Red Queens & Increasing Returns

Blog 5

For my science fiction assignment, I viewed the movie “Minority Report.” I was able to rent this movie on DVD through my Netflix service. I would prefer to watch movies digitally because I am able to watch instantly instead of waiting for the DVD in the mail. This movie wasn’t available for instant access through Netflix so I resulted to having it mailed to me instead. I do believe that DVD’s and video-on-demand are examples of Red Queens. DVD’s and digital access seems to be the only two formats of watching movies. Other options of watching movies are all non-existing. Dr. Thornburg (2009) explains that red queens have huge competitions between technologies; in the process, all other competitors are left behind. For example, a VHS tape is no longer in competition with DVD’s and digital videos. They have been left behind and will no longer be in the running. As I go into video stores, I no longer see VHS tapes for sale. I also think that VCR’s, the machine that plays VHS tapes, are no longer available through retail stores.

Although I believe that digital movies are rising above DVD’s, I don’t think that DVD’s will become extinct by digital video access. These two competitors are two very great options and very great alternatives to each other. This is why I believe Netflix offers both options. They understand that people enjoy popping in a DVD just as much as they can watch instantly through their computer devices. If I had to choose, I believe that digital video access will eventually extinct DVD’S but no time in the near future. One main reason why people are still watching movies through DVD is because new releases and other high demand movies are not available on digital access keeping them in the race. Once digital access offer new releases or just all movies, they will eventually have an increasing return on DVD’s. When placing these two options on the McLuhan’s tetrad, I believe that DVD’S are a retrieval of the VHS and video-on-demand is in the enhancement criteria.

 

Thornburg, D. (2009). Emerging and future technology. Baltimore, MD: Author. Laureate Education, Inc

Second Life: A Disruptive Technology

Thornburg (2009) explains that a disruptive technology is a new technology with the same functions of existing technology, but function more efficiently and then obsoletes that technology. Disruptive technologies have always been in existence and can basically come out of nowhere. Thornburg (2009) describes these types of technologies as “wild cards” they can hit the scene at any time and can create a huge disturbance on the existing technology. One technology that has become a disruptive technology is a website called “Second Life.” “Second Life is a 3D virtual world where everyone seen is a real person and every place visited is built by anyone,” (Second Life, 2012). This technology is a disruptive technology because it disrupts the flow of online video games, internet surfing, distant learning and social networking. This technology allows for individuals to indulge into a world full of fantasies and excitement creating any and everything they have ever dreamed of. There is no cost to join and is very user-friendly. Although Second Life hasn’t completely taken over the social and educational front, it is becoming more and more popular every day.

With Second Life gaining much popularity, one must wonder when it will end. Everything has an expiration date and Second Life is any different than the next technology. With technology becoming more efficient every day, I personally think that Second Life may have another 5 years on the scene before another emerging technology replaces. Once a formula is created that becomes popular, it’s only a matter of time before someone creates a similar, but better technology that functions more efficiently. An example of this is cell phones. As soon as one model of a cell phone comes out, it becomes very popular and everyone must have one. Very shortly, sometimes within months, a better cell phone hits the market making the existing cell phone obsolete. The newer phone is just a tad bit nicer with more gadgets. This cycle with cell phones and all other technologies will go on for a lifetime.

Although Second Life is used for many things, there is a huge social benefit for becoming a member. One social benefit of this technology is that people with the same likes and interest can interact on all sorts of levels. Another social benefit of Second Life is it gives individuals a place where that can meet people from all over the world can share their ideas on this one site. They can see how each other’s cultures are and basically learn about each other. In my industry, which is education, virtual worlds can be very beneficial. This can be a place where students can go and hang out virtually with other students from their school or other schools within their city or all over the globe. Students will also be able to share information about their schools and create a virtual world of their school so others can take a look into their world. Teachers can also use this as a tool for students to see show how other people around the world interact.

 

Thornburg, Laureate Education, Inc. (2009). Disruptive technologies. Baltimore, MD: Author.

Second Life. (2012). Second Life: Your World. Your Imagination. Retrieved from  http://secondlife.com/?lang=en-US

Rhymes of History Technology

Dr. Thornburg describes a “rhyme of history” as the affect or impact of a new development rekindling something from the distant past. As I think of an example of a technology that represents a rhyme of history, it brings me to online dating. Online dating has become very convenient and popular all over the world. Finding someone to date in the past that was compatible with you seemed nearly impossible. First, you had to actually go out to meet someone. Next, you and the other party had to catch each others’ eye. Then, if you both agree to take it past the eye contact, you break into this awkward conversation and so on and so on. So today, the rhyme of history would be online dating sites. Online dating sites allows for individuals to search for potential dates by specifying their preferences by race, age, body type, and interest just to name a few. Instead going on 50 dates to find “your perfect combination,” online dating sites allow for each individual to find their perfect match with one click. Adams (2008) explains that dating services are nothing more than modern matchmakers where the qualities of two people are compared and they are matched based on common interests and ideals. Online dating is also a great way for busy individuals to remain on the dating scene

Dating has been around since biblical times and technology has changed how we date forever. Although technology has made finding a date more efficient, the fact of getting to know the person for who they are still remains. The difference with online dating and the old way of dating is basically the method used to find a date. Online dating doesn't allow for someone to know a person just by the information they read about that person. It still takes time and experience to get to know someone with both methods. Although online dating is very popular, some people refuse to use their services. Some people believe that true love happens by chance and not by searching the internet. Other people feel that it's dangerous to meet someone via internet because everything about that person can be false, hence meeting a dangerous person. Although online dating has become very popular, the old method of meeting people and dating still exist.

Some of the most common online dating sites are:

www.zoosk.com, www.cupid.com, www.eharmony.com and www.match.com just to name new.

Adam, H.C. (2008). Online Dating Takes the Place of Real-Life Courtship. Retrieved from http://voices.yahoo.com/online-dating-takes-place-real-life-courtship-2060310.html

Tetrad

Tetrad of Computers

 

 

 

 

 

 

Enhancement:  A computer is a technology that allows people to surf the web to find information, shop for goods, and connect with friends and others around the world.	Reverse: Computers may continue to bring about newer models. Nothing may ever replace computers.
Retrieve/Rekindle: When thinking of a computer, it brings to mind a type writer, word processor and analog computers.	Obsolete: Computers replaced a number of things like the television, radio, video games, calculator and word processor just to name a few.



Emerging Technology

A current technology that has emerged in the last few years that shapes learning in education is game-based learning. “Game-Based learning is a method of teaching that engages students in the topic, makes learning fun and motivates learning outside of the classroom,” (Lauren, 2012). The two types of game-based learning are trivia/board games and computer games. One problem that has been associated with “game-based learning has been the inadequate integration of educational and game design principles,” (Kiili, 2009). The societal needs that this technology meets is acquiring transferable skills. Daniel (2012) explains that games can be used to foster learning of transferable skills and can be effectively designed and developed towards this aim. Some benefits of game-based learning are learning, motivation, formation of social networks and the integration of a range of tools. If I were to make this technology better, I would like to see more challenging games. I would also like to see games that correspond with each subject area.

Website for information on game based learning:

http://www.edutopia.org/blog/video-game-model-unit-andrew-miller

 

 

 

Lauren, D. (2012). Research on Game Based Learning. eHow.com. Retrieved from http://www.ehow.com/about_5526040_research-game-based-learning.html

Kiili, K. (2009). Call for educational game design patterns. Retrieved from http://kiili.wordpress.com/.

Daniel, (2012). CFP: Game based learning for 21st century transferable skills: challenges and opportunities. Retrieved from http://lg.dlivingstone.com/2012/09/10/call-for-papers/

Learning in a Digital World

In the business of teaching and learning, I believe that it is critical and non-negotiable for educators to allow students to fall between the cracks. With my many educational experiences, I have focused on principles from each learning theory that can explain the how and why of learning. “Learning theories provide different perspectives on the complex phenomena of learning and complement one another in their ability to explain different types of learning situations,” (Shuell, 2012). Once I become familiar with those principles, I can use them to shape the way I approach my students in respect to how they learn. It’s important as educators to recognize that our students do not learn with a one-size-fit all approach. We must use different principles, strategies and differentiated instruction to meet out students’ needs.

With the experience I have as an educator, I have been exposed to the face-to-face learning environment as well as the online learning environment. As a frequent learner of the online learning environment, I believe that technology has a great impact on the way I learn. With online learning, I am able to collaborate with other learners in different locations and learn different strategies they use with their students. I also have the opportunity to utilize different technology tools that I probably would not use if I were in a face-to-face setting. Overall, learning theories and the use of technology have really increased my knowledge on using the best practices as an educator in order to increase student achievement.

Reference:

Shuell, Thomas. (2012). Theories of Learning. Retrieved from http://www.education.com/reference/article/theories-of-learning/

 

Blogs I responded to:

Lyle - http://lylesedtech.blogspot.com

Seane- http://www.learningsquared.blogspot.com

New Technologies

New Technologies

As I reflect on a situation at the workplace where people had low self-efficacy in experimenting with new technology, it brings me back to the use of clickers. Clickers, also known as classroom response systems, “provide a mechanism for students to participate anonymously and integrate a game approach that may engage students’ more than traditional class discussion,” (Martyn, 2007). Teachers in my school attended training on incorporating clickers in the classroom and were expected to use them with our students. I was very intrigued with the clickers and with all of its capabilities in the classroom. Although I found this technology beneficial, there were several teachers who never took the time to learn the device and eventually rejected it. With this group of teachers who rejected the clickers, I was close to a few of them and encouraged them to use it. I invited them to my class so that they can see how they are utilized in a classroom setting. Although they enjoyed the clickers with the activity, they still had a cold shoulder towards using them with their classes.

If I had to change the motivation of my co-workers, I would use the Keller’s ARCS model to encourage success. First, I would gain their attention through perceptual and inquiry arousal. This can be done through active participation, variability, and inquiry. “Active participation is the consistent and simultaneous engagement of the minds of all the learners with the content of the lesson,” (George, 2011). Activities such as games and other fun activities used with the clickers will peek the arousal of any learner. Using a variety of activities as well as brain storming activities will also stimulate the learner. All activities used with the clickers should be relevant to the learner. Relevance can be achieved through experience, modeling and choice. Using skills that they already know to build on new skills will motivate the learner to use the clickers. By modeling how to use the clickers, it will allow the learner to do exactly what was modeled without any confusion. Allowing the learner to choose what activities to use with the clickers will help and motivate them to use it.

Building the confidence in the learner is a big key in motivating the learner. “Confidence is a judgment one makes regarding his own ability to meet opposition effectively in a given situation.” (Sconiers, 2009). By building the learners’ confidence, it will build their self-efficacy in using the clickers within their classroom setting. In order for the learner to comfortably use the clickers with their lessons, there must be a sense of satisfaction with using them. When the learner see the benefits of using the clickers, it will feel rewarding and they will be satisfied with using it.

George, Leela. J. (2011). What Is Active Participation? Retrieved from http://www.ascd.org/ascd-express/vol6/608-newvoices2.aspx.

Martyn, M. (2007). Clickers in the Classroom: An Active Learning Approach. Retrieved from http://www.educause.edu/ero/article/clickers-classroom-active-learning-approach.

Sconiers, H.E. (2009). What is Self Confidence? Livingstrong.com. Retrieved from http://www.livestrong.com/article/17317-self-confide

Connectivism

       My network has changed the way I learn in a tremendous way. With the collaboration tools that are in my network, I am able to collaborate with other classmates in order to complete assignments, gather and gain information. The social networks also allow for collaboration with my peers which brings us together as if we were in a face-to-face classroom. The presentation tools are awesome. They take you away from the normal PowerPoint presentations that everyone is use to and open the door for more lively, animated presentations. 

       At this time, I don't have a specific tool that best facilitate my learning. If I had to lean towards one, it would be the wiki. Over the years, the use of the wiki has allowed me to create presentations, collaborate with my peers and design projects all on one site. When I have questions, I learn knowledge through my peers by using social and collaboration tools. I also ask questions by using different search engines. When using search engines to gain knowledge, it's important to use credible sites that gives the correct answers and knowledge. When I type in a question, There are a million different sites that comes up and I try my best to narrow down the sites that are most credible.


Post I responded to:

daoprish.blogspot.com
wojoedtech.blogspot.com

Collaboration

I do believe that humans have a basic instinct to interact and work as a group. It’s human nature for people just to interact with other people and is found as acceptable behavior.  “Human nature can be most fundamentally described as a mask of acceptable behavior with regards to the other people with whom one chooses to interact” (Hubpages, 2012). In the video with Rheingold, he explains the prisoner’s dilemma and how humans must work together in order for everyone to achieve. If we as humans do not trust each other and work together, it can be detrimental to everyone. Rheingold (2005) explains how a person with goods and a person with money are not going to make an exchange because they can't trust each other. If they were able to work together and agree, then both parties win. Rheingold uses the example of wikipedia and how thousands of people came together to create a free encyclopedia. This is an example of how humans interact and work together for the good of mankind.

Based on constructivist principles, technology can facilitate collaboration amongst learners in several ways. There are technologies such as wikis that allows for group collaboration through shared knowledge. They also support collaboration in such ways that encourage development of group projects. Project management tools is another technology that facilitates collaboration. “Project management tools are multi-functional systems that often deal with logistical issues, like scheduling, time tracking, task management, resource allocation, collaborative writing or edit­ing, communication, file sharing, and process documentation” (Deal, 2009).

A research study that supports collaboration as an effective tool for learning is called “Collaboration Tools.” This study was conducted in 2009 by Ashley Deal. This study can be found at: http://www.cmu.edu/teaching/resources/PublicationsArchives/StudiesWhitepapers/CollaborationTools_Jan09.pdf

 

References

Deal, Ashley. (2009). Collaboration Tools. Carnegie Mellon. Retrieved from http://www.cmu.edu/teaching/resources/PublicationsArchives/StudiesWhitepapers/CollaborationTools_Jan09.pdf

Hubpages, (2012). Animal instincts in human reactions. Retrieved from http://notpc.hubpages.com/hub/Animal-Instincts-and-Human-Interaction

Rheingold, H. (2008, February). Howard Rheingold on collaboration [Video file]. Retrieved from
http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html


Blogs I responded to:

http://learningtheoryeducationaltechnology05.blogspot.com/


http://corablades1.blogspot.com

Cognitivism as a Learning Theory

As I read the two blog post that compares the learningtheories, valid points were made that makes it a great argument.  I think that all three men Bill Kerr, Stephen Downes & Karl Kapp are correct through their points of views but do not realize that learning does not happen in one single way. Cognitivisim and behaviourism are the main two learning theories that are still raising questions on which theory is the right theory or the best theory. I believe there is no wrong or right theory. I also believe that all learning theories are interrelated. They are connected in ways that they need each other to basically have an existence. Once we end the war on wrong and right and move towards connecting the learning theories, then we can focus on how we as people are actually learning.

 http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

http://www.kaplaneduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/



Post I responded to:

http://corablades1.blogspot.com/

http://www.learningsquared.blogspot.com

Learning Theory and Educational Technology

What are your beliefs about how people learn best? What is the purpose of learning theory in educational technology?

I believe that people learn best when they are exposed to their best learning style. Learning styles is defined as “those educational conditions under which a student is most likely to learn.” (Stewart & Felicetti, 1992). When people discover what brings about their best understanding of information, they tend to use that strategy to learn. Although there are many different learning styles that people posses, they all fall under one of the three main learning styles. Those learning styles are visual, auditory and kinesthetic. “Visual learners prefer using images, pictures, colors, and maps to organize information and communicate with others.” (learningstylesonline.com, 2012). Auditory learners learn best by hearing. Herron (2012) explains that auditory learners benefit best from verbal instruction and discussion of material. Kinesthetic learners learn best by doing. Hands-on activities are their primary and best way to learn. Tanahill (2009) explains that kinesthetic learners are individuals that learn best through hands-on practice, demonstrations, and physical activities. Tanahill (2009) also explains that they have the tendency to learn through trial and error as they repeatedly practice a new skill, task or concept.

When discussing learning and educational technology, there are many theories to support that learning is taking place. Anderson (2008) explains that in order for learning to take place in educational technology, online materials must be designed properly, with the learners and learning in focus, and that adequate support must be provided. So basically, the theory about learning can co-exist within educational technology as long as it has a strong instructional design base for learning.

Anderson, T (2008). The theory and Practice of Online Learning. 2^nd Edition. Published by AU Press, Athabasca.

Herron, R. (2012). What Is Auditory Learning Style? eHow. Retrieved from http://www.ehow.com/facts_6145005_auditory-learning-style_.html

Learningstylesonlne.com, (2012). Discover your Learning Styles - Graphically! Retrieved from http://learning-styles-online.com/

Stewart, K. L., & Felicetti, L. A. (1992). Learning styles of marketing majors. Educational Research Quarterly, 15(2), 15-23.

Tanahill, K. (2009). Kinesthetic Learning Style: Strategies for Teaching Hands-on Learners in the Classroom. Retrieved from http://suite101.com/article/kinesthetic-learning-style-a162063



Blogs I responded to :

Mick Malkemus - http://gamification.anazana.com/en/blog-113203 
Schquetta Hawkins - http://learningtheoryeducationaltechnology05.blogspot.com/

 

 

 

 

Author: Leslie Moller
Date: Tuesday, June 5, 2012 10:23:28 PM EDT
Subject: Blogs

Hi folks,

let's use this thread to list your blog url for your classmates.

You still will be posting your blog url to the drop box each module, this space is for you to communicate with each other. You get to pick who, at least 2 others, you want to post messages to each module. I do think i ts a good idea to switch around so you get to see a variety of opinions and ideas.

Remember its your blog, you have to stick to the topic but go out on a limb some times, post questions or arguments, sort of a free thinking or pondering place.

 

 

 

Learning Styles in Education

Here is my Video presentation on Learning Styles in Distance Education







Video's I commented on:

Seane @ http://learningsquared.blogspot.com
Michelle @ http://michellelandley.blogspot.com
Daniel @ http://daoprish.blogspot.com
Laura @ http://wojoedtech.blogspot.com
Lisa @ http://durffsblog.blogspot.com
Jerome@ http://jachenevert.blogspot.com

Moving Toward Dynamic Technologies

See link for my concept map: http://olufemi.wikispaces.com/


"As technology becomes integrated into the learning environment, the instructor or instructional designer must make decisions regarding which technology to use to achieve specific learning outcomes" (Moller, 2008). As an educator, I feel that all educators must use the best method to promote learning within their educational institution. Since we are in a technology era, integrating technology in the classrooms seems to be the best method to achieving specific learning outcomes. The most important part to integrating technology in the classroom is knowing which technology will have the greatest impact on learning. With that said, I believe that I am in the middle of the static-dynamic continuum. I began closer to the static end of the static-dynamic continuum at the beginning of this course and learned that I need to get out of my comfort zone. As a result, I began exploring some of the 2.0 technology programs and found that they are very challenging and promote learning. As I continue through this course and experience other courses in the future, I plan to continue to move completely towards the dynamic end of the static-dynamic continuum.

For additional information about static and dynamic technologies, please see the web address below:
http://minerclass.edublogs.org/2011/02/26/static-dynamic-learning-technologies-continuum%E2%80%A6/


Resources:

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

Module 4 Blog Post

Engaging Learners with New Strategies and Tools

http://www.slideshare.net/fullscreen/olufemi21/graphic-organizer-11377195/1

Collaboration:

- Stixy : works like an online bulletin board or whiteboard. It offers a work space where you can place content and collaborate with other people on the web. (Bogdan, 2011)

- Wikis: a piece of server software that allows users to freely create and edit Web page content using any Web browser. Wiki supports hyperlinks and has a simple text syntax for creating new pages and crosslinks between internal pages on the fly. (wiki.org, 2002)

- Writeboard: a free collaborative writing software. It can be used to write, edit, track changes, and rollback to previous versions. (Brogdan, 2011).

Communication:

- Skype: is software that enables you to make free calls anywhere in the world. Skype uses P2P (peer-to-peer) technology to connect you with other users. It offers several features, including SkypeOut calling from Skype to regular and mobile phones worldwide, conference calling, and secure file transferring. You can also now share your screen with other users. Skype calls focus on video and audio quality, and secure the calls with end-to-end encryption. Read more: Skype - Download.com http://download.cnet.com/Skype/3000-2349_4-10225260.html#ixzz1lBzzDLAE

(France, 2010).

Blog: A blog is often a mixture of what is happening in a person's life and what is happening on the Web, a kind of hybrid diary/guide site. (Marketing Terms, 2012).

E-mail: Electronic mail that is sent and received via the internet.

Content:

Delicious: allows users to collect web-based resources into stacks which can be shared within the community and added to by others. (Marquis, 2012).

Twiddla: a real-time online collaboration tool. (Twiddla, 2012).

Wridea: Wridea is a web service first to avoid ideas being forgotten, then to organize and improve those ideas by giving you the opportunity to share your ideas with friends and necessary tools to improve your ideas by yourself and individually. (Bogdan, 2011).

References:

Bogdan, (2011). 10 Examples Of Very Useful Online Collaborative Tools. Reyrieved from http://www.topdesignmag.com/10-examples-of-very-useful-online-collaborative-tools/

Wiki, (2002). What is Wiki? Retrieved from http://wiki.org/wiki.cgi?WhatIsWiki

France, J. (2010). Skype. Retrieved from http://download.cnet.com/Skype/3000-2349_4-10225260.html

Marketing Terms. (2012). Blog: Weblog. Retrieved from http://www.marketingterms.com/dictionary/blog/

Twiddla. (2012). Twiddla is a no-setup, web-based meeting Playground. Retrieved from http://www.twiddla.com/

Assessing Collaborative Efforts

Module 3, Blog 3

In
collaborative learning communities, participation should not be solely assessed
by only using checks and marks. Students should be assessed by their abilities
and contributions made towards the success of the group. “Not all assessments
translate into a mark” (Siemens, 2011). Some ways to assess participation
mentioned by Siemens is to allow other students to assess their peers, receive
feedback from online communities, assess on student contributions and assess
based on metrics from learning management systems. One difficulty that
educators have with assessing learning communities is keeping the assessment
fair and equitable. “In order to assess student performance in collaborative
activity effectively, the instructor needs to understand basic principles of
student assessment” (Palloff & Pratt, 2005). This difficulty is present
because students in these learning communities have varying skill levels and
knowledge. One way to combat this issue is to assess based on each student’s
individual growth. A problem that is very prevalent in these learning
communities is dealing with members that do not want to collaborate within a
group. Other members that are faced with this issue should try to collaborate
with the unwilling member to see if the issue can be resolved. If this does not
solve the matter, then the instructor should be notified. At this point in
time, the instructor should have already made some prior guidelines that
address situations like this. “Because of these issues, instructors should take
some precautionary measures at the start of a course that involves
collaborative work” (Palloff & Pratt, 2005). If the instructor finds that
the unwilling member is not cooperating, then the instructor should remove that
member from the group without giving any penalties to the other group members.
The actions of the instructor should not heavily impact the assessment plan
since the unwilling member has not made a consistent effort to do their part.



Reference
Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning
together in community. San Francisco: Jossey-Bass.

Siemens, G (2011). Assessment of Collaborative Learning. (Approx.
9 min)

Siemens, G (2011). Learning Communities. (Approx. 11 min)

Related Articles


http://www.brighthub.com/office/collaboration/articles/74181.aspx

http://www.collaborativejustice.org/how.htm

http://www.joe.org/joe/1999april/tt1.php

Module 3: Creating a Storyboard

During Module 3, each student must put together a storyboard that represents the video presentation that covers different topics related to distance education. The topic that I chose was differentiated instruction. Feel free to view my story board and to make comments as needed. Please use the link below to view my storyboard.



http://olufemi.wikispaces.com/