Evaluation of Evidence-Based Practices in Online Learning
As my state contemplates requiring every senior high student take at least two classes entirely online I was eager to read about the effectiveness of online classes. I was surprised to read that, on average, students fared better in online classes. However, the relative small number of studies makes me question the sample. I think it's quite possible that those currently enrolled in online classes are those student who excel at online activities or are at least more self motivated than the general population. The concept of "blended learning" was one I hadn't really encountered before and struck me as particularly interesting.
ELSI: Chapter 1
I think chapter 1 of ELSI was a more thorough look at e-learning that the report was capable of providing. While the report indicated that studies had shown better learning from online classes chapter 1 talked about the the criteria needed to make that happen. Especially when it comes to the delivery method the chapter stressed using appropriate technology rather than trying to force content into the latest and greatest technology fad. It also stressed that e-learning is not simply transposing "real world" content to an online environment. Effective e-learning involves a structure and setup unique to e-learning. Like it says on page 28, the challenge is "to build lessons in ways that are compatible with human learning processes".
Monday, January 31, 2011
Introduction - Ryan Baker
My name is Ryan Baker. I graduated from Boise State in 2008 with a degree in political science, a minor in history and an emphasis in secondary education. I've worked in graphic/web design, tech support (for everything from ISPs to cell phones). I'm currently substitute teaching while I - somewhat patiently - wait for openings in local schools. I've been married for 7 years this summer. My wife teaches English at Columbia High School in Nampa, ID and is way smarter than me. My hobbies and interests include graphic design, music, Bronco sports, cooking shows, and constitutional law.
I'm taking this class as part of my masters in educational technology, which I'll finish either this summer or coming fall. I entered into the masters in edtech in order to help leverage my pre-existing tech skills in an educational environment. For this particular class, I hope to develop skills which will allow me to create original content for my class (or at least effectively manipulate existing content for my particular needs).
I'm taking this class as part of my masters in educational technology, which I'll finish either this summer or coming fall. I entered into the masters in edtech in order to help leverage my pre-existing tech skills in an educational environment. For this particular class, I hope to develop skills which will allow me to create original content for my class (or at least effectively manipulate existing content for my particular needs).
Week 2 Readings: The Effectiveness of e-Learning
Both of this week’s readings covered information about the effectiveness of e-learning. Chapter 1 in Clark and Mayer (2007) contained these notable statements:
1. The instructional methods, not the delivery medium, produce learning (p. 21). Although this statement is not surprising, I wondered how the delivery medium could be separated from the instructional methods to arrive at this conclusion; the term “instructional methods” is broad and hopefully will be clarified in subsequent chapters.
2. e-Learning is the only technology-based delivery vehicle that can provide adaptive instruction (i.e., dynamic tailoring of instruction based on the learner’s progress, p. 23). This is a distinctive attribute of e-learning that should always be used to best advantage in e-learning design.
3. There are two common barriers to good e-learning: (1) lack of a job and task analysis, which leads to transfer failure, and (2) media abuse through over- or under-utilization of technology (p. 24). I agree that a job and task analysis would make any e-learning project more productive, and that this analysis probably happens all too infrequently. I know that by the time clients seek out services from my e-learning production company, they have already made the decision to use an e-learning solution for their training need. I often wonder how the clients arrive at this decision.
4. The learner’s prior knowledge of the course content exerts the most influence on learning (p. 26). This point has huge implications for the learner analysis aspect of e-learning design, but of course prior knowledge can vary quite a bit among a group of learners. The most effective e-learning products probably make the best use of adaptive instructional capabilities to address this variation among learners’ prior knowledge.
The overall finding of the U.S. Department of Education 2010 meta-analysis report was that on average, classes with online learning (all online or blended) produced better learning outcomes than face-to-face instruction. As an employee in the e-learning production business, I was relieved to see this result! The report explored many possible reasons for this result, but one finding was crucial: Most of the variations in the way online learning was implemented had no significant effect on learning outcomes (p. xv). Only two variations generated better outcomes: Blended learning produced better outcomes than purely online instruction, and instructor-led or collaborative environments produced better outcomes than self-directed instruction. Therefore, the instructor is still key to learning, regardless of the method of delivery.
References
Clark, R.C., & Mayer, R.E. (2007). E-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (2nd Ed.). San Francisco: Pfeiffer.
U.S. Department of Education, Office of Planning, Evaluation, and Policy Development (2010). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Washington, D.C.: U.S. Department of Education.
1. The instructional methods, not the delivery medium, produce learning (p. 21). Although this statement is not surprising, I wondered how the delivery medium could be separated from the instructional methods to arrive at this conclusion; the term “instructional methods” is broad and hopefully will be clarified in subsequent chapters.
2. e-Learning is the only technology-based delivery vehicle that can provide adaptive instruction (i.e., dynamic tailoring of instruction based on the learner’s progress, p. 23). This is a distinctive attribute of e-learning that should always be used to best advantage in e-learning design.
3. There are two common barriers to good e-learning: (1) lack of a job and task analysis, which leads to transfer failure, and (2) media abuse through over- or under-utilization of technology (p. 24). I agree that a job and task analysis would make any e-learning project more productive, and that this analysis probably happens all too infrequently. I know that by the time clients seek out services from my e-learning production company, they have already made the decision to use an e-learning solution for their training need. I often wonder how the clients arrive at this decision.
4. The learner’s prior knowledge of the course content exerts the most influence on learning (p. 26). This point has huge implications for the learner analysis aspect of e-learning design, but of course prior knowledge can vary quite a bit among a group of learners. The most effective e-learning products probably make the best use of adaptive instructional capabilities to address this variation among learners’ prior knowledge.
The overall finding of the U.S. Department of Education 2010 meta-analysis report was that on average, classes with online learning (all online or blended) produced better learning outcomes than face-to-face instruction. As an employee in the e-learning production business, I was relieved to see this result! The report explored many possible reasons for this result, but one finding was crucial: Most of the variations in the way online learning was implemented had no significant effect on learning outcomes (p. xv). Only two variations generated better outcomes: Blended learning produced better outcomes than purely online instruction, and instructor-led or collaborative environments produced better outcomes than self-directed instruction. Therefore, the instructor is still key to learning, regardless of the method of delivery.
References
Clark, R.C., & Mayer, R.E. (2007). E-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (2nd Ed.). San Francisco: Pfeiffer.
U.S. Department of Education, Office of Planning, Evaluation, and Policy Development (2010). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Washington, D.C.: U.S. Department of Education.
Week 2 Reading Reflections
The Report
The meta-analysis conducted by Means, Toyama, Murphy, Bakia, and Jones (2009), Evaluation of Evidence-Based Practices in Online Learning, really opened my eyes to the fact that online learning in a K12 environment is in its infancy. It surprised me to learn that of the 82 studies included only 5 were directly related to the effectiveness of online learning in K12 (p 37). I’m very interested in seeing how K12 schools start integrating online curriculum. Over all this report shows that online learning in just as effective as face-2-face and in some cases better.
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, J. (2009). Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. Tech. rep., Center for Technology in Learning.
URL http://www.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf
Chapter 1 - Promise and Pitfalls
The most important thing I’ll remember from this chapter is found on page 28: “The challenge in e-Learning…is to build lessons in ways that are compatible with human learning processes” (Clark and Mayer 2008). In addition, I have made note of two pit falls mentioned on page 24, don’t lose sight of the job and too much media is not good.
Clark, R. C. and Mayer, R. E. (2008). e-Learning and the science of instruction. SanFrancisco, CA: Pfeiffer
The meta-analysis conducted by Means, Toyama, Murphy, Bakia, and Jones (2009), Evaluation of Evidence-Based Practices in Online Learning, really opened my eyes to the fact that online learning in a K12 environment is in its infancy. It surprised me to learn that of the 82 studies included only 5 were directly related to the effectiveness of online learning in K12 (p 37). I’m very interested in seeing how K12 schools start integrating online curriculum. Over all this report shows that online learning in just as effective as face-2-face and in some cases better.
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, J. (2009). Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. Tech. rep., Center for Technology in Learning.
URL http://www.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf
Chapter 1 - Promise and Pitfalls
The most important thing I’ll remember from this chapter is found on page 28: “The challenge in e-Learning…is to build lessons in ways that are compatible with human learning processes” (Clark and Mayer 2008). In addition, I have made note of two pit falls mentioned on page 24, don’t lose sight of the job and too much media is not good.
Clark, R. C. and Mayer, R. E. (2008). e-Learning and the science of instruction. SanFrancisco, CA: Pfeiffer
Three New Concepts | Traci Garff
1. I agree that individuals have limited capacity to process information, as described in the four principles from research in cognitive science. But, as I read about limited capacity, I had a few questions come to mind (that maybe answered in later reading). 1. At what point is this cognitive capacity reached? 2. Does each person have a different amount of capacity? They must. 3. How does an instructor or designer create multimedia for individuals tho have a very wide range of cognitive capacities?
2. I find it interesting that generative process (deeper understanding) of material “is created by the motivation of the learner to make sense of the material.” It’s very important piece to realize as a designer or teacher that for students to really learn, they have to have an intrinsic desire and motivation to make sense of the material.
3. The first step in the instructional (teaching/learning) process is to identify instructional objectives. This supports the first step of the process of getting information from the working memory to long-term memory: “Selection of the important information in the lesson.”
2. I find it interesting that generative process (deeper understanding) of material “is created by the motivation of the learner to make sense of the material.” It’s very important piece to realize as a designer or teacher that for students to really learn, they have to have an intrinsic desire and motivation to make sense of the material.
3. The first step in the instructional (teaching/learning) process is to identify instructional objectives. This supports the first step of the process of getting information from the working memory to long-term memory: “Selection of the important information in the lesson.”
Sunday, January 30, 2011
Promise and Pitfalls Reflections
The one aspect that really stuck out to me from our textbook was learning doesn't increase, or for that matter decrease, from e-learning methods. The text states "From all the media comparison research, we have learned that it's not the delivery medium, but rather the instructional methods that cause learning" (page 21). To me, that tells me that the teacher/instructor is still the most important part of the learning process.
I did find it interesting that the Evaluation of evidence based practices contradicted the textbooks findings when it came to learning and delivery methods. On page 18 it stated that classes with online learning, weather blended or completely online, produced stronger learning outcomes than classes with solely face-to-face instruction. The math and statistics that the article used to back-up its findings, to be honest, confused me thoroughly. However the numbers that stood out to me were on the charts from pages 21-26 and the retention rate. Online learning wasn't always the highest percentage wasn't always the highest percentage when it came to retention. That to me speaks more to what our text says about the delivery medium and instructional methods.
Reading Highlights Green
Highlights
I did get a chance to read an earlier version of this book over the summer. It was great to see some of the new research and guidance. It is a field that is so new and changing that a new edition really sheds some light on more current information.
For me their were two highlight that stuck out to me and seemed to ring true. The first is performance analysis and the second is media abuse.
Performance Analysis is probably one of the most important steps and skipped the most often. Companies don't always have time or are not able to track down the root cause of an issue. Their automatic solution is training. Unless there is a knowledge gap training is not a good solution. It is imperative to do a front-end analysis to discover the root cause before proposing or developing training.
The second thing that really rang true was media abuse. I think at times we get so excited about a new skill or software we can use we try to use it when it does not belong. It reminds me of when people were learning how to use PowerPoint and they would fly things in on the screen with crazy sounds. It only distracted from the message. When designers spend too much time on trying to do fancy things they don't focus on the learning.
I look forward to reading the rest of the book this semester.
Kristin Green
I did get a chance to read an earlier version of this book over the summer. It was great to see some of the new research and guidance. It is a field that is so new and changing that a new edition really sheds some light on more current information.
For me their were two highlight that stuck out to me and seemed to ring true. The first is performance analysis and the second is media abuse.
Performance Analysis is probably one of the most important steps and skipped the most often. Companies don't always have time or are not able to track down the root cause of an issue. Their automatic solution is training. Unless there is a knowledge gap training is not a good solution. It is imperative to do a front-end analysis to discover the root cause before proposing or developing training.
The second thing that really rang true was media abuse. I think at times we get so excited about a new skill or software we can use we try to use it when it does not belong. It reminds me of when people were learning how to use PowerPoint and they would fly things in on the screen with crazy sounds. It only distracted from the message. When designers spend too much time on trying to do fancy things they don't focus on the learning.
I look forward to reading the rest of the book this semester.
Kristin Green
My Introduction & Thoughts - Derek Grimes
Greetings all! My name is Derek Grimes and I have been a teacher for 7 years. I currently teach math and video production at Oakland High School in Murfreesboro, TN which is about 30 miles southeast of Nashville. I was brought to Oakland to start the video production program as I have owned a video production business for over 8 years.
I am taking this class because I love multimedia. Not only would I like to better incorporate it into my class, but I would also like to "step up my game" in my company. For my classes, multimedia is a big part, but I have learned the importance of good multimedia. I can create some really slick looking materials but without the educational principles applied, there may not be much learning taking place. Also, I really like and appreciate exposure to new forms of technology. The voicethread was very useful tool and I am looking forward to incorporating it in my production class very soon. This will allow students from different classes work together on projects.
For my business, I am always looking for an advantage. One aspect of my business is corporate video production. Currently, I just produce the video, but I would really like to add consulting as a service I offer. I have produced so many training videos which were terrible (the content, not the production ;-) ).
I have very high expectations for this class and I look forward to working with others in this class.
Two aspects really struck me from this weeks reading. First, from the course textbook, I was interested in the "which is better" question (traditional or e-learning). As I had read and researched previously, it's not about the delivery method, it is about the quality and content of the material. You can have all kinds of "whizbang" with not content and vice-versa. Quality e-learning comes from a balance of each. This was contrary to what I wanted to believe - that online learning was much better than traditional face-to-face learning because it involved technology. I am learning the advantage to online learning is not that it is better than traditional learning, but that it is just as good and offers some different kinds of perks (appeals to different learners and personalities, asynchronous, move at the students own pace, etc).
I was also interested in the amount of planning that must take place before even starting to design the class. The paper "Evaluation of Evidence-Based Practices in Online Learning" really highlighted this. For me, a traditional teacher, my first thought was " to create an online class all I need to do is recreate what I do in the classroom." Well, I am learning it is not that simple. First, the decision needs to be made, as the paper suggest, that you determine what the e-learning is to be used for - replacing or supplementing traditional teaching. When I turn my focus to that line of thinking, it becomes very different. In my math classes, if I am supplementing my face to face teaching with the online material, it will look very different that if I were going to create an e-learning class to replace me in the classroom. I would have to be much more detailed in the explanation process.
The first learned lesson from this class is plan, plan, plan. Know the purpose and target audience before ever starting. Shooting from the hip and trying to just recreate the material just as you would in a face to face environment could be disastrous.
I am taking this class because I love multimedia. Not only would I like to better incorporate it into my class, but I would also like to "step up my game" in my company. For my classes, multimedia is a big part, but I have learned the importance of good multimedia. I can create some really slick looking materials but without the educational principles applied, there may not be much learning taking place. Also, I really like and appreciate exposure to new forms of technology. The voicethread was very useful tool and I am looking forward to incorporating it in my production class very soon. This will allow students from different classes work together on projects.
For my business, I am always looking for an advantage. One aspect of my business is corporate video production. Currently, I just produce the video, but I would really like to add consulting as a service I offer. I have produced so many training videos which were terrible (the content, not the production ;-) ).
I have very high expectations for this class and I look forward to working with others in this class.
Two aspects really struck me from this weeks reading. First, from the course textbook, I was interested in the "which is better" question (traditional or e-learning). As I had read and researched previously, it's not about the delivery method, it is about the quality and content of the material. You can have all kinds of "whizbang" with not content and vice-versa. Quality e-learning comes from a balance of each. This was contrary to what I wanted to believe - that online learning was much better than traditional face-to-face learning because it involved technology. I am learning the advantage to online learning is not that it is better than traditional learning, but that it is just as good and offers some different kinds of perks (appeals to different learners and personalities, asynchronous, move at the students own pace, etc).
I was also interested in the amount of planning that must take place before even starting to design the class. The paper "Evaluation of Evidence-Based Practices in Online Learning" really highlighted this. For me, a traditional teacher, my first thought was " to create an online class all I need to do is recreate what I do in the classroom." Well, I am learning it is not that simple. First, the decision needs to be made, as the paper suggest, that you determine what the e-learning is to be used for - replacing or supplementing traditional teaching. When I turn my focus to that line of thinking, it becomes very different. In my math classes, if I am supplementing my face to face teaching with the online material, it will look very different that if I were going to create an e-learning class to replace me in the classroom. I would have to be much more detailed in the explanation process.
The first learned lesson from this class is plan, plan, plan. Know the purpose and target audience before ever starting. Shooting from the hip and trying to just recreate the material just as you would in a face to face environment could be disastrous.
The Quality of Instruction
It seems we, as advocates for e-learning, are challenged by the research findings put forth by both of our readings this week, that there is little to no difference between the delivery of instruction through e-learning and face to face. I believe this cuts to the heart of the controversy raging in education today. As we examine success in both delivery systems, it is important that we consider the shortcomings of both approaches when viewing these findings. One, and most importantly, is the statement at the very end of the US Department of Education’s Evaluation of Evidence-Based Practices in Online Learning (2010) , which states, “readers should be cautioned that the literature on alternative online learning practices has been conducted for the most part by professors and other instructors who are conducting research using their own courses.” This is an admission by the finders that the information currently available for research is far from unbiased. As stated in the last line,“the field lacks a coherent body of linked studies that systematically test theory-based approaches in different contexts.”
We read in E-Learning and the Science of Instruction that there are common barriers to e-learning knowledge transfer, which include “losing sight of the job” and “media abuse”, both of which can be found not only in the virtual classroom, but in the traditional classroom as well. It is very easy for trainers/educators in the traditional classroom setting to veer from instructional goals, regardless of the delivery system. Also, as students, many of us have encountered teachers who have practiced “media abuse” in their classrooms, whether relying too much on video and film to supplement instruction (right now I have students who are on their second or third viewing of Super Size Me, for various health and science classes, poor things), or relying strictly upon the text to deliver instruction. Both of these pitfalls are common in both the virtual and brick and mortar settings, and it is essential that a systematic approach to instruction be used to avoid these common barriers.
Systematic approaches to teaching tend, in both settings, to be the best way to ensure transference. When used for instruction, regardless of the environment, they create a framework upon which success can more easily be attained. The four main considerations laid out by Clark and Mayer include: the goal of your training, the prior knowledge of your learners, the environment in which you will deploy your training and the instructional architectures you use in your e-learning lessons. These four considerations are essential to all types of instruction and when placed at the center of instructional design they lead to a higher level of retention and assimilation by the learner.
So what makes e-learning practices so different from face to face? Why do I consider it superior? When I deliver content in the classroom, it changes from year to year, from day to day, even from class to class. There are a couple of classes I teach twice a day to different groups of students. I have been known to tell the earlier classes, “I apologize, but you are my rough drafts.” While mentioning to my later classes, “You are getting the benefit of the things I learned from the earlier groups.” E-learning is consistent and repeatable. I can honestly say content that I have developed online allows me to make sure that all the best information remains while the weaker elements be replaced with proven practices that guarantee knowledge transfer. I know when I have a student interface with content that I have developed online that they will consistently receive the same instruction from class to class, and from year to year. This assures that I will be able to improve my student performance levels at a consistent pace without falling victim to those previously mentioned common pitfalls.
It is in the words of Tallent-Runnels et al. (2006), as quoted in our text, that we find the essential element of successful instruction in any setting. “Students’ learning in the online environment is affected by the quality of online instruction. Not surprisingly, students in well-designed and well-implemented online courses learned significantly more.” Or, to restate, Students’ learning is affected by the quality of instruction. Not surprisingly, students in well-designed and well-implemented courses learned significantly more. It works both ways, doesn’t it?
References
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. U.S Department of Education.
Clark, R. C., & Mayer, R. E. (2007). E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning (2nd ed.). Pfeiffer.
Promise and Pitfalls: Poast's Comments
There are three sections of chapter 1 that stand out and all tie into each other:
1. e-Learning Development Process (p 13)
2. Is e-Learning Better? Media Comparison Research (p19)
3. e-Learning: The Pitfalls (p 24)
Since I am currently looking for employment in the field of instructional design I am very interested in how companies approach training and how impacts the bottom line. Many of the comments I make will related to the corporate setting, so while my background is in K-12 education, my focus for this course will center on corporate training.
In e-Learning Development Process, the authors point out the return on investment (ROI) on all training initiatives and how it will ultimately impact performance and organizational goals. In order for training to be effective there must be an analysis of worker knowledge and skill related to performance outcomes. While training may be necessary, it is important to analyze what type of training will be most effective for the desired outcome. This ties into the second section of interest, Is e-learning Better? Media Comparison Research. The authors list five types of content in e-Learning: Fact, Concept, Process, Procedure, and Strategic Principles (p 15). But what is the best way to deliver instruction so that employees understand the content and utilize it for increased performance? It is mentioned both in the text and this week's article reading, Evaluation of Evidence-Based Practices in Online Learning A Meta-Analysis and Review of Online Learning Studies, that there are studies showing little difference in online versus face-to-face learning. Does that mean one is better than the other. I say that depends on the circumstances. If not for online learning I, as many of you, would not have the opportunity to participate in the EDTECH program at Boise State. The program is unique and it is hard to find an equivalent anywhere in the country (believe me I tried). So for our circumstances it works. In Columbus, Ohio the department of Public Safety saved hundreds of thousands of dollars by putting much of their training online. The money saved helped to keep fire-fighters and police-men/women from getting laid off. In some schools it may not be financially responsible to spend the money necessary for online courses. But it could be financially responsible to provide online resources for students and teachers to support and enhance learning. However, it is important to stay away from the "pitfall" mentioned on pages 24 and 25: Losing Sight of the Job and Media Abuse.
Analyzing the target audience, what they know, what the don't know, and what they need to know is key in developing effective instruction. It is important to always keep the learner in mind when designing course content and instruction. But it is just as important to understand what message you as an instructional designer are attempting to communicate. Losing sight of that message can result in lost revenue, lower student achievement, and frustrated stakeholders.
When it comes to what type of media to use to deliver your message remember; just because you can, doesn't mean you should. Understanding your target audience can help in deciding the best way to send your message, but it is most important that the message is received. Too much technology can get in the way of the content and stifle learning. Whether in face-to-face or online settings, the learner must feel comfortable in the learning process. Effective instruction is striking a balance between engagement and content. Too much either way and the message can be lost.
References:
Clark, R. C., & Mayer, R. E. (2007). E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning (2nd ed.). Pfeiffer.
1. e-Learning Development Process (p 13)
2. Is e-Learning Better? Media Comparison Research (p19)
3. e-Learning: The Pitfalls (p 24)
Since I am currently looking for employment in the field of instructional design I am very interested in how companies approach training and how impacts the bottom line. Many of the comments I make will related to the corporate setting, so while my background is in K-12 education, my focus for this course will center on corporate training.
In e-Learning Development Process, the authors point out the return on investment (ROI) on all training initiatives and how it will ultimately impact performance and organizational goals. In order for training to be effective there must be an analysis of worker knowledge and skill related to performance outcomes. While training may be necessary, it is important to analyze what type of training will be most effective for the desired outcome. This ties into the second section of interest, Is e-learning Better? Media Comparison Research. The authors list five types of content in e-Learning: Fact, Concept, Process, Procedure, and Strategic Principles (p 15). But what is the best way to deliver instruction so that employees understand the content and utilize it for increased performance? It is mentioned both in the text and this week's article reading, Evaluation of Evidence-Based Practices in Online Learning A Meta-Analysis and Review of Online Learning Studies, that there are studies showing little difference in online versus face-to-face learning. Does that mean one is better than the other. I say that depends on the circumstances. If not for online learning I, as many of you, would not have the opportunity to participate in the EDTECH program at Boise State. The program is unique and it is hard to find an equivalent anywhere in the country (believe me I tried). So for our circumstances it works. In Columbus, Ohio the department of Public Safety saved hundreds of thousands of dollars by putting much of their training online. The money saved helped to keep fire-fighters and police-men/women from getting laid off. In some schools it may not be financially responsible to spend the money necessary for online courses. But it could be financially responsible to provide online resources for students and teachers to support and enhance learning. However, it is important to stay away from the "pitfall" mentioned on pages 24 and 25: Losing Sight of the Job and Media Abuse.
Analyzing the target audience, what they know, what the don't know, and what they need to know is key in developing effective instruction. It is important to always keep the learner in mind when designing course content and instruction. But it is just as important to understand what message you as an instructional designer are attempting to communicate. Losing sight of that message can result in lost revenue, lower student achievement, and frustrated stakeholders.
When it comes to what type of media to use to deliver your message remember; just because you can, doesn't mean you should. Understanding your target audience can help in deciding the best way to send your message, but it is most important that the message is received. Too much technology can get in the way of the content and stifle learning. Whether in face-to-face or online settings, the learner must feel comfortable in the learning process. Effective instruction is striking a balance between engagement and content. Too much either way and the message can be lost.
References:
Clark, R. C., & Mayer, R. E. (2007). E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning (2nd ed.). Pfeiffer.
E-Learning Promises and Pitfalls
I enjoyed reading Chapter 1 in the text, "E-Learning Promises and Pitfalls" I feel as if it gave me a solid foundation of some of the core values of e-Learning. Some of the information presented I was somewhat aware of but there was a lot of beneficial points that were made and I would like to discuss a few.
As you design an e-Learning tool according to the text the most important aspect to consider is what are your primary goals for the training. The text concludes that there are three structures of design for e-Learning; receptive, directive, and guided discovery.
As a special education teacher when designing e-Learning activities I believe that I need to concentrate my designs to Near Transfer Learning. Clark and Mayer explain that "We Distinguish between two types of perform goals" (1) procedural, also known as near transfer, and (2) principle-based or strategic, also known as far transfer." Procedural lessons are designed to teach step by step processes while Principle-based lessons are designed to teach a principle the learner must learn and then generalize to different settings or situations. In my classroom I think that designing more procedural learning tasks toward the front end of a lesson or unit is much more beneficial for the learner with disabilities. Once they have grasped the concept you might be able to do a principle-based learning and see how much was learned through the procedural process. On the other hand if I were teaching classes with advanced students and learners I would design mostly principle-based e-Learning's, I feel as if these would provide wonderful open ended class discussions where the learners would be able to generalize and apply the principle that was being taught.
Based on the text I feel more and more confident that the potential of e-Learning is limitless. I think the beauty of e-Learning is that it can be adapted to any learner young or old. Clark and Mayer explain that "Four potentially valuable instructional methods unique to e-learning are (1) practice with automated tailored feedback, (2) integration of collaboration with self-study, (3) dynamic adjustment of instruction based on learning and (4) use of simulation and games" (p. 22). One of the most valuable points that they make here is the ability to tailor instruction to the individual learners needs. Over the years we have found out much more about learning styles and how people learn. All learners are different and when trying to meet the educational needs of students with disabilities this is very important to remember. A lot of teachers struggle with trying to find ways to differentiate their instruction to meet all learners needs. E-Learning provides the instructor with so many different ways to differentiate their instruction making it easier to meet the needs of all their students.
Currently, I teach a Math Study Skills class and the students use a program called Cognitive Tutor through Carnegie Learning Online. The students in the class have all been identified as at-risk students in danger of failing math class. The program has been wonderful because it aligns with the curriculum but adapts its teaching style to each learner. If a learner misses a question it will automatically go back and force the student to master the particular concept that caused the student to miss the problem. The structure of the class allows me to individually work with students on particular assignments from their math class. This program is a great example of effective e-learning taking place in my class.
I also really found a lot of the information from the article "Evaluation of Evidence-Based Practices in Online Learning" very informative. I thought that it was interesting on what the article said about quizzes not providing the best feedback on learner progress. At my school in the math department the county is obsessed with us giving Common Formative Assessments and they feel like it provides the best feedback and data to make decisions about the unit. I'm sure they would be shocked to read the article.
References
Clark, R. C., & Mayer, R. E. (2007). E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning (2nd ed.). Pfeiffer.
As you design an e-Learning tool according to the text the most important aspect to consider is what are your primary goals for the training. The text concludes that there are three structures of design for e-Learning; receptive, directive, and guided discovery.
As a special education teacher when designing e-Learning activities I believe that I need to concentrate my designs to Near Transfer Learning. Clark and Mayer explain that "We Distinguish between two types of perform goals" (1) procedural, also known as near transfer, and (2) principle-based or strategic, also known as far transfer." Procedural lessons are designed to teach step by step processes while Principle-based lessons are designed to teach a principle the learner must learn and then generalize to different settings or situations. In my classroom I think that designing more procedural learning tasks toward the front end of a lesson or unit is much more beneficial for the learner with disabilities. Once they have grasped the concept you might be able to do a principle-based learning and see how much was learned through the procedural process. On the other hand if I were teaching classes with advanced students and learners I would design mostly principle-based e-Learning's, I feel as if these would provide wonderful open ended class discussions where the learners would be able to generalize and apply the principle that was being taught.
Based on the text I feel more and more confident that the potential of e-Learning is limitless. I think the beauty of e-Learning is that it can be adapted to any learner young or old. Clark and Mayer explain that "Four potentially valuable instructional methods unique to e-learning are (1) practice with automated tailored feedback, (2) integration of collaboration with self-study, (3) dynamic adjustment of instruction based on learning and (4) use of simulation and games" (p. 22). One of the most valuable points that they make here is the ability to tailor instruction to the individual learners needs. Over the years we have found out much more about learning styles and how people learn. All learners are different and when trying to meet the educational needs of students with disabilities this is very important to remember. A lot of teachers struggle with trying to find ways to differentiate their instruction to meet all learners needs. E-Learning provides the instructor with so many different ways to differentiate their instruction making it easier to meet the needs of all their students.
Currently, I teach a Math Study Skills class and the students use a program called Cognitive Tutor through Carnegie Learning Online. The students in the class have all been identified as at-risk students in danger of failing math class. The program has been wonderful because it aligns with the curriculum but adapts its teaching style to each learner. If a learner misses a question it will automatically go back and force the student to master the particular concept that caused the student to miss the problem. The structure of the class allows me to individually work with students on particular assignments from their math class. This program is a great example of effective e-learning taking place in my class.
I also really found a lot of the information from the article "Evaluation of Evidence-Based Practices in Online Learning" very informative. I thought that it was interesting on what the article said about quizzes not providing the best feedback on learner progress. At my school in the math department the county is obsessed with us giving Common Formative Assessments and they feel like it provides the best feedback and data to make decisions about the unit. I'm sure they would be shocked to read the article.
References
Clark, R. C., & Mayer, R. E. (2007). E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning (2nd ed.). Pfeiffer.
Evidence Based Practices in eLearning and Pitfalls
This week I enjoyed reading the document, Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. It confirmed that the outcomes in online classes perform just as well as outcomes in the classroom (Means, Toyama, Murphy, Bakia & Jones, 2010).
Hurray for eLearning!! The community college where I work really promotes blended learning over online classes and I’ve always wondered about their reasoning. The current research suggests that blended learning and online classes have similar outcomes (Means et al, 2010). This is important information to convey to my administration when I’m promoting teaching and learning online.
I was surprised to learn that including video and quizzes in lessons don’t seem to improve outcomes. I have always been under the assumption that short quizzes throughout the lessons help reinforce learning. Instead, what really helps students to learn is creating a place and structure for students to monitor and reflect about what they are learning.
In the book e-Learning and the Science of Instruction, Clark and Mayer (2007) warn us about the pitfalls of eLearning, which basically boils down to a lack of proper pedagogy. Too many times classes are taught online the same way they are taught in the classroom. We need to have a paradigm shift in how we create and present learning materials online. It starts with assessing learner characteristics’. As in advertising, we need to know our target market. Once we know who they are and what they need to be able to do, we can then create and design materials to meet their needs. Making sure we are using technology to help students learn and not because it is “cool” and fun should increase leaner outcomes. Clark and Mayer (2007) state, “…from all the media comparison research, we have learned that it’s not the delivery medium, but rather the instructional methods that cause learning” (p. 21). This is why it is important to evaluate teaching methodologies in eLearning and make changes based on researched practices.
I’m excited about the potential for adaptive instruction with technology. It seems to me all students could benefit from the advances in technology. We now have the ability to really tailored lessons to the student’s ability.
A problem with eLearning is the possibility of presenting knowledge out of context, which may lead to “transfer failure” (Clark & Mayer, 2007). The other potential problem could be the mis-use or overuse of media. Presenting too much to fast can overload the students’ brains and learning will not happen. We need to remember, “technology can easily deliver more sensory data than the human nervous system can process” (Clark & Mayer, 2007). It is up to instructors and designers to stay focused on the objectives and present materials that will lead to learning.
Where I teach, one of the problems with e Learning is that the retention rates are dismal. In certain subjects it is as high as 40%. I believe if instructors understood the importance of design and using evidence based teaching methods, this rate would drop significantly. Instructors need to be cognizant of the objectives and understand the students’ prior knowledge before designing the eLearning materials. As stated by Clark and Mayer (2007), ”Research has proven that learners prior knowledge of the course content exerts the most influence on learning. Learners with little prior knowledge will benefit from different instructional methods than learners who are relatively experienced” (p.26). I’m looking forward to learning more about the three learning architectures, which include receptive, directive, & guided discovery and how to apply them to create effective lessons for my students.
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of
evidence-based practices in online learning: A meta-analysis and review of
online learning studies. U.S Department of Education.
Clark, R. C., & Mayer, R. E. (2007). E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning (2nd ed.). Pfeiffer.
Danielle Tymitz
Hello!
I'm Danielle (though I go by Danni most of the time). I am in my tenth year of teaching and have spent most of my career teaching fourth grade. I dabbled in first grade for a few years, but returned to fourth and have been there for the last five years.
I grew up in south suburban Chicago where my parents still live. I moved to Ohio to attend Miami University and stayed here after graduation. I moved down to San Antonio for a couple years before returning to Cincinnati, getting married and starting a family.
I have taught for Mt. Healthy City School District for the last five years. This school year they opened brand new schools so I moved into a brand new, technologically up-to-date building. I'm loving all the new tech tools that I have to use now and spend lots of time trying to incorporate new and interesting methods into my teaching.
I am very excited to be taking this class because it covers a lot of the areas of educational technology that I'm not familiar with. I have no experience with podcasts and other forms of multimedia that are available. In addition, I am hoping to learn new ways to incorporate online tools effectively for students that don't have access to home computers. We have lots of obstacles in our district regarding the use of multimedia. The largest of which is the filtering of YouTube. It is my hope that I will add some new methods and tools to my personal toolkit to make some of these wonderful resources available to my students.
I'm Danielle (though I go by Danni most of the time). I am in my tenth year of teaching and have spent most of my career teaching fourth grade. I dabbled in first grade for a few years, but returned to fourth and have been there for the last five years.
I grew up in south suburban Chicago where my parents still live. I moved to Ohio to attend Miami University and stayed here after graduation. I moved down to San Antonio for a couple years before returning to Cincinnati, getting married and starting a family.
I have taught for Mt. Healthy City School District for the last five years. This school year they opened brand new schools so I moved into a brand new, technologically up-to-date building. I'm loving all the new tech tools that I have to use now and spend lots of time trying to incorporate new and interesting methods into my teaching.
I am very excited to be taking this class because it covers a lot of the areas of educational technology that I'm not familiar with. I have no experience with podcasts and other forms of multimedia that are available. In addition, I am hoping to learn new ways to incorporate online tools effectively for students that don't have access to home computers. We have lots of obstacles in our district regarding the use of multimedia. The largest of which is the filtering of YouTube. It is my hope that I will add some new methods and tools to my personal toolkit to make some of these wonderful resources available to my students.
Saturday, January 29, 2011
Travis Wickesberg
Greetings:
My name is Travis Wickesberg and I am currently a part time student in my second semester at Boise State. I work as a Sr. Technical Trainer for a medical device company. In this position we develop the materials we teach. There is no instructional designer part of our group. With that said, the reason I am taking this class is to gain a more in depth understanding of how to apply the principles of multimedia to instructional messages and how to create audio/video content for educational purposes. I am excited about this class and look forward to working with all of you.
Cheers,
Travis
My name is Travis Wickesberg and I am currently a part time student in my second semester at Boise State. I work as a Sr. Technical Trainer for a medical device company. In this position we develop the materials we teach. There is no instructional designer part of our group. With that said, the reason I am taking this class is to gain a more in depth understanding of how to apply the principles of multimedia to instructional messages and how to create audio/video content for educational purposes. I am excited about this class and look forward to working with all of you.
Cheers,
Travis
Kelly Harmon
Hello!
I am living in North Carolina and working as a full time student for the first time in many years. I think it will be a luxury to dedicate myself solely to class instead of dividing my attention between classes and teaching. I am nearing completion of my degree, this is my last full semester of classes.
I chose to take this course because I have always been interested in multimedia and I am excited by the prospect of being able to produce multimedia presentations. I do not have any specific plans for how I will utilize my newly gained multimedia creating skills but I am confident that they will be useful in the future especially with the burgeoning technology available.
I look forward to working with everyone this semester.
I am living in North Carolina and working as a full time student for the first time in many years. I think it will be a luxury to dedicate myself solely to class instead of dividing my attention between classes and teaching. I am nearing completion of my degree, this is my last full semester of classes.
I chose to take this course because I have always been interested in multimedia and I am excited by the prospect of being able to produce multimedia presentations. I do not have any specific plans for how I will utilize my newly gained multimedia creating skills but I am confident that they will be useful in the future especially with the burgeoning technology available.
I look forward to working with everyone this semester.
Barb Herman
Hi Everybody,
I live in the Chicago area were winter has set in, but on the bright side I'm starting this class and the days are getting longer. Woo Hoo Spring is coming! I used Glogster to introduce myself. For those who are finishing this semester and would like insight into the portfolio feel free to ask me any questions you like I'm glad to help.
I live in the Chicago area were winter has set in, but on the bright side I'm starting this class and the days are getting longer. Woo Hoo Spring is coming! I used Glogster to introduce myself. For those who are finishing this semester and would like insight into the portfolio feel free to ask me any questions you like I'm glad to help.
Shanda Veatch
Hello! I'm very much looking forward to being in this class. I've always been excited about the world of online multimedia and have been an avid consumer for years. Over the years I have cast aside late night radio broadcasts and thousands of hours of books on tape in favor of the unlimited world of podcasting. The world of podcasting and webcasting is to me an uncharted territory, much like the Wild West, or the "final frontier" as put forth by the venerable Captains Kirk and Picard. I have found that webcasting, in any form, allows amateurs and professionals an almost level playing field, the participation upon which is strictly up to the imagination of the individual. This technology is the future of media, education, business and lifestyle. As it transforms the very core of our culture, it is exciting to delve in as educated participants rather than passive consumers.
I am indeed a nerd, and am hoping to become even more of one, while raising one as well. My 14 year old son is currently enrolled in a C++ training course with his sights on a career in computer programming and science. He is also a full time online high school student and is achieving great success in this learning environment. As a public school teacher, I am an advocate for change, and am eager to see the opportunities that will emerge for our educationally underprivileged populations as the web breathes fresh life into a system that seems to be losing sight of its primary goal: to teach and to learn “in the least restrictive environment”. In the words of Shakespeare, “gentlemen in England now abed shall think themselves accursed they were not here.” As educators in the MET program, “we happy few” are riding the edge of this wave, and it is truly an exciting time to explore this renaissance.
Friday, January 28, 2011
Steven Poast - Introduction
Hi Everyone!
I'm writing from chilly Columbus, Ohio. My work for this course and my portfolio project will help keep my mind off the snow and freezing temperatures, though my daughter loves all the white stuff. As of right now I am a private tutor for students in grades 1-12, but I am in the process of applying for jobs in the Columbus area. I have been pleasantly surprised by the number of instructional design jobs in and around Columbus. While I'm not expecting any offers right away, I am confident I will find a position by the end of the semester. My wife is very hopeful in my job search as she is looking to eventually go to part time working with the chemistry department at Ohio State. When I'm not tutoring or studying I'm either chasing my daughter around the house, playing my bass guitar, or learning French (for a trip this summer - Rosetta Stone ROCKS!).
I am looking forward to gain a more in-depth experience working with multimedia presentations like podcasts and digital storytelling. As I look at many of the job opportunities available I know I can utilize these tools in my future place of employment. Applying learning theory to each method of delivery will be important and I see this course providing many opportunities to build multimedia instruction based on strong research-based methodologies.
I'm looking forward to working with everyone and learning from all of your experiences.
Steve
I'm writing from chilly Columbus, Ohio. My work for this course and my portfolio project will help keep my mind off the snow and freezing temperatures, though my daughter loves all the white stuff. As of right now I am a private tutor for students in grades 1-12, but I am in the process of applying for jobs in the Columbus area. I have been pleasantly surprised by the number of instructional design jobs in and around Columbus. While I'm not expecting any offers right away, I am confident I will find a position by the end of the semester. My wife is very hopeful in my job search as she is looking to eventually go to part time working with the chemistry department at Ohio State. When I'm not tutoring or studying I'm either chasing my daughter around the house, playing my bass guitar, or learning French (for a trip this summer - Rosetta Stone ROCKS!).
I am looking forward to gain a more in-depth experience working with multimedia presentations like podcasts and digital storytelling. As I look at many of the job opportunities available I know I can utilize these tools in my future place of employment. Applying learning theory to each method of delivery will be important and I see this course providing many opportunities to build multimedia instruction based on strong research-based methodologies.
I'm looking forward to working with everyone and learning from all of your experiences.
Steve
Intro | Traci Garff
Hello Class!
I was born and raised in New York, just outside the city. I graduated from Utah State University with a degree in Special Education and taught Life Skills at a high school in Utah for the past 4 years. This last year, I decided to take a leave of absense from teaching and focus on school full time. To make life a little more fun, I decided to move back to New York so I can study AND play this school year. :)
I'm in my last semester of the EDTECH program and have loved my experience. I'm hoping to learn technological skills and be able to apply these skills to being a more engaging and effective teacher.
Traci
I was born and raised in New York, just outside the city. I graduated from Utah State University with a degree in Special Education and taught Life Skills at a high school in Utah for the past 4 years. This last year, I decided to take a leave of absense from teaching and focus on school full time. To make life a little more fun, I decided to move back to New York so I can study AND play this school year. :)
I'm in my last semester of the EDTECH program and have loved my experience. I'm hoping to learn technological skills and be able to apply these skills to being a more engaging and effective teacher.
Traci
Margaret Thayer Introduction
Hello all...
I enrolled in the MET program to jumpstart a career change from editing/publication project management in the print publishing world to instructional design. Ed Tech 513 is my eighth class in the program. Prior to the MET program, I had very little experience with technology tools other than basic office applications, so I am most interested in improving my technical/design skills. This semester I would like to continue building my skills with the Adobe CS programs and learn about other design tools that are available (especially freebies!). Two areas I have had little to no experience with but would like to learn about are sound and video production and editing.
Thanks to my work in the MET program, I began a new job in October as an Instructional Designer/Writer for an e-learning production company called Web Courseworks (http://www.webcourseworks.com/). Typically our clients will supply us with the content to design professional training/continuing education e-courses for their adult learners. The textbook for this class seems especially applicable to my job, so I am looking forward to digging into that. The programmers on our staff handle the technical aspects of course design, so I don’t know if I will ever actually use the technical skills I am developing in the MET program. However, I do need to develop the concepts for interactive activities and then communicate my ideas to the programmers. Therefore, it is helpful for me to both understand what is technically possible with the tools that are available, and to know enough about features of the tools to be able to communicate with the programmers. For example, two technical issues that may have an impact on the design of an e-course I am developing include compliance with SCORM standards (for reporting the learners’ exam scores) and integration with the client’s LMS.
I enrolled in the MET program to jumpstart a career change from editing/publication project management in the print publishing world to instructional design. Ed Tech 513 is my eighth class in the program. Prior to the MET program, I had very little experience with technology tools other than basic office applications, so I am most interested in improving my technical/design skills. This semester I would like to continue building my skills with the Adobe CS programs and learn about other design tools that are available (especially freebies!). Two areas I have had little to no experience with but would like to learn about are sound and video production and editing.
Thanks to my work in the MET program, I began a new job in October as an Instructional Designer/Writer for an e-learning production company called Web Courseworks (http://www.webcourseworks.com/). Typically our clients will supply us with the content to design professional training/continuing education e-courses for their adult learners. The textbook for this class seems especially applicable to my job, so I am looking forward to digging into that. The programmers on our staff handle the technical aspects of course design, so I don’t know if I will ever actually use the technical skills I am developing in the MET program. However, I do need to develop the concepts for interactive activities and then communicate my ideas to the programmers. Therefore, it is helpful for me to both understand what is technically possible with the tools that are available, and to know enough about features of the tools to be able to communicate with the programmers. For example, two technical issues that may have an impact on the design of an e-course I am developing include compliance with SCORM standards (for reporting the learners’ exam scores) and integration with the client’s LMS.
Thursday, January 27, 2011
Sam Gedeborg - A Welcome
Hello everyone!
My name is Sam Gedeborg and I live in Nampa, Idaho where I work at Victory Charter School, which focuses on Math and Science and follows the Harbor Method. I teach Computers, Mathematics, and Spanish classes and improving my ability to improve learning by developing multimedia materials (especially with my Spanish classes) is the main reason I took this class.
Since this is my last elective before I graduate I have had the privilege of taking most of my Instructional Design and Instructional Message Design classes and so my hopes are to now to supplement that knowledge with the ideas and concepts of how to work with multimedia (hopefully interactive) to accomplish goals and standards of a class Design.
I look forward to working with each one of you and am excited for all the possibilities that will come through this class, and hope to gain ideas and keep improving as an educator throughout this course so that my students will be better prepared to learn the concepts that will aid them in their learning.
My name is Sam Gedeborg and I live in Nampa, Idaho where I work at Victory Charter School, which focuses on Math and Science and follows the Harbor Method. I teach Computers, Mathematics, and Spanish classes and improving my ability to improve learning by developing multimedia materials (especially with my Spanish classes) is the main reason I took this class.
Since this is my last elective before I graduate I have had the privilege of taking most of my Instructional Design and Instructional Message Design classes and so my hopes are to now to supplement that knowledge with the ideas and concepts of how to work with multimedia (hopefully interactive) to accomplish goals and standards of a class Design.
I look forward to working with each one of you and am excited for all the possibilities that will come through this class, and hope to gain ideas and keep improving as an educator throughout this course so that my students will be better prepared to learn the concepts that will aid them in their learning.
Graeme Thain
Hi everyone,
I wanted to take this class because it is a practical class. There will be aspects/assignments that I will be able to directly use in my own teaching. I hope to get out of this class new ways to present information to my students and new ways that my students can present their learning to me.
Dustin Summey
Hello everyone!
I live and teach in Russellville, Arkansas, where I grew up and went to college. My wife and I like to travel several times throughout the year, and I have also done some summer teaching out-of-state over the past several years. I teach online part-time, and in my full-time brick-and-mortar teaching role I am fortunate enough to have a full lab of computers in my classroom, so I use a hybrid approach for my courses. This semester, I hope to increase my fluency at selecting technology tools and incorporating them into instruction in such a way that my students' diverse learning-style needs are met. I typically catch on to new technology very quickly, but applying it within an instructional context comes somewhat slower. Often times, I know there's a connection and potential benefit for learning, but articulating that is a bit of a challenge initially. I look forward to becoming more skilled in that area.
I live and teach in Russellville, Arkansas, where I grew up and went to college. My wife and I like to travel several times throughout the year, and I have also done some summer teaching out-of-state over the past several years. I teach online part-time, and in my full-time brick-and-mortar teaching role I am fortunate enough to have a full lab of computers in my classroom, so I use a hybrid approach for my courses. This semester, I hope to increase my fluency at selecting technology tools and incorporating them into instruction in such a way that my students' diverse learning-style needs are met. I typically catch on to new technology very quickly, but applying it within an instructional context comes somewhat slower. Often times, I know there's a connection and potential benefit for learning, but articulating that is a bit of a challenge initially. I look forward to becoming more skilled in that area.
Kristin Green
Hi Class!
I am taking this class as part of my cognate towards me Ed.D in Curriculum and Instruction. I have really enjoyed the EdTech classes I've taken in the past and expect this one to be great. I want to get better at creating multi-media presentations. I work for a corporation that uses e-learrning as a method to train their employees. One day I also hope to teach classes online for a local community college. Understanding how to create multi-media presentations will be a great assett for my career.
In this class I hope to enhance my skills. I have been able to develop some multimedia presentations for work and in other classes. I am planning on building on those skills. When I first started in the program I felt like I was going to dround in all the technology and new things to learn. I'm hoping I'm at a different place for this class, where I can stand on the learning blocks I've already built for myself.
I am taking this class as part of my cognate towards me Ed.D in Curriculum and Instruction. I have really enjoyed the EdTech classes I've taken in the past and expect this one to be great. I want to get better at creating multi-media presentations. I work for a corporation that uses e-learrning as a method to train their employees. One day I also hope to teach classes online for a local community college. Understanding how to create multi-media presentations will be a great assett for my career.
In this class I hope to enhance my skills. I have been able to develop some multimedia presentations for work and in other classes. I am planning on building on those skills. When I first started in the program I felt like I was going to dround in all the technology and new things to learn. I'm hoping I'm at a different place for this class, where I can stand on the learning blocks I've already built for myself.
A Professional Debate with a Superior
Please Help with this Dilemma
Hi everyone: I have already posted my life story as a comment in Diane’s blog. Sorry, as I am just learning how to blog (sorry, but true). I won’t repeat it all again and bore you to tears (you can see it in Diane’s blog). I have a real dilemma that I need everyone’s input on.
My very good friend is the vice principal at my high school. Due to major budget constraints, we have had some hard discussions about the cost vs. effectiveness of technology integration in schools. He is essentially asking me to justify my job as a technology teacher. The funny/unfortunate thing about this debate came from the struggles I had reading this week’s supplemental reading by the U.S. Department of Education meta-analysis review (did any of you read this?). Let me give you examples of why I am having trouble with my friend in this debate…
- Page 6 – “…other reviews of the distance education literature indicate no significant difference in effectiveness between distance education and face-to-face education.”
- Page 18 – “…in finding that instruction conducted entirely online is as effective as classroom instruction but no better.”
- Page 30 – “…the effectiveness of online learning was equivalent in older and newer studies…”
- Page 32 – “…with students receiving face-to-face instruction doing significantly better than those receiving the online blended version of the course.”
- Page 39 – “An additional six studies contrasting purely online conditions also failed to find significant differences in student learning.”
- Page 41. “Many researchers have hypothesized that the addition of images, graphics, audio, video or some combination would enhance student learning and positively affect achievement. However, the majority of students to date have found that these media features do not affect learning outcomes.”
- Page 44 – “No difference was found between the groups receiving the case simulation versus the text-based version.”
There are plenty of more examples from the reading, but you get the idea. These quotes don’t seem to help my argument when he shows me the technology budget and asks me to justify that high ticket price when the above quotes about the effectiveness are so alarming. His argument centers on how many face-to-face teachers that expenditure could cover. I know my job is important, but some of this is hard to ignore.
The article does work to prove that a blending of instruction is best, but that’s not the defense I need to justify my side of the argument. What would you folks say to your boss who is asking you to justify the expenditure of your job?
Thanks everyone, John
Hi from Nancy O'Sullivan
Hi Everyone!
I’m a Midwest girl, born in Iowa and currently living outside the Chicago area. I teach, both online and in the classroom, a variety of health related classes for a large (30,000 students) community college near my home. I enjoy almost anything outdoors including biking, running, hiking and playing golf and tennis. As with most of you, I wish I had more free time:-)
During this class, I’m hoping to gain valuable experience in creating and editing my own multimedia projects. I don’t consider myself a “techy,” but I know that visuals can be very powerful in the learning environment. I have worked a little with Camtasia on very simple projects, but need much more experience in the editing process. I’m looking forward to learning with all of you this semester!
Wednesday, January 26, 2011
Debbie Loeffler
Hi,
I am looking forward to working with everyone! It has taken a little while to get back into school after a great winter break. The last few days the sun has been shining and my outdoor projects have been calling. I hope to get my pond and a waterfall finished this year. I love to garden. With 40 acres I have plenty of space to indulge in my hobby. My husband and I love to travel. We were in Roatan over winter break. We plan to go to Sedona Az. in March for baseball spring training. I am a semi retired emergency nurse. My goal is to design and teach online nursing courses.
I hope this class will help provide a foundation for evidenced based teaching and design. As a nurse I have strived to develop my professional nursing career based on an evidenced based practice and I encourage others to do so.
In this week’s reading assignment three lines stood out for me and are questions I will ask as I progress in the development of design and teaching:
1. “Technology that promotes learning” is the technology appropriate and does it promote learning?
2. Is it “compatible with the human learning process” ?
3. Does it meet “psychological learning requirements”?
I am looking forward to completing the multimedia projects outlined in the syllabus and developing technical skills in multimedia production. I think it will be a fun and interesting semester.
Reference
Clark, R., C. & Mayer R.,E. (2008) e-Learning and the Science of Instruction: Proven guidelines for consumers and designer of multimedia learning. (2nd ed.). Retrieved from http://www.amazon.com/Kindle-eBooks.
Monday, January 24, 2011
Introduction- Luke Wiggs
Hey everyone I'm excited about getting going this semester! I look forward to working with each one of you and having a successful semester.
A little background info....
I grew up in Peachtree City, GA for most of my life. After graduating from high school I took my gridiron skills to Belhaven College in Jackson, Mississippi where I played quarterback. After realizing I would not get paid on Sundays I decided to transfer to Auburn University where I received my B.S. in Rehabilitation and Special Education in May of 2007. In August of 2007 I started teaching at Woodland High School where I am presently still employed. At Woodland I teach resource mathematics classes, I am a department co-chair of Special Education and in charge of Assistive Technology. In addition to my teaching duties I am the quarterbacks coach of the varsity football team and the head boys golf coach. I also make and edit all of our films for the football program.
Throughout this course I hope to further my knowledge about Multimedia Technologies. I hope to use this knowledge to improve my day to day instruction as a teacher. I also hope to improve my video editing skills as well as find new innovative ways to market our students athletes at Woodland High School. I would also hope that the skills I acquire during the semester will make me more marketable as a professional.
Once again, I'm looking forward to the semester!
P.S. War Eagle!!! 2010 National Champs.
Below is a introduction to myself as scene through pictures!
A little background info....
I grew up in Peachtree City, GA for most of my life. After graduating from high school I took my gridiron skills to Belhaven College in Jackson, Mississippi where I played quarterback. After realizing I would not get paid on Sundays I decided to transfer to Auburn University where I received my B.S. in Rehabilitation and Special Education in May of 2007. In August of 2007 I started teaching at Woodland High School where I am presently still employed. At Woodland I teach resource mathematics classes, I am a department co-chair of Special Education and in charge of Assistive Technology. In addition to my teaching duties I am the quarterbacks coach of the varsity football team and the head boys golf coach. I also make and edit all of our films for the football program.
Throughout this course I hope to further my knowledge about Multimedia Technologies. I hope to use this knowledge to improve my day to day instruction as a teacher. I also hope to improve my video editing skills as well as find new innovative ways to market our students athletes at Woodland High School. I would also hope that the skills I acquire during the semester will make me more marketable as a professional.
Once again, I'm looking forward to the semester!
P.S. War Eagle!!! 2010 National Champs.
Below is a introduction to myself as scene through pictures!
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