the "progress" tab at the top of the course. There's a graph of my
progress so that I can assess how I am doing and see what I still have to do,
and there is more detail about each module as I scroll down the page to view my
progress. It's a nice feature that will help keep learners of edX course accountable.
<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">It's clear
to me that edX has "[taken] the time to plan and organize the learning
experience when engaged in teaching at a distance" (Simonson et al., 2012,
p. 188). There is diversity in the presentation of the content and the
interactivity so that all kinds of learners would enjoy the courses and easily
be able to monitor their progress. Andersen (2009) reminds us "that high
levels of interconnectedness between learners [leads] to higher levels of
knowledge construction" (p. 252). edX seems to have found a number of techniques
in which to engage the learner in meaningful and diverse ways, so I believe
these courses will maximize the learning opportunities of any student. <o:p></o:p></span></div>
<span style="font-family: "Times New Roman","serif"; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-font-style: italic; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;"><br clear="all" style="mso-special-character: line-break; page-break-before: always;" />
</span>
<br />
<div class="MsoNormal">
<br /></div>
<div align="center" class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<span style="font-family: "Times New Roman","serif"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-style: italic; mso-bidi-theme-font: minor-bidi;">Refer</span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-bidi-font-style: italic;">ences<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-indent: -.5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 11.0pt; mso-bidi-font-style: italic; mso-bidi-theme-font: minor-bidi;">Andresen, M. A. (2009). Asynchronous
discussion forums: success factors, outcomes, assessments, and limitations. <i>Educational
Technology & Society</i>, 12 (1), 249–257. Retrieved from </span><a href="http://www.ifets.info/journals/12_1/19.pdf"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 11.0pt; mso-bidi-theme-font: minor-bidi;">http://www.ifets.info/journals/12_1/19.pdf</span></a><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 11.0pt; mso-bidi-font-style: italic; mso-bidi-theme-font: minor-bidi;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-indent: -.5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 11.0pt; mso-bidi-theme-font: minor-bidi;">Benson, R., & Samarawickrema, G. (2009). Addressing the context
of e-learning: using transactional distance theory to inform design. <i>Distance
Education</i>, <i>30</i>(1), 5-21.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-left: .5in; mso-layout-grid-align: none; text-autospace: none; text-indent: -.5in;">
<span style="background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">edX: DemoX edX Demonstration Course. (n.d.). In <i>edX</i>. Retrieved
from </span><a href="https://courses.edx.org/courses/edX/DemoX/Demo_Course/courseware/d8a6192ade314473a78242dfeedfbf5b/edx_introduction/"><span style="background: white; font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">https://courses.edx.org/courses/edX/DemoX/Demo_Course/courseware/d8a6192ade314473a78242dfeedfbf5b/edx_introduction/</span></a><span style="background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;"><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="line-height: 200%; margin-left: .5in; mso-layout-grid-align: none; text-autospace: none; text-indent: -.5in;">
<span style="background: white; color: #111111; font-family: "Times New Roman","serif";">Simonson, M., Smaldino, S., Albright, M., &
Zvacek, S. (2012).<span class="apple-converted-space"> </span><i>Teaching
and learning at a distance: Foundations of distance education</i><span class="apple-converted-space"> </span>(5th ed.) Boston, MA: Pearson.<o:p></o:p></span></div>
Lesleyhttp://www.blogger.com/profile/00377798919762286653noreply@blogger.com0tag:blogger.com,1999:blog-670676318700919748.post-31475510697330062722013-09-22T12:23:00.003-05:002013-09-22T12:25:00.041-05:00Selecting Distance Learning Technologies<div style="line-height: 115%; text-align: left;">
<b style="line-height: 115%;"><i>Scenario
2: Interactive Tours</i></b></div>
<div style="line-height: 115%; text-align: left;">
<i>
"A high school history teacher, located on the west coast of the United
States, wants to showcase to her students new exhibits being held at two
prominent New York City museums. The teacher wants her students to take a
"tour" of the museums and be able to interact with the museum
curators, as well as see the art work on display. Afterward, the teacher would
like to choose two pieces of artwork from each exhibit and have the students participate
in a group critique of the individual work of art. As a novice of distance
learning and distance learning technologies, the teacher turned to the school
district’s instructional designer for assistance. In the role of the
instructional designer, what distance learning technologies would you suggest
the teacher use to provide the best learning experience for her students?"
(from Walden University, EDUC 6135) <o:p></o:p></i></div>
<div style="line-height: 200%; text-indent: .5in;">
For this scenario, the two
distance learning technologies that will assist the high school history teacher
in her endeavor would be media sharing and discussion technologies. To further
streamline the technologies, the teacher should use these features within a CMS
(course management system) if she can. Nonetheless, I would like to focus upon how
she can use media sharing tools and then discussion technologies so that she is
able to have her students tour the museum, see various works of art, interact
with the curators, and finally critique a work of art as a class. </div>
<div style="line-height: 200%; text-indent: .5in;">
<span style="background-color: white; background-position: initial initial; background-repeat: initial initial;">Social media is one mode of media sharing that is very
popular. With the features of smartphones and other mobile devices, sharing
media like pictures and videos is possible with a variety of social media sites
including Instagram, Facebook, Twitter, Flickr and many others. Weilenmann,
Hillman, and Jungselius (2013) confirmed that "mobile technologies such as
smartphones are a relatively common sight in modern museums and science
centers." Therefore, this history teacher should encourage her students to
utilize social media as a means of collaborative learning. Luckily, if she uses
a CMS like Canvas (</span><a href="http://www.instructure.com/">http://www.instructure.com/</a>),
she will be able to integrate outside social media tools more seamlessly than
with other CMSs, but she should be able to integrate social media tools through
links with any CMS. This will help the history teacher because "media
sharing sites are Web Sites that facilitate the sharing of content and
artifacts such as text, pictures, videos, presentations, and audio files"
(Laureate Education, Inc., n.d.), and that is exactly what she wants to do. She
wants the students to "tour" the museum so that they can see artwork.
</div>
<div style="line-height: 200%; text-indent: .5in;">
<span style="background-color: white; background-position: initial initial; background-repeat: initial initial;">Weilenmann, Hillman, and Jungselius (2013) suggested using
Instagram because it "includes dedicated mobile applications that allow
users to take and manipulate photographs... and to share them online where
other users can react through comments and ‘likes’." The latter could help
the students interact with the curators, another goal of the history teacher. Also,
Instagram allows users to include tags which "</span>can be seen as a way
to direct photos into a certain type of image stream or photo-graphic
conversation" (Weilenmann, Hillman, & Jungselius, 2013). With tags, it
would be easier to help the students stay on task and to find artworks again
with greater ease. As an additional bonus, Instagram can be integrated with
Facebook, Twitter, Tumblr and Flickr, sites that also encourage interactions
through commenting, replies, and/or "likes". This is especially
important because Weilenmann, Hillman, and Jungselius (2013) reported, "It
has become relatively common for museums and science centers to use social
networks with the aim of facilitating new types of participation with visitors."
So if the museums are already using social media networks, the history teacher
should be able to work with the museum to find the right media sharing venue
for her class. </div>
<div style="line-height: 200%; text-indent: .5in;">
Once the class has sufficiently
toured the museum and interacted with the curators (and possibly other art
aficionados who use social media networks), then the history teacher should gather
her class by using a discussion technology. Again, if she has a CMS, it should
"<span style="background-color: white; background-position: initial initial; background-repeat: initial initial;">integrate discussion
technologies such as discussion forums, group collaboration areas, and virtual
chat tools into the online learning environment" (Laureate Education,
Inc., n.d.). However, if she does not have a CMS, there are "Web
discussion technologies [that] provide yet another method to actively engage
students in learning" (Laureate Education, Inc., n.d.). In fact, the
teacher could choose to conduct the discussion on Instagram or whatever social
media network was used for the tour. After all, they do allow for commenting;
however, if the comments are to be graded, that could become a logistical
nightmare and this is why CMSs are so wonderful−they will help you find and
grade your students more easily. However, in order to conduct a group critique
of an artwork, the history teacher should "</span>spend [her] time
preparing materials and the carefully thought out discussion questions and
topics that relate to learning objectives" (Andresen, 2009, p. 251).
Having guiding questions will help direct the learners and allow her to "intervene,
but only in order to keep the discussion on track, or take on a cheerleading
role to motivate the discussion" (Andresen, 2009, p. 251) would be the ideal
situation. Andresen (2009) found that if the instructor participates in the
discussion too much, then the learners "begin to rely on the instructor to
answer questions" (p. 251). Therefore, the history teacher should take
care to intentionally set up the discussion so that learners can participate
and have a lively discussion critiquing the artwork that is steeped in respect,
understanding, and constructive learning. </div>
<div style="line-height: 200%; text-indent: .5in;">
As you can see, using media sharing
and discussion technologies will help the history teacher accomplish her learning
objectives (and with relative ease if she can use a CMS). These learning tools will
help enrich the classroom experience and connect her learners with outside experts,
something that may even help them realize the possibilities of social media, helping
them become life-long learners. <span style="background-color: white; background-position: initial initial; background-repeat: initial initial;"><o:p></o:p></span></div>
<div align="center" class="MsoNormal" style="line-height: 200%; margin-left: .5in; text-align: center; text-indent: -.5in;">
<span style="font-family: "Times New Roman","serif"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-style: italic; mso-bidi-theme-font: minor-bidi;">Refer</span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-bidi-font-style: italic;">ences<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-left: .5in; text-indent: -.5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-bidi-font-style: italic;">Andresen, M. A. (2009). Asynchronous discussion
forums: success factors, outcomes, assessments, and limitations. <i>Educational
Technology & Society</i>, 12 (1), 249–257. Retrieved from </span><a href="http://www.ifets.info/journals/12_1/19.pdf"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">http://www.ifets.info/journals/12_1/19.pdf</span></a><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-bidi-font-style: italic;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-left: .5in; text-indent: -.5in;">
<span style="font-family: "Times New Roman","serif"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-style: italic; mso-bidi-theme-font: minor-bidi;">Laureate Education,
Inc. (Producer). (n.d.). <i>The technology of distance education.</i></span><span style="font-family: "Times New Roman","serif"; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;"> [Multimedia Program]. Retrieved from </span><a href="https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3398790_1%26url%3D"><span style="font-family: "Times New Roman","serif"; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;">https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3398790_1%26url%3D</span></a></div>
<div class="MsoNormal" style="line-height: 200%; margin-left: .5in; mso-layout-grid-align: none; text-autospace: none; text-indent: -.5in;">
<span style="background: white; color: #111111; font-family: "Times New Roman","serif";">Simonson, M., Smaldino, S., Albright, M., &
Zvacek, S. (2012).<span class="apple-converted-space"> </span><i>Teaching
and learning at a distance: Foundations of distance education</i><span class="apple-converted-space"> </span>(5th ed.) Boston, MA: Pearson.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-left: .5in; mso-layout-grid-align: none; text-autospace: none; text-indent: -.5in;">
<span style="background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: 'Times New Roman', serif;">Try Canvas. (n.d.). In<span class="apple-converted-space"> </span><i>Canvas by Instructure<span class="apple-converted-space"> </span></i>. Retrieved from </span><a href="http://www.instructure.com/try-canvas"><span style="background: white; font-family: "Times New Roman","serif";">http://www.instructure.com/try-canvas</span></a><span style="background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: 'Times New Roman', serif;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-left: .5in; text-indent: -.5in;">
<span style="background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">Weilenmann, A., Hillman, T., & Jungselius, B.
(2013). Instagram at the Museum: Communicating the Museum Experience through
Social Photo Sharing. In<span class="apple-converted-space"> </span><i>Academia.edu</i>.
Retrieved September 21, 2013, from </span><a href="http://www.academia.edu/3575522/Instagram_at_the_Museum_Communicating_the_Museum_Experience_through_Social_Photo_Sharing"><span style="background: white; font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">http://www.academia.edu/3575522/Instagram_at_the_Museum_Communicating_the_Museum_Experience_through_Social_Photo_Sharing</span></a><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"><o:p></o:p></span></div>
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<br /></div>
Lesleyhttp://www.blogger.com/profile/00377798919762286653noreply@blogger.com0tag:blogger.com,1999:blog-670676318700919748.post-692974543621274152013-09-08T11:50:00.000-05:002013-09-08T11:54:29.674-05:00Defining Distance Learning<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"> Before this course, I thought
distance learning was something that was quite new, considering the evolution
of the internet and how prominent it has become in our lives. To me, distance
learning was something that used the internet and a sort of learning management
system (LMS) so that people who were located throughout the world could attend
a course from some kind of institution. However, I now know that distance
learning is not something that is new, but something that has been evolving
through the centuries as new technologies have emerged. For example, correspondence
courses were available in 1833 in Europe and later in the United States by 1873
(Laureate Education, Inc., n.d.)! It's hard for me to even imagine how long it
would have taken for one's work to reach its destination, be graded, and then returned
with descriptive feedback, but that was the beginning of distance learning and
it has been evolving ever since. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"> In fact, I think the reason the
definition of distance learning is always changing is because of the different
technologies that have helped shape the way distance learning works. We are now
far past the days of using "snail mail" since we can use e-mail and
LMSs. Nevertheless, those earlier elements of distance learning have helped shaped
its future. Even with the earlier correspondence courses, writing was essential
and writing is still a staple in all kinds of educational programs. Later,
telecommunications and radio became an integral part of the distance learning
programs (Laureate Education, Inc., n.d.), but one could argue that this has
been replaced by more modern technologies like podcasts. Simonson, Smaldino,
Albright and Zvacek (2012) found that "experimental television teaching
programs" began in the 1930s, something that was replaced by satellite
technology and later fiber-optic communication systems (p. 39-40). <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"> Nevertheless, if one speaks of distance
learning now, it's almost synonymous with "computer-mediated
communications and the Internet" (Simonson et al., 2012, p. 40). Interaction
and collaboration with the instructor and classmates is much easier to
accomplish nowadays in an online environment; although, it's not hard to see
how the earlier elements of distance learning helped shape what it currently
is. Correspondence is now more instantaneous but still very much present in
distance learning. Similarly, radio and television have been replaced by their
more modern counterparts−podcasts and streamed or downloaded videos stored online.
Yet there are still some elements that have remained throughout distance
learning's history: it involves an institution and physical separation. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEivHt0_njhpqGzsrOEos-CULUYwQps3l2VdYnkKb_Lbr8iLmvaF1ZPG20F5MuQo2U7ywwIGtLW0i5c1kEJ6vNIhOINoGR8J6xoKV5e0qp5sWO8Bpy4f1GbAw9-4DfN2Lz9AYjEZZvMccXSR/s1600/Distance+Learning2+text2mindmap.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="424" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEivHt0_njhpqGzsrOEos-CULUYwQps3l2VdYnkKb_Lbr8iLmvaF1ZPG20F5MuQo2U7ywwIGtLW0i5c1kEJ6vNIhOINoGR8J6xoKV5e0qp5sWO8Bpy4f1GbAw9-4DfN2Lz9AYjEZZvMccXSR/s640/Distance+Learning2+text2mindmap.jpg" width="640" /></a><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"> So now I return to the question,
"What is distance learning?" I no longer define it as something the
uses only the internet because its history is much more extensive than that. Distance
learning is a kind of formal education that is supported by an institution
(this can be an educational institution or otherwise) who uses interactive
systems to connect a community of learners who are separated by location and/or
time. I hope that is a definition that encompasses the history and future of distance
education, both of which are important. After all, if we remember from where
we've come, it's easier to keep moving forward.</span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"> Furthermore, I think the future of
distance learning is very bright. I actually think distance learning will
become the norm, especially for higher education. Because distance learning is
so cost effective, it makes higher education possible for more people (Moller,
Foshay, Huett, 2008, p. 70). No longer will people have to take time away from
work unless they want to. People won’t have to move to where the university is
either. Similarly, if the best program is not in your state, it won’t matter because
(to use a cliché) it would only be a click away. Or if one happens to be in a
remote location or in a country that may not have the resources to support an educational
program, distance learning may help provide the answer since "</span>o<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">nce
developed, tens of thousands of employees or customers can use [the distance
learning program] immediately" (Moller et al., 2008, p. 70). <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"> However, the quality of distance
education will have to improve. As it is now, there are some programs that are
quite well-known and respected and there are other programs that too easily
accept students and aren’t as highly revered. It’s those programs that bring the
reputation of distance learning down, so there will need to be more
standardization to ensure high-quality programs. Much like the Common Core has
swept most of the K-12 education programs, I think there will be a similar
revolution in distance education. Moller et al. (2012) wrote, "There must
be a means for both producers and consumers to recognize high quality
e-learning" (p. 71). I think some kind of standardization will help with
such an issue, so I foresee a higher level of uniformity and control in
distance learning's future. <o:p></o:p></span></div>
<span style="font-family: "Times New Roman","serif"; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;"><br clear="all" style="mso-special-character: line-break; page-break-before: always;" />
</span>
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<br /></div>
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<span style="font-family: "Times New Roman","serif"; mso-fareast-font-family: "Times New Roman";">References<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-indent: -.5in;">
<span style="font-family: "Times New Roman","serif"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-style: italic; mso-bidi-theme-font: minor-bidi;">Laureate Education,
Inc. (Producer). (n.d.) <i>Distance learning timeline continuum.</i></span><span style="font-family: "Times New Roman","serif"; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;"> [Multimedia Program]. Retrieved from </span><a href="https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3398790_1%26url%3D"><span style="font-family: "Times New Roman","serif"; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;">https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3398790_1%26url%3D</span></a></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-layout-grid-align: none; text-autospace: none; text-indent: -.5in;">
<span class="apple-converted-space"><span style="background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;"> </span></span><span style="background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">Moller, L., Foshay, W., & Huett, J. (2008).
The evolution of distance education: Implications for instructional design on
the potential of the web (Part 1: Training and development).<span class="apple-converted-space"> </span><i>TechTrends, 52</i>(3), 70–75.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-layout-grid-align: none; text-autospace: none; text-indent: -.5in;">
<span style="background: white; color: #111111; font-family: "Times New Roman","serif";">Simonson, M., Smaldino, S., Albright, M., &
Zvacek, S. (2012).<span class="apple-converted-space"> </span><i>Teaching
and learning at a distance: Foundations of distance education</i><span class="apple-converted-space"> </span>(5th ed.) Boston, MA: Pearson.</span><span style="background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: 'Times New Roman', serif;"><o:p></o:p></span></div>
Lesleyhttp://www.blogger.com/profile/00377798919762286653noreply@blogger.com0tag:blogger.com,1999:blog-670676318700919748.post-86213641687930551122013-09-05T09:56:00.001-05:002013-09-05T09:56:08.139-05:00Distance EducationThe focus of my blog is changing yet again. I will be using this blog for my latest Walden course: Distance Education. Check back to see what I'm learning and what I will share with you!<br />
Cheers,<br />
LesleyLesleyhttp://www.blogger.com/profile/00377798919762286653noreply@blogger.com1tag:blogger.com,1999:blog-670676318700919748.post-10715202671211350072013-04-12T10:37:00.004-05:002013-04-12T11:25:35.638-05:00VoiceThread <!--[if gte mso 9]><xml>
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How can teachers better engage students? It’s a common
question that is often asked and I may have found one tool that could help:
<a href="http://voicethread.com/" target="_blank">VoiceThread</a>. VoiceThread is like a high-tech discussion or as Mary Bart, editor
of Faculty Focus, wrote, "[It's] a collaborative, multimedia slide show
that holds images, documents, and videos." Users may type responses or
they may include webcam videos or voice-recorded discussions. Myra George, an
English instructor from Milwaukee Area Technical College, explained a plethora of
ways in which to use VoiceThread. She focused on two main areas:
teacher-created threads and student-created threads (“The Faculty Minute...”).
Teacher-created threads could be questions posed on a discussion board (and
students would respond by typing or a voice or webcam recording); reading
journals (a place where students can comment on what they've read and leave
their thoughts); videos of lectures (students wouldn't have to respond, but it
could be uploaded as a resource for students); and teachers could prepare
slides with text, images, videos or even PowerPoint slides as a kind of lecture
or a supplemental resource as well (“The Faculty Minute...”). Students could
also create discussion boards or prompts; they could post presentations (this
could be a PowerPoint presentation or other form of slides); or they could even
post a speech (“The Faculty Minute...”). Another suggestion from Bart is to
have a growing lecture because "discussion in VoiceThread is attached to
the lecture itself, which can then be used for the next class, [so] students
are adding to the lecture, which grows from class to class." </div>
<div class="MsoNormal">
However, Bart commented, "Typically, the instructor
loads his or her narrative slides and students can then add their comments at
any point within the lecture." That seems to be the most common use of
VoiceThread, but the capabilities seem extensive, especially if one is willing
to allow the learners to begin threads or lead learning activities. Sometimes
our students have even better ideas than we do, so giving them the freedom to
flex their creative muscles (perhaps even getting into some of Gardner's Theory
of Multiple Intelligences and allowing students to approach a task from an area
of strength) could produce unique results that encourage learning in a way the
teacher hadn't thought of before. </div>
<div class="MsoNormal">
There are some factors that would need to be addressed
before incorporating VoiceThread, however. One of them is the fact that every
user would need an account, so if you were beginning to use this resource in
your course, you would need to plan time for students to register. Secondly, if
you are using the free account, you are only allowed "3 minutes of phone
commenting, 5 VoiceThreads with up to 50 slides each, and unlimited voice and
text comments" (“VoiceThread…”). If you want more capabilities and space,
you would have to invest something close to $80-$100 per year or $15-$20 a
month depending on your needs. (Note: there are other prices for schools and
company subscriptions. See the VoiceThread website for more details.) Thirdly,
there would be a learning curve for participants as there is with any new kind
of tool incorporated into a course; therefore, you would need to plan some time
to allow users to familiarize themselves and become more comfortable with the tool.
</div>
<div class="MsoNormal">
Nevertheless, VoiceThread does address some of the previous
concerns of asynchronous learning. Stefan Hrastinski wrote, "If e-learners
seldom meet face-to-face and teachers mainly rely on asynchronous e-learning,
students might feel isolated and not part of learning communities, which is
essential for collaboration and learning" (53). However, Bart wrote,
"Students find that the ability to see and hear their instructor and
classmates [in VoiceThread] improves the sense of social presence of others in the
classroom." Likewise Bart states that it is easier to understand the
nuances of the communication because you are able to hear the voice tones. To
me, those are two major pluses for VoiceThread along with the fact that
"asynchronous communication increases a person's ability to process
information" (Hrastinski 53). That has been a long-known advantage of
asynchronous e-learning; the recipient has more time to process the information
and comprehend the message because the author isn't expecting an immediate
reply. Hrastinski said, "[W]hen discussing complex issues, in which time
for reflection is needed, it seems preferable to switch to asynchronous
e-learning..." (55). VoiceThread can help you do just that and do it in a
way that is more engaging than an old-fashioned written discussion board. </div>
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Works Cited</div>
<div class="MsoNormal">
Bart, Mary. "Pump up Your Online Discussions with
VoiceThread." Faculty Focus. Magna Publications, 10 Feb. 2010. Web. 12
Apr. 2013.
<<a href="http://www.facultyfocus.com/articles/asynchronous-learning-and-trends/pump-up-your-online-discussions-with-voicethread/">http://www.facultyfocus.com/articles/asynchronous-learning-and-trends/pump-up-your-online-discussions-with-voicethread/</a>>.</div>
<div class="MsoNormal">
Hrastinski, Stefan. "Asynchronous & Synchronous
E-Learning." EDUCAUSE Quarterly 31.4 (2008): 51-55. ERIC. Web. 12 Apr.
2013.</div>
<div class="MsoNormal">
<span style="mso-spacerun: yes;"> </span>“The Faculty Minute:
Introducing VoiceThread with Myra George.” Faculty Focus. Milwaukee Area
Technical College. 12 July 2012. Web. 12 Apr. 2013.
<<a href="http://www.youtube.com/watch?v=ohGLoaAN2jw">http://www.youtube.com/watch?v=ohGLoaAN2jw</a>></div>
<div class="MsoNormal">
"VoiceThread - Support - How To - Free."
VoiceThread - Support - How To - Free. VoiceThread, n.d. Web. 12 Apr. 2013.
<<a href="http://voicethread.com/support/howto/Account_Types/Free">http://voicethread.com/support/howto/Account_Types/Free</a>>.</div>
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<![endif]-->Lesleyhttp://www.blogger.com/profile/00377798919762286653noreply@blogger.com1tag:blogger.com,1999:blog-670676318700919748.post-48659124146362626692013-03-12T09:21:00.003-06:002013-03-12T09:21:51.320-06:00Why do we read novels?I think we read novels so that we can explore the human experience. For example, in <u>Of Mice and Men</u>, George is friends with Lennie who is mentally handicapped. While I've interacted with mentally handicapped people before, I have not been close friends with a mentally handicapped person, so it is interesting to me see what their relationship is like and the different challenges George and Lennie face together. However, I don't actually have to experience all the hardships George and Lennie do; I can just read about them and think about what I would do--that's how I can explore the human experience and that's the great thing about novels. I can go anywhere and experience new things without ever leaving home; all I have to do is open a book and my mind. Lesleyhttp://www.blogger.com/profile/00377798919762286653noreply@blogger.com0tag:blogger.com,1999:blog-670676318700919748.post-36568038349429319362013-02-19T11:22:00.002-06:002013-02-19T11:22:10.011-06:00Becoming an Everyday ScholarThis project has made me realize how easy learning is nowadays. I mean, all I have to do is use <a href="http://www.google.com/reader" target="_blank">Google Reader</a> to follow some good blogs, <a href="https://www.diigo.com/" target="_blank">Diigo </a>to bookmark resources, and follow interesting people on <a href="http://www.twitter.com/" target="_blank">Twitter</a>. A variety of information comes directly to me--I hardly even have to try! Researching like this will help me become an everyday scholar--I can track my own interests and read short articles or tweets or blogs that are interesting to me and then I can share them with others. It's an exciting time in the digital realm and I'm glad I've learned how to use the resources available to me. I think I will truly be able to set myself up for "excellence for life."Lesleyhttp://www.blogger.com/profile/00377798919762286653noreply@blogger.com0tag:blogger.com,1999:blog-670676318700919748.post-72430882084770157202013-02-01T08:44:00.001-06:002013-02-01T08:44:45.080-06:00Teen Cyberbullying<!--[if gte mso 9]><xml>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: "Times New Roman";"></span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: "Times New Roman";">The Story of my Search</span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-tab-count: 1;"> </span>Being
a teenager is no easy task and I think it may actually be a bit more difficult
today. I remember seeing people point and laugh at me when I was in high school
(or walking in on a conversation and having everyone suddenly go silent);
however, it didn’t bother me very long. There was no reminder of my humiliation
or my mistake, but the same cannot be said with the strong presence of the
internet and social networking that exists today. Comments, photos, and videos
can be forever saved in cyberspace, haunting the victims for years. While my
humiliation could be forgotten after a few days or weeks, now cyberbullying has
made humiliation last much longer. Photos and videos can be uploaded on
websites and shared with the world, too, so the audience of those who are
humiliating you increases; there could be someone in China laughing at your
epic wipeout during the school pep rally. I know cyberbullying has taken
bullying to a completely new level of bullying. </span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-tab-count: 1;"> </span>Since
I am a teacher and deal with teenagers daily, I wanted to know what bullying
looks like today and if I can help in some way. I came up with the research
question: <i style="mso-bidi-font-style: normal;">What is cyberbullying and how
can it be prevented?</i> Through my research I found the answer: Cyberbullying
is using the internet or other technology to harasses, threaten, or embarrass
people. With proper supervision and knowledge, cyberbullying may not be
prevented but the number of incidents should decrease. </span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-tab-count: 1;"> </span>I
had two weeks to research about cyberbullying. I chose the topic because of a
news story I heard on NPR called “Online ‘Shaming’ A New Level of Cyberbullying
for Girls.” It was the story that piqued my interest into this problem, so I
began by doing a simple Google search of <i style="mso-bidi-font-style: normal;">cyberbullying</i>.
I found many websites, but was intrigued by the ones that explained what to do
when you are cyberbullied because I think that is something I should know and
tell my students so that they can protect themselves. </span></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: "Times New Roman";">I also
used EBSCO, the school’s library subscription service, and I found two very
different articles--one was about a boy who was using Twitter to praise people
instead of put them down and the other was about Amanda Todd, a Canadian girl
who was cyberbullied so badly that she took her own life. I think the Amanda
Todd story is important because it’s a sort of cautionary tale for people.
Likewise, the Twitter story is equally important because it shows another way
to combat cyberbullying. </span></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: "Times New Roman";">Throughout
my research my focus remained the same; however, I began to focus more on what
people can do about cyberbullying because I began to realize that that
information is more important, especially after reading about Amanda Todd. She
didn’t know what to do or where to go, so I knew I needed to research about
that and share my research. </span></div>
<div class="MsoNormal" style="line-height: 200%;">
<br /></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: "Times New Roman";">The Results of my Search</span></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: "Times New Roman";">Author
Emma Teitel wrote, “A recent comprehensive study determined that one out of
every five adolescents has at some point cyberbullied someone else” (68). It’s
clear that cyberbullying is a growing issue, especially as the use of technology
continues to grow and the world continues to “flatten” (Friedman). Teitel also
cited another study by Consumer Reports that found there were 7.5 million
children under the age of 13 who have Facebook accounts despite Facebook’s
terms of service that states users must be 13 years old (68). Cyberbullying is
an issue for anyone who uses the internet, but especially for those who use
social media sites such as Facebook, Twitter, YouTube, Formspring, 9Gag or any
other site that allows one to post videos, pictures, or comments. </span></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: "Times New Roman";">A very sad
example of the extremes of cyberbullying is the case of Amanda Todd, a
15-year-old Canadian girl who was cyberbullied so badly that she fell into a
deep depression and took her own life. Todd had exposed herself online and her
harasser shared the topless photo (Teitel 68). Teitel reported, “The public
consensus about Amanda Todd is that she made a mistake by exposing her breasts
on the Internet. What isn’t being said, however, and what should be said, is
that Todd’s mistake is an extremely common one...” (68). And that is perhaps
the more frightening part of Todd’s story--she isn’t a unique case.</span></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: "Times New Roman";">So how can
we prevent incidents like Amanda Todd’s? The answer may begin with more
parental supervision. Teitel wrote, “...despite Internet parental controls, and
increased awareness, most parents still do not monitor their kids as closely
online as they do offline” (68). Parents need to supervise their children to
know what they are doing online and educate them about appropriate online
behaviors (Hinduja and Patchin “Preventing Cyberbullying: Top Ten Tips for
Parents”). University professors Dr. Sameer Hinduja and Dr. Justin Patchin
suggest to “establish that all rules for interacting with people in real life
also apply for interacting online or through cell phones” (“Preventing
Cyberbullying: Top Ten Tips for Parents”). Modeling appropriate behavior would
also influence children’s behavior and help them to more clearly understand
what is expected of them. Dr. Hinduja and Dr. Patchin also wrote that parents
should “cultivate and maintain an open, candid line of communication with your
children, so that they are ready and willing to come to you whenever they
experience something unpleasant or distressing in cyberspace” (“Preventing Cyberbullying:
Top Ten Tips for Parents”). Hinduja and Patchin also suggest having an
“Internet Use Contract” and a “Cell Phone Use Contract” (“Preventing
Cyberbullying: Top Ten Tips for Parents”). </span></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: "Times New Roman";">However,
supervision alone cannot help prevent cyberbullying; knowledge is power so
teenagers need to be informed and aware of cyberbullying as well as know how to
protect themselves. Stopbullying.gov recommends following these steps
immediately after being bullied:</span></div>
<div class="MsoNormal" style="line-height: 200%; margin-left: 1.0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: "Times New Roman";">1. Don’t
respond to and don’t forward cyberbullying messages.</span></div>
<div class="MsoNormal" style="line-height: 200%; margin-left: 1.0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: "Times New Roman";">2. Keep
evidence of cyberbullying. Record the dates, times, and descriptions of
instances when cyberbullying has occurred. Save and print screenshots, emails,
and text messages. Use this evidence to report cyberbullying to web and cell
phone service providers.</span></div>
<div class="MsoNormal" style="line-height: 200%; margin-left: 1.0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: "Times New Roman";">3. Block
the person who is cyberbullying. (“Report Cyberbullying”)</span></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: "Times New Roman";">Hinduja
and Patchin, however, suggest being proactive by safeguarding your
passwords--don’t give them out, don’t save them on public computers, and always
log out when you’re finished (“Preventing Cyberbullying: Top Ten Tips for
Teens”). Likewise they advise against opening messages from people you don’t
know or even from known bullies (Hinduja and Patchin “Preventing Cyberbullying:
Top Ten Tips for Teens”). You also don’t want to click on unknown links because
they can be tied to viruses that will leak your personal information. </span></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: "Times New Roman";">Another
great piece of advice is what I call “The Grandma Rule.” Hinduja and Patchin
explain it this way: “Before posting or sending that sexy image of yourself,
consider if it’s something you would want your parents, grandparents, and the
rest of the world to see” (“Preventing Cyberbullying: Top Ten Tips for Teens”).
Similarly, you should “Google” yourself occasionally to ensure that your identity
and information is safe and private. </span></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: "Times New Roman";">Lastly,
Laura Modigliani, a Scholastic News editor, perhaps found the best example of
the golden rule (treat others as you would like to be treated). Modigliani
wrote about Kevin Curwick, a senior at Osseo, MN, who is also the football team
captain. Curwick is using Twitter to help stop bullying by praising his
schoolmates (Modigliani 24). Curwick said, “There was some nasty tweeting going
on saying negative things about people at my school. So I created a nice page
to help the kids who were being attacked, as well as random people--just to
give them a boost in confidence” (Modigliani 24). Curwick has “made
cyberbullying uncool” and taken the attention away from the bullies by posting
encouraging tweets and pointing out people’s strengths (Modigliani 24). It’s
the perfect example of Hinduja and Patchin’s final tip for teenagers: “Treat
others how you would want to be treated. By being a jerk to others online, you
are reinforcing the idea that the behavior is acceptable” (“Preventing
Cyberbullying: Top Ten Tips for Teens”). Curwick’s story should be an
inspiration for all teenagers and it is something to aspire to do. If more
people thought that way, cyberbullying wouldn’t be a problem anymore. </span></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: "Times New Roman";">Nevertheless,
cyberbullying is a problem. However, there are many ways parents can help
protect teenagers and there are many ways teenagers can protect themselves. My
only hope is that teenagers and their parents educate themselves and learn how
to properly protect their information by using the security settings available
to them. </span></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: .5in;">
<br /></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: "Times New Roman";">Reflections on my Search</span></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: "Times New Roman";">I do wish
I would have had more time to research, but I know my search does not have to
stop here. I have been becoming better about arranging my social media accounts
to connect me to this topic. For example, I have been bookmarking important
websites and tagging them in my Diigo account. Similarly, I follow important
educators and tech people on Twitter and I read cyberbullying-specific blogs
with my Google Reader. As technology changes, so will cyberbullying, and I
think I have set myself up to stay current with the issue. I hope I will be
able to stay prepared and informed for not only my sake but my students’ as
well. </span></div>
<div align="center" class="MsoNormal" style="line-height: 200%; text-align: center;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: "Times New Roman";">Works
Cited</span></div>
<div class="MsoNormal" style="line-height: 200%; margin-left: .5in; text-indent: -31.45pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: "Times New Roman";">Friedman,
Thomas L. "It's a Flat World, After All." <i style="mso-bidi-font-style: normal;">The New York Times</i>. 3 Apr. 2005. Web. 25 Jan. 2013.
<http://www.nytimes.com/2005/04/03/magazine/03DOMINANCE.html?_r=0>.</span></div>
<div class="MsoNormal" style="line-height: 200%; margin-left: .5in; text-indent: -31.45pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: "Times New Roman";">Hinduja,
Sameer, Ph.D., and Justin W. Patchin, Ph.D. "Preventing Cyberbullying: Top
Ten Tips for Parents." Cyberbullying Research Center, 2009. Web. 16 Jan.
2013.
<http://www.cyberbullying.us/Top_Ten_Tips_Parents_Cyberbullying_Prevention.pdf>.</span></div>
<div class="MsoNormal" style="line-height: 200%; margin-left: .5in; text-indent: -31.45pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-spacerun: yes;"> </span>Hinduja, Sameer, Ph.D., and Justin W. Patchin,
Ph.D. "Preventing Cyberbullying: Top Ten Tips for Teens." Cyberbullying
Research Center, 2012. Web. 17 Jan. 2013.
<http://www.cyberbullying.us/Top_Ten_Tips_Teens_Prevention.pdf>.</span></div>
<div class="MsoNormal" style="line-height: 200%; margin-left: .5in; text-indent: -31.45pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: "Times New Roman";">Modigliani,
Laura. "Tweeting Nice #Truestory." <i style="mso-bidi-font-style: normal;">Scholastic Choices</i> 28.3 (2012): 24. <i style="mso-bidi-font-style: normal;">MAS Ultra - School Edition</i>. Web. 17 Jan. 2013.</span></div>
<div class="MsoNormal" style="line-height: 200%; margin-left: .5in; text-indent: -31.45pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: "Times New Roman";">"Report
Cyberbullying." <i style="mso-bidi-font-style: normal;">Report Cyberbullying
| StopBullying.gov</i>. Stopbullying.gov, n.d. Web. 16 Jan. 2013.
<http://www.stopbullying.gov/cyberbullying/how-to-report/index.html>.</span></div>
<div class="MsoNormal" style="line-height: 200%; margin-left: .5in; text-indent: -31.45pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: "Times New Roman";">Teitel,
Emma. "Bullied To Death." <i style="mso-bidi-font-style: normal;">Maclean's</i>
125.42 (2012): 68. <i style="mso-bidi-font-style: normal;">MAS Ultra - School
Edition</i>. Web. 17 Jan. 2013.</span></div>
<div class="MsoNormal" style="line-height: 200%; margin-left: .5in; text-indent: -31.45pt;">
<br /></div>
Lesleyhttp://www.blogger.com/profile/00377798919762286653noreply@blogger.com0tag:blogger.com,1999:blog-670676318700919748.post-17909329185715488942013-01-24T09:14:00.001-06:002013-01-24T09:18:41.676-06:00Research Process <div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt; text-indent: 36pt;">
<span style="color: white;"><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><span id="internal-source-marker_0.07189594967461566" style="background-color: transparent; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">I had two weeks to research about cyberbullying. I chose the topic
because of a news story I heard on NPR called “Online ‘Shaming’ A New
Level of Cyberbullying for Girls.” It was the story that piqued my
interest into this problem, so I began by doing a simple Google search
of </span><span style="background-color: transparent; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">cyberbullying</span><span style="background-color: transparent; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">.
I found many websites, but was intrigued by the ones that explained
what to do when you are cyberbullied because I think that is something I
should know and tell my students so that they can protect themselves. </span><span style="background-color: transparent; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> </span></span></span></span><br />
</div>
<div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt; text-indent: 36pt;">
<span style="color: white;"><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><span style="background-color: transparent; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">I
also used EBSCO, the school’s library subscription service, and I found
two very different articles--one was about a boy who was using Twitter
to praise people instead of put them down and the other was about Amanda
Todd, a Canadian girl who was cyberbullied so badly that she took her
own life. I think the Amanda Todd story is important because it’s a sort
of cautionary tale for people. Likewise, the Twitter story is equally
important because it shows another way to combat cyberbullying. </span></span></span></span><br />
</div>
<div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt; text-indent: 36pt;">
<span style="color: white;"><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><span style="background-color: transparent; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Throughout
my research my focus remained the same; however, I began to focus more
on what people can do about cyberbullying because I began to realize
that that information is more important, especially after reading about
Amanda Todd. She didn’t know what to do or where to go, so I knew I
needed to research about that and share my findings. </span></span></span></span></div>
Lesleyhttp://www.blogger.com/profile/00377798919762286653noreply@blogger.com0tag:blogger.com,1999:blog-670676318700919748.post-28867393784460334142013-01-17T10:22:00.003-06:002013-01-17T10:22:35.587-06:00I-Search Sources (Cyberbullying)Here are two sources from EBSCO that I think will be very useful for my I-Search paper:<br />
<ol>
<li>Modigliani, Laura. "Tweeting Nice #Truestory." <i>Scholastic Choices</i> 28.3 (2012): 24. <i>MAS Ultra - School Edition</i>. Web. 17 Jan. 2013.</li>
<li>Teitel, Emma. "Bullied To Death." <i>Maclean's</i> 125.42 (2012): 68. <i>MAS Ultra - School Edition</i>. Web. 17 Jan. 2013</li>
</ol>
<br />
Here are three internet resources that I think fit
within the CARS source evaluation requirement and will be very useful as
I continue with my I-Search paper:<br />
<ol>
<li>"Report Cyberbullying." <i>Report Cyberbullying | StopBullying.gov</i>. Stopbullying.gov, n.d. Web. 16 Jan. 2013. <<a href="http://www.stopbullying.gov/cyberbullying/how-to-report/index.html">http://www.stopbullying.gov/cyberbullying/how-to-report/index.html</a>>.</li>
<li>Hinduja, Sameer, Ph.D., and Justin W. Patchin, Ph.D. "Preventing
Cyberbullying: Top Ten Tips for Parents." Cyberbullying Research Center,
2009. Web. 16 Jan. 2013. <<a href="http://www.cyberbullying.us/Top_Ten_Tips_Parents_Cyberbullying_Prevention.pdf">http://www.cyberbullying.us/Top_Ten_Tips_Parents_Cyberbullying_Prevention.pdf</a>>.</li>
<li> Hinduja, Sameer, Ph.D., and Justin W. Patchin, Ph.D. "Preventing
Cyberbullying: Top Ten Tips for Teens." Cyberbullying Research Center,
2012. Web. 17 Jan. 2013. <<a href="http://www.cyberbullying.us/Top_Ten_Tips_Teens_Prevention.pdf">http://www.cyberbullying.us/Top_Ten_Tips_Teens_Prevention.pdf</a>>.</li>
</ol>
For now, those are five of my sources. I hope to find more, but I
think this is a good start. Now to read them all and take good notes...
Lesleyhttp://www.blogger.com/profile/00377798919762286653noreply@blogger.com0tag:blogger.com,1999:blog-670676318700919748.post-26460560263822078752013-01-10T08:29:00.001-06:002013-01-10T08:35:34.115-06:00I-Search PaperI'm going to attempt to do the same assignment that I've given my students; therefore, here is my first blog post about my <a href="http://faculty.nwacc.edu/tmcginn/writing%20an%20I-search%20paper.pdf" target="_blank">I-Search paper</a>. At this moment, I plan to focus on cyberbullying. It's a timely topic that affects (could affect) my students and future students. The internet is a place where anyone can post anything and I'd like to learn a) how to spot cyberbullying; b) how to increase awareness of cyberbullying and c) how to discourage/prevent cyberbullying. Currently, I haven't done much research. My interest was piqued by a story I had heard on <a href="http://www.npr.org/" target="_blank">NPR</a> (National Public Radio), though, so I have at least one possible resource. Nevertheless, if this topic doesn't work out, maybe I'll continue my investigation of <a href="http://www.teach42.com/tag/connectivism/" target="_blank">connectivism </a>(a learning theory that promotes the kind of learning we're currently doing with our I-Search papers). We'll just have to see what happens during the research process. Lesleyhttp://www.blogger.com/profile/00377798919762286653noreply@blogger.com0tag:blogger.com,1999:blog-670676318700919748.post-27037666165294818132012-12-21T22:09:00.000-06:002012-12-21T22:11:45.436-06:00Shocking Elements of Learning Theories and Instruction<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<br />
<h2>
<span style="line-height: 150%;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: large;">Shock
#1: Learning styles don't exist. </span></span></h2>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: Arial, Helvetica, sans-serif; line-height: 150%;"> I dare you to walk into a teacher
in-service and say, “Learning styles don’t exist.” Heads will turn, jaws will
drop, and arguments will ensue. Nevertheless, I feel like I could now walk into
that in-service and convince educators that teaching to students’ learning
styles isn’t as important as teaching the content in the appropriate way. As
long as the content is approached in the proper manner, learners will be able
to store the information and recall it when necessary and that's what educators
want (Willingham, 2008). We are all able to learn in a variety of ways, so
teachers do not need to adjust to learners' learning styles. Instead, teachers
need to think about what they want their students to understand. For example,
if want my students to know where Shakespeare was born and to be able to
identify that on a map, I should present that information visually. Verbally
explaining where Stratford-upon-Avon is located will likely not work as well as
showing the students on a map. Therefore, even if a learner is considered to be
an auditory learner, he/she will best learn to locate Stratford-upon-Avon by
seeing it on a map. If you would like to know more about this, please see
<a href="https://www.youtube.com/watch?v=sIv9rz2NTUk" target="_blank">Daniel Willingham's YouTube video</a>. He clearly explains his views and it will
make teachers who have felt guilty about "catering" to specific
learning styles feel much better about their practice. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; line-height: 150%;"><br /></span></div>
<h2>
<span style="line-height: 150%;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: large;">Shock
#2: Learning is easy.</span></span></h2>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: Arial, Helvetica, sans-serif; line-height: 150%;"> I’ve come to the shocking realization that
I don’t really have to try to learn; it kind of just happens since I am
connected to so many networks via my place of employment (<a href="http://www.cat.mx/" target="_blank">Colegio Americano deTorreon</a> or CAT), the internet, and my social networks. CAT has in-services and
workshops on a semi-regular basis, so I am able to share ideas with colleagues
to continue my growth as an educator. The internet is chock-full of resources,
too, so without even trying, I follow respected education experts' blogs with
Google Reader and I have connected with them on Twitter. It's so easy! And it's
a <a href="http://connectivism.ca/" target="_blank">connectivist </a>concept--I'm using my networks of people, technology, social
structures, systems, etc. to "share ideas with others, thereby
'cross-pollinating' the learning environment" (Davis, Edmunds, &
Kelly-Bateman, 2008). Once you're connected, learning becomes so easy because
so much of it just comes to you instead of you going to it. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; line-height: 150%;"><br /></span></div>
<h2>
<span style="line-height: 150%;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: large;">Shock
#3: Learning theories provide the base for good instruction.</span></span></h2>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; line-height: 150%;"> </span><span style="font-family: Arial, Helvetica, sans-serif; line-height: 150%;"> Well, perhaps that statement isn't
shocking, except it is for me. Previously learning theories were something I <i>had</i> to learn, but I was more interested
in learning styles and how I presented the content to accommodate those
learning styles. However, I now understand "learning theories are a source
of verified instructional strategies, tactics, and techniques" that
"provide the foundation for intelligent and reasoned strategy
selection" (Ertmer & Newby, 1993, p. 51). Knowing learning theories
will guide one to use the appropriate learning style, whether it be visual, auditory,
kinesthetic, naturalist, interpersonal, etc. Likewise, technology may support the
learning style and technology (especially with younger learners) increases motivation
because learners are using something they with which they are comfortable and something
they like. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: Arial, Helvetica, sans-serif; line-height: 150%;"><br /></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: Arial, Helvetica, sans-serif; line-height: 150%;"> Honestly, the most shocking element this course
has revealed to me is that learning theories are relevant and they do matter. Before
this course, I would have helped prove Ertmer and Newby's (1993) statement: "It
appears that the real benefits of theoretical knowledge are, at present, not being
realized" (p. 52). I believe I had one undergraduate course that focused on
learning theories, so I assumed they were simply these abstract concepts that someone
dreamed up that were important to someone somewhere. However, I am now that someone
and hope I am able to be a better teacher and instructional designer now that I
know how valuable theory can be. Learning theories shall be the guides that lead
me intentionally and thoughtfully into the 21st century of education and they will
be the light that continues to point me in the right direction. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div align="center" class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<span style="font-family: Arial, Helvetica, sans-serif; line-height: 150%;">References<o:p></o:p></span></div>
<span style="font-family: Arial, Helvetica, sans-serif;">Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Connectivism</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4),50-71.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Willingham, D. (2008, August 21). Learning Styles Don't Exist. In YouTube. Retrieved December 21, 2012, from http://www.youtube.com/watch?v=sIv9rz2NTUk</span>Lesleyhttp://www.blogger.com/profile/00377798919762286653noreply@blogger.com0tag:blogger.com,1999:blog-670676318700919748.post-68023560558967940642012-12-15T20:25:00.000-06:002012-12-15T20:36:03.979-06:00Seeing the Whole Picture<span style="font-family: Arial, Helvetica, sans-serif;"> I used to think I was a pretty
traditional learner. To learn anything, I had to take notes in which I would
summarize the main points of the lecture or while reading and I had to
highlight important parts of the text. When I did those things, I knew was
learning. I thought I learned namely via methods of cognitivism; I was
organizing, storing, and retrieving information through my methods of
note-taking and summarization (</span><a href="http://rirvan.wikispaces.com/file/view/Ertmer+%26+Newby+1993.pdf" style="font-family: Arial, Helvetica, sans-serif;" target="_blank">Ertmer & Newby, 1993, p. 58</a><span style="font-family: Arial, Helvetica, sans-serif;">). Yet now I
understand my learning has a broader scope, especially when examined through
the lens of connectivism. Learning isn't
a formal experience that can only happen in a classroom--learning happens during
my interactions with people, social networks, professional development, and the
internet and most of those are quite informal experiences!</span><br />
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"> The theory of <a href="http://www.connectivism.ca/" target="_blank">connectivism </a>explains how
all of those pieces of my life help me learn. Connectivism was conceived by
theorist <a href="https://twitter.com/gsiemens" target="_blank">George Siemens </a>and he defines it this way: <o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 0.5in;">
<span style="font-family: Arial, Helvetica, sans-serif;">Connectivism is
driven by the understanding that decisions are based on rapidly altering
foundations. New information is continually being acquired and the ability to
draw distinctions between important and unimportant information is vital. Also
critical is the ability to recognize when new information alters the landscape
based on decisions made yesterday. (<a href="http://projects.coe.uga.edu/epltt/index.php?title=Connectivism" target="_blank">Davis, Edmunds, & Kelly-Bateman, 2008</a>)<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;">Basically that's a fancy way of saying
that learning happens through networking and connecting information to prior
knowledge. Now I understand that my learning happens almost without me even
realizing it. Via social networks like Twitter, I'm connected to respected
education experts who share articles and links while Facebook connects me to my
former classmates and colleagues so we can share ideas and advice, too. Pinterest
lets me see what other educators are doing or thinking about and Diigo can help
me bookmark resources for later. Yes, this means some of my "learning may
reside in non-human appliances" (Davis, Edmunds, & Kelly-Bateman, 2008),
but that's a connectivist principle and it is merely another way of organizing
information. There is only so much one person can remember, so it's comforting
to know some of that pressure is taken away because I know where to go to
retrieve the information when I need it (and when I need it, I tend to remember
it better, too). Likewise being able to find reliable information quickly is an
important skill since education is an industry that lives with a constant ebb
and flow. The "capacity to know more is more critical than what is
currently known" (Davis, Edmunds, & Kelly-Bateman, 2008), another
connectivist principle, is important because I need to stay current with best
educational practices if I am to be a successful educator.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"> I wasn't wrong about my learning style
during the first week of class; however, I wasn't seeing the whole picture. I now
understand how difficult it can be to separate learning styles and theories and
I can comprehend how some theories work together to complement each other and weave
a tapestry of knowledge. As I continue to learn and grow, I now feel as though I
have the proper tools and information to help me maximize my learning potential,
especially thanks to connectivism, the theory that helps me make sense out of my
life experiences and the connections I have to others and information in the world.
<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: Arial, Helvetica, sans-serif;">References<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 0.5in; text-indent: -0.5in;">
<span style="font-family: Arial, Helvetica, sans-serif;">Davis, C.,
Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), <i>Emerging
perspectives on learning, teaching, and technology.</i> Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Connectivism<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 0.5in; text-indent: -0.5in;">
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: small;">Ertmer, P. A.,
& Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing
critical features from an instructional design perspective. </span><i>Performance
Improvement Quarterly, 6</i>(4),50-71.</span><span style="font-family: Times New Roman, serif; font-size: 12pt;"><o:p></o:p></span></div>
Lesleyhttp://www.blogger.com/profile/00377798919762286653noreply@blogger.com0tag:blogger.com,1999:blog-670676318700919748.post-9468850026626716502012-11-28T21:30:00.000-06:002012-12-02T16:05:37.646-06:00Connectivism<div class="separator" style="clear: both; text-align: center;">
</div>
<div class="separator" style="clear: both; text-align: center;">
</div>
<div class="separator" style="clear: both; text-align: center;">
</div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBnpzTPEoOUgXmRdWdBUMtvV4Wzb5XRiJ8oWvugigArGE2jSPc1Vt8NViMwXYe2pqRtg5wFSuH-oxpv-Nws79SJareRCYyxRPpmL4o5JK-rXMESzV_a2Lu1Fy0H7ZqU6IyXeyoEkxPdlgX/s1600/Connectivism+Final.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="406" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBnpzTPEoOUgXmRdWdBUMtvV4Wzb5XRiJ8oWvugigArGE2jSPc1Vt8NViMwXYe2pqRtg5wFSuH-oxpv-Nws79SJareRCYyxRPpmL4o5JK-rXMESzV_a2Lu1Fy0H7ZqU6IyXeyoEkxPdlgX/s640/Connectivism+Final.jpg" width="640" /></a></div>
<br />
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 115%;">As
an adult, how does one continue to grow and learn? Well, I believe the answer
lies in the theory of <a href="http://www.connectivism.ca/" target="_blank">connectivism</a>. </span>If you are unfamiliar with
connectivism, let me give you the definition as stated by George Siemens, creator
of the connectivist theory, "Connectivism is driven by the understanding
that decisions are based on rapidly altering foundations. New information is
continually being acquired and the ability to draw distinctions between
important and unimportant information is vital" (Davis, Edmunds, &
Kelly-Bateman, 2008). Basically what this means is connectivism is all about
networking and making connections to learn new information. Learning happens
everywhere; it's not just something that is saved for the classroom. Learning
is the "intersection of prior knowledge, experience, perception, reality,
comprehension..." (Davis, Edmunds, Kelly-Bateman, 2008). The above graphic
explains some of my personal learning networks--there are my online social
networks, professional development, and then the internet in general. These are
the main areas that I use nowadays to further my knowledge.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /><span style="line-height: 115%;">There
is really only one area that is not located online and that is my place of
employment, <a href="http://www.cat.mx/" target="_blank">Colegio Americano de Torreon</a> (CAT). At CAT we have various meetings
throughout the month--grade team, department, staff, and the occasional
in-service. Yet currently we are swamped
with preparing ourselves for our upcoming accreditation in the fall of 2013 so
I felt like there wasn't enough professional development happening to help me
grow as an educator. What is one to do when you're stuck in Mexico and want
more professional development? I hit the internet.</span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 115%;"><br /></span><span style="line-height: 115%;">There
is a plethora of resources available to me online and, especially with social
networking, I get to see what is most popular among other educators and I get
to connect with people who have written the textbooks I use in my classes. Using
Twitter to follow people like <a href="https://twitter.com/CarolJago" target="_blank">Carol Jago</a>, <a href="https://twitter.com/KyleneBeers" target="_blank">Kylene Beers</a>, <a href="https://twitter.com/englishcomp" target="_blank">Jim Burke</a>, <a href="https://twitter.com/DianeRavitch" target="_blank">DianeRavitch</a>, and others as well as organizations like <a href="https://twitter.com/ncte" target="_blank">NCTE</a> (National Council of
Teachers of English), <a href="https://twitter.com/edutopia" target="_blank">Edutopia</a>, <a href="https://twitter.com/writingproject" target="_blank">NWP</a> (National Writing Project), <a href="https://twitter.com/nprnews" target="_blank">NPR</a> (National
Public Radio), and <a href="https://twitter.com/tedtalks" target="_blank">TED Talks</a> to name only a few, has opened the door to
resources from well-known and respected experts and organizations. I don't need
to spend as much time searching for information; it comes to me. The same is
true with my Google Reader account that links me to the blogs I want to read. Likewise,
I've been using Pinterest to find ideas from other teachers that I plan to use
in my classroom. Finding information is quick and easy; however, one must not
forget to determine if the information is reliable. The old adage is even truer
today: You can't believe everything you read/hear.</span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 115%;"><br /></span><span style="line-height: 115%;">Learning
for me as an adult has changed drastically because most of it happens online.
I'm even studying my master's degree online at <a href="http://www.waldenu.edu/" target="_blank">Walden University</a>. Sauve (2007) said, “…formal learning once or
twice a year doesn’t provide employees with the experience of knowledge they
need to find ongoing success on the job” (p. 22). CAT used to have a master's
program through SUNY (State University of New York) Buffalo, but they discontinued the program
shortly after I began working there. I was left with a desire for more
professional development and I have found that through Walden, social
networking sites, and other internet resources. As Friedman (2005) said, I am
able to "innovate without having to emigrate." In essence by
utilizing the online tools I have already set up (especially <a href="http://www.twitter.com/" target="_blank">Twitter</a>, <a href="http://www.pinterest.com/" target="_blank">Pinterest</a>,
<a href="http://www.google.com/reader" target="_blank">Google Reader</a>, and <a href="http://www.diigo.com/" target="_blank">Diigo</a>) I am creating my own classroom and my own curriculum
centered around topics that are meaningful and important to me. My physical
location does not limit my access to information because I can use my networks
to help me find relevant and reliable information that will help me grow
professionally and personally, and I believe that is what connectivism is all
about.</span><span style="line-height: 115%;"> </span></span><br />
<div style="text-align: center;">
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 115%;"><br /></span></span></div>
<div style="text-align: center;">
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 115%;">References</span></span></div>
<div style="text-align: center;">
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 115%;"><br /></span></span></div>
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 115%;">Davis, C., Edmunds, E., &
Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives
on learning, teaching, and technology. Retrieved from
http://projects.coe.uga.edu/epltt/index.php?title=Connectivism</span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 115%;"><br /></span><span style="line-height: 115%;">Friedman, T. (2005, April 3). It's a
flat world, after all. The New York Times. Retrieved October 20, 2012 from
http://www.nytimes.com</span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 115%;"><br /></span><span style="line-height: 115%;">Sauve, E. (2007). Informal knowledge
transfer. T+D, 61(3), 22-24.</span></span><br />
<div class="MsoNormal">
<o:p></o:p></div>
Lesleyhttp://www.blogger.com/profile/00377798919762286653noreply@blogger.com0tag:blogger.com,1999:blog-670676318700919748.post-83012645338581023192012-11-11T20:08:00.002-06:002012-12-02T16:12:04.727-06:00Appreciating the Brain and Its Role in Learning<span style="font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 200%;">To
be frank, I wasn't excited to begin my second class at Walden University online
called "Learning Theories and Instruction." Theories are not my
favorite thing; I understand their value, but I struggle to understand them! In
my undergraduate studies I struggled with learning theories, and I think that's
where part of my hesitation comes from. Well, that and the fact that I am a
very concrete-sequential learner and theories are anything but a concrete topic.
Nevertheless, I had to accept the challenge to give learning theories a second
chance, and I think this time I'm beginning to internalize their value and
truly understand why my professors have made/are making me suffer.</span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 200%;"><br /></span></span>
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 200%;">This
week I read an article by J. M. Worden, C. Hinton, and K. W. Fischer titled <a href="http://www.academia.edu/654142/What_does_the_brain_have_to_do_with_learning" target="_blank">"What Does the Brain Have to Do with Learning?"</a> The title caught my
eye since I was asking that very same question out of frustration as my
Learning Theories and Instruction class began. Nevertheless, I'm in my second
week of class, so I'm beginning to appreciate the brain and its role in
learning. Worden, Hinton, and Fischer tackled that question by unraveling some
common myths:</span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><b><span style="line-height: 200%;"><br /></span></b></span>
<span style="font-family: Arial, Helvetica, sans-serif;"><b><span style="line-height: 200%;">Myth #1: "The
brain is irrelevant in learning"</span></b><span style="line-height: 200%;"> (Worden, Hinton, &
Fischer, 2011, p. 9).<br /><o:p></o:p></span><span style="line-height: 200%;">It's
quite obvious that the brain is needed to learn, but knowing how the brain
works is, in fact, relevant to learning. The field of Mind, Brain, and
Education (MBE) is growing and with good reason. The more we know about how the
brain receives, responds, retains, and retrieves information, the better
educators can learn how to teach so that those processes will become more
natural. Worden, Hinton, and Fischer (2011) wrote, "While brain research
alone can't tell us how to teach children, understanding the brain leads to
uncovering underlying learning mechanisms" (p. 10). And once we know
those, instruction can become more pertinent to all learners.</span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><b><span style="line-height: 200%;"><br /></span></b></span>
<span style="font-family: Arial, Helvetica, sans-serif;"><b><span style="line-height: 200%;">Myth #2:
"Neuroscientists know it all, and teachers don't understand research"</span></b><span style="line-height: 200%;">
(Worden, Hinton, & Fischer, 2011, p. 10).<br /><o:p></o:p></span><span style="line-height: 200%;">Teachers
need to study the "why" and the "how" of learning and they
can do this best by taking advantage of neuroscientists' studies. The two
should actually work together to make research more meaningful, applicable, and
ultimately more beneficial. Worden, Hinton, and Fischer (2011) stated,
"Both scientists and educators have important knowledge to contribute to
solving educational problems, and supporting this type of collaborative work
leads to improved educational outcomes" (p. 10).</span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><b><span style="line-height: 200%;"><br /></span></b></span>
<span style="font-family: Arial, Helvetica, sans-serif;"><b><span style="line-height: 200%;">Myth #3: "Johnny is
right brained and that is why..."</span></b><span style="line-height: 200%;"> (Worden, Hinton, &
Fischer, 2011, p. 10).<br /><o:p></o:p></span><span style="line-height: 200%;">Most
people believe that one side of the brain is dominant; however, this is false
because people have to use both hemispheres of the brain. The brain has many
complex connections and "all complex learning tasks involve a widely
distributed network of brain areas" (Worden, Hinton, & Fischer, 2011,
p. 11). Believing students use a dominant hemisphere only aids in stereotyping,
something that can limit a child's potential.</span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><b><span style="line-height: 200%;"><br /></span></b></span>
<span style="font-family: Arial, Helvetica, sans-serif;"><b><span style="line-height: 200%;">Myth #4: "Everyone
knows you can't learn a language after age __"</span></b><span style="line-height: 200%;">
(Worden, Hinton, & Fischer, 2011, p. 11).<br /><o:p></o:p></span><span style="line-height: 200%;">We've
all heard this myth and likely accepted it (especially since it so conveniently
explains why learning that second language in high school was so difficult),
but it's just not true. The brain has so much plasticity that it is possible to
learn a language later in life. Worden, Hinton, and Fischer (2011) said,
"...extensive research shows that there are sensitive periods for certain
aspects of language, but not a critical period for language learning" (p.
11). And as the United States continues to increase and embrace its diversity,
it wouldn't be a bad idea to dust off your Spanish books and give it another
go. Worden, Hinton, and Fischer (2011) also wrote, "Recent studies have
even begun exploring the cognitive benefits of acquiring non-native language in
adulthood for mitigating or delaying the symptoms of some age-related disorders
such as Alzheimer's" (p. 12). So... ¿Hablas español?</span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><b><span style="line-height: 200%;"><br /></span></b></span>
<span style="font-family: Arial, Helvetica, sans-serif;"><b><span style="line-height: 200%;">Myth #5: "Girls
are better at reading, but boys dominate math and science"</span></b><span style="line-height: 200%;">
(Worden, Hinton, & Fischer, 2011, p. 12).<br /><o:p></o:p></span><span style="line-height: 200%;">This
is another myth that is tied to stereotyping and therefore the limiting of a
child's potential. Worden, Hinton, and Fischer (2011) declared, "No
neuroscientific data suggest that boy's brains are better suited to any given
domain or subject or vice versa" (p. 12). Every student has their academic
strengths and weaknesses, but those are not tied to gender, period.</span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif; line-height: 200%;">The
format of Worden, Hinton, and Fischer's article was entertaining and made it a
quick read. Likewise, they assert ""by working together, we can shift
our focus from debunking neuromyths to building understanding of teaching and
learning" (Worden, Hinton, & Fischer, 2011, p. 12). Discrediting myths
is a great start to building that understanding, so if you have a chance, read
their article.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 200%;"><br /></span></span>
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 200%;">The
next article I chose to read was O. O. Abiola and H. S. Dhindsa's
<a href="http://www.ijese.com/IJESE_v7n1_Abiola-and-Dhindsa.pdf" target="_blank">"Improving Classroom Practices Using Our Knowledge of How the BrainWorks."</a> The title was intriguing to me, a 9th grade English teacher. As I
continue to study and understand the brain, it's important to reflect upon how
that can affect my teaching. Worden, Hinton, and Fischer helped me unmask some
myths, and Abiola and Dhindsa helped me appreciate the plasticity of the brain
and how that can play into instructional practices.</span><span style="line-height: 200%;">Abiola
and Dhindsa (2012) assert that "the brain never stops changing through
learning" (p. 72). They listed examples of those who are blind or an
amputee who must relearn skills and functions; in order to do so, their brains
adapt. Abiola and Dhindsa (2012) also discussed the importance of physical
activity during brain and body development because it "enhances the
process of reorganisation and brainplasticity that favours improved
cognition" (p. 75). Physical activity can have a positive effect on neural
development so including physical activity in the school curriculum is
especially important for young children. In fact, young children can learn
through play techniques, so teachers should be "creative in developing new
teaching techniques" (Abiola & Dhindsa, 2012, p. 75).</span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 200%;"><br /></span></span>
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 200%;">People
learn in two different forms: declarative--learning about people, places and
things--and procedural--learning motor skills and perceptual strategies (Abiola
& Dhindsa, 2012, p. 73). Whatever was learned then goes into the short-term
(working) memory where it is encoded, consolidated, and finally "followed
by some long-term storage phase where the memories are less vulnerable..."
(Abiola & Dhindsa, 2012, p. 74). However, memories can be reconsolidated if
they are recalled or reactivated and then they are "vulnerable to
disruption" (Abiola & Dhindsa, 2012, p. 74). Abiola and
Dhindsa (2012) state, "It is imperative for teachers to be aware of this
so that the recalls of materials which are newly taught to students are not
done during the destructible labile phase" (p. 74). Therefore, practice is important as students
continue to encode and consolidate (or elaborate) information correctly and
it's equally important for teachers to provide feedback on that practice so
they know what and when students understand. Similarly, Abiola and Dhindsa
(2012) wrote, "It is therefore important that we teach content that lasts
for longer durations to minimise the role of hippocampus so that students will
not require a modification to their neural structures... and the information
becomes accessible more easily" (p. 76). It's like the old cliché says,
"Quality over quantity," something that can be difficult with
standardized testing always looming overhead. Nevertheless, teachers should
focus on the quality of their teaching to ensure students are converting the
information to long-term memory accurately as opposed to checking off all part
of the curriculum to get it done.</span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 200%;"><br /></span></span>
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 200%;">Lastly,
Abiola and Dhindsa (2012) explored the effect of the environment on brain
development because "the brain learns faster in challenging, creative,
accommodating, and healthy environments" (p.77). Students should have a
space to express themselves and grow at independent rates. Abiola and Dhindsa
(2012) wrote, "...learning environments that provide student choice and
empowerment of students, created through the utilization of hands-on,
differentiated instruction allow children to be actively responsible for their
learning, thus engaging several areas of the brain simultaneously" (p.
77). Personally, I try to offer project and essay options as much as possible
and that is an easy way to encourage autonomy in the classroom. It can be
difficult to try to teach to every students' strength, but having them show you
what they know from an area of strength allows them to take ownership of their
learning to produce a product that helps the student make the material more
meaningful to them and possibly link "new knowledge to the existing
memory" to prevent decay (Abiola & Dhindsa, 2012, p. 77). </span><span style="line-height: 200%;">As Abiola
and Dhindsa (2012) said, "Understanding how and when to engineer
enhancements in learning and memory development and consolidation will be
important to helping teachers to improve their thinking skills and classroom
practices" (p. 78). It's no easy task, but as I continue to learn how the
brain works and how information is retained and recalled, I'm hoping my
instructional design skills will improve as I become more intentional with my
design.</span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 200%;"><br /></span></span>
<div style="text-align: center;">
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 200%;">References</span></span></div>
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 200%;">Abiola, O. O., & Dhindsa, H. S. (2012). Improving Classroom Practices Using Our Knowledge of How the Brain Works. <i>International Journal Of Environmental And Science Education</i>, 7(1), 71-81.</span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 200%;"><br /></span></span>
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 200%;">Worden, J. M., Hinton, C., & Fischer, K. W. (2011). What Does the Brain Have to Do with Learning? <i>Phi Delta Kappan</i>, 92(8), 8-13. </span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">
</span>
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
Lesleyhttp://www.blogger.com/profile/00377798919762286653noreply@blogger.com0tag:blogger.com,1999:blog-670676318700919748.post-24652569827479435402012-11-04T16:38:00.000-06:002012-11-04T17:33:12.929-06:00Educational Blogs for the Instructional Designer in YouBlogs are great resources since they allow people to share information for free via the internet. However, there is also a plethora of blogs so it can be overwhelming to find and follow good blogs; therefore, I've listed a few that I think would be worthwhile to view and possibly follow. As a future instructional designer, I found these blogs to be relevant because (a) they're still active, (b) they have links to outside sources which proves they are doing their research, and (c) they promote the use of technology in the classroom, something that is becoming increasingly important in today's society. You can follow these blogs via email, by bookmarking them as favorite websites, or by adding them to your Google reader or any other reader you may use. Enjoy!<br />
<br />
<h2>
<a href="http://futureeducationtech.blogspot.mx/" target="_blank">Future Education Tech </a></h2>
The number of links and resources are almost overwhelming on the Future Education Tech blog; however, it is organized so well that you will be able to find what you are looking for rather quickly. On the left, there is a bar organized by subject area that will take you to useful websites with just one click. On the right, you can subscribe by email, look at the blog archive, or find more suggested sites for iPads or sites suggested by the author, Keith. However, in the center is where all the action happens--there is a short explanation and then a link to the suggested website or an embedded video to watch. Future Education Tech is a well-organized site that is sure to help almost any type of educator (Art, English, Health and PE, Languages, Math, Music, Philosophy, Religion, Science, and Social Studies). In fact, the diversity is what makes this site so relevant and useful for instructional designers.<br />
<br />
<h2>
<a href="http://coolcatteacher.blogspot.mx/" target="_blank">Cool Cat Teacher Blog </a></h2>
Teacher and blogger Vicki Davis has a passion for using technology in the classroom and she uses her blog as a platform to promote her ideals. She provides links to helpful resources and writes personal reflections about her life as an educator and author. As the winner of the Edublog 2008 Best Teacher Blog award and a finalist for years 2006-2010, Davis' blog is a must-see, especially for instructional designers who must be aware of the new types of technology that can be used to enhance the classroom.<br />
<br />
<h2>
<a href="http://blog.web20classroom.org/" target="_blank">Blogging About The Web 2.0 Connected Classroom </a></h2>
Steven W. Anderson, the director of instructional technology for Winston-Salem/Forsyth County Schools in North Carolina, shares his thoughts and links to other sites that help educators do what they do better. Anderson is an avid tweeter who won the 2011 Edublog's Best Individual Tweeter award and was nominated for Edublog's Best Ed Tech Blog in 2011 as well. Anderson's writing is engaging, thought-provoking, and timely in a society that depends more and more upon social networking and how that helps us connect to the world. <br />
<br />
<h2>
<a href="http://www.freetech4teachers.com/" target="_blank">Free Technology for Teachers </a></h2>
The name does not lie; Richard Byrne is an active blogger and educator who finds resources that will make teachers' lives easier and then posts them on his blog. The tabs created at the top of his site are especially helpful for navigation since the right side is cluttered with advertising, but that's really my only qualm. Byrne has created a treasure chest of resources for all types of educators. As the 2011 Edublog's Best Ed Tech Blog, this is another must-see site.<br />
<br />Lesleyhttp://www.blogger.com/profile/00377798919762286653noreply@blogger.com0