Module 3 - Video Storyboard

Video Presentation:
Storyboard about Learning Content in K-12 Distance Education
Introducton of Dr. Michael Barbour - Keynote Speaker

By LeAnn Morris

EDUC 8842 – Principles of Distance Education
January 6, 2013

Key Points/Narration	Visual
1.  Introduce keynote speaker – Dr. Michael Barbour Expert on K-12 Distance Education (Online Learning) and Assistant Professor at Wayne State University	Dr. Barbour’s still picture
2.  Predictions that over half of all K-12 education will be delivered online by the year 2020	Video clip excerpt from “Shift Happens (2012)” Version 6
3.  Priorities in K-12 Distance Education and Online Learning and why School Districts Need to Get on Board	Still Slide of Priorities in a Diagram
4.  Opportunities for Course Design and Delivery -- Most used K-12 Learning Management Systems (LMS)s:  Edmodo, Schoology, and Moodle	5 sec video clips of each LMS: Edmodo, Schoology, and Moodle
5.  Best Practices	Video clips of teachers developing and delivering online content
6.  Accountability	Video clip of online grading and grade book samples
7.  Accessibility	Still pictures of how online learning can bring more learning content to rural areas
8.  Online Learning and Learners	Video clips of students working together in classroom
9.  Professional Development	Video clips of teachers attending trainings
10. Accreditation and Standards	Still picture slide of states already requiring students to have taken an online class for high school graduation
11. Funding	Still shot of budget
12. Technology Needs	Video clip of different types of mobile devices that are being used:  laptops, tablets, cell phones, etc.
13.  Evaluation	Video clip of how students perform in online classes compared to face-to-face.
14.  Student Experiences	Video clips of students talking about taking online classes and the learning content of the course
15.  Teacher Experiences	Video clips of teachers demonstrating how the online environment is created for their students.
16.Conclusion	Endless possibilities of how learning content can be customized for each student to provide effective online learning in K-12

 

Elements of Distance Education Diffusion

EDUC 8842 – Principles of Distance Education
Module 2 Blog Post – Collaborative Interaction

            According to Siemens (2008), the growing acceptance of distance education at all levels of education includes three elements that are creating effective learning experiences and a distinct identity from face to face courses:  (1) global diversity, (2) communication, and (3) collaborative interaction.  This blog post will focus on the collaborative interaction element in K12 public education. 

           Collaborative interaction has evolved using Web 2.0 tools and with the increased focus of 21st century skills promoting collaboration among teachers, students and the global educational community. As many teachers have collaborated with each other within their same school for years, the need to broaden that network of resources is becoming more prevalent for teacher professional development and collaborative interactions for students. Two excellent blog resources in support of collaborative work are Teacher Tech Talk: The Value of Teacher Collaboration (Pike, 2011) and WhenTeaching Becomes an Interaction Design Task: Networking the Classroom with CollaborativeBlogs (Zer-Aviv, 2011).

            The ability to make connections and create innovative lessons in a more efficient manner increases collaborative interactions for both teachers and students. There are many online tools that are available to facilitate collaborative interactions among teachers and students including blogs, wikis, video-conferencing, social networking, bookmark sharing, mind mapping, podcasting, and other collaborative work spaces such as Google Docs and Microsoft’s SkyDrive. However, in order to use these collaborative tools effectively and efficiently following the guidelines established in the Facilitating Collaborative Learning: 20 Things You Need to Know From the Pros (Clifford, 2012), will assist with the collaborative interaction process.

References

Clifford, M. (2012, November 8). Facilitating Collaborative Learning: 20 Things You Need to Know From the Pros. Retrieved on December 26, 2012 from http://newsroom.opencolleges.edu.au/features/ facilitating-collaborative-learning-20-things-you-need-to-know-from-the-pros/#ixzz2GCdDCBZ1

 Laureate Education, Inc. (Executive Producer). (2012). The Future of Distance Education. Baltimore, MD: Author, George Siemens.

Pike, L. (2011, April 15).  Teacher Tech Talk:  The Value of Teacher Collaboration.  Retrieved on December 26, 2012 from http://blogs.rockingham.k12.va.us/lpike/2011/04/the-value-of-teacher-collaboration/

Zer-Aviv, M. (2011, October 15). When Teaching Becomes an Interaction Design Task:    Networking the Classroom with Collaborative Blogs.  Retrieved on December 26, 2012 from http://mushon.com/blog/2011/10/15/when-teaching-becomes-an-interaction-design-task-networking-the-classroom-with-collaborative-blogs/

The Next Generation of Distance Education

            In comparing the three articles by Moller, Huett, Foshay and Coleman (2008), and the Simonson video programs there is a need to evolve distance education to the next generation. There is increasing popularity of flexibility that distance education provides for training and development in corporate e-learning, greater flexibility in scheduling options (Laureate, 2012) for non-traditional students in higher education, as well as the ability for parents to have access to all of their children’s coursework in the K-12 setting. In addition, more course offerings become available if there is not a qualified teacher available to teach a subject or class content. Instructional design concerns at all three levels also are a consideration for further discussion.
            In contrast, there are issues at each level that must be dealt with concerning the current audience and future audiences of distance education. In training and development, effectiveness is an issue because the traditional (ROI) Return on Investment model (2008, May/June) is rarely used for evaluation purposes, not allowing for always the highest quality. In higher education, however, the unfamiliar force of online learning in post-secondary education brick and mortar institutions is beginning to engage in distance education due to the cost factor, the quality will in hope increase. Conversely, at the K-12 level, there are many concerns about possible negative impacts with age appropriateness and developmental readiness.
            I agree with their positions on all levels because of real-life examples that I have experienced. One example for training and development (2008, May/June) that has saved the school district money where I teach money each year is to provide work-based safety distance education, refresher courses each year to review human resource issues such as blood borne pathogens and harassment concerns. Being a Walden University student has provided the opportunity I needed to pursue my doctoral work. If I had to attend a brick and mortar campus, I would not be able to participate.

References

Huett, J., Moller, L., Foshay, W. & Coleman, C. (2008, September/October). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 3: K12). TechTrends, 52(5), 63–67.

Laureate Education, Inc. (Executive Producer).  (2012).  Distance Education: The Next     Generation. Baltimore, MD: Author, Michael Simonson.

Moller, L., Foshay, W., & Huett, J. (2008, May/June). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 1: Training and Development). TechTrends, 52(3), 70–75.

Moller, L., Foshay, W., & Huett, J. (2008, July/August). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 2: Higher Education). TechTrends, 52(4), 66–70.

Part 1: Training and Development
Part 2: Higher Education
Part 3: K-12

Final Project

Obsolete and Emerging Technologies Multimedia Presentation

Addressing the Digital Divide

Module 6
Addressing the Digital Divide

“William Gibson, the man who invented the term ‘cyberspace’, has said, ‘The future arrived. It just wasn’t equally distributed’” (Soloway, n.d.) As a leader in educational technology, my response to this quote is to help make emerging technologies valuable to others by keeping a global perspective in mind and trying to understand different cultures well enough to help people incorporate new ideas about technological access into their culture (Thornburg, 2009). Having only ever lived in the United States of America, I have an enormous learning curve to begin understanding different cultures in other areas of the world. However, I am aware of the inequities and digital divide right here in the United States among different geographic areas of the country, as well as dramatic differences within a single town. I want to understand what technologies are appropriate and realistic in a particular culture while maintaining gender, cultural, and socioeconomic sensitivity.

The first and most important step in addressing these differences in technological access is financial support and education. According to Dr. Soloway, (n.d.) the way to address the issue of leveling the playing field and eliminating the digital divide is to put a cell phone with Internet access in the entire community’s hands for everyone to communicate with each other and to create a climate of acceptance in which people not only have dreams but can actually experience these dreams as a reality in their lifetimes. I completely agree that the cell phone is the future emerging technology globally and it is the single technology device that can close the digital divide in a way no other technology can.

References:

Soloway, E. (n.d.) The digital divide: leveling the playing field [Podcast]. Retrieved from http://sylvan.live.ecollege.com/ec/courses/14936/CRS-WUEDUC8812-3730077/EDUC_8848_PK_Transcript.pdf

Thornburg, D. (2009). Diversity and Globalism. Laureate Education, Inc. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4199715&Survey=1&47=5828341&ClientNodeID=984645&coursenav=1&bhcp=1

Red Queens and Increasing Returns

Module 5
Red Queens and
Increasing Returns

When I decided to obtain a DVD for my science fiction assignment in Module 4 based on a Philip K. Dick book, I went to the local BlockBuster Media store in Carson City. Knowing that I would be at the residency in Minneapolis, the week this assignment was due, I decided I needed to purchase a DVD instead of rent one because the 5-day rental fee with extra day charges would be greater than the purchase. This made my choices very limited as to what I could select for this assignment. Each DVD suggestion from Dr. Thornburg for this assignment was available for rental, however, Total Recall was the only DVD available for purchase, so that is why I chose the movie I did.

The current competition between DVDs and video on demand is an example of increasing returns as described by Dr. Thornburg where “two innovations hit the market at about the same time and by chance, one technology gets locked in and drives the other to extinction, in a nonlinear process” (Thornburg, 2009). According to Chris Anderson from Wired Magazine, Reed Hastings the founder of Netflix saw an “inflection point” at the moment when home-theater units started becoming popular with the DVD hitting critical mass and saw an amazing opportunity (Anderson, 2004). At this point in time, neither the DVD nor video on demand has locked in, so let the game continue!

Living in Nevada now for 20 years, I can appreciate “the art of playing the tables in the Casino of Technology… and above all, the rewards go to the players who are first to make sense of the new games looming out of the technological fog and make adaptations to what is coming” (Arthur, 1996). Therefore, as I think about the four criteria of McLuhan’s tetrad, DVDs and video on demand are currently on the “Enhances” quadrant, because both of these technologies have enhanced the quality of life for many families to allow more time spent together at home, and I am not sure what will replace them yet as predicted in the “Reverses” quadrant (McLuhan, 1988).

References:

Anderson, C. (2004). Tech’s long tail [Video]. Retrieved from http://www.ted.com/index.php/talks/
chris_anderson_of_wired_on_tech_s_long_tail.html

Arthur, W. B. (1996). Increasing returns and the new world of business. Harvard Business Review, 74(4), 100−109.

McLuhan, M., & McLuhan, E. (1988). Laws of media: The new science. Toronto: University of Toronto Press.

Red Queens Image. Retrieved from http://www.proteusadvisors.com/uploaded_images/Red-Queen-733517.jpg

Thornburg, D. D. (2009). Increasing returns and red queens. Laureate Education, Inc. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4199715&Survey=1&47=5797856&ClientNodeID=984645&coursenav=1&bhcp=1

Disruptive Power of Second Life

Module 4
The Disruptive Power of Second Life

Second Life has the power to be a disruptive technology by creating a virtual world that allows us to reinvent ourselves and be anyone or anything we want to be. We as humans are social creatures and the experience of creating; consuming and exploring information in the virtual world is inherently a social behavior that many people want to experience (Rosedale, 2008). Having the ability to be creative and an entrepreneur in a virtual setting can be prosperous; or it may allow an opportunity to experiment with an idea before promoting and implementing the idea in real life.

In K-12 public education, the industry that I have worked in now for 20 years, I do not see Second Life as a disruptive technology yet, mostly because it is prohibited from student use, not to say that it could be allowed someday soon. One research article I found only explored using Second Life in a secondary school setting enacting role playing while simulating negotiation skills based on globalization issues (Ho, 2010). Elementary aged students could benefit from virtual role playing as well; however, it is not yet common in a school setting. Virtual worlds outside of school like Tootsville, Dizzy Wood, Xivio and Club Penguin appear to be more widely used and are accepted for younger students, rather than Second Life. This promotes the possibility of virtual worlds to displace computer CD games and other handheld video games.

There are many social benefits for Second Life and other virtual worlds allowing experiences that are rarely possible or impossible in every facet of life. The social implications of virtual worlds in education provide opportunities for field trips that would never be possible for students to visit in reality and also in the medical field opportunities for people with physical disabilities to participate in activities they never thought they would experience (Krueger, 2008). Second Life and other virtual worlds also have the potential to connect users isolated by geographical locations and social circumstances, enabling individuals to overcome their limitations of real life (Wood, 2006). This leads me to think that Second Life has an unforeseen amount of time left before another emerging or future technology replaces it.

References:

Ho, C.M.L. (2010). What’s in a question? The case of students’ enactment in the second life virtual world. Innovation in Language Learning and Teaching, 4(2), 151-176.

Krueger, A. (2008). Innovations in Second Life [Video]. http://www.thehealthcareblog.com/the_health_care_blog/2008/10/second-life.html

Rosedale, P. (2008). Second Life [Video]. Retrieved from http://www.ted.com/index.php/talks/the_inspiration_of_second_life.html.

Second Life Image: Retrieved from http://paulineoliveros.us/images/secondlife_1.jpg

Wallace, M. (2006). Mitch Kapor on the power of second life. Retrieved from http://www.3pointd.com/20060820/mitch-kapor-on-the-power-of-second-life/

Wood, D. (2009). Real life access to “second life” worlds: The potential, the problems and the possibilities for a barrier-free future. The International Journal of Diversity in Organizations, Communities and Nations, 8(6), 139-148.