"When might using Prezi instead of a slideshow add to the learners understanding and educational experience?"
Each type of situation I identified has a science topic example.
Thursday, August 12, 2010
Web 2.0 Tools for Presentation
I was intrigued by last week's class discussion on Prezi and have thought a lot about when Prezi would be helpful for a science instructor. This presentation tries to answer the question
Each type of situation I identified has a science topic example.
Each type of situation I identified has a science topic example.
Wednesday, August 11, 2010
Exploring "Distance Education"
Let’s start by defining some terms. Broadly speaking, distance education is learning that is delivered to students who are not physically present or ‘on site’. While distance education has been around for many years, largely as correspondence courses, recent technology advances, computers and the internet has led to an explosion of distance learning opportunities. Most large public institution of higher learning now offer at least some courses online or by other distance delivery systems and are planning on expanding their distance education opportunities over the coming years. Under the umbrella of distance education many over-lapping terms exist.
• E- learning seems to have many different definitions. Most broadly, it can be thought of as education delivered by electronic media. Usually it is considered to occur online via computer and web-based technologies and is comprised of all forms of electronically supported learning and teaching. It can be self paced or instructor led.
• Online learning could be defined as education that occurs via computer and is delivered via the internet or web-based technologies.
• Hybrid Learning combines face-to-face instruction with distance educational approaches.
• A Blended learning approach may be the same as hybrid by might also apply cellular or Smartphones, videoconferencing or other approaches to supply the face to face component.
• CBT or computer based training.
• Web-based learning is essentially the same as e-learning. Delivery methods include computer-based learning, virtual classrooms and digital collaboration. The Internet, intranet/extranet, audio or video tape, satellite TV.
• Correspondence education is conducted through the mail and may consist of written materials or electronic media such as CDs or DVDs.
• Distributed learning in distance education is a model in which learning occurs independent of place and time
• Flexible Learning tries to provide students with choices about the learning process and is usually characterized by mixed delivery methods.
• Open learning (open courses, open coursework) Open learning is a teaching method that is supposed to allow pupils self-determined, independent and interest-guided learning. It might be distance or face-to-face instruction.
Synchronous and Asynchronous Instruction
Distance education can be delivered with synchronous or asynchronous technologies or a blend of both. Synchronous delivery requires the learners and instructor (or learners and other learners to be present ‘virtually’ at the same time. Examples of synchronous instructional methods are web-based VoIP (voice over internet), telephone, videoconferencing, web conferencing, direct-broadcast satellite , Internet radio, and Live streaming.
Asynchronous delivery means that the learner can access the material at his or her convenience. The instructor and the learners do not have to be on-line or otherwise ‘virtually present’ for instruction to be delivered. Examples of asynchronous materials are audiocassettes/CDs, e-mail, message boards or forums, voice mail, videocassette/DVD, on-demand streaming and mail.
Learning management systems such as BlackBoard or Moodle can be used for both synchronous and asynchronous instruction and provide a framework for the instructor to organize materials.
Role of the Instructor in Distance Education
To further survey the concepts involved in distance education, I entered twelve definitions of distance education (found online) into a word cloud tool (Wordle).
Surprisingly, I found that most of the words that appeared in the word cloud did not have to do with technology, but were words that might always be expected to be prominent in educational thought. Instructors still devise the organization and delivery of instruction and facilitate the learning process.
Learners in distance education might need additional help with technology to enable self learning. In addition, distance learners likely have a greater need to be provided with good organization and feedback in the absence of physical cues present in face-to-face instruction.
• E- learning seems to have many different definitions. Most broadly, it can be thought of as education delivered by electronic media. Usually it is considered to occur online via computer and web-based technologies and is comprised of all forms of electronically supported learning and teaching. It can be self paced or instructor led.
• Online learning could be defined as education that occurs via computer and is delivered via the internet or web-based technologies.
• Hybrid Learning combines face-to-face instruction with distance educational approaches.
• A Blended learning approach may be the same as hybrid by might also apply cellular or Smartphones, videoconferencing or other approaches to supply the face to face component.
• CBT or computer based training.
• Web-based learning is essentially the same as e-learning. Delivery methods include computer-based learning, virtual classrooms and digital collaboration. The Internet, intranet/extranet, audio or video tape, satellite TV.
• Correspondence education is conducted through the mail and may consist of written materials or electronic media such as CDs or DVDs.
• Distributed learning in distance education is a model in which learning occurs independent of place and time
• Flexible Learning tries to provide students with choices about the learning process and is usually characterized by mixed delivery methods.
• Open learning (open courses, open coursework) Open learning is a teaching method that is supposed to allow pupils self-determined, independent and interest-guided learning. It might be distance or face-to-face instruction.
Synchronous and Asynchronous Instruction
Distance education can be delivered with synchronous or asynchronous technologies or a blend of both. Synchronous delivery requires the learners and instructor (or learners and other learners to be present ‘virtually’ at the same time. Examples of synchronous instructional methods are web-based VoIP (voice over internet), telephone, videoconferencing, web conferencing, direct-broadcast satellite , Internet radio, and Live streaming.
Asynchronous delivery means that the learner can access the material at his or her convenience. The instructor and the learners do not have to be on-line or otherwise ‘virtually present’ for instruction to be delivered. Examples of asynchronous materials are audiocassettes/CDs, e-mail, message boards or forums, voice mail, videocassette/DVD, on-demand streaming and mail.
Learning management systems such as BlackBoard or Moodle can be used for both synchronous and asynchronous instruction and provide a framework for the instructor to organize materials.
Role of the Instructor in Distance Education
To further survey the concepts involved in distance education, I entered twelve definitions of distance education (found online) into a word cloud tool (Wordle).
Surprisingly, I found that most of the words that appeared in the word cloud did not have to do with technology, but were words that might always be expected to be prominent in educational thought. Instructors still devise the organization and delivery of instruction and facilitate the learning process.
Learners in distance education might need additional help with technology to enable self learning. In addition, distance learners likely have a greater need to be provided with good organization and feedback in the absence of physical cues present in face-to-face instruction.
Sunday, August 8, 2010
Web 2.0 Tools for Reflection, Feedback and Networking
1. Name of the Tool
Google groups
2. URL of the Tool
http://groups.google.com/
3. Please select the one, primary category for this tool:
Social-Networking
4. Please describe this tool.
Google Groups creates a site for a group of users to communicate and collaborate online. Several different functions are available in Google groups. The site supports discussion threads, documents can be uploaded to the site, and web pages can be created and archived at the site. A group can be public, a group that anyone can view or join, or private, limited to the members invited by the administrator(s).
Several features are available to allow users to follow discussion threads more easily. New posts can be fed directly to the members’ mailboxes and read there so the users do not have to check the group site to keep up to date on what is going on in the group website. Users may “star” individual discussion threads (up to 200!) and track the “starred” threads in a central location. Public groups and discussion threads are incorporated in the Google Search engine which allows users to find groups that are discussing their interests. Users can post ratings for individual posts. Finally, Google Groups includes an archive of Usenet newsgroup postings that goes back to 1981.
Web pages for the groups can be edited by multiple group members increasing the collaborative nature of the tool. Users can share documents by uploading them to the group site.
Basically, group members can have permissions that allow sharing of many Goggle apps, emails, documents, web pages through a central location.
Google Groups has a short introductory tour at http://groups.google.com/intl/en/googlegroups/tour3/index.html#?lnk=hptt.
But you can find a more imaginative overview of Google Groups capabilities on YouTube at
http://www.youtube.com/watch?v=29n6xm1dLiI
5. What do you need to know before using this tool?
General computer and internet skills.
6. What do you need to have before using this tool?
Computer with internet connection.
7. How do you use this tool?
and
8. Please create an example with this tool and either embed in your blog or submit the URL.
Please click on the link below for an instructional screencast covering how to set up a Google Groups account, how to set up your own group, and an example of a Google Group.
http://screencast.com/t/YjgyNzhl
9. Please describe a scenario of how you might use this tool in a teaching environment .
http://voicethread.com/share/1267228/ Try this link if the VoiceThread doesn't work
13/14. Advantages and disadvantages
The advantages of Google Groups have been discussed above. Briefly, the groups provide a great discussion forum, a place for students and teachers to exchange information and post information and class resources. Google groups can provide students and teachers with information shared by other groups. The site can be restricted (not public), and can provide a place for students to work collaboratively.
On the disadvantage side, I found that using the search engine to Google Groups for groups and information was very inefficient. For example a search for teacher forum and distance education” brought up more than 11 pages of sites and discussion threads, many of which were advertisements. Using education as a search term brought up more than 17,000 hits, many of which were “inappropriate”.
Google groups
2. URL of the Tool
http://groups.google.com/
3. Please select the one, primary category for this tool:
Social-Networking
4. Please describe this tool.
Google Groups creates a site for a group of users to communicate and collaborate online. Several different functions are available in Google groups. The site supports discussion threads, documents can be uploaded to the site, and web pages can be created and archived at the site. A group can be public, a group that anyone can view or join, or private, limited to the members invited by the administrator(s).
Several features are available to allow users to follow discussion threads more easily. New posts can be fed directly to the members’ mailboxes and read there so the users do not have to check the group site to keep up to date on what is going on in the group website. Users may “star” individual discussion threads (up to 200!) and track the “starred” threads in a central location. Public groups and discussion threads are incorporated in the Google Search engine which allows users to find groups that are discussing their interests. Users can post ratings for individual posts. Finally, Google Groups includes an archive of Usenet newsgroup postings that goes back to 1981.
Web pages for the groups can be edited by multiple group members increasing the collaborative nature of the tool. Users can share documents by uploading them to the group site.
Basically, group members can have permissions that allow sharing of many Goggle apps, emails, documents, web pages through a central location.
Google Groups has a short introductory tour at http://groups.google.com/intl/en/googlegroups/tour3/index.html#?lnk=hptt.
But you can find a more imaginative overview of Google Groups capabilities on YouTube at
http://www.youtube.com/watch?v=29n6xm1dLiI
There are 4 Google Groups at UT Medical School, and 4 at Baylor College of Medicine
5. What do you need to know before using this tool?
General computer and internet skills.
6. What do you need to have before using this tool?
Computer with internet connection.
7. How do you use this tool?
and
8. Please create an example with this tool and either embed in your blog or submit the URL.
Please click on the link below for an instructional screencast covering how to set up a Google Groups account, how to set up your own group, and an example of a Google Group.
http://screencast.com/t/YjgyNzhl
9. Please describe a scenario of how you might use this tool in a teaching environment .
- Class Website - Google Groups would make a great class website for schools who do not have a dedicated BlackBoard/Moodle type of software/server space. Google Groups fulfills many of the same functions. Documents such as syllabi, readings, resources, etc. could be available in the “Documents” section. Discussion threads could be used as student forums. The “Pages” function could be a place where students could work individually or collaboratively on assignments. Essentially this would function as a simple Moodle website with the added convenience of class web pages for students to work on collaborative projects.
- Student Communication - Another great use of this website is discussed in this interview with today’s guest speaker, Phillip Gray.
http://voicethread.com/share/1267228/ Try this link if the VoiceThread doesn't work
- Sharing ideas with other instructors - There are a number of Google Groups for Educators to share ideas and problems. Here is a well established Group with lots of educational discussion.
13/14. Advantages and disadvantages
The advantages of Google Groups have been discussed above. Briefly, the groups provide a great discussion forum, a place for students and teachers to exchange information and post information and class resources. Google groups can provide students and teachers with information shared by other groups. The site can be restricted (not public), and can provide a place for students to work collaboratively.
On the disadvantage side, I found that using the search engine to Google Groups for groups and information was very inefficient. For example a search for teacher forum and distance education” brought up more than 11 pages of sites and discussion threads, many of which were advertisements. Using education as a search term brought up more than 17,000 hits, many of which were “inappropriate”.
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