tag:blogger.com,1999:blog-90636433213077993242024-03-12T21:01:25.268-07:00Olufemi's BlogOlu's Blog Pagehttp://www.blogger.com/profile/07869022341016997628noreply@blogger.comBlogger18125tag:blogger.com,1999:blog-9063643321307799324.post-18426582950209782452012-11-11T18:51:00.003-08:002012-11-11T18:51:38.396-08:00Red Queens & Increasing Returns
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<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Blog 5</span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">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. <o:p></o:p></span></div>
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<a href="http://2.bp.blogspot.com/-LzBvmjGu2rc/UKBkJwDdPOI/AAAAAAAAADM/bABuwogl6DQ/s1600/Red+Queens.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://2.bp.blogspot.com/-LzBvmjGu2rc/UKBkJwDdPOI/AAAAAAAAADM/bABuwogl6DQ/s1600/Red+Queens.jpg" /></a><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">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.<o:p></o:p></span></div>
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<span style="color: black; font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Thornburg, D. (2009). <i>Emerging and
future technology.</i> Baltimore, MD: Author. Laureate Education, Inc</span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"><o:p></o:p></span></div>
Olu's Blog Pagehttp://www.blogger.com/profile/07869022341016997628noreply@blogger.com1tag:blogger.com,1999:blog-9063643321307799324.post-70292246223472824552012-10-28T21:08:00.003-07:002012-10-28T21:09:01.589-07:00Second Life: A Disruptive Technology<br />
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<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">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 </span><span lang="EN" style="color: #222222; font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-ansi-language: EN;">3D</span><span lang="EN" style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> </span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">virtual
world</span><span style="color: #222222; font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-ansi-language: EN;"> <span lang="EN">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.<o:p></o:p></span></span></div>
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<a href="http://3.bp.blogspot.com/-zCwfr374-S0/UI4BIqqSkMI/AAAAAAAAAC8/akckKCTeEiI/s1600/second+life.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://3.bp.blogspot.com/-zCwfr374-S0/UI4BIqqSkMI/AAAAAAAAAC8/akckKCTeEiI/s1600/second+life.jpg" /></a><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">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.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">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.<o:p></o:p></span></div>
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<span style="color: black; font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Thornburg, Laureate Education, Inc.
(2009). <i>Disruptive technologies.</i> Baltimore, MD: Author.<o:p></o:p></span></div>
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<span style="color: black; font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Second Life. (2012). Second Life: Your
World. Your Imagination. Retrieved from </span><span style="mso-spacerun: yes;"><span style="font-family: Calibri;"> </span></span><span style="color: black; font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">http://secondlife.com/?lang=en-US
</span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"><o:p></o:p></span></div>
Olu's Blog Pagehttp://www.blogger.com/profile/07869022341016997628noreply@blogger.com0tag:blogger.com,1999:blog-9063643321307799324.post-83825054241837290342012-10-14T19:20:00.002-07:002012-10-14T19:55:44.793-07:00Rhymes of History Technology<div class="separator" style="clear: both; text-align: center;">
<a href="http://1.bp.blogspot.com/-2CXaVWpeN1s/UHtynoszgHI/AAAAAAAAACs/ZMDUDPNBA0E/s1600/online+dating.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://1.bp.blogspot.com/-2CXaVWpeN1s/UHtynoszgHI/AAAAAAAAACs/ZMDUDPNBA0E/s1600/online+dating.jpg" /></a></div>
<span style="color: black; font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 115%;">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</span><br />
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<span style="font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 115%;"><span style="color: black;">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.<o:p></o:p></span></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 115%;"><span style="color: black;">Some of the most common online dating sites are:<o:p></o:p></span></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 115%;"><a href="http://www.zoosk.com/"><span style="color: blue;">www.zoosk.com</span></a>, <a href="http://www.cupid.com/"><span style="color: blue;">www.cupid.com</span></a>, <a href="http://www.eharmony.com/"><span style="color: blue;">www.eharmony.com</span></a>
<span style="color: black;">and </span><a href="http://www.match.com/"><span style="color: blue;">www.match.com</span></a> <span style="color: black;">just to name new.<o:p></o:p></span></span></div>
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<span style="color: black; font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 115%;"><span style="color: black;">Adam, H.C. (2008). Online Dating Takes
the Place of Real-Life Courtship. Retrieved from</span> <a href="http://voices.yahoo.com/online-dating-takes-place-real-life-courtship-2060310.html"><span style="color: blue;">http://voices.yahoo.com/online-dating-takes-place-real-life-courtship-2060310.html</span></a><o:p></o:p></span></div>
Olu's Blog Pagehttp://www.blogger.com/profile/07869022341016997628noreply@blogger.com1tag:blogger.com,1999:blog-9063643321307799324.post-77584470926855810282012-09-29T19:29:00.000-07:002012-09-29T19:29:11.963-07:00Tetrad<div align="center">
Tetrad of Computers</div>
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<td style="background-color: transparent; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 239.4pt;" valign="top" width="319">
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<span style="font-family: Calibri;"><b style="mso-bidi-font-weight: normal;"><span style="font-size: 14pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Calibri;">Enhancement</span></b><span style="font-size: 14pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Calibri;">:<span style="mso-spacerun: yes;"> </span>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.</span><o:p></o:p></span></div>
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<td style="background-color: transparent; border-color: windowtext windowtext windowtext rgb(0, 0, 0); border-style: solid solid solid none; border-width: 1pt 1pt 1pt 0px; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 239.4pt;" valign="top" width="319">
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<span style="font-family: Calibri;"><b style="mso-bidi-font-weight: normal;"><span style="font-size: 14pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Calibri;">Reverse:
</span></b><span style="font-size: 14pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Calibri;">Computers may continue to bring about
newer models. Nothing may ever replace computers.</span><o:p></o:p></span></div>
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<span style="font-family: Calibri;"><b style="mso-bidi-font-weight: normal;"><span style="font-size: 14pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Calibri;">Retrieve/Rekindle:
</span></b><span style="font-size: 14pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Calibri;">When thinking of a computer, it
brings to mind a type writer, word processor and analog computers.</span><o:p></o:p></span></div>
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<span style="font-family: Calibri;"><b style="mso-bidi-font-weight: normal;"><span style="font-size: 14pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Calibri;">Obsolete:
</span></b><span style="font-size: 14pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Calibri;">Computers replaced a number of things
like the television, radio, video games, calculator and word processor just
to name a few.</span><span style="font-family: "Trebuchet MS","sans-serif"; font-size: 10pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></span></div>
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<span style="font-family: "Trebuchet MS","sans-serif"; font-size: 10pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><o:p> </o:p></span></div>
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<o:p><span style="font-family: Calibri;"> </span></o:p></div>
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Olu's Blog Pagehttp://www.blogger.com/profile/07869022341016997628noreply@blogger.com0tag:blogger.com,1999:blog-9063643321307799324.post-65841316514180668002012-09-16T18:59:00.001-07:002012-09-16T18:59:05.637-07:00Emerging Technology
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<span style="font-family: "Times New Roman","serif"; line-height: 115%;">A current technology that has emerged in the last
few years that shapes learning in education is game-based learning. “Game-Based
learning <span style="color: black;">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 </span></span><span lang="EN" style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-ansi-language: EN;">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.<o:p></o:p></span></div>
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<span lang="EN" style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-ansi-language: EN;">Website for
information on game based learning:</span></div>
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<span style="color: black; font-family: "Arial","sans-serif";"><a href="http://www.edutopia.org/blog/video-game-model-unit-andrew-miller"><span style="mso-ascii-font-family: Arial; mso-hansi-font-family: Arial;"><span style="color: blue; font-family: Times New Roman;">http://www.edutopia.org/blog/video-game-model-unit-andrew-miller</span></span></a><o:p></o:p></span></div>
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<span style="color: black; font-family: "Arial","sans-serif";"><o:p> </o:p></span></div>
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<span style="color: black; font-family: "Arial","sans-serif";"><o:p> </o:p></span></div>
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<a href="http://3.bp.blogspot.com/-mu9ZgfKh5Pk/UFaCx9D1xjI/AAAAAAAAACc/wXmBWsoyhI0/s1600/game-based+learning.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="480" src="http://3.bp.blogspot.com/-mu9ZgfKh5Pk/UFaCx9D1xjI/AAAAAAAAACc/wXmBWsoyhI0/s640/game-based+learning.jpg" width="640" /></a><span style="color: black; font-family: "Arial","sans-serif";"><o:p> </o:p></span></div>
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<span style="color: black; font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Lauren, D. (2012). </span><span style="color: #232323; font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-bidi-font-weight: bold;">Research on Game Based Learning. eHow.com.
Retrieved from http://www.ehow.com/about_5526040_research-game-based-learning.html<o:p></o:p></span></div>
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<span style="color: #232323; font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-bidi-font-weight: bold;">Kiili, K.
(2009). </span><span lang="EN" style="mso-ansi-language: EN;"><a href="http://kiili.wordpress.com/2009/10/09/call-for-educational-game-design-patterns/" title="Permanent Link to Call for educational game design patterns"><span style="color: windowtext; font-family: "Museo Slab 500","serif";">Call for
educational game design patterns</span></a><span style="font-family: Calibri;">. Retrieved from http://kiili.wordpress.com/.</span></span><span style="color: black; font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"><br />
<br />
</span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Daniel,
(2012). </span><span lang="EN" style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-ansi-language: EN;">CFP: Game based
learning for 21st century transferable skills: challenges and opportunities. Retrieved from <a href="http://lg.dlivingstone.com/2012/09/10/call-for-papers/">http://lg.dlivingstone.com/2012/09/10/call-for-papers/</a></span></div>
Olu's Blog Pagehttp://www.blogger.com/profile/07869022341016997628noreply@blogger.com0tag:blogger.com,1999:blog-9063643321307799324.post-58005672107482700922012-08-22T20:46:00.001-07:002012-08-22T21:14:10.201-07:00Learning in a Digital World<br />
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<span style="font-family: "Garamond","serif"; font-size: 14pt; line-height: 115%;"><span style="color: black;"><span style="font-family: Times New Roman; font-size: small;">
</span></span></span><br />
<span style="font-family: "Garamond","serif"; font-size: 14pt; line-height: 115%;"><span style="color: black;"><div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Garamond","serif"; font-size: 14pt; line-height: 115%;">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.<o:p></o:p></span></div>
<span style="font-family: Times New Roman; font-size: small;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Garamond","serif"; font-size: 14pt; line-height: 115%;">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.<o:p></o:p></span></div>
<span style="font-family: Times New Roman; font-size: small;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Garamond","serif"; font-size: 14pt; line-height: 115%;">Reference:<o:p></o:p></span></div>
<span style="font-family: Times New Roman; font-size: small;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Garamond","serif"; font-size: 14pt; line-height: 115%;">Shuell, Thomas. (2012). Theories of Learning. Retrieved
from <a href="http://www.blogger.com/goog_81205097"><span style="color: blue;">http://www.education.com/reference/article/theories-of-learning/</span></a><o:p></o:p></span></div>
<span style="font-family: Times New Roman; font-size: small;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Garamond","serif"; font-size: 14pt; line-height: 115%;"><o:p> </o:p></span></div>
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Garamond","serif"; font-size: 14pt; line-height: 115%;">Blogs I responded to:<o:p></o:p></span></div>
<span style="font-family: Times New Roman; font-size: small;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Garamond","serif"; font-size: 14pt; line-height: 115%;">Lyle - <a href="http://lylesedtech.blogspot.com/"><span style="color: blue;">http://lylesedtech.blogspot.com</span></a><o:p></o:p></span></div>
<span style="font-family: Times New Roman; font-size: small;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Garamond","serif"; font-size: 14pt; line-height: 115%;">Seane- http://www.learningsquared.blogspot.com<o:p></o:p></span></div>
<span style="font-family: Times New Roman; font-size: small;">
</span></span><br /></span><br /></div>
</span><div class="MsoNormal" style="margin: 0in 0in 10pt;">
<br /></div>
</div>
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Garamond","serif"; font-size: 16pt; line-height: 115%;"><o:p></o:p></span><br /></div>
Olu's Blog Pagehttp://www.blogger.com/profile/07869022341016997628noreply@blogger.com0tag:blogger.com,1999:blog-9063643321307799324.post-75754842224185962222012-08-11T19:56:00.001-07:002012-08-11T19:56:09.950-07:00New Technologies<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 115%;">New Technologies<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 115%;">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,
“</span><span lang="EN" style="color: black; font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 115%; mso-ansi-language: EN;">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. <o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span lang="EN" style="color: black; font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 115%; mso-ansi-language: EN;">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 </span><span style="font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 115%;">is the
consistent and simultaneous engagement of the minds of all the learners with
the content of the lesson,” (George, 2011).</span><span style="color: black; font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 115%; mso-ansi-language: EN;"> <span lang="EN">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.<o:p></o:p></span></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<br /></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span lang="EN" style="color: black; font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 115%; mso-ansi-language: EN;">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 </span><span lang="EN" style="font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 115%; mso-ansi-language: EN;">situation.” (<span class="author">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. </span><span style="color: black;"><o:p></o:p></span></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span lang="EN" style="color: black; font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 115%; mso-ansi-language: EN;"><br />
<br style="mso-special-character: line-break;" />
<br style="mso-special-character: line-break;" />
<o:p></o:p></span></div>
<br />
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span lang="EN" style="color: black; font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 115%; mso-ansi-language: EN;">George,
Leela. J. (2011). </span><span style="color: black; font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 115%; mso-bidi-font-weight: bold; mso-font-kerning: 18.0pt;">What Is Active Participation? Retrieved from http://www.ascd.org/ascd-express/vol6/608-newvoices2.aspx.</span><span lang="EN" style="color: black; font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 115%; mso-ansi-language: EN;"><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span lang="EN" style="font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 115%; mso-ansi-language: EN;">Martyn, M. (2007). <span style="mso-font-kerning: 18.0pt;">Clickers in the Classroom: An Active Learning
Approach. Retrieved from <a href="http://www.educause.edu/ero/article/clickers-classroom-active-learning-approach">http://www.educause.edu/ero/article/clickers-classroom-active-learning-approach</a>.<o:p></o:p></span></span></div>
<span class="author"><span lang="EN" style="font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 115%; mso-ansi-language: EN; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US;">Sconiers,
H.E. (2009). What is Self Confidence? Livingstrong.com. Retrieved from http://www.livestrong.com/article/17317-self-confide</span></span>Olu's Blog Pagehttp://www.blogger.com/profile/07869022341016997628noreply@blogger.com1tag:blogger.com,1999:blog-9063643321307799324.post-64755406599015809402012-07-26T22:14:00.000-07:002012-07-29T19:11:06.408-07:00Connectivism<div class="separator" style="clear: both; text-align: center;">
<a href="http://2.bp.blogspot.com/-ucyqDgQ8fck/UBIeNuOYXxI/AAAAAAAAACM/lJ1TmotyoOk/s1600/New-Sheet_1njc9mng.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="412" src="http://2.bp.blogspot.com/-ucyqDgQ8fck/UBIeNuOYXxI/AAAAAAAAACM/lJ1TmotyoOk/s640/New-Sheet_1njc9mng.jpg" width="640" /></a></div>
<br />
<br />
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. <br />
<br />
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.<br />
<br />
<br />
Post I responded to:<br />
<br />
daoprish.blogspot.com<br />
wojoedtech.blogspot.comOlu's Blog Pagehttp://www.blogger.com/profile/07869022341016997628noreply@blogger.com1tag:blogger.com,1999:blog-9063643321307799324.post-92161694470468284852012-07-14T21:01:00.003-07:002012-07-14T21:17:55.298-07:00Collaboration<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 115%;">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.<span style="mso-spacerun: yes;">
</span>“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 </span><span lang="EN" style="font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 115%; mso-ansi-language: EN;"><a href="http://www.ted.com/talks/lang/en/417000"><span style="color: windowtext; text-decoration: none; text-underline: none;">with goods and
a person with money</span></a> <a href="http://www.ted.com/talks/lang/en/420000"><span style="color: windowtext; text-decoration: none; text-underline: none;">are not going
to make an exchange</span></a> 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.<o:p></o:p></span></div>
<br /><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 115%;">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. “<span style="color: black;">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).<o:p></o:p></span></span></div>
<br />
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="color: black; font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 115%;">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<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<br /> </div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="color: black; font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 115%;">References<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="color: black; font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 115%;">Deal, Ashley. (2009). Collaboration
Tools. Carnegie Mellon. Retrieved from http://www.cmu.edu/teaching/resources/PublicationsArchives/StudiesWhitepapers/CollaborationTools_Jan09.pdf</span><span style="font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 115%;"><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="color: black; font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 115%;">Hubpages, (2012). Animal instincts in
human reactions. Retrieved from <a href="http://notpc.hubpages.com/hub/Animal-Instincts-and-Human-Interaction"><span style="color: blue;">http://notpc.hubpages.com/hub/Animal-Instincts-and-Human-Interaction</span></a><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-size: 14pt; line-height: 115%;"><span style="font-family: Calibri;">Rheingold,
H. (2008, February). Howard Rheingold on collaboration [Video file]. Retrieved
from <br />
</span><a href="http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html" target="_blank"><span style="color: blue; font-family: Calibri;">http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html</span></a></span><br />
<br />
<br />
Blogs I responded to:<br />
<br />
<a href="http://learningtheoryeducationaltechnology05.blogspot.com/2012/07/module-3-collaboration.html#comment-form">http://learningtheoryeducationaltechnology05.blogspot.com/</a><br />
<br />
<br />
<a href="http://corablades1.blogspot.com/2012/07/module-3-natural-instinct-to.html?showComment=1342325822774#c289488307015654196">http://corablades1.blogspot.com</a></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<br /></div>Olu's Blog Pagehttp://www.blogger.com/profile/07869022341016997628noreply@blogger.com0tag:blogger.com,1999:blog-9063643321307799324.post-35126903474453272552012-07-01T20:59:00.001-07:002012-07-01T21:19:42.401-07:00Cognitivism as a Learning Theory<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;">As I read the two blog post that compares the <a href="http://www.learning-theories.com/" target="_blank">learningtheories</a>, valid points were made that makes it a great argument.<span style="mso-spacerun: yes;"> </span>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. <a href="http://www.innovativelearning.com/educational_psychology/cognitivism/index.htm" target="_blank">Cognitivisim</a> 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.</span></div>
<o:p><span style="font-family: Calibri;"></span></o:p><br />
<o:p><span style="font-family: Calibri;"> <a href="http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html" target="_blank"><span style="font-family: Times New Roman;">http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html</span></a></span></o:p><br />
<br />
<a href="http://www.kaplaneduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/" target="_blank">http://www.kaplaneduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/</a><br />
<br />
<br />
<br />
Post I responded to:<br />
<br />
<a href="http://corablades1.blogspot.com/">http://corablades1.blogspot.com/</a><br />
<br />
<a href="http://www.learningsquared.blogspot.com/">http://www.learningsquared.blogspot.com</a><br />
<br />
<br />
<br />Olu's Blog Pagehttp://www.blogger.com/profile/07869022341016997628noreply@blogger.com0tag:blogger.com,1999:blog-9063643321307799324.post-65516111065994371392012-06-19T09:55:00.002-07:002012-06-19T11:18:33.767-07:00<span style="color: blue; font-family: Georgia, "Times New Roman", serif;">Learning Theory and Educational Technology</span><br />
<br />
<br />
<span style="font-family: Georgia;"></span><br />
<span style="font-family: Georgia;"></span><br />
<span style="font-family: Georgia;"></span><br />
<span style="font-family: Georgia;"><div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">What are your beliefs about how people learn best?
What is the purpose of learning theory in educational technology?<o:p></o:p></span></div>
<span style="font-family: Times New Roman;">
</span>
<span style="font-family: Times New Roman;">
</span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">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 <span style="color: black;">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.<o:p></o:p></span></span>
<span style="font-family: Times New Roman;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<br />
<span style="color: black; font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">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. <o:p></o:p></span></div>
<span style="font-family: Times New Roman;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<br /></div>
<span style="font-family: Times New Roman;">
</span><span style="color: black; font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"><br />
</span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Anderson,
T (2008). The theory and Practice of Online Learning. 2<sup>nd</sup> Edition.
Published by AU Press, Athabasca.<o:p></o:p></span>
<span style="font-family: Times New Roman;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Herron, R. (2012). <span style="color: #232323; mso-bidi-font-weight: bold;">What Is Auditory Learning Style? eHow. Retrieved
from http://www.ehow.com/facts_6145005_auditory-learning-style_.html</span><o:p></o:p></span></div>
<span style="font-family: Times New Roman;">
</span><span style="font-family: Times New Roman;"><span style="color: black; font-size: 12pt; font-weight: normal; line-height: 130%; mso-bidi-font-weight: bold;">Learningstylesonlne.com,
(2012). </span><span style="font-size: 12pt; font-weight: normal; line-height: 130%; mso-bidi-font-weight: bold;">Discover your Learning Styles - Graphically!
Retrieved from http://learning-styles-online.com/</span><span style="font-size: 12pt; line-height: 130%;"><o:p></o:p></span></span>
<span style="font-family: Times New Roman;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="color: black; font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Stewart, K. L., & Felicetti, L. A.
(1992). Learning styles of marketing majors. <i>Educational Research Quarterly,</i>
15(2), 15-23.<o:p></o:p></span></div>
<span style="font-family: Times New Roman;">
</span><span style="font-size: 12pt; font-weight: normal; mso-bidi-font-weight: bold;"><span style="font-family: Times New Roman;">Tanahill, K. (2009). <span style="color: black;">Kinesthetic
Learning Style: Strategies for Teaching Hands-on Learners in the Classroom.
Retrieved from <a href="http://suite101.com/article/kinesthetic-learning-style-a162063">http://suite101.com/article/kinesthetic-learning-style-a162063</a><o:p></o:p></span></span></span>
</span><span style="font-family: Times New Roman;"></span><br />
<br />
<br />
<br />
<span style="font-family: Times New Roman;">Blogs I responded to :</span><br />
<br />
<span style="font-family: Times New Roman;">Mick Malkemus - <a href="http://gamification.anazana.com/en/blog-113203">http://gamification.anazana.com/en/blog-113203</a> </span><br />
<span style="font-family: Times New Roman;">Schquetta Hawkins - <a href="http://learningtheoryeducationaltechnology05.blogspot.com/">http://learningtheoryeducationaltechnology05.blogspot.com/</a> <form action="/message" id="messageFrameForm" method="post" name="messageForm">
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<strong>Author:</strong> Leslie Moller<br /><strong>Date:</strong> Tuesday, June 5, 2012 10:23:28 PM EDT<br /><strong>Subject:</strong> Blogs<br />
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Hi folks, <br /><br />let's use this thread to list your blog url for your classmates.<br /><br />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.<br /><br />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.<br /><br /></div>
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</span><br />Olu's Blog Pagehttp://www.blogger.com/profile/07869022341016997628noreply@blogger.com0tag:blogger.com,1999:blog-9063643321307799324.post-69974257737381905852012-02-17T20:34:00.005-08:002012-02-26T20:18:35.302-08:00Learning Styles in EducationHere is my Video presentation on Learning Styles in Distance Education<br /><br /><br /><br /><br /><br /><iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dyeFcZaeE5vd3eXroFfIaJWNO8en2kAjuXiogbSlJmAdvzuMbGTf9chTF2wWtHlTOfZqEgozxAH0o8vBJ8xdQ' class='b-hbp-video b-uploaded' frameborder='0'></iframe><br /><br />Video's I commented on:<br /><br />Seane @ <a href="http://learningsquared.blogspot.com">http://learningsquared.blogspot.com</a><br />Michelle @ <a href="http://michellelandley.blogspot.com">http://michellelandley.blogspot.com</a><br />Daniel @ <a href="http://daoprish.blogspot.com">http://daoprish.blogspot.com</a><br />Laura @ <a href="http://wojoedtech.blogspot.com">http://wojoedtech.blogspot.com</a><br />Lisa @ <a href="http://durffsblog.blogspot.com">http://durffsblog.blogspot.com</a><br />Jerome@ <a href="http://jachenevert.blogspot.com">http://jachenevert.blogspot.com</a>Olu's Blog Pagehttp://www.blogger.com/profile/07869022341016997628noreply@blogger.com6tag:blogger.com,1999:blog-9063643321307799324.post-42043596785254256642012-02-13T19:09:00.003-08:002012-02-13T19:52:39.979-08:00Moving Toward Dynamic TechnologiesSee link for my concept map: <a href="http://olufemi.wikispaces.com/">http://olufemi.wikispaces.com/</a><br /><br /><br />"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.<br /><br />For additional information about static and dynamic technologies, please see the web address below:<br /><a href="http://minerclass.edublogs.org/2011/02/26/static-dynamic-learning-technologies-continuum%E2%80%A6/">http://minerclass.edublogs.org/2011/02/26/static-dynamic-learning-technologies-continuum%E2%80%A6/</a><br /><br /><br />Resources:<br /><br />Moller, L. (2008). <a href="http://sylvan.live.ecollege.com/ec/courses/14936/CRS-WUEDUC8812-3730064/8842_M5_Paper.pdf" target="_blank">Static and dynamic technological tools</a>. [Unpublished<br />Paper].Olu's Blog Pagehttp://www.blogger.com/profile/07869022341016997628noreply@blogger.com0tag:blogger.com,1999:blog-9063643321307799324.post-66642394380778669492012-02-01T19:26:00.000-08:002012-02-01T20:06:56.241-08:00Module 4 Blog Post<div>Engaging Learners with New Strategies and Tools</div><div> </div><div> </div><div><a href="http://www.slideshare.net/fullscreen/olufemi21/graphic-organizer-11377195/1">http://www.slideshare.net/fullscreen/olufemi21/graphic-organizer-11377195/1</a></div><div> </div><div>Collaboration:</div><div> </div><div>- 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)</div><div> </div><div>- 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)</div><div> </div><div>- Writeboard: a free collaborative writing software. It can be used to write, edit, track changes, and rollback to previous versions. (Brogdan, 2011).</div><div> </div><div>Communication:</div><div> </div><div>- 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: <a style="color: rgb(0, 51, 153);" href="http://download.cnet.com/Skype/3000-2349_4-10225260.html#ixzz1lBzzDLAE">Skype - Download.com</a> <a style="color: rgb(0, 51, 153);" href="http://download.cnet.com/Skype/3000-2349_4-10225260.html#ixzz1lBzzDLAE">http://download.cnet.com/Skype/3000-2349_4-10225260.html#ixzz1lBzzDLAE</a></div><div>(France, 2010).</div><div> </div><div>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).</div><div> </div><div>E-mail: Electronic mail that is sent and received via the internet.</div><div> </div><div> </div><div>Content:</div><div> </div><div>Delicious: allows users to collect web-based resources into stacks which can be shared within the community and added to by others. (Marquis, 2012).</div><div> </div><div>Twiddla: a real-time online collaboration tool. (Twiddla, 2012).</div><div> </div><div>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).</div><div> </div><div> </div><div>References:</div><div> </div><div>Bogdan, (2011). 10 Examples Of Very Useful Online Collaborative Tools. Reyrieved from <a href="http://www.topdesignmag.com/10-examples-of-very-useful-online-collaborative-tools/">http://www.topdesignmag.com/10-examples-of-very-useful-online-collaborative-tools/</a></div><div> </div><div>Wiki, (2002). What is Wiki? Retrieved from <a href="http://wiki.org/wiki.cgi?WhatIsWiki">http://wiki.org/wiki.cgi?WhatIsWiki</a></div><div> </div><div>France, J. (2010). Skype. Retrieved from <a href="http://download.cnet.com/Skype/3000-2349_4-10225260.html">http://download.cnet.com/Skype/3000-2349_4-10225260.html</a></div><div> </div><div>Marketing Terms. (2012). Blog: Weblog. Retrieved from <a href="http://www.marketingterms.com/dictionary/blog/">http://www.marketingterms.com/dictionary/blog/</a></div><div> </div><div>Twiddla. (2012). Twiddla is a no-setup, web-based meeting Playground. Retrieved from <a href="http://www.twiddla.com/">http://www.twiddla.com/</a></div><div> </div><div> </div><div> </div><div> </div>Olu's Blog Pagehttp://www.blogger.com/profile/07869022341016997628noreply@blogger.com2tag:blogger.com,1999:blog-9063643321307799324.post-30021679815547676712012-01-11T19:36:00.000-08:002012-01-11T19:53:14.379-08:00Assessing Collaborative EffortsModule 3, Blog 3<br /><br />In<br />collaborative learning communities, participation should not be solely assessed<br />by only using checks and marks. Students should be assessed by their abilities<br />and contributions made towards the success of the group. “Not all assessments<br />translate into a mark” (Siemens, 2011). Some ways to assess participation<br />mentioned by Siemens is to allow other students to assess their peers, receive<br />feedback from online communities, assess on student contributions and assess<br />based on metrics from learning management systems. One difficulty that<br />educators have with assessing learning communities is keeping the assessment<br />fair and equitable. “In order to assess student performance in collaborative<br />activity effectively, the instructor needs to understand basic principles of<br />student assessment” (Palloff & Pratt, 2005). This difficulty is present<br />because students in these learning communities have varying skill levels and<br />knowledge. One way to combat this issue is to assess based on each student’s<br />individual growth. A problem that is very prevalent in these learning<br />communities is dealing with members that do not want to collaborate within a<br />group. Other members that are faced with this issue should try to collaborate<br />with the unwilling member to see if the issue can be resolved. If this does not<br />solve the matter, then the instructor should be notified. At this point in<br />time, the instructor should have already made some prior guidelines that<br />address situations like this. “Because of these issues, instructors should take<br />some precautionary measures at the start of a course that involves<br />collaborative work” (Palloff & Pratt, 2005). If the instructor finds that<br />the unwilling member is not cooperating, then the instructor should remove that<br />member from the group without giving any penalties to the other group members.<br />The actions of the instructor should not heavily impact the assessment plan<br />since the unwilling member has not made a consistent effort to do their part.<br /><br /><br /><br />Reference<br />Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning<br />together in community. San Francisco: Jossey-Bass.<br /><br />Siemens, G (2011). Assessment of Collaborative Learning. (Approx.<br />9 min)<br /><br />Siemens, G (2011). Learning Communities. (Approx. 11 min)<br /><br />Related Articles<br /><br /><br /><a href="http://www.brighthub.com/office/collaboration/articles/74181.aspx">http://www.brighthub.com/office/collaboration/articles/74181.aspx</a><br /><br /><a href="http://www.collaborativejustice.org/how.htm">http://www.collaborativejustice.org/how.htm</a><br /><br /><a href="http://www.joe.org/joe/1999april/tt1.php">http://www.joe.org/joe/1999april/tt1.php</a>Olu's Blog Pagehttp://www.blogger.com/profile/07869022341016997628noreply@blogger.com5tag:blogger.com,1999:blog-9063643321307799324.post-30870191319673942022012-01-09T20:25:00.000-08:002012-01-09T21:19:39.260-08:00Module 3: Creating a StoryboardDuring 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.<br /><br /><br /><br /><a href="http://olufemi.wikispaces.com/">http://olufemi.wikispaces.com/</a>Olu's Blog Pagehttp://www.blogger.com/profile/07869022341016997628noreply@blogger.com4tag:blogger.com,1999:blog-9063643321307799324.post-46744886904153129422011-12-27T09:50:00.000-08:002011-12-27T09:51:35.266-08:00Elements of Distance Education DiffusionModule 2 Post 2<br /><br />Collaborative interaction allows for multiple intelligences to come together in a single group or learning community. Each member in a learning community must be able to collaborate with one another in order to reach a common goal. Collaborative learning involves not only taking in new ideas but also creating new ideas. Smith and MacGregor (1992) illustrates that collaborative learning produces intellectual synergy of many minds coming to bear on a problem and the social stimulation of mutual engagement in a common endeavor. <br />Some online tools that are available today to facilitate collaborative interaction are video conferencing, web conferencing, voice over IP, virtual classrooms, blogs, and wiki’s just to name a few. “ Videoconferencing attempts to proximate face-to-face communication and web conferencing integrates the phone and networked computer screen so that an unlimited number of participants can talk to each other while viewing the same content ,” (Foreman, 2003). Foreman (2003) explains that Voice IP is a system, which bypasses the telephone and transmits audio over the same Internet lines that link users to their shared applications.<br /><br />Foreman, J. (2003). Distance Learning and Synchronous Interaction. The Technology Source Archives at the University of North Carolina. Retrieved fromhttp://technologysource.org/article/distance_learning_and_synchronous_interaction/ <br />Smith, B.L., & MacGregor, J.T. (1992). What is Collaborative learning? Retrieved from http://learningcommons.evergreen.edu/pdf/collab.pdf.Olu's Blog Pagehttp://www.blogger.com/profile/07869022341016997628noreply@blogger.com3tag:blogger.com,1999:blog-9063643321307799324.post-49264688708312067082011-12-19T21:41:00.000-08:002011-12-19T21:53:27.877-08:00The Next Generation of Distance EducationThere is a strong need to evolve distance education to the next generation. Over the recent years, distance education has become a popular avenue of teaching and learning. Distance education is in most school systems around the world and has also entered the workforce at a rapid pace. Simonson explains that there has been an increase in distance education in the last decade which illustrates a stronger demand for the upcoming generation. Some reasons that Simonson give for this rapid evolution in distance education is that it offers self-study at a distance, it's useful in linking resources and it's basically incorporated into most learning environments. The benefits of distance education is almost incomparable to any other type of education. Moller, Huett, Foshay and Coleman (May, 2008) explains that distance learning is very beneficial because it is instantly available, providing timely and on-demand learning access which is impossible in a traditional learning center. They also explain that once distance learning is developed, it is accessible to tens of thousands of e-teachers and e-learners with immediate access. The expansion of distance learning has reached higher education at a profound rate. It's the main source of education as a post-secondary educator and/or learner. Moller, Huett, Foshay and Coleman (July 2008) explains that some colleges and universities see distance education as a way of sustaining growth. As distance education continues to grow in higher education settings, it also shows growth in the k-12 education arena. Studies (September, 2008) show that online learning in k-12 schools is addressing previously unmet needs. As I dissect the resources, I agree with the positions of the authors. Distance and online learning is moving at a rapid pace in the educational arena as well as in other sectors throughout the world. Since the demand is so great, the needs of the next generation must be met in order to go to the next level of e-teaching and e-learning.<br /><br />Moller, L., Foshay, W., & Huett, J. (2008, May/June). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 1: Training and Development). TechTrends, 52(3), 70–75. <br /><br />Moller, L., Foshay, W., & Huett, J. (2008, July/August). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 2: Higher Education). TechTrends, 52(4), 66–70. <br /><br />Huett, J., Moller, L., Foshay, W. & Coleman, C. (2008, September/October). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 3: K12). TechTrends, 52(5), 63–67.<br /><br />Simonson, M. (2010). Distance Education: The Next Generation<br />Olu's Blog Pagehttp://www.blogger.com/profile/07869022341016997628noreply@blogger.com3