tag:blogger.com,1999:blog-35755227449609072232024-03-19T15:15:09.207-07:00Instructional Design 2.0Anonymoushttp://www.blogger.com/profile/00877456614955594314noreply@blogger.comBlogger23125tag:blogger.com,1999:blog-3575522744960907223.post-13835983445889990042013-08-17T13:53:00.000-07:002013-08-17T13:53:25.767-07:00Building a Collaborative Online Environment <div class="separator" style="clear: both; text-align: center;">
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<b><span style="background-color: black; color: yellow; font-family: Times, Times New Roman, serif;"> Building a Collaborative Online Environment </span></b><br />
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<span style="background-color: black; color: yellow; font-family: Times, Times New Roman, serif;"> <img height="240" src="http://scm-l3.technorati.com/11/10/18/54143/collaboration.jpeg?t=20111018151054" width="320" /></span><br />
<span style="background-color: black; color: yellow; font-family: Times, Times New Roman, serif;"><span style="font-size: 15px; line-height: 20px;">Collaboration is the success in almost every environment learning, work, relationships etc. By engaging with one another you can enhance and promote learning. It also increases the efficiency of work and reaching the goal you hope to achieve. Collaboration also helps to grow an individuals knowledge and thought processes. By working together and sharing ideas you can improve your ideas and others by fine tuning elements associated with each. You can also determine that an idea that you might of had may not be the best idea or process from the feedback of others. </span><span style="font-size: 15px; line-height: 20px;">In</span><span style="font-size: 15px; letter-spacing: -0.05pt; line-height: 20px;"> </span><span style="font-size: 15px; letter-spacing: -0.1pt; line-height: 20px;">t</span><span style="font-size: 15px; line-height: 20px;">he</span><span style="font-size: 15px; letter-spacing: -0.1pt; line-height: 20px;"> </span><span style="font-size: 15px; line-height: 20px;">on</span><span style="font-size: 15px; letter-spacing: -0.05pt; line-height: 20px;">li</span><span style="font-size: 15px; line-height: 20px;">ne</span><span style="font-size: 15px; letter-spacing: -0.05pt; line-height: 20px;"> e</span><span style="font-size: 15px; letter-spacing: -0.2pt; line-height: 20px;">n</span><span style="font-size: 15px; letter-spacing: 0.05pt; line-height: 20px;">v</span><span style="font-size: 15px; letter-spacing: -0.05pt; line-height: 20px;">i</span><span style="font-size: 15px; letter-spacing: -0.25pt; line-height: 20px;">r</span><span style="font-size: 15px; line-height: 20px;">onme</span><span style="font-size: 15px; letter-spacing: -0.2pt; line-height: 20px;">n</span><span style="font-size: 15px; letter-spacing: 0.1pt; line-height: 20px;">t</span><span style="font-size: 15px; line-height: 20px;">,</span><span style="font-size: 15px; letter-spacing: -0.4pt; line-height: 20px;"> </span><span style="font-size: 15px; letter-spacing: -0.05pt; line-height: 20px;">i</span><span style="font-size: 15px; line-height: 20px;">t</span><span style="font-size: 15px; letter-spacing: -0.05pt; line-height: 20px;"> i</span><span style="font-size: 15px; line-height: 20px;">s </span><span style="font-size: 15px; letter-spacing: -0.05pt; line-height: 20px;">i</span><span style="font-size: 15px; line-height: 20px;">mpe</span><span style="font-size: 15px; letter-spacing: -0.25pt; line-height: 20px;">r</span><span style="font-size: 15px; letter-spacing: -0.15pt; line-height: 20px;">a</span><span style="font-size: 15px; line-height: 20px;">t</span><span style="font-size: 15px; letter-spacing: -0.05pt; line-height: 20px;">i</span><span style="font-size: 15px; letter-spacing: -0.15pt; line-height: 20px;">v</span><span style="font-size: 15px; line-height: 20px;">e</span><span style="font-size: 15px; letter-spacing: -0.25pt; line-height: 20px;"> </span><span style="font-size: 15px; line-height: 20px;">th</span><span style="font-size: 15px; letter-spacing: -0.15pt; line-height: 20px;">a</span><span style="font-size: 15px; line-height: 20px;">t</span><span style="font-size: 15px; letter-spacing: -0.05pt; line-height: 20px;"> </span><span style="font-size: 15px; line-height: 20px;">th</span><span style="font-size: 15px; letter-spacing: -0.05pt; line-height: 20px;">e</span><span style="font-size: 15px; line-height: 20px;">y</span><span style="font-size: 15px; letter-spacing: -0.15pt; line-height: 20px;"> </span><span style="font-size: 15px; letter-spacing: -0.1pt; line-height: 20px;">b</span><span style="font-size: 15px; line-height: 20px;">e</span><span style="font-size: 15px; letter-spacing: -0.05pt; line-height: 20px;"> </span><span style="font-size: 15px; line-height: 20px;">a</span><span style="font-size: 15px; letter-spacing: -0.05pt; line-height: 20px;">c</span><span style="font-size: 15px; line-height: 20px;">t</span><span style="font-size: 15px; letter-spacing: -0.05pt; line-height: 20px;">i</span><span style="font-size: 15px; letter-spacing: -0.15pt; line-height: 20px;">v</span><span style="font-size: 15px; line-height: 20px;">e kn</span><span style="font-size: 15px; letter-spacing: -0.1pt; line-height: 20px;">o</span><span style="font-size: 15px; line-height: 20px;">w</span><span style="font-size: 15px; letter-spacing: -0.05pt; line-height: 20px;">l</span><span style="font-size: 15px; line-height: 20px;">ed</span><span style="font-size: 15px; letter-spacing: -0.05pt; line-height: 20px;">ge </span><span style="font-size: 15px; letter-spacing: -0.05pt; line-height: 20px;">g</span><span style="font-size: 15px; line-height: 20px;">ene</span><span style="font-size: 15px; letter-spacing: -0.25pt; line-height: 20px;">r</span><span style="font-size: 15px; letter-spacing: -0.15pt; line-height: 20px;">a</span><span style="font-size: 15px; letter-spacing: -0.2pt; line-height: 20px;">t</span><span style="font-size: 15px; letter-spacing: 0.1pt; line-height: 20px;">o</span><span style="font-size: 15px; letter-spacing: -0.25pt; line-height: 20px;">r</span><span style="font-size: 15px; line-height: 20px;">s</span><span style="font-size: 15px; letter-spacing: -0.6pt; line-height: 20px;"> </span><span style="font-size: 15px; line-height: 20px;">who</span><span style="font-size: 15px; letter-spacing: -0.2pt; line-height: 20px;"> </span><span style="font-size: 15px; line-height: 20px;">assume</span><span style="font-size: 15px; letter-spacing: -0.2pt; line-height: 20px;"> </span><span style="font-size: 15px; letter-spacing: -0.25pt; line-height: 20px;">r</span><span style="font-size: 15px; line-height: 20px;">espons</span><span style="font-size: 15px; letter-spacing: -0.05pt; line-height: 20px;">i</span><span style="font-size: 15px; line-height: 20px;">b</span><span style="font-size: 15px; letter-spacing: 0.05pt; line-height: 20px;">i</span><span style="font-size: 15px; letter-spacing: -0.05pt; line-height: 20px;">li</span><span style="font-size: 15px; line-height: 20px;">ty </span><span style="font-size: 15px; letter-spacing: -0.2pt; line-height: 20px;"></span><span style="font-size: 15px; letter-spacing: -0.25pt; line-height: 20px;">f</span><span style="font-size: 15px; line-height: 20px;">or</span><span style="font-size: 15px; letter-spacing: -0.15pt; line-height: 20px;"> </span><span style="font-size: 15px; letter-spacing: -0.05pt; line-height: 20px;">c</span><span style="font-size: 15px; line-height: 20px;">on</span><span style="font-size: 15px; letter-spacing: -0.2pt; line-height: 20px;">s</span><span style="font-size: 15px; line-height: 20px;">t</span><span style="font-size: 15px; letter-spacing: -0.05pt; line-height: 20px;">r</span><span style="font-size: 15px; line-height: 20px;">u</span><span style="font-size: 15px; letter-spacing: 0.05pt; line-height: 20px;">c</span><span style="font-size: 15px; line-height: 20px;">t</span><span style="font-size: 15px; letter-spacing: -0.05pt; line-height: 20px;">i</span><span style="font-size: 15px; line-height: 20px;">ng</span><span style="font-size: 15px; letter-spacing: -0.3pt; line-height: 20px;"> </span><span style="font-size: 15px; line-height: 20px;">and</span><span style="font-size: 15px; line-height: 20px;"> </span><span style="font-size: 15px; letter-spacing: -0.1pt; line-height: 20px;">m</span><span style="font-size: 15px; line-height: 20px;">an</span><span style="font-size: 15px; letter-spacing: -0.05pt; line-height: 20px;">a</span><span style="font-size: 15px; line-height: 20px;">g</span><span style="font-size: 15px; letter-spacing: -0.05pt; line-height: 20px;">i</span><span style="font-size: 15px; line-height: 20px;">ng</span><span style="font-size: 15px; letter-spacing: -0.2pt; line-height: 20px;"> </span><span style="font-size: 15px; line-height: 20px;">t</span><span style="font-size: 15px; letter-spacing: -0.1pt; line-height: 20px;">h</span><span style="font-size: 15px; line-height: 20px;">e</span><span style="font-size: 15px; letter-spacing: 0.05pt; line-height: 20px;">i</span><span style="font-size: 15px; line-height: 20px;">r</span><span style="font-size: 15px; letter-spacing: -0.2pt; line-height: 20px;"> </span><span style="font-size: 15px; letter-spacing: -0.15pt; line-height: 20px;">w</span><span style="font-size: 15px; line-height: 20px;">on</span><span style="font-size: 15px; letter-spacing: -0.1pt; line-height: 20px;"> </span><span style="font-size: 15px; letter-spacing: -0.05pt; line-height: 20px;">l</span><span style="font-size: 15px; line-height: 20px;">ea</span><span style="font-size: 15px; letter-spacing: -0.05pt; line-height: 20px;">r</span><span style="font-size: 15px; line-height: 20px;">n</span><span style="font-size: 15px; letter-spacing: -0.05pt; line-height: 20px;">i</span><span style="font-size: 15px; line-height: 20px;">ng</span><span style="font-size: 15px; line-height: 20px;"> </span><span style="font-size: 15px; letter-spacing: -0.15pt; line-height: 20px;">e</span><span style="font-size: 15px; line-height: 20px;">xpe</span><span style="font-size: 15px; letter-spacing: -0.05pt; line-height: 20px;">ri</span><span style="font-size: 15px; line-height: 20px;">e</span><span style="font-size: 15px; letter-spacing: -0.1pt; line-height: 20px;">n</span><span style="font-size: 15px; letter-spacing: 0.05pt; line-height: 20px;">c</span><span style="font-size: 15px; line-height: 20px;">es</span><span style="font-size: 15px; letter-spacing: -0.3pt; line-height: 20px;"> </span><span style="font-size: 15px; letter-spacing: -0.05pt; line-height: 20px;">(</span><span style="font-size: 15px; line-height: 20px;">Con</span><span style="font-size: 15px; letter-spacing: -0.35pt; line-height: 20px;">r</span><span style="font-size: 15px; line-height: 20px;">ad</span><span style="font-size: 15px; letter-spacing: -0.05pt; line-height: 20px;"> </span><span style="font-size: 15px; line-height: 20px;">& D</span><span style="font-size: 15px; letter-spacing: -0.1pt; line-height: 20px;">o</span><span style="font-size: 15px; line-height: 20px;">na</span><span style="font-size: 15px; letter-spacing: -0.05pt; line-height: 20px;">l</span><span style="font-size: 15px; line-height: 20px;">dson,</span><span style="font-size: 15px; letter-spacing: -0.1pt; line-height: 20px;"> </span><span style="font-size: 15px; line-height: 20px;">2</span><span style="font-size: 15px; letter-spacing: -0.1pt; line-height: 20px;">0</span><span style="font-size: 15px; line-height: 20px;">11</span><span style="font-size: 15px; letter-spacing: -0.05pt; line-height: 20px;">)</span><span style="font-size: 15px; line-height: 20px;">.</span></span><br />
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<span style="background-color: black; color: yellow; font-family: Times, Times New Roman, serif;">This week you will begin your discussion by thinking of situations you were a part of in a collaborative asynchronous online environment and reflect upon them.</span></div>
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<span style="background-color: black; color: yellow; font-family: Times, Times New Roman, serif;"><b>For example:</b> </span><br />
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<li style="border: none; margin: 0px 0px 0.25em; padding: 0px;"><span style="background-color: black; color: yellow; font-family: Times, Times New Roman, serif;">How can subject matter experts and instructors incorporate activities that promote collaborative learning in an online environment?</span></li>
<li style="border: none; margin: 0px 0px 0.25em; padding: 0px;"><span style="background-color: black; color: yellow; font-family: Times, Times New Roman, serif;">What have you learned that could promote collaborative learning? Ex: ADDIE</span></li>
<li style="border: none; margin: 0px 0px 0.25em; padding: 0px;"><span style="background-color: black; color: yellow; font-family: Times, Times New Roman, serif;">What are some positives and negatives that could occur when working in an online environment when collaborating with peers?</span></li>
<li style="border: none; margin: 0px 0px 0.25em; padding: 0px;"><span style="background-color: black; color: yellow; font-family: Times, Times New Roman, serif;">What are some pieces of advice you could offer to your peers?</span></li>
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<span style="background-color: black; color: yellow; font-family: Times, Times New Roman, serif;"><b><u><span style="letter-spacing: -0.15pt;">B</span></u></b><b><u>y</u></b><u><span style="letter-spacing: -0.3pt;"> </span></u><b><u><span style="letter-spacing: -0.35pt;">W</span></u></b><b><u><span style="letter-spacing: -0.05pt;">e</span></u></b><b><u>dn<span style="letter-spacing: -0.05pt;">e</span>sd<span style="letter-spacing: -0.2pt;">a</span>y:</u></b></span></div>
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<span style="background-color: black; color: yellow; font-family: Times, Times New Roman, serif;">Using these items as a guideline to create a discussion post, reflect on your learning experiences in an online collaborative environment that promoted learning. Be sure that you included experiences that promoted and incorporated positive online learning. Feel free to include examples of situations that were difficult or did not work when collaborating. P<span style="letter-spacing: -0.15pt;">r</span><span style="letter-spacing: -0.1pt;">o</span><span style="letter-spacing: 0.05pt;">v</span><span style="letter-spacing: -0.05pt;">i</span>de<span style="letter-spacing: -0.25pt;"> a minimum of 3 </span><span style="letter-spacing: -0.15pt;">ex</span>a<span style="letter-spacing: -0.1pt;">m</span>p<span style="letter-spacing: -0.05pt;">l</span>es from the questions above. </span></div>
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<span style="background-color: black; color: yellow; font-family: Times, Times New Roman, serif;"><b><u><span style="letter-spacing: -0.15pt;">B</span></u></b><b><u>y</u></b><u><span style="letter-spacing: -0.3pt;"> </span></u><b><u>Sund<span style="letter-spacing: -0.2pt;">a</span>y:</u></b></span></div>
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<span style="background-color: black; color: yellow; font-family: Times, Times New Roman, serif;"><span style="letter-spacing: -0.2pt;">R</span>ep<span style="letter-spacing: -0.05pt;">l</span>y<span style="letter-spacing: -0.2pt;"> </span><span style="letter-spacing: -0.1pt;">t</span>o<span style="letter-spacing: -0.05pt;"> </span><span style="letter-spacing: -0.15pt;">a</span>t<span style="letter-spacing: -0.05pt;"> l</span>ea<span style="letter-spacing: -0.2pt;">s</span>t<span style="letter-spacing: -0.1pt;"> </span>th<span style="letter-spacing: -0.25pt;">r</span>ee<span style="letter-spacing: -0.2pt;"> </span>of<span style="letter-spacing: 0.05pt;"> </span><span style="letter-spacing: -0.2pt;">y</span>our<span style="letter-spacing: -0.15pt;"> </span><span style="letter-spacing: 0.05pt;">c</span><span style="letter-spacing: -0.15pt;">l</span>assm<span style="letter-spacing: -0.05pt;">a</span><span style="letter-spacing: -0.2pt;">t</span>e<span style="letter-spacing: -0.75pt;">’</span>s<span style="letter-spacing: -0.05pt;"> i</span>n<span style="letter-spacing: -0.05pt;">i</span>t<span style="letter-spacing: -0.05pt;">i</span>al<span style="letter-spacing: -0.1pt;"> </span>po<span style="letter-spacing: -0.2pt;">s</span>t<span style="letter-spacing: -0.05pt;"> </span>a<span style="letter-spacing: -0.1pt;">n</span>d p<span style="letter-spacing: -0.15pt;">r</span><span style="letter-spacing: -0.1pt;">o</span><span style="letter-spacing: 0.05pt;">v</span><span style="letter-spacing: -0.05pt;">i</span>de<span style="letter-spacing: -0.2pt;"> </span><span style="letter-spacing: -0.05pt;">i</span>ns<span style="letter-spacing: -0.05pt;">i</span><span style="letter-spacing: 0.1pt;">g</span><span style="letter-spacing: -0.2pt;">h</span>t,<span style="letter-spacing: -0.15pt;"></span><span style="letter-spacing: -0.05pt;">c</span>on<span style="letter-spacing: -0.2pt;">s</span>t<span style="letter-spacing: -0.05pt;">r</span>u<span style="letter-spacing: 0.05pt;">c</span>t<span style="letter-spacing: -0.05pt;">i</span><span style="letter-spacing: -0.15pt;">v</span>e<span style="letter-spacing: -0.3pt;"> </span><span style="letter-spacing: -0.25pt;">f</span>e<span style="letter-spacing: -0.05pt;">e</span>db<span style="letter-spacing: -0.05pt;">a</span><span style="letter-spacing: 0.05pt;">c</span>k,<span style="letter-spacing: -0.2pt;"> </span><span style="letter-spacing: -0.05pt;">a</span>nd <span style="letter-spacing: -0.05pt;">i</span>deas<span style="letter-spacing: -0.05pt;"> </span><span style="letter-spacing: -0.1pt;">t</span>h<span style="letter-spacing: -0.15pt;">a</span>t<span style="letter-spacing: 0.05pt;"> </span><span style="letter-spacing: -0.25pt;">e</span>xpa<span style="letter-spacing: -0.1pt;">n</span>d<span style="letter-spacing: -0.05pt;"> </span>and<span style="letter-spacing: -0.1pt;"> </span>dee<span style="letter-spacing: -0.1pt;">p</span>en<span style="letter-spacing: -0.15pt;"> </span>t<span style="letter-spacing: -0.1pt;">h</span>e<span style="letter-spacing: -0.1pt;"> </span><span style="letter-spacing: -0.05pt;">i</span>n<span style="letter-spacing: -0.05pt;">i</span>t<span style="letter-spacing: -0.05pt;">i</span>al <span style="letter-spacing: -0.1pt;"></span>d<span style="letter-spacing: -0.05pt;">i</span>s<span style="letter-spacing: 0.05pt;">c</span>uss<span style="letter-spacing: -0.05pt;">i</span>on<span style="letter-spacing: -0.1pt;"> </span>po<span style="letter-spacing: -0.2pt;">s</span>t.</span></div>
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<span style="background-color: black; color: yellow; font-family: Times, Times New Roman, serif;"><b>D</b><b>iscussion<span style="letter-spacing: -0.25pt;"> </span>rubric: </b></span></div>
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<span style="background-color: black; color: yellow; font-family: Times, Times New Roman, serif;"><b> </b>http://www.scribd.com/doc/16384526/Scoring-Rubric</span></div>
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<strong><span style="background-color: black; color: yellow; font-family: Times, Times New Roman, serif;">Additional Learning Resources</span></strong></h3>
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<strong><span style="background-color: black; color: yellow; font-family: Times, Times New Roman, serif;">Horizon</span></strong></div>
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<a href="http://net.educause.edu/ir/library/pdf/CSD5612.pdf"><span style="background-color: black; color: yellow; font-family: Times, Times New Roman, serif;">http://net.educause.edu/ir/library/pdf/CSD5612.pdf</span></a></div>
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<strong><span style="background-color: black; color: yellow; font-family: Times, Times New Roman, serif;"><br /></span></strong></div>
<span style="background-color: black; color: yellow; font-family: Times, Times New Roman, serif;"><span style="line-height: 21px;">Horton, W. (2006). </span><em style="line-height: 21px;">Designing for the Virtual Classroom, E-Learning by Design.</em><span style="line-height: 21px;">Retrieved August 14, 2013 from</span><a href="https://class.waldenu.edu/bbcswebdav/institution/USW1/201360_04/MS_INDT/EIDT_6511/Week%207/Resources/Resources/embedded/Horton_Ch9_DesignVirtual_.pdf" style="line-height: 21px; text-decoration: none;">https://class.waldenu.edu/bbcswebdav/institution/USW1/201360_04/MS_INDT/EIDT_6511/Week%207/Resources/Resources/embedded/Horton_Ch9_DesignVirtual_.pdf</a></span></div>
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<b><span style="background-color: black; color: yellow; font-family: Times, Times New Roman, serif;">References:</span></b></div>
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<b><span style="background-color: black; color: yellow; font-family: Times, Times New Roman, serif;"><br /></span></b></div>
<div class="MsoNormal" style="line-height: normal; margin: 0in -1pt 0in 5.1pt;">
<span style="background-color: black; color: yellow; font-family: Times, Times New Roman, serif;"><span style="font-size: 12pt; line-height: 18px;">Conrad, R., & Donaldson, J. (2011). Engaing the online learner. San Francisco, CA: Jossey-Bass A Wiley Imprint.</span><span style="font-size: 12pt; line-height: 18px;"> </span></span></div>
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<span style="background-color: black; font-size: 15px; line-height: 20px;"><span style="color: yellow; font-family: Times, Times New Roman, serif;"><br /></span></span>
<span style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 20px;"><br /></span>Anonymoushttp://www.blogger.com/profile/00877456614955594314noreply@blogger.com4tag:blogger.com,1999:blog-3575522744960907223.post-18179274129132577042013-06-16T12:20:00.000-07:002013-06-16T12:20:50.391-07:00Plagiarism Detection and Prevention<div class="MsoNormal">
<strong><span style="background-color: black; font-family: Georgia, serif; font-size: 11.5pt; line-height: 115%;"><span style="color: yellow;">What plagiarism detection
software is available to online instructors?<o:p></o:p></span></span></strong></div>
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<strong><span style="background-color: black; font-family: Georgia, serif; font-size: 11.5pt; line-height: 115%;"><span style="color: yellow;"><br /></span></span></strong></div>
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<span style="background-color: black; color: yellow;"><span style="background-position: initial initial; background-repeat: initial initial; font-family: Georgia, serif; font-size: 11.5pt; line-height: 115%;">The two most commonly used plagiarism
software programs are EVE (Essay Verification Engine) software, and Turnitin.com. My mother
is an instructor for a college and she said that they have been using
Turnitin.com for many years and are happy with it. What I have found through my
research is that bigger colleges either have their own data base/software
program or they subscribe to a major servicer like TI. The basis of these
plagiarism engines is to cross reference prior submissions to their data base.
I think that all schools should use the same engine that is governed by an
educational company similar to the Department of Education. The reason for this
is because then all papers are submitted to one data base and will offer the
biggest sampling of documents/submissions to cross reference. Both the above
mentioned websites compare individual student papers to the databases. This is
done to find and report instances of matching text. Turnitin catches Web
plagiarism and checks sources from students’ bibliographies for plagiarism,
including articles that are unavailable on the Web. Another facet of cross
referencing or anti-plagiarism is the course management systems or CMS that an
institution uses. Angel and Blackboard monitor and set limitations for the
assigned work students do. It may limit time, date, and access points such as
monitoring the I.P. address from which the user is doing the work. </span><span style="font-family: "Georgia","serif"; font-size: 11.5pt; line-height: 115%;"><br />
<br />
<strong>How can the design of
assessments help prevent academic dishonesty?</strong><br />
<br />
<span style="background-position: initial initial; background-repeat: initial initial;">Assessments must have key components built
into them clearly outlining rules, regulations and ramifications. If the design
of the assessment is built well and the communication is clear and concise the
student shouldn’t have any problems understanding the information. Part of the
assessment design is the verbiage used in the instructions before the
assignment and after the assignment. For online learners, e-assessments offer
the same flexibility and feedback that the online course does. Essentially it
is an extension of the online course and should be built into it. <o:p></o:p></span></span></span></div>
<h2 style="line-height: 22.5pt; margin-bottom: 7.5pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">
<span style="background-color: black; font-size: 12pt; font-weight: normal;"><span style="color: yellow;">Plagiarism is still a concern in
academia. According to the Merriam-Webster online dictionary, To “Plagiarize”
means: <o:p></o:p></span></span></h2>
<h2 style="line-height: 22.5pt; margin-bottom: 7.5pt; margin-left: .25in; margin-right: 0in; margin-top: 0in; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="background-color: black; color: yellow;"><span style="font-family: Symbol; font-size: 12.0pt; font-weight: normal; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;">
</span></span><!--[endif]--><span style="font-size: 12.0pt; font-weight: normal; mso-bidi-font-weight: bold;">to steal and pass off (the ideas or words of
another) as one's own<o:p></o:p></span></span></h2>
<div class="MsoNormal" style="line-height: 20.0pt; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="background-color: black; color: yellow;"><span style="font-family: Symbol; font-size: 12.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">to use (another's production)
without crediting the source<o:p></o:p></span></span></div>
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<!--[if !supportLists]--><span style="background-color: black; color: yellow;"><span style="font-family: Symbol; font-size: 12.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">to commit literary theft<o:p></o:p></span></span></div>
<div class="MsoListParagraph" style="line-height: 20.0pt; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="background-color: black; color: yellow;"><span style="font-family: Symbol; font-size: 12.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">to present as new and original an
idea or product derived from an existing source</span></span></div>
<div class="MsoListParagraph" style="line-height: 20.0pt; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="background-color: black; font-family: 'Times New Roman', serif; font-size: 12pt;"><span style="color: yellow;"><br /></span></span></div>
<div class="MsoNormal">
<span style="background-color: black; font-family: Georgia, serif; font-size: 11.5pt; line-height: 115%;"><span style="color: yellow;">One thing I noticed is that when an
instructor creates questions or assignments that require or suggest the use of
real life experiences or scenarios, it helps to reduce the amount plagiarisms
because the information produce by the students is typically unique to them. My
first online course required the use of a proctor for the four tests that I had
for the course. In some instances I believe a proctor is absolutely necessary
but as a result reduces the amount of flexibility associated with the
course. Proctors help to ensure that
students take the assessment at a designated time, without collaborators and
unauthorized materials (Rowe, 2004). Assignments can be designed to incorporate
collaboration, including discussion posts and online group projects (Boettcher
& Conrad, 2011). <o:p></o:p></span></span></div>
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<span style="background-color: black; font-family: Georgia, serif; font-size: 11.5pt; line-height: 115%;"><span style="color: yellow;"><br /></span></span></div>
<div class="MsoNormal">
<span style="background-color: black; color: yellow;"><strong><span style="background-position: initial initial; background-repeat: initial initial; font-family: Georgia, serif; font-size: 11.5pt; line-height: 115%;">What facilitation strategies
do you propose to use as a current or future online instructor?</span></strong><span style="font-family: "Georgia","serif"; font-size: 11.5pt; line-height: 115%;"><br />
<br />
<span style="background-position: initial initial; background-repeat: initial initial;">The video in this week’s resources revealed
some great information. One of the important functions of a facilitator, “Is to
educate learners about copyright, fair use, plagiarism, and cheating” (Laureate
Education, n.d.). Standard operating procedures should be a mandatory
requirement imposed by the educational institution such as course requirements,
syllabus, and available resources such as Turnitin, citemachine.com, writing
centers, peers and more. It is not only on the instructors and educational
institutions responsibility to facilitate “clean learning” but also the student
must be proactive in finding resources and asking questions for clarification
and consistency. <o:p></o:p></span></span></span></div>
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<span style="background-color: black; font-family: Georgia, serif; font-size: 11.5pt; line-height: 115%;"><span style="color: yellow;"><br /></span></span></div>
<br />
<div class="MsoNormal">
<span style="background-color: black; color: yellow;"><strong><span style="background-position: initial initial; background-repeat: initial initial; font-family: Georgia, serif; font-size: 11.5pt; line-height: 115%;">What additional considerations
for online teaching should be made to help detect or prevent cheating and
plagiarism?</span></strong><span style="font-family: Georgia, serif; font-size: 11.5pt; line-height: 115%;"><br />
<br />
<span style="background-position: initial initial; background-repeat: initial initial;">There questions that require unique individual
responses is one way to reduce plagiarism. According to Rowe, “Drawing
questions randomly for each student from a pool is one example, helping to is a
plethora of methods to detect and prevent cheating and plagiarism. As mentioned
before utilizing reorder multiple-choice answers randomly if possible (Rowe,
2004). In my freshmen year of my undergraduate studies our Psychology 100
course had four different versions of the same test. The test were color coded
and the questions were reorder so that students could not cheat off of each
other. </span>Turnitin and other similar engines are the main source for
plagiarism detection for text based submissions. <br />
<br />
<b><span style="background-position: initial initial; background-repeat: initial initial;"> References:</span></b><br />
<br />
<span style="background-position: initial initial; background-repeat: initial initial;">Boettcher, J. V., & Conrad, R. (2010).<span class="apple-converted-space"> </span><em>The
online teaching survival guide: Simple and</em><span class="apple-converted-space"><i> </i></span><i><br />
<em>practical pedagogical tips.</em></i><span class="apple-converted-space"> </span>San Francisco, CA: Jossey-Bass.</span><br />
<br />
<span style="background-position: initial initial; background-repeat: initial initial;">Laureate Education, Inc. (Producer). (n.d.).<span class="apple-converted-space"> </span><em>Plagiarism
and Cheating</em><span class="apple-converted-space"> </span>[Video
webcast]. Retrieved June 13, 2013 from</span></span><a href="https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2818946_1%26url%3D"><span style="background-position: initial initial; background-repeat: initial initial; font-family: Georgia, serif; font-size: 11.5pt; line-height: 115%;">https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2818946_1%26url%3D</span></a><span style="font-family: Georgia, serif; font-size: 11.5pt; line-height: 115%;"><br />
<br />
<span style="background-position: initial initial; background-repeat: initial initial;">Rowe, N.C. (2004).<span class="apple-converted-space"> </span><em>Cheating
in Online Student Assessment: Beyond Plagiarism.</em>Retrieved June 13,
2013 from</span></span><a href="http://www.westga.edu/~distance/ojdla/summer72/rowe72.html"><span style="font-family: Georgia, serif; font-size: 11.5pt; line-height: 115%;">http://www.westga.edu/~distance/ojdla/summer72/rowe72.html</span></a></span><o:p></o:p></div>
Anonymoushttp://www.blogger.com/profile/00877456614955594314noreply@blogger.com0tag:blogger.com,1999:blog-3575522744960907223.post-61234477586479358912013-06-08T12:45:00.002-07:002013-06-08T12:45:52.629-07:00 Impact of Technology and Multimedia<div align="center" class="MsoNormal" style="text-align: center;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiRF-02bIKjv9gcZlwJDIjztZPyfFCPHAvgQ3_yZuDri4lIZglWzJCrlEWXHE_ClTEK_IoPUEC8h_ooVIa6BPDLoa9xFRGaTwI7-JHUEa7pp1TggJB36cE2odQESncYjgVo5HParvs7A2E/s1600/333.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="background-color: black; color: yellow;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiRF-02bIKjv9gcZlwJDIjztZPyfFCPHAvgQ3_yZuDri4lIZglWzJCrlEWXHE_ClTEK_IoPUEC8h_ooVIa6BPDLoa9xFRGaTwI7-JHUEa7pp1TggJB36cE2odQESncYjgVo5HParvs7A2E/s320/333.jpg" width="320" /></span></a></div>
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<span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;"><span style="background-color: black; color: yellow;">Technology with the
combination of multimedia and interactive mediums promotes learning and
enhances the learner’s educational experiences. It helps build cognitive recall
as well and makes information processing more efficient. With the development and
enhancement of learning and multimedia platforms such as Moodle, Cisco
Tele-presences, and Skype learning has become much more complex. However, if
used properly it can enhance both the teacher and the learner’s experiences. It
also offers a global learning experience for teachers and learners, connecting
them like never before. <o:p></o:p></span></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg6Zbp8knpjBuyULhoryweSX7aXHsbD60oLjx80zkE8HIbQrJd_Sqm2fMoU1tm7-mAc-eZgD_3d419a_85DSHmZbYZm_POvOrvq_nUuI6MVcQLOPipQ4XZYK5ogsgs9Gdnuy3j2_u0RFLc/s1600/111.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="background-color: black; color: yellow;"><img border="0" height="219" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg6Zbp8knpjBuyULhoryweSX7aXHsbD60oLjx80zkE8HIbQrJd_Sqm2fMoU1tm7-mAc-eZgD_3d419a_85DSHmZbYZm_POvOrvq_nUuI6MVcQLOPipQ4XZYK5ogsgs9Gdnuy3j2_u0RFLc/s320/111.jpg" width="320" /></span></a></div>
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<span style="background-color: black; color: yellow;"><b><i><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">What are the most important
considerations an online instructor should make before implementing technology?</span></i></b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;"><o:p></o:p></span></span><br />
<span style="color: yellow;"><b><i><span style="background-color: black; font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"><br /></span></i></b></span></div>
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<span style="background-color: black; color: yellow;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">As we have learned in
our previous courses, it is imperative to plan ahead and consider the elements
associated with your learn audience. When designing and implementing new
technology or creating an online learning course similar factors must be
considered. I would highly suggest creating and building in test phases to make
sure everything is in accordance with the planning especially if the courses
are live. <span style="background-position: initial initial; background-repeat: initial initial;">Multimedia designed well
and with a focusing purpose can add to the content delivery and meeting of
diverse learner needs (Cooper, Colwel, & Jelfs, 2007).</span></span><o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;"><span style="background-color: black; color: yellow;">When online courses are
the focus, one element that gets over looked is the internet medium. Most of us
are accustom to broad band high speed internet. However, learners are located
all over the world where that service is not offered or is the band width is
not adequate. Most LMS are interactive and contain elements like flash, adobe,
and java that require high computing power and fast internet. Instructors need
to be aware of those requirements but the student also needs to be prepared before
they elect to participate in such courses with these requirements.<o:p></o:p></span></span><br />
<span style="background-color: black; color: yellow;"><br /></span></div>
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<span style="background-color: black; color: yellow;"><b><i><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">What implications do
usability and accessibility of technology tools have for online teaching?</span></i></b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;"><o:p></o:p></span></span><br />
<span style="color: yellow;"><b><i><span style="background-color: black; font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 150%;"><br /></span></i></b></span></div>
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<span style="background-color: black; color: yellow;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">The college I work for
has been providing online courses for 13 years. I was able to look at a time
line development matrix of how the technology and services have evolved over
those 13 years and it was amazing. With the development of mobile technology derived
from military communications, it has changed the landscape of how learning and
technology is delivered. Today online learners can download and stream
multimedia content, submit documents, chat, video conference and collaborate on
assignments using a tablet or a smart phone. The research and development of
this technology can is very costly and sometimes hinders educational providers
from providing the most up to date services. For example, the platform my
company uses has a lot of trouble being compatible with mobile devices,
primarily with the MAC-OS. <span style="background-position: initial initial; background-repeat: initial initial;">An online instructor must carefully plan
and design the use of technology as a tool to meet a desired student outcome
(Conrad, & Donaldson, 2011).</span> </span><o:p></o:p></span></div>
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<b><i><span style="background-color: black; color: yellow; font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">What technology tools are most appealing
to you for online teaching as you move forward in your career in instructional
design?</span></i></b></div>
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<span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 115%;"><span style="background-color: black; color: yellow;">There are three technology tools that I find
interesting and would like to utilize in the future:<o:p></o:p></span></span></div>
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<!--[if !supportLists]--><span style="background-color: black; color: yellow;"><span style="font-family: Symbol; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;">
</span></span><!--[endif]--><b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Aggregators</span></b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">-
Are an awesome to help you keep up with the plethora of data produced daily.
These aggregators help both the students and teachers stay on top of
information, collecting, and processing. <o:p></o:p></span></span></div>
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<!--[if !supportLists]--><a href="http://www.blogger.com/blogger.g?blogID=3575522744960907223" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><a href="http://www.blogger.com/blogger.g?blogID=3575522744960907223" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><a href="http://www.blogger.com/blogger.g?blogID=3575522744960907223" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><span style="background-color: black; color: yellow;"><span style="font-family: Symbol; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;">
</span></span><!--[endif]--><b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Eyejot</span></b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">-
This (free) video communication application is a great tool to send group or
individual messages to friends, family, colleagues, and students. It adds a
personal touch to communication by providing a visual element along with audio.
Communication and planning are the two most important elements an instructor
must consider. <a href="http://corp.eyejot.com/">http://corp.eyejot.com/</a><o:p></o:p></span></span></div>
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</span></span><!--[endif]--><b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Apple-
</span></b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Apple
has taken interactive learning to a whole new dimension. Their technology has
transcended across generations. There are 4 years using interactive tools on an
iPad to learn while business men and women use business applications on a daily
basis to great grandparents using it to check their email or read an e-book. <a href="http://www.apple.com/education/">http://www.apple.com/education/</a><o:p></o:p></span></span></div>
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<b><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 115%;"><span style="background-color: black; color: yellow;">References:
<o:p></o:p></span></span></b></div>
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<span style="background-color: black; color: yellow;"><span style="background-position: initial initial; background-repeat: initial initial; font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 115%;">Conrad, R., &
Donaldson, J. A. (2011).<span class="apple-converted-space"> </span></span><i>Engaging the online learner: Activities and resources for creative instruction</i><span class="apple-converted-space"> </span><i>(Updated ed.)</i>. San Francisco, CA: Jossey-Bass.<o:p></o:p></span></div>
<span style="background-color: black; color: yellow;"><br /></span>
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<span style="background-color: black; color: yellow;"><span style="background-position: initial initial; background-repeat: initial initial; font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 115%;">Cooper, M., Colwell,
C., & Jelfs, A. (2007). Embedding accessibility and usability:
Considerations for e-learning research and development projects.<span class="apple-converted-space"> </span></span><i>ALT-J: Research
in Learning Technology, 15</i>(3), 231-245.</span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;"><o:p></o:p></span></div>
Anonymoushttp://www.blogger.com/profile/00877456614955594314noreply@blogger.com1tag:blogger.com,1999:blog-3575522744960907223.post-85375550095083600812013-05-29T08:34:00.000-07:002013-05-29T08:34:25.650-07:00Setting Up An Online Learning Experience<div class="MsoNormal">
<b style="background-color: black;"><span style="color: yellow;"><span style="background-position: initial initial; background-repeat: initial initial; font-family: Helvetica, sans-serif; font-size: 12pt; line-height: 115%;">What is the significance of knowing the
technology available to you?<span class="apple-converted-space"> </span></span><o:p></o:p></span></b></div>
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<span style="background-color: black;"><span style="color: yellow;"><span style="background-position: initial initial; background-repeat: initial initial; font-family: Helvetica, sans-serif; font-size: 12pt; line-height: 115%;">In order to be successful
in helping others learn you must be adequately prepared in a plethora of ways.
Your teaching and assessment tools require careful planning and must be
combined with the effective use of technology and learning goals. With the effective
use of technologies such as the Course Management System (CMS) allows for
learning to be fun and engaging.</span><span style="font-family: Helvetica, sans-serif; font-size: 12pt; line-height: 115%;"><br />
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With the advancement of technology and recent
social media boom combined with increasingly busy lifestyles, online learning
has become very popular. It is becoming very prevalent for K-12 and higher
education institutions to offer online courses. These online courses typically
require a CMS, this CMS must be learned inside and out by the instructor(s) so
they can harness its full potential and pass along the benefits to the
students.<span style="background-position: initial initial; background-repeat: initial initial;"> The first thing teachers need to be
concerned with is to get acquainted with the tools the course management system
offers and to “keep it simple” (Boettcher, J., Conrad, R., 2010, p. 57). Some
different course management systems include Blackboard®, Canvas®, Moodle®, and
Angel®.</span><o:p></o:p></span></span></span></div>
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<span style="background-color: black;"><span style="color: yellow;"><b><span style="background-position: initial initial; background-repeat: initial initial; font-family: Helvetica, sans-serif; font-size: 12pt; line-height: 115%;">Why is it essential to communicate clear
expectations to learners?</span></b><span class="apple-converted-space"><span style="background-position: initial initial; background-repeat: initial initial; font-family: Helvetica, sans-serif; font-size: 12pt; line-height: 115%;"> </span></span><span style="font-family: Helvetica, sans-serif; font-size: 12pt; line-height: 115%;"><br />
<br />
<span style="background-position: initial initial; background-repeat: initial initial;">Clear expectations
must be delivered right away as it is the starting point for the rest of the
work to come. Once the student understands what is expected of them, it is
their responsibility to achieve the goals. One way is an instructor can make
sure their expectations are being delivered is by a syllabus and updated weekly
plans. Also, a more engaging way of communicating expectations and information
is create a short weekly video explaining the assignments for the week or
holding a live lecture/information session weekly that can be archived and
referred to at a later point in time. One tool I like to use is: </span><a href="http://corp.eyejot.com/">http://corp.eyejot.com/</a><span style="font-size: 12pt; line-height: 115%;">. The role of the instructor is to “guide and
mentor students in learning content knowledge and achieve the performance goals
of a course” (Boettcher, J., Conrad, R., 2010, p. 71). <o:p></o:p></span></span></span></span></div>
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<span style="background-color: black; font-family: Helvetica, sans-serif; font-size: 12pt; line-height: 115%;"><span style="color: yellow;"><br />
<b><span style="background-position: initial initial; background-repeat: initial initial;">What additional considerations should the instructor take
into account when setting up an online learning experience?</span></b><br />
<br />
<span style="background-position: initial initial; background-repeat: initial initial;">The more engaging
and interactive an online learning experience is the more likely the student
will be able to retain and recall the information. Many Instructional designers
use ADDIE as the model for developing e-learning (ADDIE, 2013).
Online learning can be conducted in simple written text with pictures. However,
that is not the most effect way to use online learning. Social media, audio,
visual, interactive blogs, games, and live feeds all need to be utilized (when
appropriate) to create a memorable learning experience. At the college I work
for our retention rate is most greatly affected in the first two weeks of class
and the first quarter of school. If the students are not engaged in the first
two weeks, the likely hood of them withdrawing is significantly high. If they
fail 25% of their course load in the first quarter they are less likely to
continue their degree (Associates Degree). <o:p></o:p></span></span></span></div>
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<b><span style="background-color: black; font-family: Helvetica, sans-serif; font-size: 12pt; line-height: 115%;"><span style="color: yellow;">References<o:p></o:p></span></span></b></div>
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<span style="background-color: black;"><span style="color: yellow;"><span style="background-position: initial initial; background-repeat: initial initial; font-family: Helvetica, sans-serif; font-size: 12pt; line-height: 115%;">ADDIE. (2013, 05 23).
Retrieved from Big dog little dog Performance Juxtaposition:
http://www.nwlink.com/~donclark/history_isd/addie.html<span class="apple-converted-space"> </span></span><span style="font-family: Helvetica, sans-serif; font-size: 12pt; line-height: 115%;"><br />
<br />
<span style="background-position: initial initial; background-repeat: initial initial;">Boettcher, J., Conrad, R. (2010). Chapter 4:
Phase One: What's Happening, Themes, and Tools. Starting Off on the Right Foot
in Course Beginnings. In J. C. Boettcher, The Online Teaching Survival Guide.
Simple and Practical Pedagogical Tips (pp. 51-61). San Francisco, CA:
Jossey-Bass. A Wiley Imprint.</span></span><br />
<br />
<span style="background-position: initial initial; background-repeat: initial initial;">Boettcher, J., Conrad, R. (2010). Chapter 5:
Phase One: Tips for Course Beginnings. In The Online Teaching Survival Guide,
Simple and Practical Pedagogical Tips (pp. 62-99). San Francisco, CA:
Jossey-Bass. A Wiley Imprint.</span><b><o:p></o:p></b></span></span></div>
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Anonymoushttp://www.blogger.com/profile/00877456614955594314noreply@blogger.com0tag:blogger.com,1999:blog-3575522744960907223.post-40526899659600961362013-05-12T13:32:00.000-07:002013-05-12T13:32:33.614-07:00Online Learning Communities<br />
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<span style="background-color: black; color: yellow;">The goal of most classrooms is to become more of a hybrid classroom.
These classrooms aim to boast the benefits of a traditional class room setting
infused with technology to increase student and teacher interaction and provide
a unique type of learning environment. “While
the traditional classroom remains teacher centered, the online environment
fosters more interaction among students and is one of the cited benefits of
online learning by both teachers and students (Stacey, & Wiesenberg, 2007).”
<o:p></o:p></span></div>
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<span style="background-color: black; color: yellow;">The hybrid classroom requires a considerable amount of planning and
additional resources which makes them hard to develop without proper funding
and resources. “Although considerable time is needed to build the course
material prior to launching the course, teachers have seen growth in their
craft by the reflective practice of reviewing their content for delivery online
and in the rich discussions students create online and which instructors
facilitate rather than dictate (So, & Bush, 2008).” <o:p></o:p></span></div>
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<span style="background-color: black; color: yellow;">The flexibility and access to course materials that hybrid classrooms
offer is very beneficial to the students and the instructor. It removes
limitations that were once present before the advent of online learning. Learning
can take place in a face to face setting, synchronous or asynchronous
environment. The typical restrictions and limitations that were accepted in the
learning world are now being shattered and considered unacceptable. For
example, the limitations of the learning location is no longer an issue.
Students are able to cross collaborate with other students and instructors
across the globe. </span><a href="http://www.cisco.com/web/strategy/education/global_education/index.html"><span style="background-color: white; color: black;">http://www.cisco.com/web/strategy/education/global_education/index.html</span></a> <span style="background-color: black; color: yellow;"><o:p></o:p></span></div>
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<span style="background-color: black; color: yellow;">As the spectrum of learning is changing so are the expectations of
students and instructors. Both students and instructors need to understand that
online learning complements the traditional instruction without doubling the
workload (So, & Bush, 2008). Teachers who pay attention to student workload
and facilitate their online environment, the benefits are greater for blended
classroom instruction than either virtual or face-to-face methods alone (Gedik,
Kiraz, & Özden, 2012).<o:p></o:p></span></div>
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<span style="background-color: black; color: yellow;"><br />
<b><u>References<o:p></o:p></u></b></span></div>
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<br /></div>
<div class="MsoNormal" style="background-position: initial initial; background-repeat: initial initial;">
<span style="background-color: black; color: yellow;">Gedik, N., Kiraz, E.,
& Özden, M. Y. (2012). The optimum blend: Affordances and<o:p></o:p></span></div>
<div class="MsoNormal" style="background-position: initial initial; background-repeat: initial initial;">
<span style="background-color: black; color: yellow;">challenges of blended
learning for students. <i>Turkish Online Journal of Qualitative
Inquiry,</i> July 2012, 3(3), 102-117.<o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal" style="background-position: initial initial; background-repeat: initial initial;">
<span style="background-color: black; color: yellow;">So, H., & Bush, T.
A. (2008). Student perceptions of collaborative learning, social<o:p></o:p></span></div>
<div class="MsoNormal" style="background-position: initial initial; background-repeat: initial initial;">
<span style="background-color: black; color: yellow;">presence and
satisfaction in a blended learning environment: Relationships and critical
factors. <i>Computers & Education, </i>51, 318-336.<o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal" style="background-position: initial initial; background-repeat: initial initial;">
<span style="background-color: black; color: yellow;">Stacey, E. &
Wiesenberg, F. (2007). A study of face-to-face and online teaching<o:p></o:p></span></div>
<div class="MsoNormal" style="background-position: initial initial; background-repeat: initial initial;">
<span style="background-color: black; color: yellow;">philosophies in Canada
and Australia. <i>Journal of Distance Education,</i> 22(1),
19-40.<o:p></o:p></span></div>
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Anonymoushttp://www.blogger.com/profile/00877456614955594314noreply@blogger.com0tag:blogger.com,1999:blog-3575522744960907223.post-28883465809854802002013-02-17T17:27:00.001-08:002013-02-17T17:27:13.638-08:00Analyzing Scope CreepSince I don't have any professional project management experience I will follow up on one of my previous blog post, Post Mortem of a Project to address scope creep affecting a project. When I was looking at purchasing a home, one of the items that I wanted was to be able to remodel certain parts of the house so I could add my own touch. When I purchased the house the first project I decided to do was to add a bathroom to the basement. I set a budget for the project that ended up being roughly $2,000 above my budget. <div>
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<div>
I did a little bit of planning for the project and had some professional help a long the way. However, as I was progressing through the project I found myself adjusting my plan on the fly and thinking of different ideas and items to add to the bathroom. The relocation of the bathroom is what caused most of the scope creep. I ended up spending more time driving back and forth to Home Depot than I did actually working on the project in the initial phases of the project. Once I learned from my mistakes I was able to follow a plan of action and began to work more efficiently. </div>
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My lack of planning led to me spending an exorbitant amount of time working on this project. As a result, I wasn't devoting as much attention to my homework and other aspects of my life as I did in the past. If I would of spent more time in the planning phase initially and consulting with subject matter experts (plumber, contractor, electrician, etc) I could of saved myself a lot of time and money (deadlines & budgeting). </div>
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<img src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhFYy3g310zh2zOnmY-CWcJhPzq3AOSVkTpV54hK6DOdlPKEFpS_IOkLkEe9rx9KUQ8FVHi_QhHWpyzRC9TAe-vD8w_V26pTYlbdMFl5lQE5wQ1P20q0vgVBonYa-AZj3IKe6NRmJENb2U/s320/IMG_2897.JPG" /></div>
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<img src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEguKKzvBRv72YH48TgsduyMLj4KSetRQMOHMhSfnW0rmEfxUmQ0K9rAwd9CHD__GtfMIKg-3YLlYOStBZUMfiQ8tMSLAr1_GXcui8BDq9RtxsCWaP2ibf7XmJbPLvmh1g-aB-cyPUh9-jc/s320/IMG_2909.JPG" /></div>
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<img src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgZFBUc821hoRwvB4yBQUOmizB2vskZnbgntmGyx7J69iVkULweHofnw1eWSB2tSBiHEixEQ9OH_LlhxXcdJzW6jpauUaDgp3DdaEUuAudMGYkVV0ztTTlnUfW7xBwmvZ26veukIeR1wh4/s320/IMG_2910.JPG" /></div>
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<img src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEilNrDNX_pkISfhyphenhyphenVIOliv1KvUK2Igyc_pfziYGlmbfS4DI_gag_Tg81KVDU7gpGh_NbHiFgmd2tqYzCLr9DmqIjeGtxeeE0gDycV6NjcjX8b6hCbwyzz4KaLfT_yDnpIw8hgAMjpq9oHQ/s320/IMG_2918.JPG" /></div>
Anonymoushttp://www.blogger.com/profile/00877456614955594314noreply@blogger.com1tag:blogger.com,1999:blog-3575522744960907223.post-29239359504764631312013-01-28T16:43:00.001-08:002013-01-28T16:43:16.055-08:00Communicating Effectively<br />
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<span style="background: white; color: #4a4a4a; font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">I
received a message from my supervisor last week; below you will find the
message.<o:p></o:p></span></div>
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<span style="background: white; color: #4a4a4a; font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Steve,<o:p></o:p></span></div>
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<span style="background: white; color: #4a4a4a; font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">I was
wondering if you were able to complete the new SOP for our internal application
review project today instead of the original due date; this Friday. If we can
get it done before the due date it would allow me to review it and compare it
to our Florida location’s SOP draft. I took a look at your schedule and it
looks like you have plenty of meetings and will be at one of our satellite
locations on Thursday. Please let me know what time you will have it to me on
Thursday. Thanks, Jessica.<o:p></o:p></span></div>
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<b><span style="background: white; color: #4a4a4a; font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Text version:<o:p></o:p></span></b></div>
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<span style="background: white; color: #4a4a4a; font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">When
I read the email I assumed that Jessica was asking me if I could accommodate
her request. As I continued to read the email, the end of sounded like I had to
have it done early based on the last sentence, “Please let me know what time
you will have it to me on Thursday.” Her tone in the email sounds sympathetic
in relation to my busy schedule. Because she is my supervisor she technically
didn’t have to acknowledge my busy schedule or ask if I could accommodate her
request. This text had mixed messages in it. However, with Jessica being my
supervisor, it would be in my best interest to accommodate her request
regardless of her “asking”. <o:p></o:p></span></div>
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<br /></div>
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<span style="background: white; color: #4a4a4a; font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">This
email needed to be organized better and be more concise. It had mixed messaging
that confused the recipient (me). Dr. Stolovitch stated that, “Written
communications should begin with a clear purpose.” I think Jessica could have
simply asked, “Steve, can you get the new SOP report to me by Thursday instead
of Friday?” That would have been just as effective.<b> </b><o:p></o:p></span></div>
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<b><span style="background: white; color: #4a4a4a; font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Audio Version: <o:p></o:p></span></b></div>
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<span style="background: white; color: #4a4a4a; font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">The
same message was delivered to me via a voice message that Jessica left on my
office and cell phone. The audio version of the message provided me with more
color. I could sense urgency, panic, and concern in her voice. There was more of
a sympathetic tone acknowledging my busy schedule. This in turn made the
message sound more genuine. <o:p></o:p></span></div>
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<br /></div>
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<b><span style="background: white; color: #4a4a4a; font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">In person:<o:p></o:p></span></b></div>
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<span style="background: white; color: #4a4a4a; font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Jessica
is a very jovial person but is also very direct. We had an all staff meeting
and after the meeting she asked the same question she had emailed to me and
left as a voice message (I returned both the email and phone call prior to the
meeting). When she made the request of me I could tell that she was more so
“telling” me to have it done by Thursday but the rest of her mannerisms were
suggesting that I had the option to have it done by Thursday instead of Friday.
Dr. Stolovitch stated, “Tonality and body language are important elements in
communicating in person.” The more familiar you are with a person in different
settings and situations, the better you can interpret their message(s).<b> </b><o:p></o:p></span></div>
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<br /></div>
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<b><span style="background: white; color: #4a4a4a; font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Analysis: <o:p></o:p></span></b></div>
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<span style="background: white; color: #4a4a4a; font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">In my
opinion, the best version of the message was the voice message she delivered to
me because it include her voice/tone and was clear and concise. The second best
version was in person but was diluted by her mannerisms. Normally body language
and in person communication is the best and most preferred version of
communication. In this particular instance, it was not. The email offers an
added element. There can be a consistent paper trail and the messages can be
reviewed multiple times and contain the same message.<b> </b>Dr. Stolovitch suggests that oral communication should always be
documented.<br />
<!--[if !supportLineBreakNewLine]--><br />
<!--[endif]--><o:p></o:p></span></div>
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<b><span style="font-family: 'Times New Roman', serif; font-size: 12pt;">Resources:</span></b><b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></b></div>
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<b><span style="background: white; color: #4a4a4a; font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";">Multimedia
Program: “The Art of Effective Communication”</span></b><b><span style="color: #4a4a4a; font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";"> <br />
<!--[if !supportLineBreakNewLine]--><br />
<!--[endif]--><o:p></o:p></span></b></div>
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<b><span style="background: white; color: #4a4a4a; font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";">Video
Program: "Communicating with Stakeholders" </span></b><b><span style="color: #4a4a4a; font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></b></div>
Anonymoushttp://www.blogger.com/profile/00877456614955594314noreply@blogger.com1tag:blogger.com,1999:blog-3575522744960907223.post-67830833046168205012013-01-27T16:29:00.000-08:002013-01-27T16:29:28.466-08:00Post-mortem of a ProjectI recently purchased my first home this past October and immediately began a project to construct a new bathroom in the basement. I wanted to add a basement bathroom so that the bedrooms downstairs could use it and it is provides one of the biggest return on investments for a house. I felt that I had enough skills to complete the project with a little help. Well it turned out I need more help than I thought. I did my research by reviewing do it yourself (DIY) manuals and speaking with professionals. My goal was to have it done in 2 months (working on it during the weekends).<br />
<br />
Unfortunately it is January 27th, 2013 and the it is still not finished due to my lack of planning, understanding, and execution. I should of incorporated more planning into the project which would of made me aware of the mistakes I made along the way up to this point and would of eliminated the set backs I encountered.<br />
A simple feasibility study would of outlined that I:<br />
1<b>: Lacked the plumbing skills and know how to run piping correctly for pressure. </b><br />
<b>2: Did not purchase the correct materials and used the wrong materials in some instances. </b><br />
<b>3: Didn't think to consult with a city inspector before choosing the location of the new bathroom</b><br />
<b>4: Didn't have some of the necessary equipment needed to access the old pipes under the ground. </b><br />
<b><br /></b>
The biggest mistake was that I did not account for the adjustment of water pressure needed with the addition of a full bathroom. When the ground was all dug up, luckily a friend who has much more construction experience was able to help me lay the pipe in a manner that allowed for new piping to tap into existing piping. My mistake was running the piping through the frame work of the bathroom and not allowing enough venting. I also began installing the shower, sink, vanity, and toilet before installing the drywall because I wanted the bathroom functioning. That mistake tripled the amount of time it took to hang the dry wall because everything had to be cut around the fixtures that I installed. As a lesson learned, I should of done more research and preparation as well as consulting (effective communication) with industry professionals (SME's). If I would of done this I could of put together a plan to follow as well as give me a visual map along the way. Perhaps I was not comfortable with my learning environment. If the learner is comfortable with the learning environment, they are more apt to take to it (Siemens, 2012).<br />
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<br />Anonymoushttp://www.blogger.com/profile/00877456614955594314noreply@blogger.com0tag:blogger.com,1999:blog-3575522744960907223.post-54903516626999295382012-12-23T18:31:00.001-08:002012-12-23T18:31:37.633-08:00REFLECTION<br />
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<span style="color: #333333; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman";">Educational technology is becoming a part of every community and
organization. With the world becoming more connected, educational technology is
one of the fastest growing segments. A large majority of educational
institutions are designing and implementing educational technology systems into
their organization. For example, Cisco TelePresence Classroom Experience has
helped high schools, colleges, and universities around the world get connected
so learners can experience next-generation teaching, learning, and improved
administrative efficiency. Apple also does a great job of promoting educational
technology. A lot of schools have adopted iBooks and iTunes U. “Now easier than
ever to unleash the full potential of iTunes products in your classroom by
creating your own courses for iTunes products. You get to share your ideas in a
powerful new way, and your students get a rich, immersive learning experience
by using the iTunes U application” (Apple).<o:p></o:p></span></div>
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<span style="color: #333333; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman";">The advancement of technology over the next 10 years will help to bridge
the gap in educational differences worldwide. As new technology is developed processes
become more efficient which in turn makes products more affordable. In the next
ten years, a school in a third world country may be able to afford a computer
that they normally would not of been able to in the past. <o:p></o:p></span></div>
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<span style="color: #333333; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman";">For an educational institution to be successful, they must continue to
research, create, and invest in educational technology. There are many
educational technologies available but selecting the best and most appropriate
technology tools for your institutions success is vital. With the constant flow
of information and new technology, information is more abundant than ever. “The
span of time between learning something new, being able to apply it, and
finding that it is outdated and no longer useful is a key concept organizations
must be aware of” (Gonzalez). <o:p></o:p></span></div>
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<span style="color: #333333; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman";">With the implementation and advancement of educational technology, more and
more organizations are beginning to invest specifically in distance education
programs or are continuing to build their existing distance education
infrastructure. Distance education has a tremendous amount of potential but
requires a continued investment. For Rasmussen College students distance
education is; cost effective, provides on demand learning, convenient, and
flexible. It also provides students with the technological skills more and more
employers are requiring. <o:p></o:p></span></div>
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<span style="color: #333333; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman";">The publishing community already plays a large role in educational
technology; information is now available at the touch of a button. People are
not now connected or wired in more than ever. It has become an expectation to
be able to access information when desired. The publishing community has taken
advantage of this by publishing any and all types of information. What we as
consumers, learners, and educators need to be is cognizant of the plethora of
false and misleading information that is being published. <o:p></o:p></span></div>
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<span style="color: #333333; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman";">As instructional designers, it is our job to not only work with our
colleagues to create beneficial learning experiences for our students but to
also continue to educate ourselves about new and developing learning theories
and combine them with the best available technology that is appropriate for our
learners and organization. <o:p></o:p></span></div>
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<br /></div>
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<br /></div>
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<br /></div>
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Anonymoushttp://www.blogger.com/profile/00877456614955594314noreply@blogger.com0tag:blogger.com,1999:blog-3575522744960907223.post-35105149261503643722012-12-16T14:04:00.001-08:002012-12-16T14:07:02.811-08:00Pre-Planning Strategies<br />
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<b><span style="background-color: black; font-family: 'Times New Roman', serif; font-size: 26pt; line-height: 115%;"><span style="color: yellow;">Pre-Planning
Strategies<o:p></o:p></span></span></b></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<b><span style="background-color: black; border: 1pt none windowtext; font-family: 'Times New Roman', serif; font-size: 14pt; padding: 0in;"><span style="color: yellow;"><br /></span></span></b></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="background-color: black; color: yellow;"><b><span style="border: 1pt none windowtext; font-family: 'Times New Roman', serif; font-size: 14pt; padding: 0in;">What are some of the pre-planning strategies the trainer needs to
consider before converting his program?</span></b><b><span style="font-family: 'Times New Roman', serif; font-size: 14pt;"><o:p></o:p></span></b></span></div>
<div class="MsoListParagraphCxSpFirst">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="background-color: black; color: yellow;"><span style="font-family: Symbol; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Create an orientation so that effective
course orientation can be achieved by students. <b><o:p></o:p></b></span></span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="background-color: black; color: yellow;"><span style="font-family: Symbol; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Depending on how much you need to
restructure your course, you can strip the syllabus of dates, directions,
goals, and requirements so that you have only content. From there you can
restructure the course based on the modality (blended). <b><o:p></o:p></b></span></span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="background-color: black; color: yellow;"><span style="font-family: Symbol; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Make sure you have the course fully
functional on the first day so that you can concentrate on teaching.<b><o:p></o:p></b></span></span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="background-color: black; color: yellow;"><span style="font-family: Symbol; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Make sure you have your instructions for
students in a multiple locations and are clear and concise. <b><o:p></o:p></b></span></span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="background-color: black; color: yellow;"><span style="font-family: Symbol; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Equate your classroom/face to face
activity that is currently implemented and convert & equate the activity
level to online/blended. <b><o:p></o:p></b></span></span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="background-color: black; color: yellow;"><span style="font-family: Symbol; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Decide what your pedagogical approach
will be: <b><o:p></o:p></b></span></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l1 level2 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="background-color: black; color: yellow;"><span style="font-family: "Courier New"; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Courier New";">o<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Will it include discussions, individual,
collaborative, all of the previous? <b><o:p></o:p></b></span></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l1 level2 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="background-color: black; color: yellow;"><span style="font-family: "Courier New"; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Courier New";">o<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">How much of the course will be
performance based now that it is a blended modality?<b><o:p></o:p></b></span></span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="background-color: black; color: yellow;"><span style="font-family: Symbol; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 115%;">The
facilitator is responsible for encouraging individuals in the course to become
thoughtful inquirers, autonomous thinkers, and constructive co-learners
(Matthews-DeNatale & Doubler, 2000)</span><b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;"><o:p></o:p></span></b></span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="background-color: black; color: yellow;"><span style="font-family: Symbol; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">What constraints can you plan for before
the course starts? <b><o:p></o:p></b></span></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l1 level2 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="background-color: black; color: yellow;"><span style="font-family: "Courier New"; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Courier New";">o<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">What constraints might your run into
when the course starts?<b><o:p></o:p></b></span></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.5in; mso-add-space: auto; mso-list: l1 level3 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="background-color: black; color: yellow;"><span style="font-family: Wingdings; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings;">§<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Plan
of action should your run into constraints once your course is live?<b><o:p></o:p></b></span></span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="background-color: black; color: yellow;"><span style="font-family: Symbol; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">What new evaluation techniques should be
created with the conversion of the course (blended)?<b><o:p></o:p></b></span></span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="background-color: black; color: yellow;"><span style="font-family: Symbol; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Align your new learning objects with the
entire course.<b><o:p></o:p></b></span></span></div>
<div class="MsoListParagraphCxSpLast" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l1 level2 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="background-color: black; color: yellow;"><span style="font-family: "Courier New"; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Courier New";">o<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Make sure it aligns with the assessment.<b><o:p></o:p></b></span></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<b><span style="background-color: black; border: 1pt none windowtext; font-family: 'Times New Roman', serif; font-size: 14pt; padding: 0in;"><span style="color: yellow;"><br /></span></span></b></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<b><span style="background-color: black; border: 1pt none windowtext; font-family: 'Times New Roman', serif; font-size: 14pt; padding: 0in;"><span style="color: yellow;">What aspects of his original training program could be enhanced in
the distance learning format?</span></span></b></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoListParagraphCxSpFirst" style="margin-bottom: 0.0001pt; text-indent: -0.25in;">
<!--[if !supportLists]--><span style="background-color: black; color: yellow;"><span style="border: 1pt none windowtext; font-family: Symbol; font-size: 12pt; padding: 0in;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="border: 1pt none windowtext; font-family: 'Times New Roman', serif; font-size: 12pt; padding: 0in;">Now that all of the information
is available online via a server, the instructor should make sure he digitizes
as much of the content as possible. This will increase communication and
collaboration between all of the students and the instructor. <o:p></o:p></span></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: 0.0001pt; text-indent: -0.25in;">
<!--[if !supportLists]--><span style="background-color: black; color: yellow;"><span style="border: 1pt none windowtext; font-family: Symbol; font-size: 12pt; padding: 0in;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="border: 1pt none windowtext; font-family: 'Times New Roman', serif; font-size: 12pt; padding: 0in;">He will also be able to add more
media to the current content i.e. videos, graphics, animations, audio etc. <o:p></o:p></span></span></div>
<div class="MsoListParagraphCxSpLast" style="margin-bottom: 0.0001pt; text-indent: -0.25in;">
<!--[if !supportLists]--><span style="background-color: black; color: yellow;"><span style="border: 1pt none windowtext; font-family: Symbol; font-size: 12pt; padding: 0in;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="border: 1pt none windowtext; font-family: 'Times New Roman', serif; font-size: 12pt; padding: 0in;">Corrections, additions, access,
and delivery of the content can be made quickly and efficiently. <o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<b><span style="background-color: black; border: 1pt none windowtext; font-family: 'Times New Roman', serif; font-size: 14pt; padding: 0in;"><span style="color: yellow;">How will his role, as trainer, change in a distance learning
environment?</span></span></b></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="background-color: black; color: yellow;"><span style="border: 1pt none windowtext; font-family: 'Times New Roman', serif; font-size: 12pt; padding: 0in;">The instructor will still be in
charge of facilitating effective, positive and constructive communication. </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt;">Garrison, Anderson, and Archer (2000) defined teaching
presence as “The design, facilitation, and direction of cognitive and social
process for the purpose of realizing personally meaningful and educationally
worthwhile learning outcomes” (p. 5).<span class="apple-converted-space"> <o:p></o:p></span></span></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="background-color: black; color: yellow;"><span style="border: 1pt none windowtext; font-family: 'Times New Roman', serif; font-size: 12pt; padding: 0in;">The instructor will now have
more flexibility and accesses to his learners with the blended course. However,
he will have to learn and build other methods of communication into his course
that are directly related to online learning. For example, updates via email, course
mail, announcements, etc. </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt;">Facilitators must
engage in meaningful conversation and debate (Simonson et al 2012).</span><span style="border: 1pt none windowtext; font-family: 'Times New Roman', serif; font-size: 12pt; padding: 0in;"> <o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<b><span style="background-color: black; border: 1pt none windowtext; font-family: 'Times New Roman', serif; font-size: 14pt; padding: 0in;"><span style="color: yellow;">What steps should the trainer take to encourage the trainees to
communicate online? <o:p></o:p></span></span></b></div>
<div class="MsoListParagraphCxSpFirst" style="margin-bottom: 0.0001pt; text-indent: -0.25in;">
<!--[if !supportLists]--><span style="background-color: black; color: yellow;"><span style="font-family: Symbol; font-size: 12pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: 'Times New Roman', serif; font-size: 12pt;">Create assignments
that require the use of online communication tools.<b><o:p></o:p></b></span></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: 0.0001pt; text-indent: -0.25in;">
<!--[if !supportLists]--><span style="background-color: black; color: yellow;"><span style="font-family: Symbol; font-size: 12pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: 'Times New Roman', serif; font-size: 12pt;">Send updates,
comments, instructions, etc via online communication tools. <b><o:p></o:p></b></span></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: 0.0001pt; text-indent: -0.25in;">
<!--[if !supportLists]--><span style="background-color: black; color: yellow;"><span style="font-family: Symbol; font-size: 12pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: 'Times New Roman', serif; font-size: 12pt;">Ensure discussion post
and replies are built into the course. <b><o:p></o:p></b></span></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: 0.0001pt; text-indent: -0.25in;">
<!--[if !supportLists]--><span style="background-color: black; color: yellow;"><span style="font-family: Symbol; font-size: 12pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: 'Times New Roman', serif; font-size: 12pt;">Build group projects
into the course that can occur asynchronously.<b><o:p></o:p></b></span></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0.0001pt 1in; text-indent: -0.25in;">
<!--[if !supportLists]--><span style="background-color: black; color: yellow;"><span style="font-family: 'Courier New'; font-size: 12pt;">o<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: 'Times New Roman', serif; font-size: 12pt;">Students can
communicate and collaborate via e-course tools such as Skype, Wimba, Go To
Meeting, Meet Now, etc. <b><o:p></o:p></b></span></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: 0.0001pt; text-indent: -0.25in;">
<!--[if !supportLists]--><span style="background-color: black; color: yellow;"><span style="font-family: Symbol; font-size: 12pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: 'Times New Roman', serif; font-size: 12pt;">Remind students via
announcements and tips to collaborate and communicate online. <b><o:p></o:p></b></span></span></div>
<div class="MsoListParagraphCxSpLast" style="margin-bottom: 0.0001pt; text-indent: -0.25in;">
<!--[if !supportLists]--><span style="background-color: black; color: yellow;"><span style="font-family: Symbol; font-size: 12pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: 'Times New Roman', serif; font-size: 12pt;">Creating a culture/community is the shared
responsibility of all participants, not just the instructor (Simonson,
Smaldino, Albright, & Zvacek, 2012).</span><b><span style="font-family: 'Times New Roman', serif; font-size: 12pt;"><o:p></o:p></span></b></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="background-color: black; color: yellow;"><b><span style="font-family: 'Times New Roman', serif; font-size: 12pt;">Reference:</span></b><span style="font-family: 'Times New Roman', serif; font-size: 12pt;"><o:p></o:p></span></span></div>
<div class="MsoNormal" style="background-position: initial initial; background-repeat: initial initial; line-height: 18.35pt; margin: 0in 0in 0.0001pt 0.5in; text-indent: -0.5in;">
<span style="background-color: black; color: yellow;"><span style="background-position: initial initial; background-repeat: initial initial; font-family: 'Times New Roman', serif; font-size: 12pt;">Anderson, T., Rourke, L., Garrison, D. R., &
Archer, W. (2001). Assessing teaching presence in a computer conferencing
context. Journal of Asynchronous Learning Networks, 5(2), 1-17.</span><span style="border: 1pt none windowtext; font-family: 'Times New Roman', serif; font-size: 12pt; padding: 0in;"><o:p></o:p></span></span></div>
<div class="MsoNormal" style="background-position: initial initial; background-repeat: initial initial; line-height: 18.35pt; margin: 0in 0in 0.0001pt 0.5in; text-indent: -0.5in;">
<span style="background-color: black; border: 1pt none windowtext; font-family: 'Times New Roman', serif; font-size: 12pt; padding: 0in;"><span style="color: yellow;">Simonson, M., Smaldino, S.,
Albright, M., & Zvacek, S. (2012). <i>Teaching and learning at a
distance: Foundations of distance education</i> (5th ed.) Boston, MA:
Pearson.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="background-position: initial initial; background-repeat: initial initial; line-height: 18.35pt; margin: 0in 0in 0.0001pt 0.5in; text-indent: -0.5in;">
<span style="background-color: black; color: yellow;"><span style="background-position: initial initial; background-repeat: initial initial; font-family: 'Times New Roman', serif; font-size: 12pt;">Stuttard, E. (2012).<span style="border: none windowtext 1.0pt; mso-border-alt: none windowtext 0in; padding: 0in;"> </span>Students’
Responsibilities in Online Discussions.<span style="border: none windowtext 1.0pt; mso-border-alt: none windowtext 0in; padding: 0in;"> </span>Retrieved from<span class="apple-converted-space"> </span></span><span style="border: 1pt none windowtext; font-family: 'Times New Roman', serif; font-size: 12pt; padding: 0in;"><a href="http://www.bellaonline.com/articles/art44213.asp">http://www.bellaonline.com/articles/art44213.asp</a></span></span><br />
<span style="background-color: black; color: yellow;"><br /></span>
<span style="background-color: black; color: yellow;">*I can not add the PDF attachment with this particular blog tool*</span></div>
<div class="MsoNormal" style="background-position: initial initial; background-repeat: initial initial; line-height: 18.35pt; margin: 0in 0in 0.0001pt 0.5in; text-indent: -0.5in;">
<span style="background-color: black; color: yellow;"><br /></span></div>
Anonymoushttp://www.blogger.com/profile/00877456614955594314noreply@blogger.com0tag:blogger.com,1999:blog-3575522744960907223.post-83481467612110966602012-12-02T19:25:00.002-08:002012-12-02T19:25:50.231-08:00The Impact of Open SourceOpen Course websites are one of the fastest growing segments in education, specifically distance education (DE). Typically, these websites/courses do not require a log in or registration. As a result, they generally do not offer any type of certification or credit(s) associated with it.<br />
<br />
I have decided to explore <a href="http://itunes.stanford.edu/" style="background-color: white; border: 0px; color: #645246; font-family: Arial; font-size: 13.333333969116211px; margin: 0px; outline: 0px; padding: 0px;" target="_blank">http://itunes.stanford.edu/</a>. This particular open course has an itunes feature that makes it very convenient for Apple users to organize and navigate through the open courses that are offered. However, if you don't have itunes or aren't familiar with the navigation of Apple platforms, it can be cumbersome. This is also a unique open course site because you are required to create an itunes account to use the features versus a true open course website (click and play).<br />
<br />
The course I chose to review was The Beauty Bias: The Injustice of Appearance in Life and Law. I chose to watch this with my friend who is currently in law school to see if she could provide some additional insight to as to the quality of the course and content since she is currently in traditional law school (classroom setting).<br />
<br />
The course was approximately a 1 hour long lecture. My experience with the course was rather disappointing. The course content was watered down, almost as if it was designed for the general population which if very well may have been. Not only was the course a flat lecture and watered down, we found several inconsistencies in the presentation. This is not something an institution such as Stanford should be putting their stamp on. This open course will entertain you but will not provide you with knowledge you would expect from an academic institution. You will find yourself searching for additional resources. Keep in mind this is a free course and has no obligations associated with it so you your expectations should reflect such.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiX7y-kt4cCbN6iLivLD4zxu7rH0CpTUsarDT2YAeZGDNm4EZ5IAVYH5-iK3nHzM9dlSBwUvIaNteumuowwEndKZ8vzO_T9SGVaXVWmFW4rmNO16898_SwVIYjk2LVtJuKfg_nBOUaiba0/s1600/s.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="225" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiX7y-kt4cCbN6iLivLD4zxu7rH0CpTUsarDT2YAeZGDNm4EZ5IAVYH5-iK3nHzM9dlSBwUvIaNteumuowwEndKZ8vzO_T9SGVaXVWmFW4rmNO16898_SwVIYjk2LVtJuKfg_nBOUaiba0/s400/s.png" width="400" /></a></div>
<br />
The course does have some DE features associated with it:<br />
<br />
* Asynchronous: The course allows learners to learn at their own pace, time, and setting.<br />
* Technology: The technology requirement is rather standard for a student expecting to participate in distance learning courses. However, an iTunes account is required for participation.<br />
<br />
I mentioned the course is rather flat, what I mean by that is:<br />
<br />
*A quality course offers interaction, this course does not; it only offers a video.<br />
* The course was not designed for a specific learning audience, therefore it is not content specific which dilutes the learners experience and take away(s).<br />
<br />
The video I watched reminded me of content/video I have watched on Youtube, again it lacks academic substance. There was no follow up content such as tests, quizzes, or assignments that are often found in educational courses to help reinforce what the learner has learned and to aid in recall.<br />
<br />
This course inevitably lacks a significant about of design consideration. Perhaps, ADDIE can be used in the future to increase the value of this course and future courses. To be fair this is an open course, which means it is designed to educate a very wide audience base, has no goals presented to the learner, and is free.Anonymoushttp://www.blogger.com/profile/00877456614955594314noreply@blogger.com0tag:blogger.com,1999:blog-3575522744960907223.post-14053675711148313012012-11-18T20:29:00.003-08:002012-11-18T20:29:32.711-08:00Selecting Distance Learning Technologies<span style="font-family: inherit;">Instructional Scenario:</span><br />
<span style="font-family: inherit;"><br /></span>
<span style="background-color: white; color: #444444; font-family: 'Lucida grande', Arial, Verdana, sans-serif; font-size: x-small;">A high school history teacher, located on the west coast of the United States, wants to showcase to her students new exhibits being held at two prominent New York City museums. The teacher wants her students to take a "tour" of the museums and be able to interact with the museum curators, as well as see the art work on display. Afterward, the teacher would like to choose two pieces of artwork from each exhibit and have the students participate in a group critique of the individual work of art. As a novice of distance learning and distance learning technologies, the teacher turned to the school district’s instructional designer for assistance. In the role of the instructional designer, what distance learning technologies would you suggest the teacher use to provide the best learning experience for her students?</span><br />
<br />
Instructional Needs<br />
1: Interaction with museum curators<br />
2: Virtual tour of the museum<br />
3: Group critique of two pieces of art work<br />
<br />
Simonson et al stated that, "The key to effective distance education is correct instructional design, a systematic process that applies research based principles to educational practice. If the design is effective, instruction will also be effective" (Simonson et. al 2012, p.171).<br />
<br />
<span style="font-family: inherit;">First I would have the teacher research what museums offer virtual tours or online navigation and also have wi-fi available. A good tool to use would be Cisco TelePresence for a virtual tour. Cisco TelePresence is an alternative teleconferencing tool that offers an "in-person" meeting environment. You can meet, work and learn in real time with remote participants (museums in this scenario) together in the same or different virtual rooms without having to travel. <a href="http://www.cisco.com/web/strategy/education/us_education/telepresence_for_education.html">http://www.cisco.com/web/strategy/education/us_education/telepresence_for_education.html</a></span><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">Cisco WebEx Social for Higher Education Collaboration in a Post E-Mail World: Video: </span><a href="http://youtu.be/nvOukhKt8kI">http://youtu.be/nvOukhKt8kI</a><br />
<span style="font-family: inherit;"><br /></span>
<img height="640" src="https://sphotos-a.xx.fbcdn.net/hphotos-ash4/430613_514805858530318_1229876482_n.jpg" width="458" /><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">Next I would have the teacher create a wiki space for the student's to collaborate. Blogs, wikis, or discussion boards provide students with meaningful and appealing learning experiences (Beldarrain, 2006). A wiki is a space<span style="font-size: 15.428571701049805px; line-height: 12px;"> on the web where you can share work, ideas, pictures, links, videos, and media. The site that I would suggest for use is <a href="http://www.wikispaces.com/content/teacher">http://www.wikispaces.com/content/teacher </a></span></span><br />
<span style="font-size: 15.428571701049805px; line-height: 12px;"><span style="font-family: inherit;"><br /></span></span>
<span style="font-size: 15.428571701049805px; line-height: 12px;"><span style="font-family: inherit;">Here are two demonstration video's of wikispaces.com</span></span><br />
<span style="font-size: 15.428571701049805px; line-height: 12px;"><span style="font-family: inherit;"><br /></span></span>
<span style="font-size: 15.428571701049805px; line-height: 12px;"><span style="font-family: inherit;">1: <a href="http://youtu.be/Hfh2vrgvdIQ">http://youtu.be/Hfh2vrgvdIQ</a></span></span><br />
<span style="font-size: 15.428571701049805px; line-height: 12px;"><span style="font-family: inherit;"><br /></span></span>
<span style="font-size: 15.428571701049805px; line-height: 12px;"><span style="font-family: inherit;">2: <a href="http://youtu.be/BtEkIQgreKQ">http://youtu.be/BtEkIQgreKQ</a></span></span><br />
<span style="font-size: 15.428571701049805px; line-height: 12px;"><span style="font-family: inherit;"><br /></span></span>
<span style="font-size: 15.428571701049805px; line-height: 12px;"><span style="font-family: inherit;"><br /></span></span>
<span style="font-size: 15.428571701049805px; line-height: 12px;"><span style="font-family: inherit;">The wikispace will allow students or groups to post their work for review by the teacher and others students and groups. They can include a picture of which piece of art work they chose to critique, why they chose that piece of work, as well as other rationale.</span></span><br />
<span style="font-size: 15.428571701049805px; line-height: 12px;"><span style="font-family: inherit;"><br /></span></span>
<span style="font-size: 15.428571701049805px; line-height: 12px;">Wikispaces Testimonials:</span><br />
<br />
<blockquote style="background-color: white; border: 0px; color: #666666; font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif; font-size: 14px; font-style: italic; font: inherit; line-height: 21px; margin: 1.5em; padding: 0px; quotes: ''; vertical-align: baseline;">
Being able to embed files, links, html coding, videos and other media so easily has meant that Wikispaces has made a great home for me on the Internet. Wikis can be slowly built up and added to from humble beginnings and grow into something quite wonderful.<div class="textright" style="border: 0px; font-size: 14px; font: inherit; margin: 0px; padding: 0px; text-align: right; vertical-align: baseline;">
— Martin Burrett</div>
</blockquote>
<blockquote style="background-color: white; border: 0px; color: #666666; font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif; font-size: 14px; font-style: italic; font: inherit; line-height: 21px; margin: 1.5em; padding: 0px; quotes: ''; vertical-align: baseline;">
Our Wikispace allows my students to have a 24/7 learning environment, and it is being used as such which is an exciting thing to see.<div class="textright" style="border: 0px; font-size: 14px; font: inherit; margin: 0px; padding: 0px; text-align: right; vertical-align: baseline;">
— Craig Kemp</div>
</blockquote>
<blockquote style="background-color: white; border: 0px; color: #666666; font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif; font-size: 14px; font-style: italic; font: inherit; line-height: 21px; margin: 1.5em; padding: 0px; quotes: ''; vertical-align: baseline;">
Witnessing the pairs work in class and then communicate using email, wiki discussions, and wiki mail to collaborate with classmates outside their class was invigorating. It also generated conversations about History class outside the walls of my room. It fully utilized the purpose and design of Wikispaces and the outcome was better than I had anticipated.<div class="textright" style="border: 0px; font-size: 14px; font: inherit; margin: 0px; padding: 0px; text-align: right; vertical-align: baseline;">
— Larry Bruce</div>
</blockquote>
<br />
<span style="font-size: 15.428571701049805px; line-height: 12px;">References: </span><br />
<br />
<span style="font-size: 15.428571701049805px; line-height: 12px;">Beldarrain, Y (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. <i>Distance Education, 27(2), 139-153.</i> </span><br />
<span style="font-size: 15.428571701049805px; line-height: 12px;"><br /></span>
<span style="font-size: 15.428571701049805px; line-height: 12px;">Cisco. (2012). </span><i style="font-size: 15.428571701049805px; line-height: 12px;">Cisco higher education. </i><span style="font-size: 15.428571701049805px; line-height: 12px;">Retrieved from http://www.cisco.com/web/strategy/education/higher_education.html</span><br />
<span style="font-size: 15.428571701049805px; line-height: 12px;"><br /></span>
<span style="font-size: 15.428571701049805px; line-height: 12px;">Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). <i>Teaching and learning at a distance: Foundations of distance education (5th ed.)</i> Boston, MA: Pears</span><br />
<span style="font-size: 15.428571701049805px; line-height: 12px;"><br /></span>
<span style="font-size: 15.428571701049805px; line-height: 12px;">Wikispaces. (2012). </span><i style="font-size: 15.428571701049805px; line-height: 12px;">Wikispaces education.</i><span style="font-size: 15.428571701049805px; line-height: 12px;"> Retrieved from http://www.wikispaces.com/content/teacher</span><br />
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<span style="font-size: 15.428571701049805px; line-height: 12px;"><span style="font-family: inherit;"><br /></span></span>Anonymoushttp://www.blogger.com/profile/00877456614955594314noreply@blogger.com0tag:blogger.com,1999:blog-3575522744960907223.post-42218055702916991592012-11-04T19:26:00.001-08:002012-11-04T19:26:17.662-08:00Distance Education Past & Present<br />
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<span style="color: #333333; font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Distance Education Past and Present<o:p></o:p></span></div>
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<span style="color: #333333; font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Distance education is comprised of four components.
Institutionally based, Separation of teacher and student, Interactive
telecommunications, Sharing of data, voice, and video. Simonson, Smaldino,
Albright, & Zvacek define distance education as, “An institution based,
formal education where the learning group is separated, and where interactive
telecommunications systems are used to connect learners, resources, and instructors.”<o:p></o:p></span></div>
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<span style="color: #333333; font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">My definition of
distance education prior to this course was, “Teaching and learning that is
conducted in a non-face to face manner. Utilization of technology is used to
connect the teacher(s) and student(s). <o:p></o:p></span></div>
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<span style="color: #333333; font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Distance education is
becoming a party of every community and organization. With the world becoming
more connected, distance education is one of the fastest growing sectors. All educational
institutions are designing and implementing distance education systems into
their organization. Not only are educational systems implementing distance
education into their organization but traditional business are more and more as
they are learning that there are a plethora benefits associated with distance
learning. <o:p></o:p></span></div>
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<span style="color: #333333; font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">The resources from
this week were very informative and offered several variations of the “definition”
of distance learning. I have integrated my definition with the information I have
read. My new definition of distance education is, “Learning through synchronous
and asynchronous methods via multimedia and various connective technologies in
a formal learning setting. Typically the instructor and student(s) are separated.”
</span><span style="background-position: initial initial; background-repeat: initial initial; color: #333333; font-family: 'Times New Roman', serif; font-size: 12pt;">“Institution-based,
formal education where the learning group is separated, there interactive
telecommunications systems are used to connect learners, resources and
instructors”. (Simonson, Smaldino, Albright, and Zvacek, 2012, p.32).<span class="apple-converted-space"> </span></span> <span style="color: #333333; font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></div>
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<img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjnYW-slK5nDU5ASBn_XG8GnA9NigFbA7Zpm9dA2UANOniZXd1J_r4pGljYTxlrIFUxwBQ_CBkOlFk6u_hiCVDZhZcXEC7euTXl5lnr-bz5FDkVXquwyHuvZmh8GnmBd3dmwUmA2LcxlYw/s400/Pic.png" /><div class="MsoNormal" style="background: white; margin-bottom: .0001pt; margin-bottom: 0in; mso-line-height-alt: 9.0pt;">
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<span style="color: #333333; font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">As I mentioned
earlier, more and more organizations are beginning to invest in distance
education programs or continuing to build their distance education infrastructure.
Distance education has a tremendous amount of potential but requires a
continued investment. Distance education is:<o:p></o:p></span></div>
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<span style="color: #333333; font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">1: Cost effective by
off-setting travel, classroom overhead and loss of employee productivity<o:p></o:p></span></div>
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<span style="color: #333333; font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">2: Provides “on demand”
learning accessibility <o:p></o:p></span></div>
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<span style="color: #333333; font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">3: Scalable, once
developed learners can immediately use it<o:p></o:p></span></div>
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<span style="color: #333333; font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">(Moller, Foshay &
Huett, 2008)<o:p></o:p></span></div>
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<span style="color: #333333; font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">References:<o:p></o:p></span></div>
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<span style="color: #333333; font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Simonson, M.,
Smaldino, S., Albright, M., & Zvacek, S. (2012). <i>Teaching and
learning at a</i> <i>distance: Foundations of distance education</i> (5th
ed.) Boston, MA: Pearson<o:p></o:p></span></div>
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<div class="MsoNormal" style="background-color: white; background-position: initial initial; background-repeat: initial initial; margin-bottom: 0.0001pt;">
<span style="border: none windowtext 1.0pt; color: #444444; font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-border-alt: none windowtext 0in; mso-fareast-font-family: "Times New Roman"; padding: 0in;">Moller, L., Foshay, W., &
Huett, J. (2008). The Evolution of Distance Education: Implications for
Instructional Design on the Potential of the Web (Part 2: Higher education). <i>TechTrends,
52</i>(4), 66-70.</span><span style="color: #666666; font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></div>
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<span style="border: none windowtext 1.0pt; color: #444444; font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-border-alt: none windowtext 0in; mso-fareast-font-family: "Times New Roman"; padding: 0in;">Moller, L., Foshay, W., &
Huett, J. (2008). The Evolution of Distance Education: Implications for
Instructional Design on the Potential of the Web (Part 2: Higher education). <i>TechTrends,
52</i>(4), 66-70.</span><span style="color: #666666; font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></div>
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Anonymoushttp://www.blogger.com/profile/00877456614955594314noreply@blogger.com0tag:blogger.com,1999:blog-3575522744960907223.post-77730211994267457902012-03-28T18:58:00.002-07:002012-03-28T18:58:41.948-07:00Effective Instructional Materials<br />
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<span style="background-color: black; color: yellow;">The best way to think about the
development aspect of training design is to look at it from the point of view
of your end product (Piskurich, 2005). The best way for your trainees to master
their objectives is to have effective needs and tasks which are determined by
your analysis and assessment (Piskurich, 2005). There are several training
environments, Classroom training, On the job training (OJT), Self-Instruction,
and Technology Based Training. From these four environments I have determined
that there are elements found in each of them. Lesson plan (who’s doing the
teaching), Training Manual (materials that will help the trainer teach),
Performance check list/Evaluation, and Media (specific technology used for
delivery). <o:p></o:p></span></div>
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<span style="background-color: black; color: yellow;"> You
must also make sure the objectives you have determined support the resolution
of the instructional problem. Each objective should address either content or
skill that will help the learner improve performance related to the problem
(Morris, Ross, Kalman, Kemp, 2011). If the design of the strategy is correct,
the performance recall or application, which is specified in the objective and
will be reflected by the strategy you designed, to support the intended
performance (Morris, Ross, Kalman, Kemp, 2011).<o:p></o:p></span></div>
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<span style="background-color: black; color: yellow;"><br /></span><br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi9tORCTFdKRds3zn8RgTVWthLXqZoOtL9UyXXV3sOLsCcejUcWWD3fDUwe1uC7DhW9-K1FX73DVcDPvLvfBbKHEr8hu0Nn0T29C8RubwspqT6tSLMPE2HVjOocpsr3f5CNakLnbZOOi5E/s1600/Development2.jpeg" imageanchor="1" style="clear: left; display: inline !important; margin-bottom: 1em; margin-right: 1em; text-align: center;"><span style="background-color: black; color: yellow;"><img border="0" height="117" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi9tORCTFdKRds3zn8RgTVWthLXqZoOtL9UyXXV3sOLsCcejUcWWD3fDUwe1uC7DhW9-K1FX73DVcDPvLvfBbKHEr8hu0Nn0T29C8RubwspqT6tSLMPE2HVjOocpsr3f5CNakLnbZOOi5E/s400/Development2.jpeg" width="400" /></span></a><br />
<span style="background-color: black; color: yellow;"><br /></span><br />
<span style="background-color: black; color: yellow;">My training to become a certified phlebotomist
was very effective. The course was designed by actual phlebotomists in
conjunction with subject matter experts. We began the training by diving into
course material so that we could become familiar with the terminology that
would be used throughout the training. Included but not limited to were safety techniques,
standard operating procedures (SOP’s), and active techniques which included
graphics, videos, and animations. The resources available to us included but
were not limited to were practicing phlebotomists, physical specimens, books,
and ebooks. The corporate instructors used very good strategy in regards to
implementing the best materials and resources based on training needs. One
thing they could of done better is provide materials that could be reviewed
outside of work, before or after trainings. </span><span style="background-color: black; color: yellow;"> </span><span style="background-color: black; color: yellow;"> </span><span style="background-color: black; color: yellow;"> </span><br />
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<span style="background-color: black; color: yellow;">References:<o:p></o:p></span></div>
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<span style="background-color: black; color: yellow;"><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; font-family: Arial, sans-serif;">Piskurich, G. M. (2005)<span class="apple-converted-space"> </span></span><em><span style="font-family: "Arial","sans-serif";">Rapid
instructional design: Learning ID fast and right.</span></em><span class="apple-converted-space"> </span>San Francisco,<span class="apple-converted-space"> </span><st1:state u1:st="on">CA</st1:state>:
Jossey-Bass/Pfeiffer<o:p></o:p></span></div>
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<span style="background-color: black; color: yellow;"><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; font-family: Arial, sans-serif; font-size: 9pt; line-height: 115%;">Morrison,
G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing
effective instruction (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.</span><o:p></o:p></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi9tORCTFdKRds3zn8RgTVWthLXqZoOtL9UyXXV3sOLsCcejUcWWD3fDUwe1uC7DhW9-K1FX73DVcDPvLvfBbKHEr8hu0Nn0T29C8RubwspqT6tSLMPE2HVjOocpsr3f5CNakLnbZOOi5E/s1600/Development2.jpeg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><br /></a></div>Anonymoushttp://www.blogger.com/profile/00877456614955594314noreply@blogger.com0tag:blogger.com,1999:blog-3575522744960907223.post-74878810143056180572012-03-07T16:42:00.001-08:002012-03-07T16:42:52.607-08:00Comparing Instructional Design Models<br />
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<span style="background-color: black; color: yellow;">Human Performance Technology or HPT has been derived from
the ADDIE Model. The ADDIE model is very systematic, linear, inflexible,
constraining, and time consuming to implement (<span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; font-family: Arial, sans-serif;">Kruse, 2009)</span>. <o:p></o:p></span></div>
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<span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; font-family: Arial, sans-serif;"><span style="background-color: black; color: yellow;">Below is a Mind Map briefly comparing ADDIE and HPT:</span><span style="background-color: white;"><o:p></o:p></span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqqvW1afbe6VmanG1KxJ-d_xd3uM6xdENOjO57nse2A1_MJSCfxiWU7n70Et-Sg5Ws9xzqMpRL4rjO744a916r9FvAfY2GEAcbWS-WQw9-RmZ2rLpVzP7Aw0ctk64YoWRzaG0mGlfecTE/s1600/Comparing+Instructional+Design+Models.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="188" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqqvW1afbe6VmanG1KxJ-d_xd3uM6xdENOjO57nse2A1_MJSCfxiWU7n70Et-Sg5Ws9xzqMpRL4rjO744a916r9FvAfY2GEAcbWS-WQw9-RmZ2rLpVzP7Aw0ctk64YoWRzaG0mGlfecTE/s400/Comparing+Instructional+Design+Models.jpeg" width="400" /></a></div>
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<span style="background-attachment: initial; background-clip: initial; background-color: black; background-image: initial; background-origin: initial; font-family: Arial, sans-serif;"><span style="color: yellow;">Because the human performance technology model is
more flexible, easier to implement, and incorporates all of the designers; it
is a better choice when results are desired in a short time frame. An example I
can utilize from personal experience is when our implementation team installed
software at one of our clients facilities. 4 of the 5 facilities were
functioning without a problem. The 5<sup>th</sup> facility was comprised
primarily of Hispanic employees where Spanish was their first language.<o:p></o:p></span></span></div>
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<span style="background-attachment: initial; background-clip: initial; background-color: black; background-image: initial; background-origin: initial; font-family: Arial, sans-serif;"><span style="color: yellow;">As a result, we had to re-write some of the
software to include an option for Spanish and re-implement it. Utilizing the
HPT model we already knew the problem areas and could quickly identify the areas
that needed modification because everyone collaborated on the project. Essentially
we took the route of the rapid prototyping phase and modified our existing
model. The reason for the modification was because the learners did not respond
to the creative metaphor and the learning functions were not user friendly
(Kruse, 2009). <o:p></o:p></span></span></div>
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<span style="background-attachment: initial; background-clip: initial; background-color: black; background-image: initial; background-origin: initial; font-family: Arial, sans-serif;"><span style="color: yellow;">Resources:<o:p></o:p></span></span></div>
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<span style="background-color: black;"><span style="color: yellow;"><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; font-family: Arial, sans-serif;">Kruse, K. (2009) Introduction to Instructional Design and the
ADDIE model. Retrieved from </span><a href="http://www.transformativedesigns.com/id_systems.html" target="new"><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif;">http://www.transformativedesigns.com/id_systems.html</span></a></span></span></div>
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<span style="background-color: black;"><span style="color: yellow;"><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; font-family: Arial, sans-serif;">Thiagarajan, S. (1999) Rapid instructional
design. Retrieved from </span><a href="http://www.thiagi.com/article-rid.html" target="new"><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif;">http://www.thiagi.com/article-rid.html</span></a><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; font-family: Arial, sans-serif;">.</span></span></span></div>
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<span style="background-color: black;"><span style="color: yellow;"><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; font-family: Arial, sans-serif;">International Society for Performance Improvement.</span><span style="font-family: Arial, sans-serif;"> </span><a href="http://sylvan.live.ecollege.com/ec/courses/81238/CRS-CW-6493388/What_is_Human_Performance_Technology_(HPT).pdf" target="new"><i><span style="font-family: "Arial","sans-serif";">ISPI. What is
Human Performance Technology (HPT)?</span></i></a></span></span></div>
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<a href="http://en.wikipedia.org/wiki/ADDIE_Model" style="background-color: black;"><span style="color: yellow;">http://en.wikipedia.org/wiki/ADDIE_Model</span></a><span style="background-attachment: initial; background-clip: initial; background-color: white; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif;"><o:p></o:p></span></div>Anonymoushttp://www.blogger.com/profile/00877456614955594314noreply@blogger.com0tag:blogger.com,1999:blog-3575522744960907223.post-13699256977716686972012-02-18T12:59:00.000-08:002012-02-18T12:59:26.207-08:00Fitting the Pieces Together<span style="background-color: black; color: yellow;"><br /></span><br />
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<span style="font-size: 12pt; line-height: 115%;"><span style="background-color: black; color: yellow; font-family: inherit;">Despite my new knowledge about the
different learning theories, my view on how I learn has not changed much. The
item that sticks out the most to me was the information on interference and its
effects on learning. Because interference can play a big role in the learning process
especially for someone like myself who has attention deficit hyper activity
disorder I paid particular attention to information contained in those chapters
& articles, as well as doing additional research. <o:p></o:p></span></span></div>
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<span style="background-color: black; color: yellow;"><span style="font-family: inherit; font-size: 12pt; line-height: 115%;">I have learned a few things that have
helped re-structure how I learn and has helped me to look at learning with a
different perspective. I first would like to revise my statement from week two,
“</span><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; font-family: inherit; font-size: 12pt; line-height: 115%;">According to Orey, M., “Rehearsal
can be used to get information in long term memory, but is very inefficient.”
This did not hold true for me. It became crucial for me to implement advance
organization, self-planning, self-monitoring, and self-evaluation into my
everyday learning (Orey, 2001).</span><span style="font-family: inherit; font-size: 12pt; line-height: 115%;">”</span></span></div>
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<span style="font-size: 12pt; line-height: 115%;"><span style="background-color: black; color: yellow; font-family: inherit;"><br /></span></span></div>
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<span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; font-size: 12pt; line-height: 115%;"><span style="background-color: black; color: yellow; font-family: inherit;">Rehearsal
can be very useful in learning, as I progressed through this course I realized
that Orey was right. I re-assed specific instances when I used rehearsal
strictly when learning versus when I would apply the other learning theories to
my learning. A vivid example that I can remember was anything related to my
anatomy & physiology courses. I would primarily use rehearsal to learn the
items, take the test, but would proceed to lose a plethora of information that
I once retained as time progressed. Orey expressed that rehearsal can be used
to get information in long term memory but is inefficient. I don’t agree fully
that is in inefficient, perhaps for some people, but for math it was the best
way for me to learn. I do agree that it is inefficient in embedding the
information into your long term memory. Once again, for a cognitive learner
rehearsal may be ideal for retaining information into your long term memory but
for me, constructivism & connectivism is the most efficient practice. <o:p></o:p></span></span></div>
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<span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; font-size: 12pt; line-height: 115%;"><span style="background-color: black; color: yellow; font-family: inherit;"><br /></span></span></div>
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<span style="background-color: black; color: yellow; font-family: inherit;"><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; font-size: 12pt; line-height: 115%;">In week
three we learned about behaviorism. Once I began to understand the concepts of
behaviorism I started to purposely look for one of Standridge’s definitions of
behaviorism, “Changes in behavior result from stimulus-response associations
made by the learner.”</span> Over several weeks I interacted quite a bit with
my younger nieces and nephews and noticed how quickly they would learn and how
much a stimulus-response played a part in their learning. They way my aunt’s
and uncle’s would teach or discipline the kids was as if they were trying to
program a behavior with very simple instructions (behaviorism=lower level
learning). As Kapp stated, “If you are working simply on stimulus-response,
then you are working on programmable behavior."<span class="apple-converted-space"> </span>In addition, we all still use
behaviorism to learn, an example of such would be, in the past watching my teammates
during practice or professional athletes and simply listening to what they had
to say and watching them perform the actions. <o:p></o:p></span></div>
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<span style="background-color: black; color: yellow; font-family: inherit;"><br /></span></div>
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<span style="background-color: black; color: yellow; font-family: inherit;"><span class="apple-converted-space"><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; font-size: 12pt; line-height: 115%;">From week four, I stand firm in my belief that it
is only partially possible to create a true social environment in an online
classroom because of the lack of physical interaction. Physical interaction is
a foundation of learning from the beginning of time before any technology was
present. Because of our advanced cognitive abilities, humans will always
require physical interaction to fully comprehend any type of learning. When
people say they are better hands on learners they are referring to the physical
or tactile aspect of learning. While physical or tactile learning is essential
in the learning process, it is not required and learners can still benefit from
other avenues of learning. Davis et al. stated that, “</span></span><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; font-size: 12pt; line-height: 115%;">Theories
including connectivism do not become obsolete by any means, but they do need to
be used in a very different way to be able to incorporate the attributes of a
21st century learning environment.” Similar to what Davis et al. mentioned, o<span class="apple-converted-space">ver the past weeks I have realized that I no longer
require traditional or hands on learning due to the technological advancements
in learning environments in the 21<sup>st</sup> century, but rather use it as a tool to aide my
learning through constructivism and connectivism. <o:p></o:p></span></span></span></div>
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<span style="font-family: inherit;"><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; font-size: 12pt; line-height: 115%;"><span class="apple-converted-space" style="background-color: black; color: yellow;"><br /></span></span></span></div>
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<span style="background-color: black; color: yellow; font-family: inherit;"><span class="apple-converted-space"><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; font-size: 12pt; line-height: 115%;">Technology plays a very large part in my
learning. It is vital to utilize the different technological resources that are
present and continue to learn about new and developing technologies. </span></span><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; font-size: 12pt; line-height: 115%;">With the constant
flow of information and new technology, information is more abundant than ever.
“The span of time between learning something new, being able to apply it, and
finding that it is outdated and no longer useful continues to decrease”
(Gonzalez). Gonzalez refers to this as the “half-life” of knowledge.<span class="apple-converted-space"> </span>I agree with our Vygotsky in saying
that, “It is entirely possible to learn about discoveries, inventions, and
ideas in an online environment.” With modern technology such as satellites,
internet, and mobile phones & applications it is possible for us to learn
about these important societal discoveries. With the advancement of technology
I can obtain complex instructions to modify or create items while reviewing
past experiences and choose to replicate the results or create new information
all in real time. In almost all cases the
advancement of technology benefits us. However, one thing we all have to
consider is the authenticity of the information we are obtaining from these
mediums, i.e. Wikipedia. <o:p></o:p></span></span></div>
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<span style="background-color: black; color: yellow; font-family: inherit;"><span class="apple-converted-space"><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; font-size: 12pt; line-height: 115%;">My goal is to create the most robust, accurate,
engaging, fulfilling, and user friendly experience for my learners. I am very
excited to continue my course work so that I can create my own learning
environment and combine it with technological advancements from educational
providers such as Google (</span></span><span style="font-size: 12pt; line-height: 115%;"><a href="http://www.google.com/apps/intl/en/edu/university.html">http://www.google.com/apps/intl/en/edu/university.html</a>)
and Apple (<a href="http://www.apple.com/education/?aid=Edu-IntSearch-C">http://www.apple.com/education/?aid=Edu-IntSearch-C</a>)<span class="apple-converted-space"><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial;">.<o:p></o:p></span></span></span></span></div>
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<span style="font-size: 12pt; line-height: 115%;"><span class="apple-converted-space"><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial;"><span style="background-color: black; color: yellow; font-family: inherit;"><br /></span></span></span></span></div>
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<span class="apple-converted-space"><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; font-size: 12pt; line-height: 115%;"><span style="background-color: black; color: yellow; font-family: inherit;">Resources:<o:p></o:p></span></span></span></div>
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<span class="apple-converted-space"><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; font-size: 12pt; line-height: 115%;"><span style="background-color: black; color: yellow; font-family: inherit;"><br /></span></span></span></div>
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<span style="background-color: black; color: yellow; font-family: inherit;"><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial;">Kapp, K. (2007, January 2). Out and About: Discussion on
educational schools of thought [Blog post]. Retrieved from<span class="apple-converted-space"> </span></span><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial;"><a href="http://karlkapp.blogspot.com/2007/01/out-and-about-discussion-on-educational.html" target="new">http://karlkapp.blogspot.com/2007/01/out-and-about-discussion-on-educational.html</a></span><o:p></o:p></span></div>
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<span style="background-color: black; color: yellow; font-family: inherit;"><br /></span></div>
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<span style="background-color: black; color: yellow; font-family: inherit;"><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; font-size: 8.5pt; line-height: 115%;">Orey, M. (2001). Information
processing. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and
technology. Retrieved from<span class="apple-converted-space"> </span></span><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; font-size: 8.5pt; line-height: 115%;"><a href="http://projects.coe.uga.edu/epltt/index.php?title=Information_processing" target="_new">http://projects.coe.uga.edu/epltt/index.php?title=Information_processing</a></span><o:p></o:p></span></div>
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<span style="background-color: black; color: yellow; font-family: inherit;"><br /></span></div>
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<span style="background-color: black; color: yellow; font-family: inherit;"><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; font-size: 8.5pt; line-height: 115%;">Vygotsky, L. (1962) Thought
and Language. Cambridge, MA. MIT Press.</span><o:p></o:p></span></div>
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<br /></div>Anonymoushttp://www.blogger.com/profile/00877456614955594314noreply@blogger.com0tag:blogger.com,1999:blog-3575522744960907223.post-65829823909262657902012-02-05T12:51:00.000-08:002012-02-05T12:51:40.819-08:00Connectivism<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi_M1ormDpjnFlpaTREnQYmIQAKFGm5BSJvtuTi_54vDKXEsyb5__YvacBEPX2DaJ6GbBbYsVzL0alvTaCsJLCP36KwUVluF7ZxCwPT1CATw9bgMmCYHzeCTeCMbZwfoSBhn4CNTn4W570/s1600/Get+connected!.jpeg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="115" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi_M1ormDpjnFlpaTREnQYmIQAKFGm5BSJvtuTi_54vDKXEsyb5__YvacBEPX2DaJ6GbBbYsVzL0alvTaCsJLCP36KwUVluF7ZxCwPT1CATw9bgMmCYHzeCTeCMbZwfoSBhn4CNTn4W570/s400/Get+connected!.jpeg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Mind Map</td></tr>
</tbody></table>
My network has changed the way I learn in a plethora of ways. The first way it has helped me to learn is that it has helped me find additional resources for information pertinent to my learning. With the advancement of technology it is very easy to get lost in the clutter. You must be careful of what resources you choose to extract information from. Secondly, my network has helped me to organize all of the resources that are available to me. It is important to be organized in your learning so that you can be efficient and process the information in an effective manner so that you can recall the information throughout your learning. Finally, my network has helped me to share what I have learned and continue to discover what my peers have learned. It is important to share your knowledge because it helps not only develop your network but also helps others to advance theirs.<br />
<div>
<br /></div>
<div>
The most basic digital tool that has helped facilitate my learning is Microsoft Office, it helps me to organize, structure, plan, and execute all of the material I have obtained. All of the information that I extract from resources such as the Walden library, my peers blog's, elearninglearning.com, etc is neatly and effectively stored and shared via Microsoft Office, Liked In, Twitter, Facebook, discussion boards, and various blog's. </div>
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<br /></div>
<div>
I gain new knowledge in many different ways. Some traditional methods include learning via a traditional classroom settings (in person), training's hosted by my employer, and reading articles and texts books. Some none traditional methods of advancing my knowledge when I have questions is by utilizing the digital world. The digital world includes but is not limited to Liked In, Twitter, Facebook, discussion boards, blog's, online journals, and general use of the world wide web. </div>
<div>
<br /></div>
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My personal learning network fully supports the central tenets of connectivism by utilizing all the aspects connectivism represents. My personal learning network continues to grow daily by connecting my past, present, and future knowledge, which I believe is the definitive meaning of connectivism. The only potentially negative aspect about any individuals personal learning network (connectivism) is that it contains each individuals thoughts, how they have deciphered the information they have learned. It may not align with your personal thoughts and opinions, and in some instances it may be wrong in another individuals or groups eyes. </div>
<div>
<img src="file:///C:/Users/Owner/Desktop/Get%20connected!.jpeg" /><img src="file:///C:/Users/Owner/Desktop/Get%20connected!.jpeg" />
</div>Anonymoushttp://www.blogger.com/profile/00877456614955594314noreply@blogger.com0tag:blogger.com,1999:blog-3575522744960907223.post-10227223947543705352012-01-17T17:09:00.000-08:002012-01-19T11:23:09.748-08:00When the brain is prepared to learn: Enhancing human learning using real-time fMRIReview of a Journal Article by Julie Yoo et al.<br />
<br />
Yoo et al. discuss how the brain varies in its ability to learn depending on its environment. Neuroimaging was used to detect favorable and unfavorable conditions for the brain to learn. The images helped to depict when a learner was pre-pared to learn or not prepared to learn.<br />
<br />
Research results indicated that memory recognition was subsequently better when favorable learning conditions were presented or "good" brain states were measured. As Yoo et al. mentioned, gaining an understanding of favorable learning conditions will help us accelerate education and training.<br />
<br />
As instructional designers it is important to pay attention to new research that is available that can help us expand our knowledge on how others learn. By continuing to educate our self, we directly impact our learners by providing them with the best tools possible for their educational growth. <br />
<br />
This is a topic that I find very interesting, primarily any research that discusses new and innovative ways to accelerate learning.<br />
<br />
Retrieved at: <span style="background-color: white; color: #003366; font-family: Lucidatypewriter, 'Lucida Console', 'Courier New', Courier; font-size: 12px;">Journal Neuroimaging, (ScienceDirect database) Pull up the article by paging through Volume 59</span><span style="background-color: white; color: #003366; font-family: Lucidatypewriter, 'Lucida Console', 'Courier New', Courier; font-size: 12px;">.</span><br />
<br />Anonymoushttp://www.blogger.com/profile/00877456614955594314noreply@blogger.com0tag:blogger.com,1999:blog-3575522744960907223.post-15294366733862635892012-01-17T12:59:00.000-08:002012-01-17T12:59:25.194-08:00An Information Processing Theory of Learning and Forgetting<br />
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<span style="font-family: Cambria, serif; font-size: 12pt;">Review of a Journal Article by Andre, Thomas (<o:p></o:p></span><span style="font-family: Cambria, serif;">An Information Processing Theory of Learning and Forgetting)</span></div>
<br />
<br />
Its a very interesting article that talks about how information is processed and how sometimes it can be lost or not retrieved. Andre talks about how the IP model views learning as a process of storing, retrieving, and out putting information from a permanent memory.<br />
<br />
What was new to me was his discussion on how the pattern of information determines how the information will be processed. He considers the pattern a type of stimulus and takes into account the response that is required to that stimulus at the moment of learning. I would equate this to the learning environment.<br />
<br />
Andre continues to discuss how the pattern is most important when influencing the storage location in long term memory. As far as storage location is concerned , this concept is new to me but makes sense how the same type of information can be stored in different locations based on what kind of pattern is influencing the new information.<br />
<br />
Andre suggests that multiple storage locations may account for forgetting; coupled with a limited amount of time to search the storage address system in turn resulting in a failure to retrieve information.<br />
<br />
The IP theory can account for output interference (inability to output recalled information): if the initial stimulus and elaborative information (which determine the address of the stored information) cannot be reconstructed, the information will not be retrieved. -Andre Thomas<br />
<br />
I would like to learn more about reconstruction of the information that Andre mentions.<br />
<br />
The full article can be retrieved at: <span style="background-color: white; color: #333333; font-family: Tahoma, Verdana, Arial, sans-serif; font-size: 12px; line-height: 18px;"> </span><a href="http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED063075" id="linkhttp:www.eric.ed.govcontentdeliveryservletERICServlet?accno=ED063075" style="background-attachment: initial; background-clip: initial; background-color: white; background-image: initial; background-origin: initial; border-bottom-width: 0px; border-color: initial; border-image: initial; border-left-width: 0px; border-right-width: 0px; border-style: initial; border-top-width: 0px; color: #005bc6; font-family: Tahoma, Verdana, Arial, sans-serif; font-size: 12px; line-height: 18px; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; text-decoration: none; vertical-align: baseline;" target="_blank" title="http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED063075"><span rwthpgen="1" style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; border-bottom-width: 0px; border-color: initial; border-image: initial; border-left-width: 0px; border-right-width: 0px; border-style: initial; border-top-width: 0px; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; vertical-align: baseline;">http:</span><span rwthpgen="1" style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; border-bottom-width: 0px; border-color: initial; border-image: initial; border-left-width: 0px; border-right-width: 0px; border-style: initial; border-top-width: 0px; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; vertical-align: baseline;">//www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED063075</span></a><span style="background-color: white; color: #333333; font-family: Tahoma, Verdana, Arial, sans-serif; font-size: 12px; line-height: 18px;"> </span><br />
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<br />Anonymoushttp://www.blogger.com/profile/00877456614955594314noreply@blogger.com0tag:blogger.com,1999:blog-3575522744960907223.post-9907754801883880292012-01-07T15:43:00.000-08:002012-01-07T15:43:18.237-08:00Overview of My Blog Sites 1.0<b>1. Rasmussen College Online Learning Blog: <a href="http://www.rasmussen.edu/student-life/blogs/online-learning/">http://www.rasmussen.edu/student-life/blogs/online-learning/</a></b><br />
- These blogs are created primarily for undergraduate students as that is who Rasmussen College primarily serves.<br />
- The information is always up to date and comes from a Regional Accredited Educational Institution<br />
- The blogs are short and quick reads and will help supplement Instructional Designers throughout their career because the information pertains directly to online learners.<br />
- EASE OF USE: 9.0/10.0<br />
<br />
2. eLearningLearning Blog: <a href="http://www.elearninglearning.com/">http://www.elearninglearning.com/</a><br />
-Is a buffet of information and blogs related to eLearning. It contains information for almost every eLearning Professional, topics and concepts include but are not limited to learning, blogging, development, informal, and training.<br />
-There is always recent information on the site but also has content from 2002 that is easily accessible. What's unique about this site is that it has discussion topics for date ranges up to 2020 (Classrooms in 2020) etc.<br />
-This site will act as an ongoing resource for Instructional Designers because it's broad topic ranges and futuristic approach.<br />
-EASE OF USE: 7.0/10.0<br />
<br />
3. Cathy Moore (Let's save the world from boring elearning) <a href="http://blog.cathy-moore.com/">http://blog.cathy-moore.com/</a><br />
-Think of this as your local neighborhood gem (restaurant, park, museum) it does not seem to be a large scale blog and has a moderate amount of followers compared to eLearningLearning (above).<br />
-Cathy provides links to entertaining and pertinent topics and responds to most of her commentators.<br />
-This site will act an ongoing resource for an Instructional Designer simply for the fact that you may be able to connect with blogger much easier than a main stream source.<br />Anonymoushttp://www.blogger.com/profile/00877456614955594314noreply@blogger.com0tag:blogger.com,1999:blog-3575522744960907223.post-59653877447250226952012-01-07T14:59:00.000-08:002012-01-07T14:59:49.064-08:00Rasmussen College Online Learning BlogI currently work at Rasmussen College, here is the url to our our: Online Learning Blog <a href="http://www.rasmussen.edu/student-life/blogs/online-learning/">http://www.rasmussen.edu/student-life/blogs/online-learning/</a><br />
<br />
The blogs are quick short reads which is what our students wanted based on the feed back we gathered from them. Enjoy!<br />
<br />
My Top 3:<br />
1. <a href="http://www.rasmussen.edu/student-life/blogs/online-learning/tip-online-college-students/">http://www.rasmussen.edu/student-life/blogs/online-learning/tip-online-college-students/</a><br />
<br />
2. <a href="http://www.rasmussen.edu/student-life/blogs/online-learning/molding-your-career-in-digital-classroom/">http://www.rasmussen.edu/student-life/blogs/online-learning/molding-your-career-in-digital-classroom/</a><br />
<br />
3. <a href="http://www.rasmussen.edu/student-life/blogs/online-learning/what-to-expect-from-online-courses/">http://www.rasmussen.edu/student-life/blogs/online-learning/what-to-expect-from-online-courses/</a>Anonymoushttp://www.blogger.com/profile/00877456614955594314noreply@blogger.com0tag:blogger.com,1999:blog-3575522744960907223.post-10500629044529386612012-01-07T14:11:00.000-08:002012-01-07T14:11:15.294-08:00eLearningLearning "A buffet of information"I ran into this website: <a href="http://www.elearninglearning.com/instructional-design/">http://www.elearninglearning.com/instructional-design/</a> because of this article title <span class="title" style="background-color: white; color: #296ea0; font-family: tahoma, sans-serif; font-size: 14px; font-weight: bold; margin-bottom: 2px; margin-left: 0px; margin-right: 0px; margin-top: 2px; text-align: left; text-decoration: none;"><a class="articleCardTitle" href="http://geetabose.blogspot.com/2011/03/im-not-idiot-letter-from-agonized-adult.html" style="background-color: white; color: #296ea0; font-size: 12px; text-align: left; text-decoration: none;" target="_blank">“I’m not an idiot!” – A Letter from an Agonized Adult Learner</a>]</span><div style="text-align: left;"><span style="color: #296ea0; font-family: tahoma, sans-serif;"><span style="font-size: 14px;"><b><br />
</b></span></span></div><div style="text-align: -webkit-auto;">This article is so true "If Instructional Designers Ran the World": <a href="http://www.elearninglearning.com/instructional-design/">http://www.elearninglearning.com/instructional-design/</a></div><div style="text-align: -webkit-auto;"><br />
</div><div style="text-align: -webkit-auto;">The Future of Learning Part I: <a href="http://theelearningcoach.com/elearning_design/games-and-simulations/">http://theelearningcoach.com/elearning_design/games-and-simulations/</a></div><div style="text-align: -webkit-auto;"><br />
</div><div style="text-align: -webkit-auto;">The Future of Learning Part II: <a href="http://theelearningcoach.com/elearning_design/future-of-learning-design/">http://theelearningcoach.com/elearning_design/future-of-learning-design/</a></div><div style="text-align: -webkit-auto;"><br />
</div><div style="text-align: -webkit-auto;">Do Instructional Designers Need a degree/10 Qualities: <a href="http://theelearningcoach.com/elearning_design/10-qualities-of-the-ideal-instructional-designer/">http://theelearningcoach.com/elearning_design/10-qualities-of-the-ideal-instructional-designer/</a> </div>Anonymoushttp://www.blogger.com/profile/00877456614955594314noreply@blogger.com0tag:blogger.com,1999:blog-3575522744960907223.post-43914284860179548242012-01-07T13:49:00.000-08:002012-01-07T13:49:31.549-08:00Cathy Moore "Let's save the world from boring elearning"Here is her url if you would like to follow her: <a href="http://blog.cathy-moore.com/">http://blog.cathy-moore.com/</a>, she has good points and uses light humor to keep you interested. I figure she doesn't want to be a violator of her own "Mission statement: "Let's save the world from boring elearning"<br />
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Some information that I found interesting from Cathy's: "Are learners idots blog"<br />
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<div style="background-color: white; color: #444444; font-family: Arial, Helvetica, Tahoma, sans-serif; font-size: 13px; line-height: 20px; padding-bottom: 15px; padding-left: 0px; padding-right: 0px; padding-top: 0px; text-decoration: none;"><strong>Learners know nothing.</strong> Our job is to insert knowledge into their brains without considering any knowledge that might already be there.</div><div style="background-color: white; color: #444444; font-family: Arial, Helvetica, Tahoma, sans-serif; font-size: 13px; line-height: 20px; padding-bottom: 15px; padding-left: 0px; padding-right: 0px; padding-top: 0px; text-decoration: none;"><strong>Learners can’t be trusted.</strong> They can’t be allowed to skip what they already know, and they must be told explicitly what’s right and wrong because they can’t draw conclusions from experience or stories.</div><div style="background-color: white; color: #444444; font-family: Arial, Helvetica, Tahoma, sans-serif; font-size: 13px; line-height: 20px; padding-bottom: 15px; padding-left: 0px; padding-right: 0px; padding-top: 0px; text-decoration: none;">These assumptions <strong>deny the adulthood</strong> of our learners. When these assumptions shape instruction, we create boring materials that sound like a patronizing parent.</div><div style="background-color: white; color: #444444; font-family: Arial, Helvetica, Tahoma, sans-serif; font-size: 13px; line-height: 20px; padding-bottom: 15px; padding-left: 0px; padding-right: 0px; padding-top: 0px; text-decoration: none;"><strong>Let learners place out.</strong> Start with simulations or scenarios that require learners to make the kinds of decisions they need to make in real life. If a learner proves that they can consistently make the right decisions, let them go. </div><div style="background-color: white; color: #444444; font-family: Arial, Helvetica, Tahoma, sans-serif; font-size: 13px; line-height: 20px; padding-bottom: 15px; padding-left: 0px; padding-right: 0px; padding-top: 0px; text-decoration: none;"><strong>Show, don’t tell.</strong> When a learner makes a poor decision, use the feedback to <strong>show</strong> them the results of their decision so <strong>they can conclude on their own</strong> that what they did was sub-optimal. Then, if necessary, show them what they need to know — or, better, put them in an easier scenario with more help and ratchet up the difficulty more slowly. </div>Anonymoushttp://www.blogger.com/profile/00877456614955594314noreply@blogger.com0