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.
Tuesday, October 30, 2007
Tuesday, October 16, 2007
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
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
Thursday, October 11, 2007
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
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
Friday, October 5, 2007
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
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
Subscribe to:
Posts (Atom)
