Module 5 Video

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MD5Assgn1ClarkeS (2)Module 5             Stanford A. Clarke

Content Generation 
  • Learning objects e.g. Merlot
  • Podcasts
  • Discussion boards

 

  • Streaming videos
  • Knowledge Objects e.g. audio
  • Text
  • Emails
  • Chat rooms
  • Wikis
 

 

 

 

 

 

  • Charts
  • Voice calls
  • Streaming Videos

 

 

These technologies and media can be either STATIC or DYNAMIC : wikis, blogs, chat, Prezi, mindmeister.
STATIC
DYNAMIC
Collaboration
Communication
  • Social media e.g. Facebook
  • Knowledge Object e.g. text, graphic

 

  • Threaded discussion
  • Project Based Learning
Collaboration
Content Generation
Communication
  • Skype
  • Google talk

 

  • Mind Tools e.g. visualization
  • Virtual Worlds e.g. second life

 

  • Interactive web pages
  • Elluminate
  • Moodle

 

  • Virtual conferences
  • Sakai
  • Educational Gaming
  • Google Docs
  • Mind tools e.g. concept maps

 

 

  • Wikis
  • Virtual Worlds e.g. Metaverse

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Considering where I currently stand with regard to the educational technology continuum, I believe that I am still a work in progress. I have used both static and dynamic technologies for both my job and in my graduate work here at Walden. I cannot claim to have used all the tools that are in the continuum, but I have tried some of them. I just learned about many of the tools on the continuum from my readings and research this week. I am planning on trying all of them eventually, and using all the ones that are applicable at any given time. Some of the other tools such as Elluminate, I never heard of before doing the research, while others I had read about, but not shown much of an interest in them.

My next step will definitely be to learn more about all of these tools and consider how I can incorporate them into my studies as well as my job. I am not much into games and leave them to my children. However, now that I have gained a new perspective on their potential as teaching and learning tools, I will be delving more into their usefulness. Apart from games, however, there are still some other tools that I come across in my reading that I will probe a bit more. I find it very interesting that there are so many tools from both the dynamic and the static side of the continuum that can be potential powerful teaching and learning tools.

Since my major research interest is teacher training and technology integration, I am looking forward to an exciting time investigating and trying new static or dynamic tools that will make teaching and learning more meaningful for both teacher and student.

 

 

 

 

Anderson, T. (Ed.). (2008). The theory and practice of online learning (2nd ed.). Edmonton, AB: Athabasca University Press.

Fahy, P. (2008). Characteristics of interactive online learning media. In T. Anderson (Ed.), The theory and practice of online learning (pp. 167-199). Edmonton, AB: Athabasca University.

Moller, L. (2008). Static and dynamic technological tools. Unpublished manuscript, Walden University.

The NEXT Generation of Distance Education Module 1

The NEXT Generation of Distance Education        Module 1

Education has always been expected to prepare students to fit into society and take their places within to contribute to societal development with their acquired skills and expertise. This is certainly the case with online and distance education. Society is now changing and phenomenal rates and if education is going to drive development, it has to be prepared to send out people who are fully equipped. With technology driving practically every aspect of life, it is evident that online and distance education will figure considerably in the education of nations and will therefore experience a growth spurt in order to keep up with technological advancements.

According to Moller, Foshay, Huett, Coleman, and Simonson, these growth spurt will be evident in the areas of higher education, business training, and K-12 Education. They also stress the need for teachers to be well trained in to effectively teach in an online distance learning environment. They argue that in education systems as they are will not be enough to carry out effective online distance education training so there is a lot of work left to be done if online distance education is to attain the levels to which they would serve the needs of society in general and education in particular.

Among the points addressed by the authors is the prognosis that distance education is poised to be everywhere as the need for this mode of education becomes more and more necessary with globalization and the rapid development of all aspects of life from a technological perspective. It is important, however, to be aware that to replace face to face education, it has be borne in mind that learning is just as important online as offline.

I agree with these points of view from the authors because the phenomenal pace of technological development will similarly impact the pace of life. Society will therefore cannot remain complacent. As the need for technological knowledge and skills increases, the need for a faster way to learn will need to be put in place. Hence the need for online distance learning to follow similar objectives as offline, traditional learning. I also agree that if online distance learning is to be effective, K-12 education as it will also have to be revamped and to suit the needs of online and distance offerings.

 

References

 

Huett, J., Moller, L., Foshay, W. R., & Coleman, C. (2008). The Evolution of Distance Education: Implications forInstructional Design on the Potential of the Web. Techtrends: Linking Research & Practice To Improve Learning, 52(5), 63-67. doi:10.1007/s11528-008-0199-9

Moller, L., Forshay, W. R., & Huett, J. (2008). The Evolution of Distance Education: Implications for InstructionalDesign on the Potential of the Web. Techtrends: Linking Research & Practice To Improve Learning, 52(3), 70-75. doi:10.1007/s11528-008-0158-5

 

Moller, L., Foshay, W. R., & Huett, J. (2008). The Evolution of Distance Education: Implications for InstructionalDesign on the Potential of the Web. Techtrends: Linking Research & Practice To Improve Learning, 52(4), 66-70. doi:10.1007/s11528-008-0179-0