Video Response

I commented on the following videos:

Sanjay Sharma
http://onlineinstructing.wordpress.com/2013/08/12/synchronous-vs-asynchronous/#comment-58

Reggie Malz
http://educationaltechnologyrm.blogspot.com/2013/08/video-presentation.html?showComment=1377137748217#c287031097068205227

Kelly Stovall
http://gasappwife.wordpress.com/2013/08/11/video/comment-page-1/#comment-

Jasmine
http://educ8842turnerj.blogspot.com/2013/08/game-based-learning-in-distance.html?showComment=1377138654720#c6204092928658579273

Ena Smith-Goddard
http://ena-spoonfulofsugar.blogspot.com/2013/08/video-presentation-learner-engagement.html?showComment=1377139179186#c4302216516078202513

Video Link

http://youtu.be/Eay-aXVaQaI
This is the link to the same YouTube video below.  The video below should work now.  I do not know how or why my video was set to private, but I appreciate everyone making me aware of the issue.

Video Presentation

Any feedback is appreciated and strongly encouraged. Thank you!

Annotated Bibliography

El Emary, I. M., & Hussein, K. Q. (2012). Analyzing the various aspects of e-learning modules     for the hearing impaired students. International Journal Of Academic Research, 4(3),         122-130.  Accession: 80224226

This article discusses how many hearing impaired students are already lacking basic skills when they enter college.  Therefore, they are turning to online learning as a preferred method of learning.  This article mentions the various learning methods and how they are either beneficial or not to a deaf student.  It does provide a great outline of strategies that can be used for the various levels of hearing impaired students.  It discusses why it is important to ensure the instructional outcomes are meaningful to hearing impaired students.  However, I think that is important for ALL students.  There were a few points that were useful to my purpose in this article, but a lot of the article was written in a way which confused me. 

Lazar, J., & Jaeger, P. (2011). Reducing barriers to online access for people with disabilities.         Issues In Science & Technology, 27(2), 68-82.  Accession: 57458148

This was a very interesting article about instructors of online courses are not taking full advantage of all the technological resources surrounding them.  It did not go into great depth about hearing impaired learners, but what it did provide was useful.  It mentions the barriers that students with disabilities face, along with corresponding technologies to help remove them.  I found it useful to read about the role the government plays, or should I say does not play in assisting learners with disabilities in online learning.  It mentions how everyone is pushing all types of technologies, but no one is taking into consideration the variety of users and why they would use it.  While this article does seem bias, I still found it to be reliable and contain many reputable sources.

Luetke, B. (2009). Evaluating deaf education web-based course work.  American Annals of the    Deaf, 154(1), 62-70.  Accession: 41687220

This study was interesting and thought provoking because it provides first hand information on how deaf students view online courses.  It provided a better understanding for instructors about the problems students faced in traditional classes, and why they chose online learning.  I found it interesting to read that hearing impaired students face many of the same problems other students face.  This article goes into great detail with suggestions, provided by deaf students, of ways to encourage interaction and a sense of belonging.  I do not feel this article was bias because it gave hearing impaired students a voice to speak up about creating online learning courses that are more accessible. 

Smith, C. & Allman, T. (2011). Meeting the challenges of deaf education teacher preparation:

            Innovative practices in online learning.  MERLOT Journal of Online Learning and

            Teaching, 6(2).  Retrieved from, http://jolt.merlot.org/vol6no2/smith_0610.htm

This article does an excellent job focusing on the role of instructors in online learning for hearing impaired students.  Many of these strategies should be taken by all instructors and applied to any online learning environment regardless of a hearing impairment or not.  It even takes into consideration the various levels of instructors and universities when discussing tools, resources, and training ideas.  I found this article was effective in noting changes deaf students experience between face-to-face and online classes, and how they adapt to changes and barriers. 

Tandy, C., & Meacham, M. (2009). Removing the barriers for students with disabilities:    Accessible online and web-enhanced courses. Journal of Teaching In Social Work,             29(3), 313-328. doi:10.1080/08841230903022118

This article focuses on how instructors need to arrange an online class where the disabilities of students will be invisible.  It goes on to discuss the different types of barriers that become present for hearing impaired students, and strategies with how to avoid them.  First and second generation strategies to assist the online learners and instructors overall are explained more in depth.  This article does a great job explaining the critical role using the correct technological innovation plays in online learning.  The article provided non-bias information with numerous ways to use familiar technology to assist hearing impaired students through online learning.

  

Vasquez III, E., & Serianni, B. A. (2012). Research and practice in distance education for K-12   students with disabilities. Rural Special Education Quarterly, 31(4), 33-42.

            Accession: 85007112

This article outlines the benefits of online learning for students with disabilities compared to a traditional face-to-face class.  It does not focus on one specific disability, but rather provides a broad range of ideas for all disabilities.  There are many results from previous studies that are included in this article.  These results were very helpful to use to strengthen and back up statements that were made regarding skills among students with disabilities in education.  I wish they would have gone into more detail after making a statement about how the performance of students with disabilities is affected by online content. However, the article is strong in addressing the role instructor’s play, and what they need to do to remain effective in online learning.   

 

Module 5 - Blog Responses

I responded to the following blogs:

Reggie Malz
http://educationaltechnologyrm.blogspot.com/2013/08/moving-toward-dynamic-technologies.html#comment-form

Kelly Stovall-Sapp
http://gasappwife.wordpress.com/2013/08/05/module-5/comment-page-1/#comment-13

Sanjay Sharma
http://onlineinstructing.wordpress.com/2013/08/04/static-vs-dynamic/#comment-50

Module 5 - Moving Towards Dynamic Technologies

I believe I am in the middle of the static and dynamic continuum, but definitely moving closer to the dynamic end.  Throughout my educational life I relied on PowerPoint’s, print materials, web pages, and DVD clips to gain content knowledge.  These static technologies do not help learners build their own knowledge, but only allow them to access information (Moller, 2008, para. 2).  BlackBoard discussion areas were used as a way for students and instructors to communicate questions and concerns, or it was not used at all.  In order for small groups to collaborate we had to log into a chat room, which for some reason gave many people problems.  Even if students and teachers are using technology in the teaching and learning process, it does not mean they are implementing it effectively.  

Dynamic technology allows the learner to explore, think, analyze, create, and experiment on a much higher and engaged cognitive level of learning (Moller, 2008, para. 6).  I am becoming more familiar with using Google Docs, simulations, web conferencing, podcasts, blogs, etc.  It is interesting to see how something that was used only one way is now being used differently, or in more ways than one to offer new benefits.  This course through Walden University has made me re-think the means of Wikis and blogging.  For example, I have now created/used blogs and Wikis to communicate and collaborate within small groups or the entire class.  The middle of the continuum has learners using Wikis, blogs, and discussion boards to interact with content, and analyze the opinions and ideas of others (Moller, 2008, para. 3).   

I know I still rely heavily on the use of static media within my classroom as a teacher, and for students to use as a means of learning.  As I continue to move toward the dynamic end of the continuum, I must remember it is okay to step outside of my comfort zone and embrace the new technologies that are evolving.  Both teachers and learners should take risks because the exploration creates learning through the encouragement of them trying to figure it out (Moller, 2008, para. 6).  I should allow my students to take a more active role in their learning, and technology is making it easier to meet the needs of all students.  Dynamic technologies are allowing students and teachers to communicate and collaborate easier, and in real-time.  Teachers, like me, have to change the way we teach because we are constantly learning when technology is effectively combined in the learning process the student is engaged, and information is being retained. 

References

Moller, L. (2008). Static and dynamic technological tools. [Unpublished Paper].