8823_LQuadri_WK12_Lessons Learned

Lessons Learned

Over the twelve weeks of training on computer technology and multimedia in education, the “lesson learned” have give me capabilities and significantly upgrade my expectations for success in educational technology. I have gain more in the area of educational research that supports design, development and delivery of instruction using emerging technologies.
Emerging technology such as- Wireless –(PDA, and Cell phones); Collaborations software- Wiki; SharePoints and BBS; Synchronous Presentation Tools-Illuminate, WebEx; Video Conferencing Networks; Educational Repositories- LMS/LCMS; Podcasting- Educational Radio; Peer to Peer and Collaborative Software; Simulation and Gaming; Smart Agent Software- RSS Feeds; Video/Video on Demand; Interactive Television; iPods; PowerPoint Conversion Tools; Open Source Tools; and some other emerging that not even mention in note.
I have been able to create a learning experience that is delivered using one or more emerging technologies such as html, video conferencing and PowerPoint’s. Engage in technology tools like instant messenger (IM) and blogging for classroom discussion.
Also, I have developed strategies to help keeping updates on all these emerging technologies that arrive every six month. With ability to learn how education policies can be improved to plug gaps in control to upgrade the effectiveness of instructional processes throughout the education environment.
The lesson learned so far, is a rich source of materials for knowledge acquired in education, to be able to pass the knowledge gained to our student K-12 and college levels. Lesson learned can play a big role in instructional technology; all the lesson learned and knowledge gained will help solve problems from learning from traditional method of learning to e-learning environment.
The use of technologies in school is very significant for learners, and often quite difficult in the uncontrolled environment of a real school to neatly separate categories of technology use. As resourceful professionals, teachers are used to applying tools to tasks; a tool as flexible as a computer is often applied to a large number of teaching, learning, and administrative tasks.
Nowadays most of the emerging technologies have been integrated into a teacher’s or school’s curriculum; that is technology as a tool or catalyst to the learning in all school environments.

8823_LQuadri_Lessons Learned

8823_LQuadri_Final Reflection


Lessons Learned
Over the twelve weeks of training on computer technology and multimedia in education, the “lesson learned” have give me capabilities and significantly upgrade my expectations for success in educational technology. I have gain more in the area of educational research that supports design, development and delivery of instruction using emerging technologies.
Emerging technology such as- Wireless –(PDA, and Cell phones); Collaborations software- Wiki; SharePoints and BBS; Synchronous Presentation Tools-Illuminate, WebEx; Video Conferencing Networks; Educational Repositories- LMS/LCMS; Podcasting- Educational Radio; Peer to Peer and Collaborative Software; Simulation and Gaming; Smart Agent Software- RSS Feeds; Video/Video on Demand; Interactive Television; iPods; PowerPoint Conversion Tools; Open Source Tools; and some other emerging that not even mention in note.
I have been able to create a learning experience that is delivered using one or more emerging technologies such as html, video conferencing and PowerPoint’s. Engage in technology tools like instant messenger (IM) and blogging for classroom discussion.
Also, I have developed strategies to help keeping updates on all these emerging technologies that arrive every six month. With ability to learn how education policies can be improved to plug gaps in control to upgrade the effectiveness of instructional processes throughout the education environment.
The lesson learned so far, is a rich source of materials for knowledge acquired in education, to be able to pass the knowledge gained to our student K-12 and college levels. Lesson learned can play a big role in instructional technology; all the lesson learned and knowledge gained will help solve problems from learning from traditional method of learning to e-learning environment.
The use of technologies in school is very significant for learners, and often quite difficult in the uncontrolled environment of a real school to neatly separate categories of technology use. As resourceful professionals, teachers are used to applying tools to tasks; a tool as flexible as a computer is often applied to a large number of teaching, learning, and administrative tasks.
Nowadays most of the emerging technologies have been integrated into a teacher’s or school’s curriculum; that is technology as a tool or catalyst to the learning in all school environments.

Wk 11 Personal Reflection: Simulation and Games.

Simulation and Games
Taking note on simulation and simulation games which provide learners through visual interaction, learners were able to explore real life simulation that challenges individual activities that lead to success or failure.
Games make it possible to lead virtual civilizations and or explore others activities from perspective of educational pedagogies. Either simulation or simulation games are a push “technologies” that has contributed to development in education and the way the students play, interact, and learn. Simulation and the games are power tools, the benefits of using simulations and the games to show the ideas, concepts, and application of games manufacturing tools are well recognized. Other use of simulation application is for problem solving, on piece flow, work balance, and quality improvement.

I enjoy this particular topic because future games will employ deeper simulation in order to achieve greater levels of interaction and complexity, while simultaneously simplifying the learning curve for new player. Educational simulation is about life simulation that gives opportunity to learn how people really live in other countries. It brings to life different cultures, political systems, economic opportunities, personal decisions, health issues, family issues, schooling, jobs, religions, geography, war, peace, and a simulation game exploring sustainable management of renewable resources. Each turn you must decide how much effort to devote to fishing. The goal of the game is to find the profit-maximizing level of effort and to end with a sustainable population. The important aspect of game design is the relation between the game goals and the learning goals.

What will future brings on simulation games?
The future of simulation and the games are looking bright, moreover, more research are been conducting for using multiplayer and online games to study the effectiveness of games based training. The environments studied are developed and maintained using an online interactive virtual environment platform. More games are been design to give people a view into future. Designed to stimulate innovation, emotional intelligence and strategic foresight, participants are supported by facilitators and futurist, strategic and creative tools and techniques to meet purposeful outcomes.
Although simulation has been around for some years, collaborative with simulation games provides new model for social organization, and improve the literacy’s in the community. There are many ways people learn through media nowadays, either through simulation or simulation games; Video games are emerging as a new medium for learning. “Advance in molding technologies, graphic libraries, and games editors are making the creation of educational gaming multi-million dollars industries.” The games of the future will rely heavily on much more complex, high fidelity world representations that will allow for more emergent behavior and unforeseen player interactions. Taken together, these next-generation design paradigms are not simply improvements over older models, but represent a fundamentally different approach to simulating real-world physics, handling artificial intelligence and interface usability Havey Smith, (2005).

References:
Designing Game-Based Learning Environments. A series of links to academic publications describing game technology and design tools. Retrieved Nov. 13th, 2007 from http://website.education.wise.edu/kdsquire/research.html

Horn, R. E. (1999) The Convention Game (prepared for the 30th Anniversary issue of Simulations and Games) A keynote speech to the North American Simulation and Gaming Association 30, 4, Dec. 1999, 456-475 (html)

Horn, R. E. (1970-1980) The Guide to Simulations/Games for Education and Training. (Ed) 1970 (with D.W. Zuckerman), Cambridge: I.R.I.; 1973, 2nd edition, Research Media, Inc.1976, 3rd edition, Didactic Systems, Inc.; 1980 4th edition, (with Anne Cleaves). Los Angeles: Sage Publications

Simulation and Advanced Gaming Environments for Learning - A university research consortium exploring the impact of simulation, simulation-games and games in education. Retrieved Nov. 13th, 2007 from http://website.education.wise.edu/kdsquire/research.html

Smith, H., (2001). The future of game design: Moving beyond Deus Ex and other dated paradigms. Multimedia International Market. Retrieved Nov. 20th, 2007 from http://www.igda.org/articles/hsmith.future.php.

Wk 10 Personal Reflection: Learning Object

Learning Object and Educational Repositories

What is Learning Object (LO)?
The most definition I can relate to is a digital, self contained, reusable entity with a clear learning aim that contain at least three internal changing and editable components: content, instructional activities, and context elements. Also, the learning object should have an external component of information which helps its identification, storage, and recovery, the metadata.
I must admit that I don’t know much about what the learning object all entail apart from the literally meaning of LO. However, looking at the typical component of a learning object such as following:

* General Course Descriptive Data
Course identifiers
Language of content (English, French)
Subject area (Math’s, Reading, etc)
Descriptive Keywords
* Instructional Content
Text
HTML Web pages
Images
Sound
Video
* Quizzes and Assessment
Questions
Answers
*Educational Level
Grade level
Age Range
Typical learning time
Difficulty

Separation of content and context or content and learning process is a huge benefit to the designer and flexibility of reusing the same learning objects with different instructional strategies to teach the same subject content. Permitting the learner as well as the instructor to generatively construct, manipulate, describe or organize learning objects can enrich the system with additional resources as well as provide a significant learning experience for the user. The is evidence for this perspective in that allowing learners the opportunity to design and link content to show interrelated, complex ideas in building a hypermedia knowledge base, may increase the level of acquired content for students and allow them to demonstrate meaningful content structures.


Repositories can be referring to one of many different technologies that support the storage and distribution of digital content, including: academic portfolio, Institutional file storage systems, course management systems, and collection of research data.
A repository differs from standard Web materials by providing teachers, students and parents with information that is structured and organized to facilitate the finding and use of learning materials regardless of their source location.
I have checked various digital and web based learning resources online to further learn how and application of this learning object for online environment. One of the key issues in using learning object is their identification by search engines. This is usually facilitated by assigning descriptive metadata to the learning object.



References:
Alessi, S.M. & Trollip, S.R. (2001). Multimedia for learning: Methods and development (3rd ed.) Boston, MA: Allyn and Bacon.

Ritland, B., Dabbagh, N., & Murphy, K. (2005). Learning object systems as constructivist learning environments: Assumptions, Theories and Applications. George Mason University.

Campus Technology. (2005). Convergence: 101 best practices converge. Retrieved 26th, 2007 from http://www.campus-technology.com/article.asp?id=17564
Forth, S. & Childs, E. (2004). White paper on e-learning specifications and standards. (Online Article). Available at: http://www.innovativetraining.ca/Samples/Specifications%20and%20Standards%20White%20Paper.pdf
Greenberg, L. (2002). LMS and LCMS: What's the difference of Learning Circuits, ASTD. (Online Article). Available at: http://www.learningcircuits.org/2002/dec2002/greenberg.htm
Klopfer, E., Squire, K. & Jenkins, H. (nd). Environmental detectives: PDAs as a window into a virtual simulated world. Cambridge, MA: MIT. (Online research article). Retrieved 26th, 2007 from http://website.education.wisc.edu/kdsquire/manuscripts/german-chapter.doc.
Robbins, S.R. (2002). The evolution of the learning content management system. (Online Article). Available at: http://www.learningcircuits.org/2002/apr2002/robbins.html
Stacey, P. (2001). Learning management systems & learning content management systems: e-learning an enterprise application? (Online Article). Available at: http://www.bctechnology.com/statics/pstacey-oct2601.html

8823_Discussion_WK6-2_Insant Messenger

Instant Messenger (IM)
I first heard about Instant Messenger (IM) a long time ago introduce by American Online (AOL-AIM), and all these year I haven’t had opportunity to really use one until I took EDUC_8823 course. IM as part of Web collaboration tools is instantly connect to people who matter to individual via text, voice, or video. Even if they’re offline, you can leave a message or send a note. This will be my first time in using the tool to chat and ‘am much exited using IM to communicate, not only in the class discussion and collides, but I have also introduced some of my friends to connect with IM for easy contact and sharing of information. This has brought an instant access to friends and collides, what a brilliant new way to connect and share information, photos (and other stuff).
Since, I started this EDUC-8823: Computer Technology and Multimedia in education I chatted nearly every day with some of my classmates to discussed issue about technologies and multimedia in education pedagogy. Occasionally we may have group between three to seven online chatting and asking questions about weekly discussion. One important feature of IM is the capability to send instant picture, my classmate send me a pictures while chatting on the Windows Live Messenger some days ago.
This program is similar to Yahoo pager, as long as you have them running, will let you know when your friends are online (as long as they have them running too). When you find one of your friends or collide online you can start a real time chat session with them. Another unique feature is the live voice chat feature. Besides basic instant messenger support, this application also integrates with e-mail, spaces and other tools. There are other programs out there that can communicate with IM, Yahoo Instant Messages, AIM, and Yahoo in a single box. Gaim’s messenger run on windows, Mac, Linux, and Unix operating systems.


References:
Alessi, S.M. & Trollip, S.R. (2001). Multimedia for learning: Methods and development (3rd ed.) Boston, MA: Allyn and Bacon.

Richardson, W. (2006). Blogs, Wikis, podcastings, and other powerful web tools for classrooms. Sage Publication, CA.

Ruffner’s, J. W. & Woodward, K.G. (2006). Computer-based and web-based applications
for night vision goggle training. Alexandra, VA. Retrieved 22nd, 2007 from
http://www.dcstrainingsupport.com/PDF/Ruffner-Woodward-2001.pdf

Wk 9 Personal Reflection: LMS and LCMS

What are a LMS and LCMS?
Learning Management System (LMS) is software tools designed to manage learner interventions, it manages the delivery of self-paced, e-learning courses.
Learning Content Management System (LCMS) allow electronic content to be available in segments that multiple users to manage course content and track performance.
Learners log into the LMS using browser, select courses from the catalog and launch them; tracks the learners’ activities with the courses. Learning objects have a wide variety of definitions, but they are digital content that can created, manipulated, stored and retrieved using common storage and search routines.

In reflecting to question asked by Professor Tim that “Are one of these a subset of the other? Or, are they two separate "things" that simply overlap”?

The combination of LMS and LCMS can be use for effective training, and are subset of each other. LCMS solves is to create enough content in time to meet the needs of individual learners or groups of learners. A good LMS provides an infrastructure that enables organization to plan, deliver, and manage learning programs in any format; and it supports multiple authoring systems and integrates easily with LCMS systems. In its role as a catalyst for overall learning environment, an LMS can integrate LCMS learning objects via technical specifications and standards and assume responsibility for all content management, including delivery and tracking, storage in a content repository, incorporation of content objects into blended curriculums, and tracking learner progress through courses.

The needs for LMS and LCMS in education and training environment, which have had an increasingly profound impact upon the speed, content of ownership, cost, flexibility, and business benefits of e-learning solutions. Many organizations with extensive, well-established classroom training functions use LMS to enroll learners in classroom-based events, manage face-to-face training, and report on progress.

The similarities and differences is that the LCMS are the corporate version of traditional course management systems that were initially developed for higher education. LCMS application change the value economics of e-learning content delivery by organizations a scalable platform to deliver proprietary knowledge to the individual learners without bearing a prohibitive cost burden. The LCMS can provide different types of materials, learning methods, and schedules. LCMS is an enterprise platform that moves beyond simple content authoring, storage, and delivery administrative applications.
Pen interface with LMS or other ERP systems LMS is an important tool for strategic deployment of learning and the long-term benefits are very important. LMS takes a centralized, organizational approach to learning while in contrast LCMS provides functionality as content reuse and adaptive individualized learning paths based on learning objects. Also provides asynchronous collaborative learning including discussion groups. In using classmate William’s example, Blackboard has both LMS and LCMS functions, the LMS incorporates and integrated set of programs and tutorials programs with data storages, and tracking functions.

Personal perception of both LMS and LCMS in an educational environment; this advanced application enables organizations to deliver customized courses, videos, live seminars and tests via the Internet. The LMS is scalable systems that provides total complete foundation for all aspects of e-learning, and manage learning objective content with support from learner collaboration. The significant of LCMS is that it stores learning objects in a central repository for instructional designers to retrieve and assemble into personalized courses. Traditional courses tend to contain more content than any single learner can absorb or needs to absorb about a topic which benefit learners and developer to deliver just-in-time and just-enough learning.


References:
Alessi, S.M. & Trollip, S.R. (2001). Multimedia for learning: Methods and development (3rd ed.) Boston, MA: Allyn and Bacon.

Campus Technology. (2005). Convergence: 101 best practices converge. Retrieved 26th, 2007 from http://www.campus-technology.com/article.asp?id=17564

Forth, S. & Childs, E. (2004). White paper on e-learning specifications and standards. (Online Article). Available at: http://www.innovativetraining.ca/Samples/Specifications%20and%20Standards%20White%20Paper.pdf

Greenberg, L. (2002). LMS and LCMS: What's the difference of Learning Circuits, ASTD. (Online Article). Available at: http://www.learningcircuits.org/2002/dec2002/greenberg.htm

Klopfer, E., Squire, K. & Jenkins, H. (nd). Environmental detectives: PDAs as a window into a virtual simulated world. Cambridge, MA: MIT. (Online research article). Retrieved 26th, 2007 from http://website.education.wisc.edu/kdsquire/manuscripts/german-chapter.doc.

Robbins, S.R. (2002). The evolution of the learning content management system. (Online Article). Available at: http://www.learningcircuits.org/2002/apr2002/robbins.html

Stacey, P. (2001). Learning management systems & learning content management systems: e-learning an enterprise application? (Online Article). Available at: http://www.bctechnology.com/statics/pstacey-oct2601.html

Lekanquadri:

We have no wifi in our grauate center yet. What has your experience been with its speed when students all access it at once? Is the speed maintained?

Frank

WK.8 Personal Reflection: Wireless Technology

Wireless Technology and Media Presentation

The incorporation of digital technology into each of the wireless system will inevitably lead to increase the use in educational pedagogy. Universities and colleges are among the most aggressive users of wireless technology. The trend toward more collaborative and open learning environments, the use of laptop computer, cell phone, ipods, MP3, PC Pocket, and other devices among students and faculty, makes higher education fertile ground for wireless technologies.
The implication of wireless technologies is critical as communication tools for educational environment, technology administrators are faced with unique and new challenges. Wireless technology must provide quality of service and reliable wireless performance in dense user environments that meet the educational institution needs. In order to meet the needs of K-12, service and performance must be delivered while supporting a cost-effective deployment model and delivering investment protection in the form of standards based technology that with the user’s emerging technology requirement.
Reflecting on social interaction, the key trends are in mobile device entertainment by interacting with friends, individuals with shared interest, exchange of data, and collaborate with wireless global community. The handheld computer provides a window into the virtual real-world content that is sensitive to information being supplied to it by the real world. Further research from adoption and diffusion of curriculum materials suggest that in successful educational implementation of wireless technology teachers reinvent curricular materials to meet the demands of local constraints.
A lot of information was gain during the weekly discussion on wireless technology and Media Presentation, putting all together means learner would have more experience with technological equipments and their application.
Meru Network is one of the leaders leading to promote the use of wireless technology in most of the colleges, numerous higher education institution and K-12 districts, bringing innovation, costs saving, and added productivity to their environments.
The university across the country adopted the Wi-FI technology toward more collaborative and open learning environments, fueled by the explosive adoption of mobile devices among students and faculty, make higher education campuses fertile ground for wireless. Therefore, for the K-12 may be possible also for some of the students in grade 9-12 that has laptop connectivity for wireless connection.
In Auburn school district, most of the school wired for Wi-FI connection and learner and teacher has access to this connection within the school environment.
With so many mobile users entering and leaving the campus and the widely reported security issues, administrators are rightly concerned about Wireless LAN security. Access point must be created for the faculty and students to access resources through secure connections, while guests are automatically redirected to a Captive Portal with a secure SLL based login before being login page before being granted access to the Internet.

References:
Alessi, S.M. & Trollip, S.R. (2001). Multimedia for learning: Methods and development (3rd ed.) Boston, MA: Allyn and Bacon.

Campus Technology. (2005). Mobility: 101 best practices mobility. Retrieved 26th, 2007 from http://www.campus-technology.com/article.asp?id=17563.
Campus Technology. (2005). Convergence: 101 best practices converge. Retrieved 26th, 2007 from http://www.campus-technology.com/article.asp?id=17564
Klopfer, E., Squire, K. & Jenkins, H. (nd). Environmental detectives: PDAs as a window into a virtual simulated world. Cambridge, MA: MIT. (Online research article). Retrieved 26th, 2007 from http://website.education.wisc.edu/kdsquire/manuscripts/german-chapter.doc.

WK.7 Personal Reflection: Synchronous & Asynchronous

Synchronous and Asynchronous

In synchronous Web Base Training (WBT), learners meet together with instructor in a shared virtual space. The instructor often uses a main room to present material using a combination of text, audio, and video. Many of this process occur in real-time, and participants can use secondary channels to ask questions, make observations, and share experiences. Instructors can present individual or group exercises, monitors the participant’s progress, and provide feedback.
In reflecting to class discussion, most of discussion was base on pros and cons of synchronous and asynchronous in related to education and curriculum. However, most of the tools are very complex in using without adequate knowledge of delivering the technology. There is much software that is available for delivering various courses base on Synchronous method; the tools provide opportunity to reach various students in multiple locations simultaneously.
Now, I started reading more about this topic, so I can use it for my multimedia presentation, and later provide a link to be included in my blog. My favorite synchronous tools will be chat and web conferencing, we have many applications develop for these purpose. The limitation is that of the cost aspect and time setting the application, apart from this, this emerging technology is the future of communication and collaboration of distance learning in virtual space.


References:
Alessi, S.M. & Trollip, S.R. (2001). Multimedia for learning: Methods and development (3rd ed.) Boston, MA: Allyn and Bacon.

WK6_Personal Reflection on Podcasting, Interactive TV and Cable

Podcasting’s content can be anything convey by an audio or video file from a server to client, such as recorded lecture, music, and French language lesson which is built around active learning and collaborative thinking. Educating podcasting require more preparation with little editing or other post production before podcasting to the world. However, podcasting publication is part of blog or is structured around a blogging template. Screencasts are excellent tools for learning how to use computers, and several podcasts have started to reach computer users how to use software through screencasts. There is lots of wide range of educational content being developed for and delivered by podcasts. These can be curriculum related presentations to professional’s development, lectures, language lesson and all others are now available. The different between podcast and other digital media formats its ability to be syndicated, and downloaded automatically when content is added by feed reader or aggregator.
The feed is very significant in which podcast may access a list of the URLs. This list is published in RSS format which provides other information like date, titles, and text descriptions of the series and each of its episodes.
Reflecting to all this Pods is someone new to me in getting all this detail information in reference to educational usage. I bought several iPod, MP3 and MyPod for my sons and cousin last two Xmas, which they listen to music most of the time. However, the process of broadcasting, the feeds, RSS, and the aggregator function which starts when the computer is started and runs in the background, may not know if not because of this 8823 class. All this came from push and pulling technology in that the information provider chooses subscriber to a vast array of channels.
Unlike the interactive TV (iTV) and cable, which lead to question that “Why and How People Watch TV: Implications for the future of Interactive Television”. However,
A lots of information was diagnose and touch in the class discussion, what interest me most is the article from Lee and Lee (2002) by Denise, and Chen & Iris (2004) by Frank, they both touch the importance of applying the emerging technology into curriculum and integration of instructional pedagogy.
Wireless Cable Development, Satellite TV, Interactive TV, Digital Microwave, there are no technology limitation from further development. However, the digital technology into each wireless TV system will lead to increase in programming choice, and later lead to more educational interactive TV.
The delimitation of iTV is that transfer of information has serious impact on the privacy of the subscribers, because the iTV service gives the service provider more opportunities to monitor and profile subscribers and other users unknowing disclose personal information to others. There is need for more research study on the interactive TV and way we use the media focusing on interactive learning with technology and the social aspects of interactive TV system.


References:
Alessi, S.M. & Trollip, S.R. (2001). Multimedia for learning: Methods and development (3rd ed.) Boston, MA: Allyn and Bacon.

Campbell, G. (2005). There’s something in the Air: Podcasting in education. Educause Review (November/December 2005). Pg. 33-46. Available at: http://educause.edu/ir/library/pdf/erm0561.pdf.

Curry, Adam (2005). Caught in Sticky Wiki Retrieved October 12th, 2007 from http://www.cadenhead.org/workbench/news/2828/adam-curry-caught-sticky-wiki) from http://www.adenhead.org/

Lee, Barbara & Lee, Robert (2007). How and why people watch TV: implications for the future of interactive television. Retrieved October 10th, 2007 from http://www.questia.com/googleScholar.qst;jsessionid=HSDYQqYGm7nBQcGJr2311T2LDV8vxvv2mCJ2plMGG4f04fypfyjJ!56096769?docId=5000383014

WK.5 Personal Reflection: Constructivism and OLE

Open-end Online Education (OLE) and Constructivism

OLE provide an environment to support exploration, they may e used to foster learner obtain or creating knowledge, they are frequently an environment in which learners practice the application of new knowledge.
According to some of the class discussion, open-end learning environments are not suited for learning by tutorials methodology. However, matrix which has two dimensions might be learned using a tutorial, with the leaner controlling the sequence, or might used OLE if comfortable. The most important is that if content does not have a single clear and logical sequence, better to use open end learning environment instead of tutorial methodology.
Hannafin and his colleagues discussed some specific problems with OLE to solve problems and goals, where learners have to choose their own methods with limited set of tools to solve the problems. I like OLE when it’s more use in guiding and practicing not in presentation or assessments. Example are, Tasper Woodbury, The Geometer’s Sketched (deciding where to head next in geography search. On the order hand, OLE incorporates other methodologies, such as – simulations, drill, games, hypermedia, web-base learning, and others.
What qualified the online education environment as constructivism is the ability for individual leaner to create unique digital identity, the ability to maintain a portfolio of work, and the ability to asynchronously engage in a self-directed learning experience. The social constructivism will apply to OLE when learner perspectives are put in mind. Theories of social constructivism applied where collaborative efforts to learn, and to facilitate information indexing/access natural blurring of disciplinary boundaries, and the interlinking of knowledge categories.



References:
Alessi, S.M. & Trollip, S.R. (2001). Multimedia for learning: Methods and development (3rd ed.) Boston, MA: Allyn and Bacon.

Richardson, W. (2006). Blogs, Wikis, podcastings, and other powerful web tools for classrooms. Sage Publication, CA.

Ruffner’s, J. W. & Woodward, K.G. (2006). Computer-based and web-based applications
for night vision goggle training. Alexandra, VA. Retrieved 22nd, 2007 from
http://www.dcstrainingsupport.com/PDF/Ruffner-Woodward-2001.pdf

Wikis Classroom

You can contribute to this subject link (Wikis Classroom) and e-mail me if you have any question.

WK.4 Personal Reflection: Blog and Wikis

Blog and Wikis.

Drawing from class discussion on Blog and Wikis which as become “democratic tools” for lover of blogging and Wikis for creating and sharing knowledge. In educational system blog are about communication, sharing experience, reflect on it, and then write about. Educational blogging is now significant and also allow students, teachers, administrators, and other to participate on educational process.

My initial reaction to weblog is Fantastic. However, I haven’t use blog before so I was very interested to start broadcasting, sharing my favorite passion with the classmate. I look forward to create more content of all shapes and size and share communication with other. I have seen some teachers in my school district letting their student using blog and contribute to class assign subject. Therefore, using Wikis and blog for educational purpose is good in terms of pedagogy and curriculum.

On the hand, Wikis and the others have been around for few years now, although I have not created any Wikis but have use Wikipedia, Wikisbooks, Wikisnews, and Wikisquotes. All these have helped are lot of students doing their assignments in school. Wikis are good tools like Weblogs, podcasting, and RSS that have potential to transform education into TechEd.

Nowadays, teachers are now using blog in the classroom to communicate with students, parents sometimes participates in posting various topics and also student post their assignment. These have give student opportunity to find “voice” and express their ideas.
Generally, the ability for readers to leave comments in an interactive format is an important part of many blogs. Blogging combined the personal web page with tools to make linking to other pages easier. There are various consequences in blogging sensitive subject that violate ethic of blogging.


References:
Alessi, S.M. & Trollip, S.R. (2001). Multimedia for learning: Methods and development (3rd ed.) Boston, MA: Allyn and Bacon.

Richardson, W. (2006). Blogs, Wikis, podcastings, and other powerful web tools for classrooms. Sage Publication, CA.

Ruffner’s, J. W. & Woodward, K.G. (2006). Computer-based and web-based applications
for night vision goggle training. Alexandra, VA. Retrieved 22nd, 2007 from
http://www.dcstrainingsupport.com/PDF/Ruffner-Woodward-2001.pdf

Computer Lab

My correct blog URL

Lekan,
Please use the URL http://deniseogden.blogspot.com to access my current blog. I apparently have two blogs going on and I noticed you posted to my old blog.

Thanks,
Denise

Wk 3 Personal Reflection: Computer Based and Web-Based Education and Training.

There are many methods and techniques for delivering instruction through the Computer Base Training (CBT) and Web Base Training (WBT). Even with the traditional classroom which can be enhanced with links to resources on the web.
I learned a lot during the class discussion, on the pro and cons, and how some design are very effective and non effective.

As it was elaborate in the discussion room, economic are the heart of an e-learning business model which should be sustainable. CBT/WBT can be used as alternative or supplement to expensive conventional courses and lectures, seminars, trainings or workshops. Adapting the framework for evaluating the effectiveness of instructional multimedia is that of extend version of Kirkpatrick’s (1996) four levels of evaluation introduced by Schenkel. It begins to appear in academic institutions using for instruction. The evaluation show various recommendation for computer base/web base learning from assessing learning, reaction and attitude, behavior change in the intended environment, and assessing results and return on investments (ROI).

Looking at each level of e-learning: hard and software, content, instructors, learners and human resources managers which must be executed in a coordinated fashion. Ultimately, the design and execution of instructional methodologies must be good and well implemented.

Example of CBT/WBT is use of Night Vision Goggles (NVGs) by Ruffler’s and Woodward (2004) using multimedia, interactive CBT and WBT for training. NVG training consisted of classroom instruction, hand –on training, and simulator training.
Need for systematic training is to help NVG users obtain the required knowledge and skills. Without adequate training, it is often difficult for a user to determine what is missing from the visual NVGs. NVGs users often lack appreciation for what they can see as well as what they cannot see with NVGs. They lack the understanding of the cues that could help them identify hazards and properly judge their extent and importance. In addition, a recurring concern expressed by Subject Matter Expert (SME) is that there is often inadequate training on how to properly focus and adjust NVGs as well as on how to use NVGs to detect and interpret possible hazards in the operational environment.

References:
Alessi, S.M. & Trollip, S.R. (2001). Multimedia for learning: Methods and development (3rd ed.) Boston, MA: Allyn and Bacon.

Ruffner’s, J. W. & Woodward, K.G. (2006). Computer-based and web-based applications
for night vision goggle training. Alexandra, VA. Retrieved 22nd, 2007 from
http://www.dcstrainingsupport.com/PDF/Ruffner-Woodward-2001.pdf

WK 2 Personal Reflection

20/20 Vision: The future of leaning Technology.

EDUC_8823

EDUC 8823 Computer and Multimedia in Education is a course under Educational Technology. Please, post any comment or suggestion in my blogging area. You are all Welcome visiting my Blog at lekanquadri.blogspot.com

Instructional Design

Design Instruction

Sequences of Instruction
Background:
Adult education – have some college level, student to able to learn by using Computer Base Training. This will provide foldouts that enhance learning and inspire confident.Goal:To understand concept “how to use basic tools for graphic design” using computer aid technology.

Objectives:
Student will develop skills in drawing, design, composition, color type using mediums and techniques that give new ways to express art.

Activities:
To create authentic drawing using computer aided technology
1. Student will learn about basic design principles
ii. Student will develop knowledge of the options (physical things, styles, themes)
iii. Allow students to work at their own pace with convenient delivery.iv. Students create works that combine functionality and visual appeal.
v. Student will develop deeper understanding of practical constraints and how to determine good solutions.
vi. Student will provide practice at graphic design and other activities.
vii. Student will develop portfolio and a short presentation

Strategies:
Direct Instruction (DI), Programmed Instruction, and Precision Teaching will be use in the appropriate lesson.
1. Introduction of the Basic graphic design
2. Demonstration of analytical and drawing techniques.
3. Graphic illustration, composition, value, texture, line, shape perspective and presentation.
4. Computer simulation will be used for illustration.
5. Individual and groups, contemporary and student drawing
6. Creating a Portfolio of drawing which reflect activities and samples.
7. Teachers will advice students using the rubric assessment for guidance to follow each step of the objectives.

Instructor will demonstrate necessary object as sample for students to identify, and also visualize each student participation and performance. The instructor would apply the above multiple intelligence in students behavior on each level of presentation. Individual activity and group performance will be monitor by instructor mastering technical skill in graphic illustration, composition, and student’s perspective.

Formative and Summative Evaluation:

Design the evaluation review
Set goal:
This will determine if any students having problems, and if the design meets the benchmarks and satisfies the instructional requirements; this will include the validation in which this instructional design will be usable in practice by students or the users.

Identify desired inputs and outputs from task scenarios.
Chosen an evaluation strategy, by script driven testingRapid feedback. Primarily, rapid feedback on the efficacy of instruction. While the project in is progress, a formative evaluation process provides feedback on how the students are performing on learning the subject.

Planning.
Formative evaluations assist with planning and allows for revision of or recommitment to plans. It also allows for a reconsideration of program goals and plans. Information from formative evaluation can provide input to future planning and implementation, thus forming the project's future.

Documentation.
Documentation and resolution work is proceeding, what techniques are used, what problems encountered, and what impacts are made in early and middle stages of work. Such documentation may be useful for my graphic instructional design.
Testing: developing and testing the session.
Prepare a report:Summary of findings, subtask by task, and recommendation