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].
1 comment:
After viewing my colleagues posting, I must say that I thought the blog found at educ-technology.blogspot.com stood out. It particularly stood out since the creator of this concept map took an approach that greatly differed from my own. Rather than actually list out static and dynamic, my colleague listed out the means of student engagement for various activities. For example, creating presentations or writing papers was placed under problem-solving task. Whereas, on my concept map I placed these tasks on the dynamic end. My concept map essentially coincides with the information with this students concept map. However, as I stated, there are obviously two different approaches that were used to present the information.
Now the concept map found at lauralee1123.blogspot.com was very similar to mine in terms of the setup. However, I was surprised that the creator of this blog listed powerpoint as static; whereas, I considered it to be dynamic due to the high level of engagement that goes into to creating such a presentation. But as I think about it more, I think the person was referring to simply viewing a powerpoint to gather information, and not necessarily referring to the person who is creating it. In addition, I thought it was interesting that the person also listed smart phone technology as dynamic. I use my smart phone everyday for many different things from an alarm clock to a media source to a calendar. And not once, did I think to include it on my concept map. So I thought it was interesting that another person did.
Overall, I enjoyed viewing the other concept maps by my colleagues since it helps me to expand on my own thinking as well.
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