For the Historical Timeline assignment, I chose to find out a bit more about Open Educational Resources (OER). It is so interesting to me that 10 years ago, this didn't exist! Makes me wonder what 10 years from now will bring - what is just an idea right now that will become a common practice or movement in 2018? I'm sure there is more than one.
And I wonder how OERs will evolve and change the face of online learning. One thing I didn't include in the timeline was OpenSource Learning Management Systems, like Moodle and Sakai. I am very curious as to how these LMS's will change the landscape of the current LMS market, like eCollege and Blackboard. How will the market adjust and will it make financial sense to convert courses over to the OpenSource systems?
I also see a connection between OER and PLE's, our group's topic for the Trend Analysis project. How do OERs already influence our own personal learning, whether formal or informal? How might companies and industries maximize these resources and opportunities for learning?
Sunday, September 28, 2008
Tuesday, September 16, 2008
A New Thought
I am working on integrating some content from the National Repository of Online Courses (NROC) into our College Physics course. This content is high quality multimedia - I think Mayer would call it a cognitive aid based on knowledge construction rather than information delivery.
This content was probably designed using a model similar to that described by Khan in the P3 Model. This is content that far exceeds what a small organization like I work for could create. Side note - this is Open Source content available online for anyone to view. We license the content from NROC so that we can embed it directly into our courses. So the Physics instructor has viewed all of the content and decided where and how to integrate it into his course. This is a great role for the instructor/course designer to play. He doesn't need to spend energy creating the content, but rather organizing it in a way that guides and supports student learning through the course management system. This support includes navigational instruction, threaded discussions, and assessment.
For some reason, this is a big "aha" moment for me. I hadn't made the connection between the instructional design of the NROC content and the role of the instructor in designing a course to lead students through the content until just now.
This content was probably designed using a model similar to that described by Khan in the P3 Model. This is content that far exceeds what a small organization like I work for could create. Side note - this is Open Source content available online for anyone to view. We license the content from NROC so that we can embed it directly into our courses. So the Physics instructor has viewed all of the content and decided where and how to integrate it into his course. This is a great role for the instructor/course designer to play. He doesn't need to spend energy creating the content, but rather organizing it in a way that guides and supports student learning through the course management system. This support includes navigational instruction, threaded discussions, and assessment.
For some reason, this is a big "aha" moment for me. I hadn't made the connection between the instructional design of the NROC content and the role of the instructor in designing a course to lead students through the content until just now.
Wednesday, September 10, 2008
5650 - The eLearning P-3 Model
P-3 is the People-Process-Product Continuum. My first thought is that this will work well for large-scale eLearning development and requires lots of dollars.
One thing that strikes me about this model is the absence of the instructor in the development process. In my world of K-12 online learning, the instructor is a key person in the process. With varying levels of technical and design support, our instructors create the online course content.
We have engaged in organizational conversations about this approach, as it is quite different from our full-time, fully-funded counterparts in K-12. We have found that when we give instructors ownership over the content and design of their courses, they respond very positively, which spills over into teaching and learning effectiveness. We believe that when teachers are actively engaged in the process, students benefit.
I have taught courses designed by others, and found it very challenging. Perhaps it was due to a difference in teaching and learning philosophy. On the other hand, when I started teaching online, it was necessary to have a model to work from. Our courses have evolved over time and our instructors have experience and expertise in teaching and learning online. And we design courses on a small scale. Perhaps this is why our instructor-as-designer model works for us.
One thing that strikes me about this model is the absence of the instructor in the development process. In my world of K-12 online learning, the instructor is a key person in the process. With varying levels of technical and design support, our instructors create the online course content.
We have engaged in organizational conversations about this approach, as it is quite different from our full-time, fully-funded counterparts in K-12. We have found that when we give instructors ownership over the content and design of their courses, they respond very positively, which spills over into teaching and learning effectiveness. We believe that when teachers are actively engaged in the process, students benefit.
I have taught courses designed by others, and found it very challenging. Perhaps it was due to a difference in teaching and learning philosophy. On the other hand, when I started teaching online, it was necessary to have a model to work from. Our courses have evolved over time and our instructors have experience and expertise in teaching and learning online. And we design courses on a small scale. Perhaps this is why our instructor-as-designer model works for us.
Monday, September 8, 2008
5130 - Cognitive Processes video - notes
1. Remembering, deciding, planning, problem solving, and communicating ideas - the study of these mental processes is Cognitive Psychology, or thinking about thinking.
2. Being able to categorize (what's the same, what's different) is an important mental process. The categories we form in our mind are concepts, mental representations of related things.
3. We tend to have "prototypes" to help us categorize concepts (e.g., bird, chair).
4. A "violation of your expectations" is detected by the brain prior to even consciously being aware of it (taking a sip from a cup, or a computer). We all work from "schema" (mental maps) regarding how things should work.
5. When actions become automatic, it frees memory to pay attention to sense, meaning, structure.
6. A lot of research is being done on explanation and how experienced teachers get students to think. Glaser says that the more we understand about the human mind, the more we increase intelligence. He thinks of intelligence as the cognitive ability to learn and problem solve - it is a cognitive skill. Thus individuals can be taught to learn at higher proficiency levels and performance, and to teach themselves.
2. Being able to categorize (what's the same, what's different) is an important mental process. The categories we form in our mind are concepts, mental representations of related things.
3. We tend to have "prototypes" to help us categorize concepts (e.g., bird, chair).
4. A "violation of your expectations" is detected by the brain prior to even consciously being aware of it (taking a sip from a cup, or a computer). We all work from "schema" (mental maps) regarding how things should work.
5. When actions become automatic, it frees memory to pay attention to sense, meaning, structure.
6. A lot of research is being done on explanation and how experienced teachers get students to think. Glaser says that the more we understand about the human mind, the more we increase intelligence. He thinks of intelligence as the cognitive ability to learn and problem solve - it is a cognitive skill. Thus individuals can be taught to learn at higher proficiency levels and performance, and to teach themselves.
Sunday, September 7, 2008
5130 - Remembering and Forgetting video - notes
1. Memory can be affected by how much you concentrate, how much you rehearse, your level of motivation, physical state and biological condition. Also affected by the context in which you learn something and the context in which it is recalled. Interference from other experiences can impact memory.
2. Discovering meaning, order, and organization are some of the most powerful strategies of the mind.
3. Long-term memory is unlimited. In theory, any experiences stored in long-term memory are available for recall. Long-term memory is passive, not active.
4. Short-term memory is the second memory system, characterized by active memories - all information currently in use.
5. Short term memory has two limitations. It can only hold a small amount of information (5 - 9 items), and the time the memory is held is short (30 seconds). When our attention is diverted somewhere else, new information replaces the old.
6. "Chunking" - grouping items by pattern or familiarity - enables us to hold onto items longer.
7. New material is learned by relating it to old material.
8. Peg word pneumonics - associating a list of peg words with the new items to remember: one-bun, two-show, three-tree, four-door, five-hive.
9. "Who and what you remember is determined by who you are and what you already know."
10. Remembering something results in a physical change in the brain (structure and functioning).
11. Procedural and declarative (what you know) memories are different sets of connections. Episodic memory (diary of personal experiences) is another set of engrams (sp?)
2. Discovering meaning, order, and organization are some of the most powerful strategies of the mind.
3. Long-term memory is unlimited. In theory, any experiences stored in long-term memory are available for recall. Long-term memory is passive, not active.
4. Short-term memory is the second memory system, characterized by active memories - all information currently in use.
5. Short term memory has two limitations. It can only hold a small amount of information (5 - 9 items), and the time the memory is held is short (30 seconds). When our attention is diverted somewhere else, new information replaces the old.
6. "Chunking" - grouping items by pattern or familiarity - enables us to hold onto items longer.
7. New material is learned by relating it to old material.
8. Peg word pneumonics - associating a list of peg words with the new items to remember: one-bun, two-show, three-tree, four-door, five-hive.
9. "Who and what you remember is determined by who you are and what you already know."
10. Remembering something results in a physical change in the brain (structure and functioning).
11. Procedural and declarative (what you know) memories are different sets of connections. Episodic memory (diary of personal experiences) is another set of engrams (sp?)
Saturday, September 6, 2008
5650 - Reflections from the Introduction of Blogs and RSS Feeds...
As a former K-12 teacher, I completely agree that reflection and professional development are key components to a teacher's professional growth and their effectiveness with students. When I was in the classroon, blogs and RSS feeds were not part of our everyday routine as they are today. In my current role, one of my goals is to build our online teachers' capacity to use these tools in order to foster greater student learning and understanding.
The struggles associated with using blogs and RSS feeds with students for the first time are not surprising to me. I like how this article discusses some of the presumptions that were initially made, and the lessons learned from implementation the first time around (the authors modeling reflection!).
To summarize, here is a list of the lessons learned that resonate strongly with me:
1. Prepare for the semester by determining the purpose for using any new technologies (p. 57). Will blogs be used for reflection, professional development, and/or collaboration?
2. Provide more structure early on and then gradually decrease structure to allow for individuality (p. 58).
3. Minimize the number of websites students need to visit to gather information. Keeping these simple will keep the task manageable for students. (p. 58)
4. "It is important for instructors to model effective blogging for students so they can understand how the tools all tie together" (p. 59). Additionally, students might benefit from instructors' thoughtful reflection and responses to student blogs. A successful technique used was to post a couple of student blog entries on the instructor's blog for additional comment and highlighting.
5. As with anything, "adjustments will need to be made continually as the tools for communicating in the read/write internet continue to evolve almost every month - or even every day" (p. 60).
The struggles associated with using blogs and RSS feeds with students for the first time are not surprising to me. I like how this article discusses some of the presumptions that were initially made, and the lessons learned from implementation the first time around (the authors modeling reflection!).
To summarize, here is a list of the lessons learned that resonate strongly with me:
1. Prepare for the semester by determining the purpose for using any new technologies (p. 57). Will blogs be used for reflection, professional development, and/or collaboration?
2. Provide more structure early on and then gradually decrease structure to allow for individuality (p. 58).
3. Minimize the number of websites students need to visit to gather information. Keeping these simple will keep the task manageable for students. (p. 58)
4. "It is important for instructors to model effective blogging for students so they can understand how the tools all tie together" (p. 59). Additionally, students might benefit from instructors' thoughtful reflection and responses to student blogs. A successful technique used was to post a couple of student blog entries on the instructor's blog for additional comment and highlighting.
5. As with anything, "adjustments will need to be made continually as the tools for communicating in the read/write internet continue to evolve almost every month - or even every day" (p. 60).
Thursday, September 4, 2008
5650 - Blog and Website Resources
My focus for the Blog and Website Resources is 21st century learning - with a K-12 and non-profit emphasis. These resources support my work in online education as I strive to push my own thinking about learning forward. The ideas presented in these blogs and websites help me keep my thinking fresh, challenge my ideas with different views, and provide me with resources to share with online teachers and learners.
1. The Partnership for 21st Century Skills
This website is important to me because one of my goals in online education is to engage learners with content that is meaningful and relevant to them. This means creating learning experiences that require learners to think creatively and flexibly, manage information, communicate in a variety of ways, and lead initiatives. The Framework for 21st Century Learning is especially useful.
2. The Council on 21st Century Learning
The Council on 21st Century Learning is a local organization that is "supporting systemic change that transforms schooling into powerful learning that serves the needs of all people." The Resources section of this site is especially helpful to me, and provides great food for thought.
3. Will Richardson's Blog
I began reading this blog when my group and I worked on the Web Conference in the eLearning certificate courses. Our "session" was on Web 2.0. Reading Will Richardson's blog is a great way for me to stay informed on Web 2.0 applications in education.
4. Church of the Customer Blog
This blog attracted my attention after hearing Jackie Huba speak at the NACOL Virtual School Symposium in November 2007. The blog is interesting to me, not so much from an educational point of view, but rather from that of an entrepreneurial approach to business. The focus of the blog is on "word of mouth" as a marketing approach, and how to maintain customer loyalty. This focus is very important for our small, non-profit organization. Plus I need all the help I can get when it comes to thinking about and implementing marketing strategies.
1. The Partnership for 21st Century Skills
This website is important to me because one of my goals in online education is to engage learners with content that is meaningful and relevant to them. This means creating learning experiences that require learners to think creatively and flexibly, manage information, communicate in a variety of ways, and lead initiatives. The Framework for 21st Century Learning is especially useful.
2. The Council on 21st Century Learning
The Council on 21st Century Learning is a local organization that is "supporting systemic change that transforms schooling into powerful learning that serves the needs of all people." The Resources section of this site is especially helpful to me, and provides great food for thought.
3. Will Richardson's Blog
I began reading this blog when my group and I worked on the Web Conference in the eLearning certificate courses. Our "session" was on Web 2.0. Reading Will Richardson's blog is a great way for me to stay informed on Web 2.0 applications in education.
4. Church of the Customer Blog
This blog attracted my attention after hearing Jackie Huba speak at the NACOL Virtual School Symposium in November 2007. The blog is interesting to me, not so much from an educational point of view, but rather from that of an entrepreneurial approach to business. The focus of the blog is on "word of mouth" as a marketing approach, and how to maintain customer loyalty. This focus is very important for our small, non-profit organization. Plus I need all the help I can get when it comes to thinking about and implementing marketing strategies.
Tuesday, September 2, 2008
5130 - Sensation and Perception video - notes
1. The brain adapts to changes in perception (football player with vision changed by 20 degrees), and then requires new data to re-adjust when the perception is changed again.
2. Our perception is greatly influenced by its context. We see what we expect to see. We see with our minds as well as our eyes.
3. What we perceive the world as is subject to a number of influences - some will lead us astray. Previous experience, expectations, interests, and biases constantly impact our perceptions.
4. Old woman/young woman drawing, and rat/old man drawing illustrate how our perception is influenced by our mindset prior to seeing the drawing.
5. Perception has to work fast - if we relied on gathering all information, we would react too slowly.
2. Our perception is greatly influenced by its context. We see what we expect to see. We see with our minds as well as our eyes.
3. What we perceive the world as is subject to a number of influences - some will lead us astray. Previous experience, expectations, interests, and biases constantly impact our perceptions.
4. Old woman/young woman drawing, and rat/old man drawing illustrate how our perception is influenced by our mindset prior to seeing the drawing.
5. Perception has to work fast - if we relied on gathering all information, we would react too slowly.
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