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
Mary Tolson Educational Technology Specialist Blog
Wednesday, August 21, 2013
Monday, August 19, 2013
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.
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.
Monday, August 12, 2013
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.
Wednesday, August 7, 2013
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
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
Sunday, August 4, 2013
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].
Saturday, July 27, 2013
Module 4 - Blog Responses
I responded to the following blogs:
Sanjay Sharma:
http://onlineinstructing.wordpress.com/2013/07/24/engaging-learners-with-new-strategies-and-tools/#comment-44
Reggie Malz:
http://educationaltechnologyrm.blogspot.com/2013/07/engaging-learners-with-new-strategies.html?showComment=1374940614706#c8429806282732809101
Sanjay
http://onlineinstructing.wordpress.com/2013/08/04/static-vs-dynamic/#comment-50
Sanjay Sharma:
http://onlineinstructing.wordpress.com/2013/07/24/engaging-learners-with-new-strategies-and-tools/#comment-44
Reggie Malz:
http://educationaltechnologyrm.blogspot.com/2013/07/engaging-learners-with-new-strategies.html?showComment=1374940614706#c8429806282732809101
Sanjay
http://onlineinstructing.wordpress.com/2013/08/04/static-vs-dynamic/#comment-50
Wednesday, July 24, 2013
Module 4 - Communication, Collaboration, and Content
There are
many technological innovations available today that can be used for multiple
purposes. Instructors and students need
to begin viewing the technology we already use as a learning tool, and asking
how it can be integrated into distance education. While some tools and strategies are more
popular than others, it truly depends on using what will meet the student’s
needs. Within my graphic organizer I
highlighted the well known tools and strategies that I have been using and
found to be effective. Distance
education can be as successful as face to face learning when the technologies
are appropriate for the instructional tasks (Durrington, Berryhill, &
Swafford, 2006, p. 190). It is vital to
be able to effectively communicate, collaborate, and gain content knowledge through
online learning.
Collaboration
and communication are critical between peers and instructors for online
learning to be successful and meaningful.
There needs to be a sense of team building along with a way for students
to share ideas and take more responsibility in their learning. In order for open communication to occur
there must be a sense of trust and respect established between users (Durrington,
Berryhill, & Swafford, 2006, p. 191).
Google Docs allows students within a class or group to upload files, make
edits, access documents, and collaborate online. Wikispaces are used to promote asynchronous collaboration
and communication among users. Wall Wisher
is excellent for sharing ideas and brainstorming. It can be accessed from anywhere and be used simultaneously
by multiple users. According to Palloff
and Pratt (2007), bogs allow students to reflect and comment on students work
as a means of collaboration (p. 182).
Skype can be used to participate in online webinars, sharing, and real
time learning. Virtual chatrooms, social
networks, and discussion boards are other ways students can engage with each
other.
Podcasts,
videos, PowerPoint, and databases assist with the delivery of content
knowledge. Podcasting can deliver voice
content on demand, which increases the learners control over when they access
it and how often (Palloff & Pratt, 2007, p. 90). It is important for students to be able to
access content at their leisure and in a variety of ways to meet their needs. Videos are appealing to both auditory and
visual learners, but databases would be strictly for those who learn best by
reading. PowerPoint is a great way to meet all of the learning needs without the
information feeling overwhelming.
Blackboard
is a resource that provides learners and instructors with a place to
communicate, collaborate, and provide content.
Every online course I have taken has been through Blackboard. It is a well known interactive tool that
allows for both asynchronous and synchronous learning to occur. “Asynchronous allows for students to access
online materials anytime and synchronous learning promotes real-time interaction
between students and instructors” (Ally, 2008, p. 17). Problem-based learning (PBL) requires users
to communicate and collaborate shared content over an online environment. PBL can be tough in an online course, but
promotes student interactivity, problem-solving skills, and meaningful learning
of content (Durrington, Berryhill, & Swafford, 2006, p. 192). It would require them to participate in discussions
and share a variety of information across many platforms.
Online
learning depends on technology to function and provide an overall quality
education. Technology tools must be used
to their full potential to keep the learner engaged and to support online
education. We must begin to look at
future trends in technology and view the already “common” technology in a
different manner. The entire course
needs to function around the different users to ensure they are effectively
collaborating, communicating, and receiving course content.
References
Durrington, V.
A., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College
Teaching, 54(1), 190−193
Palloff, R. M., & Pratt, K.
(2007). Building online learning communities: Effective strategies for
the
virtual classroom. San Francisco: Jossey-Bass.
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