Tuesday, November 22, 2011

Module 6 Feedback on Colleague's Final Presentations

To Rachel Salley:
While viewing your presentation, I especially liked how you used a few slides (in lieu of one) to list out the individuals who use learner assessments. Furthermore, I thought it was brilliant to include all the uses that each individual (depending on their position as teacher, administrator or policy maker, etc.) have for learner assessments.Your presentation was very informative and straight to the point. Great job!
To Cathy Marziali:
I especially liked the flow of your video. The video of the avatar ( In the 5th slide I believe) did not even appear to be an embedded video from an outside source.....it flowed and played automatically as if everything came from one source. Your presentation was of very high quality. I aspire to create a presentation of the same caliber some day...Great job!

To Cora Blades:
I especially was impressed with the original footage and videography. About 2 minutes and 30 seconds into the presentation, you showed an example of what happens when someone is not sure how to cite information correctly. That was important to me since searching through the APA manual is something I can definitely relate to. Furthermore, I  like how you began the presentation by asking a series of questions and then stating "If you have answered yes to any of these questions, then you are guilty of plagiarism." The picture in the first slide coincided with your opening statement as well. Great job!

To Laura Lee:
While viewing your presentation, I liked how you referred to the keynote speaker so it appeared as though you were really presenting at an educational conference. Also, the slide that was 3 minutes and 43 seconds into your presentation had a a person walking up a set of building blocks which coincided with the slides title "Increasing the Development..." Overall, your presentation was straight to the point and easy to follow. Great job!

To AJ:
I especially liked the slide where the figures had the laptop computer connected to the globe to depict the connection that users have with the rest of the world. In addition, I thought it was brilliant to include sample pages so viewers could see what some of the online resources actually looked like once logged on. Great job!

To Lewis Chappelear:
Wow! Your video presentation looks like it was professionally done. I enjoyed teh first fes slides that gave a visual depiction of the isolation students would feel if learning had no social presence. I also thought it was pretty neat how you had original videography while words and graphics appeared on the screen simultaneously. For example, as you would say something, those same words would pop up on the screen. What type of software did you use for your presentation? Did you start off using MS Power Point? Fabulous Work!

Friday, November 11, 2011

Thursday, November 3, 2011

Module 5: Concept Map and Reflection Paper

 Please click on the following link to view my concept map:
 http://educ7101-diffusion.wikispaces.com/Tawana+Stiff

Reflection:
During Module 5, I was required to create a concept map that indicated where various technology and media tools fell in the static-dynamic continuum of distance education. As described by Leslie Moller (2008), technology and media that are considered static are those that provide a context to gather information. Yet, the student who is taking in this information is not able to interact with the information or ask any questions regarding the information. These types of tools do very little to build and deepen the knowledge of students and include media that involves a lot of text or pre-recorded audio. For example, pdf documents and video cast would fall into this category. Next, there are the technology and media that falls into the middle of this continuum due to the student interaction that takes place. For example, learning tools such as blogs and discussion forums allow learners to access ideas and ask questions that elicit further thought on those ideas. Although these tools serve as an information source - - comparable to the tools that are considered static, the fact that students are able to interact with the information is what pushes them further along on the static-dynamic continuum (Moller 2008). Lastly, there are the learning tools that are considered dynamic due the fact that they allow students to construct, represent and manipulate information that will deepen their level of understanding. For example, technology that enables students to construct artifacts to convey their understanding would fall into this category of the continuum. Tools such as Microsoft PowerPoint or Excel are two examples of tools learners can use to represent their cognitive levels in regards to a given concept.

So where do I fall into this continuum? Well, as an online learner I believe I spend time in all areas of this continuum. On a weekly basis, my online instructor provides me with resources that contain the information I need to participate in discussion forums. As I read or listen to the media resources, I am taking in information. This falls into the static category. Now, when I take that information to post my thoughts in the discussion forum, I am engaging in the middle of the continuum. I say this since I often expand on my original thoughts as a result of interacting with my online colleagues and instructor. Furthermore, I engage in metacognition to evaluate my own thought processes when reading the views of others. Now, the assignments that I work on in my online classroom definitely fall under the dynamic part of the static-dynamic continuum. Other than the criteria that will be used to grade my presentation, I have constructed power point slide shows to represent my understanding. I had to engage with the content on a very deep level since I had to gather visuals and graphics that represented the information in my slide. Furthermore, I had to locate and read several articles and research studies to convey and support the intended message. Interacting with this information on an ongoing basis has had the greatest impact on my learning. Due to my depth of involvement in creating these presentations, I am likely to retain this information for a very long (if not indefinite) period of time.

As far as becoming more dynamic, I honestly do not think that is necessary. I think it is appropriate to spend time in each area of the static-dynamic continuum. Sometimes it is appropriate to listen and take in information. Whereas, at other times it is appropriate to ask questions and work cooperatively with others to expound on information. And of course, it is always great to incorporate some type of technology that will require students to construct their own knowledge to some degree via dynamic technological resources.

Reference
Moller, L. (2008). Static and dynamic technological tools. [Unpublished Paper].