Exploring MOOCs with edX

edX MOOC course: https://www.edx.org/course/edx/edxdemo101/edx-demo/1038

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 "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.

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.

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" (edX: DemoX edX Demonstration Course, n.d.). Similarly, Benson and Samarawickrema (2009) wrote, "[T]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). Therefore, if students are engaged with each other and the content, learning becomes more meaningful.

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.

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.

References

Andresen, M. A. (2009). Asynchronous discussion forums: success factors, outcomes, assessments, and limitations. Educational Technology & Society, 12 (1), 249–257. Retrieved from http://www.ifets.info/journals/12_1/19.pdf

Benson, R., & Samarawickrema, G. (2009). Addressing the context of e-learning: using transactional distance theory to inform design. Distance Education, 30(1), 5-21.

edX: DemoX edX Demonstration Course. (n.d.). In edX. Retrieved from https://courses.edx.org/courses/edX/DemoX/Demo_Course/courseware/d8a6192ade314473a78242dfeedfbf5b/edx_introduction/

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.

VoiceThread

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: VoiceThread. 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."

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.

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.

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.

 

Works Cited

Bart, Mary. "Pump up Your Online Discussions with VoiceThread." Faculty Focus. Magna Publications, 10 Feb. 2010. Web. 12 Apr. 2013. <http://www.facultyfocus.com/articles/asynchronous-learning-and-trends/pump-up-your-online-discussions-with-voicethread/>.

Hrastinski, Stefan. "Asynchronous & Synchronous E-Learning." EDUCAUSE Quarterly 31.4 (2008): 51-55. ERIC. Web. 12 Apr. 2013.

 “The Faculty Minute: Introducing VoiceThread with Myra George.” Faculty Focus. Milwaukee Area Technical College. 12 July 2012. Web. 12 Apr. 2013. <http://www.youtube.com/watch?v=ohGLoaAN2jw>

"VoiceThread - Support - How To - Free." VoiceThread - Support - How To - Free. VoiceThread, n.d. Web. 12 Apr. 2013. <http://voicethread.com/support/howto/Account_Types/Free>.

Becoming an Everyday Scholar

This project has made me realize how easy learning is nowadays. I mean, all I have to do is use Google Reader to follow some good blogs, Diigo to bookmark resources, and follow interesting people on Twitter. 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."

Connectivism

As an adult, how does one continue to grow and learn? Well, I believe the answer lies in the theory of connectivism. 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.

There is really only one area that is not located online and that is my place of employment, Colegio Americano de Torreon (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.

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 Carol Jago, Kylene Beers, Jim Burke, DianeRavitch, and others as well as organizations like NCTE (National Council of Teachers of English), Edutopia, NWP (National Writing Project), NPR (National Public Radio), and TED Talks 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.

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 Walden University.  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 Twitter, Pinterest, Google Reader, and Diigo) 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. 

References

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

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

Sauve, E. (2007). Informal knowledge transfer. T+D, 61(3), 22-24.

Appreciating the Brain and Its Role in Learning

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.

This week I read an article by J. M. Worden, C. Hinton, and K. W. Fischer titled "What Does the Brain Have to Do with Learning?" 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:

Myth #1: "The brain is irrelevant in learning" (Worden, Hinton, & Fischer, 2011, p. 9).
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.

Myth #2: "Neuroscientists know it all, and teachers don't understand research" (Worden, Hinton, & Fischer, 2011, p. 10).
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).

Myth #3: "Johnny is right brained and that is why..." (Worden, Hinton, & Fischer, 2011, p. 10).
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.

Myth #4: "Everyone knows you can't learn a language after age __" (Worden, Hinton, & Fischer, 2011, p. 11).
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?

Myth #5: "Girls are better at reading, but boys dominate math and science" (Worden, Hinton, & Fischer, 2011, p. 12).
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.
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.

The next article I chose to read was O. O. Abiola and H. S. Dhindsa's "Improving Classroom Practices Using Our Knowledge of How the BrainWorks." 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.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).

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.

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). 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.

References

Abiola, O. O., & Dhindsa, H. S. (2012). Improving Classroom Practices Using Our Knowledge of How the Brain Works. International Journal Of Environmental And Science Education, 7(1), 71-81.

Worden, J. M., Hinton, C., & Fischer, K. W. (2011). What Does the Brain Have to Do with Learning? Phi Delta Kappan, 92(8), 8-13.