EDUC 630: Social Media

Over the past year within my courses at Liberty, I have learned to use social media in a new way. For example, I had never had a Twitter account or tweeted at all before one of my Educational Technology courses. From the guided assignments in using Twitter, I was able to develop a professional network in which I learned a lot about current trends within Education and the newest technologies instructors are using. I found the use of social networking in this form to be invaluable for this profession and to make my assignments more meaningful for their application to my own classroom. Baker (2013) addresses the fact that people can become connected with other professionals strictly over a computer and strictly for professional ideas and collaboration without ever having to meet in person. He also indicates that the amount of knowledge that can be shared between individuals is incredible by utilizing social media outlets (Baker, 2013).
As far as learning, social media can spark new interest and meaningful connections. Because today's world is technology-enhanced and social media dependent, we must use these tools as well to teach students how to learn and grow in these areas as well (Smith, 2007). By integrating technology into lessons and allowing the students to be interactive with their technology, teachers can keep the attention of their students and create environments where learning is actually occurring...and is fun! (Smith, 2007).
I have chosen to follow some of leaders in Educational Technology such as EDTech, Edutopia, Education Week, US Department of Education, ISTE, Eric Sheninger, Education Technology, Lead U Now, Connected Educators, The New York Times, Mindshift, ASCD, and some of my professors from Educational Technology. I feel like we need to chose those resources that are directly related to our field of interest to stay on top of the latest and greatest in education.
The main idea with using technology in the classroom is to use it in a meaningful way, including social media. By keeping students engaged in the lesson or activity by providing solid ways to use these technologies, we can alleviate some of the misuse that discourage so many from allowing devices into their classrooms (Smith, 2007).



References:
Baker, J. (2013, February 12). How students benefit from using social media. Retrieved September 30, 2015, from http://www.edudemic.com/how-students-benefit-from-using-social-media



Smith, F. (2007, April 20). How to use social networking technology for learning. Retrieved September 30, 2015, from www.edutopia.org/how-use-social-networking-technology

EDUC 630 - Learning Environments

Every kind of learner has unique opportunities for convenience and flexibility within these different learning environments. Each of these environments also have their own advantages and disadvantages, though, that should be discussed. Synchronous learning offers tremendous opportunities for students to collaborate with each other on ideas and projects, offers the opportunity for students to be engaged in a real-time classroom in whatever physical environment they choose to be in, and provide numerous avenues for learning technological advancements available in our online educational environments today (Higley, 2013). The disadvantages of synchronous environments include technology glitches and, in some cases, an unequal knowledge of the technology being used. By having some group members that may not understand how to use the technology needed to participate in a synchronous environment, the meetings can become more time-consuming than expected.

Asynchronous environments provide ultimate flexibility in a student-centered learning approach (Higley, 2013). Classmates can learn on their own time schedule, while still interacting amongst themselves. These environments also allow a student to take what relevant information they need from information presented and use that information to create their own meaningful projects through their assignments. Disadvantages of asynchronous learning include the inability of the instructor to personally interact with the students in an in-depth manner to evaluate if learning deficits have occurred or if learning disabilities may need to be addressed. A learner must also be very disciplined and organized to teach themselves the information given and use it purposefully in their assignments. Without a face-to-face instructor, students must take on more responsibility for their learning.

Face-to-face classes have been the traditional style of education for a number of years. Advantages to on-campus classes include personal relationships (in most classrooms), availability of the instructor for clarification and information presentation, collaboration and camaraderie amongst classmates, and resources offered on campus such as the library and other student services (Bejerano, 2008). The disadvantage is inflexible or set class time mandatory that students be on campus for instruction.

Blended learning marries the theory of both face-to-face and online environments into a creative and engaging learning atmosphere that gives the best of both worlds. The Christensen Institute identifies blended learning when a student learns partly in an online environment and partly in a face-to-face classroom (Christensen Institute, 2015). The advantages to blending learning include “collaborative learning experiences”, “increased accessibility”, “better communication”, and “successful evaluations (Bright, 2014). Disadvantages include “strong technical dependance”, “lack of IT knowledge”, and the possibility that students can will not follow through on on their assignments and get behind in their coursework (Bright, 2014).

These are all very distinct and unique learning environments that can both benefit and hinder students in different ways. Fortunately, students have a variety of environments to choose from that best fit their own learning styles and habits.





References:


Bejerano, A. (2008, June 1). Face to face or online instruction? Face to face is better. Retrieved September 24, 2015, from https://www.natcom.org/CommCurrentsArticle.aspx?id=884


Blended Learning. (2015). Retrieved September 24, 2015, from http://www.christenseninstitute.org/key-concepts/blended-learning-2/


Bright, S. (2014, May 14). Pro and Cons of Blended Learning. Retrieved September 24, 2015, from http://www.digitalchalk.com/blog/pros-and-cons-of-blended-learning


Higley, M. (2013, October 15). Benefits of synchronous and asychronus e-learning. Retrieved September 23, 2015, from http://elearningindustry.com/benefits-of-synchronous-and-asynchronous-e-learning

EDUC 630 - Apps Review - Blog 2

The app that Derrick wrote about (iMovie for iso) seems like something I would be very interested in trying out. I love to take and edit footage as well as create videos that are creative and unique. My dad is really the pro when it comes to video editing, though, so I've learned a lot from him. I am going to have to check this out. This is useful as so many of us have our cell phones with us constantly. Many of the newer phones also have the ability to shoot fairly high quality videos suitable for production. Also, many learning events/environments happen when we are not expecting them, nor do many of us have the money to sink in to high priced equipment and software for video production. I think this can be very useful in our classrooms in the future. I would have to find an app compatible with Android, though:)

The other app I have used extensively that Carol mentioned is Prezi. This app is such a fun and inventive way of presenting what may seem to be an ordinary powerpoint in an extraordinary way. Prezi is easy to use and has hundreds of free templates available to make any presentation look amazing! I use this application in just about every one of my lectures in the Radiography courses I teach now.

Churches are becoming more and more creative with the use of applications and technology. They are adapting to our society that is technologically advanced to be able to reach more and more people that might not otherwise set foot inside a church. Some of the more common advancements of churches is live streaming of their services. Advanced web site options including prayer request drop boxes, mobile apps to keep a member or guest up to date on events happening, access to archived sermons, personal information and bibliographies about the ministry staff, and belief statements about the church are also useful to people wanting to learn more about a particular church. I recently visited a church that used in-service polling to interact with the congregation. So, for example, the service was about the “gray area” of whether or not Christians should drink alcohol. Before the sermon, the preacher displayed a number of questions on a large touch-screen that the congregation could easily see. He would ask a question, allow the audience time to answer on their smartphones, and then receive feedback on the questions within just a few seconds. His polling questions said things like “I feel it is: A)never ok to drink alcohol, B) ok to drink socially, C) ok as long as you don't get drunk, and D) very confused about what the Bible says about drinking. Interestingly, the majority of the congregation answered C. And so the entire sermon addressed this particular answer. I thought this idea of polling was especially interesting being that people were able to answer honestly and have their questions or thoughts about this subject answered honestly without judgment. Many times, as Christians, we want to walk into church acting like we have it all together, like we know all the right answers. The reality, in my opinion, is there are a lot of Christians who do not honestly know what the Bible says about certain things, but we are too ashamed to ask. That is where I thought this interactive, anonymous app helped address these real gray areas without singling individuals out. I think that as our world changes, whether in education or in religion, our methods of reaching people have to change as well. The content will never change, but the ways people learn have continually changed over the years with the advancement of technology.

EDUC 630: Discussion Board Forum 2

Power point has certainly made an impact on education over the last few years.  However, as the blog directions indicate, learners have experienced 'death by power point' because they can become boring and overused.  These presentations are great for the visual learner and provide students a way to go back and review the material after the presentation has been given.  It's functions also allow users to print off the slides in order to take notes on or have for reference as well.  Over the last couple of years, the idea of power point has emerged into other applications that are even more professional and creative than the original concept.  Prezi is supped-up, innovative, and interactive method of presentation that many instructors are learning to use.  The templates for this program are limitless and create a visual and audio haven for some learners.  For me, it has also been fun to use my creative side to produce a power point that keeps the attention of my students.

Some of the basic rules that I personally apply to my power point-type of presentation include not using too much text on a slide, use big enough font and a visually-appealing color of font to ensure your students can easily read the material, and like any other type of material be sure to cite references if you are using someone else's ideas. 

Personally, I have thoroughly enjoyed most of my synchronous learning environments here at Liberty.  It is one thing to write back and forth to your colleagues through a discussion board, and quite another to spend time laughing and working with them in a face-to-face environment.  I have made some life-long friends by being able to collaborate in a meaningful way with other learners.  Throughout my time at Liberty, I have been a part of several online classes.  These have occurred through Adobe Connect, WebEx, and Google Hangouts.  My favorite has been Hangouts because I feel like it is very user-friendly and free.  I think, at first, we all feel uncomfortable in an online class meeting only because we are unfamiliar with the people we are chatting with and do not know what to expect.  I have not yet seen any individuals within my program that have been too shy to communicate or collaborate on projects.  I HAVE felt, at times, that some people try to take over the group and dominate the project which ends up making some people feel unappreciated and unneeded.  This makes learning more difficult. Sometimes is also a struggle to agree on times that are most convenient for everyone, as well.  Overall, though, I believe synchronous environments are very beneficial and should be used in many online distance education programs.  In my own course, although it is face-to-face, I have encouraged my students to use Hangouts to study together in the evenings when/if they are not able to come back to school to study with each other.  These environments can be very beneficial for parents who need to get children in bed and for others who have family commitments in the evening.  I will implement more of this interaction in the next course I teach. 

(This discussion was posted to the discussion board on time this week, just had not added it to my blogspot until today.)

EDUC 630 - Blog 1

This week as we have read the Horizon Reports, I focused more on the Higher Education report as I teach in a Radiography program for adult learners. It is very interesting to read through these reports and see how education is being affected by technology on a daily basis. One of the barriers that prevents true integration of technology into education includes the understanding and appropriate use of technology within the learning environment (Horizon Report, 2015). As technology is ever-changing and dynamic, it is also a common sight within classrooms of all ages. Therefore, as the report indicates, learners are being expected to know certain foundational usage of technology (Horizon Report, 2015). However, without proper training for learners AND teachers, technology cannot be effectively implemented in for maximal use in the classrooms.“The most significant influence on the evolution of virtual learning will not be the technical development of more powerful devices, but the professional development of wise designers, educators and learners” (Johnson et al., 2012, p. 66). I believe that this barrier is related to limited resources and resistance from teachers to commit to extra professional development time. Meyers (2014) notes that higher level institutions are often “under economic, technological, and public pressure” in how they appropriate their yearly budgets.

Over the next 5-10 years, it looks as if technology will consume the higher education classroom. Whether in face-to-face classrooms or online classrooms, technology will play a vital role in education. The Horizon Reports indicate that bring-your-own-device, flipped classrooms, and adaptive learning technologies will all be the wave of the future (Horizon Reports, 2015). Adult learners may find themselves in a combination of classroom types including traditional, flipped, hybrid, or online classes. Educational opportunities will be provided in a flexible and convenient atmosphere and will be able to cater to special needs learners. There is so much potential for technology in our classrooms and I, for one, am very excited to see what the future holds.

References:

Johnson, T., Wisniewski, M., Kuhlemeyer, G., Isaacs, G., & Krzykowski, J. (2012). Technology adoption in higher education: Overcoming anxiety through faculty bootcamp. Journal of Asynchronous Learning Networks, 16(2), 63-72.

Meyer, K., (2014). An Analysis of the cost and cost-effectiveness of faculty development for

online teaching. Journal of Asynchronous Learning Networks, 18(1), 1-13.

NMC Horizon Report: 2015 Higher Education. (2015). Retrieved from http://www.nmc.org/publication/nmc-horizon-report-2015-higher education-edition/

EDUC 696 - Discussion #1

 Hello everyone! My name is Amanda Parton and I am from a small town in Western North Carolina near Asheville. My husband and I have two wonderful daughters who are nine years old and 2 years old, so needless to say, we have our hands full! I am a new instructor at South College – Asheville in the Imaging Sciences Department and am pursuing my Master's degree in Education. Although I have an extensive clinical background in healthcare, the academic and educational world is somewhat new to me. I have discovered that beginning a new career and educational path at the same time to be very challenging and exhausting while still trying to manage a family and life as well. Please pray for me! I am very excited about new opportunities, though, and very excited to be a student here at Liberty. I look forward to getting to know each of you during this class.

I found the presentation about professionalism to be a good refresher to what most of us already know about appropriate forms of professional behavior. My definition of professionalism would encompass elements from all three views given on this video including a modest dress code, a confident demeanor, a Christian attitude and stance regarding decision-making, respect for authority, and the display of a work ethics regarding time and attendance. Each of these elements are essential in creating and solidifying professionalism within one's career. I would also have to add that Christ-like actions and reactions are probably the most critical elements that can quickly make or break a professional appearance. Over and under reaction to situations can cause judgment to be placed on one's professional behavior. As Dr. Moore-Austin explained, we should always present ourselves with the intention of representing a Holy Father and we should always consider what Christ would do in our situation (Moore-Austin, 2012).

When this course is finished and my degree finally complete, I want to take Dr. Michelle Goodwin's advice (2012) and spend some time studying and observing some true role models and leaders within my place of business. People-watching can be very interesting and informative. Unfortunately, professionalism is not one of those areas we can easily learn from a book. Sometimes these traits presented in various situations need to be observed and considered further so that reflection and follow-up can be done. I also plan to continually master these skills by purposeful and conscientious thought in my daily activities with students and with administration.

Hope you all have a wonderful week and I look forward to reading your posts!

Reference:

Liberty University. (2012). Presentation: Professionalism.  Retrieved from https://learn.liberty.edu/webapps/blackboard/content/listContent.jsp?course_id=_248507_1&content_id=_8626741_1

EDUC 630 - Discussion #1

Discuss your overall reaction to the Wesch video.

. I found the overall video very informative and eye-opening into some of the obvious behaviors and actions of my own adult learners from my classroom. While we all notice certain gaps and issues within our classrooms, this video provided invaluable insight into actual data of the perception of students in school today. While quite disturbing and sad, I believe this information has had to be valuable in turning education and technology into more meaningful learning environments over the past few years.

- Do you find the video's message to be on target?

As an instructor of adult learners, I totally agree with the information expressed on this video. All too often I find students uninterested in lecture and in in-class assignments because they are more interested in texting and being on facebook. I would also agree that even though these students end up being thousands of dollars in debt after completing their degree, they still seem to be only going through the motions to get a degree in the end. It seems as though students would want to be more engaged and more aggressive toward their own learning progression. Many times I feel the students in my class think they are going to learn through osmosis because they feel that all of the information should just be handed to them. There is little motivation and drive in a large number of students. Another point the students from the video pointed out was that they only read approximately half of their assigned readings. I can attest to my own students who, again, feel like all the information should be given to them aloud to qualify as important. For the most part, I can see a great number of these points in my own classroom (Wesch, 2007).

- What changes or advances in technology have taken place to help address some of the issues raised in the video?

. I think that one of the main changes that have taken place over the last few years is the byod initiative. Allowing students to use their own personal devices within the classroom for supplemental resources, interaction, and collaborative efforts among classmates. Another change that has occurred is that students have more options for e-learning, distance learning, and online classes than in the past. Students are forced to become self-centered learners and not rely as much on an instructor. In my own opinion, this has helped to address some of the boredom within the classroom, the wasteful spending of those who cannot attend class for various reasons, and the time spent driving to and from class. These types of classes offer more convenient and flexible situations for our students. More active learning environments have also been achieved through flipped learning environments where the student learns the material own their own time, and participate in more action-based activities within the classroom setting (Horizon Report, 2015).

- Students entering college today were born in the last years of the 20th century. Middle and high school students were born in the 21st century. They have always been "connected." What elements of instructional design should be considered to meet the needs of these connected learners?

. I think the main consideration for enabling students to be connected is to allow responsible use of their own devices in the classroom environment. Students have a broad range of information available at their fingertips most of the time. Being able to reign those resources in to use in an academic manner is a huge consideration for teachers of the 21^st century. The redesigning of learning spaces to incorporate more active, hands-on, collaborative work spaces will also encourage students to be connected to themselves, as well as to the material they are learning (Horizon Report, 2015).

-Share a couple of questions or concerns you have in thinking about this seismic shift in educational practices.

One concern I have about the future of education is the ability to of educators to cater to the needs of a diverse group of individuals. Although this has been a challenge of educators for many years, I believe it will be an even greater challenge to try to align devices and technology to meet the needs of learners. I also think that educators will have a challenge keeping up with changing technology over the next few years while trying to utilize it for their diverse learners. Technology changes so quickly that just when one thinks they can use a new technology well, it is already outdated. Yet another concern is the motivation and initiative educators will display in regards to much-needed professional development for the effective use of technology.

References:

Wesch, M. (2007, October 12). A vision of students today. [YouTube Video]. Retrieved from: https://www.youtube.com/watch?v=dGCJ46vyR9o.

NMC Horizon Report: 2015 Higher Education. (2015). Retrieved from http://www.nmc.org/publication/nmc-horizon-report-2015-higher education-edition/

.

EDUC 639: Research Showcase Blog

EDUC 639: Wiki Blog

Hello everyone! I don't know about you all, but I am really glad this week and this assignment has come to an end! We have all been very busy the past few weeks. I found that the wiki was really the most cumbersome part of the whole assignment. Our first encounter with the wiki occurred as a group while on a google hangouts session. While none of us had used a wiki before, we were all quite lost. In fact, we ended up setting up two different wikis that night just to play around and see which was the most user-friendly. At that time, we had issues with giving group members equal rights to edit and use the wiki. It seemed like we could all see the edits happening easily enough, but did not do so well with all being able to edit equally. At that time, we also added a graphic to the wiki which seemed easy enough to accomplish. I, honestly, do not think that using the wiki contributed or took away from my learning experience through this assignment either way. Yes, we learned the steps of setting up a wiki, but I cannot say that I grasped the entire concept of using a wiki and how it would benefit my future in this career path. I do, however, think it is an interesting tool to utilize and know how to use it and share your work with others. In addition, I do not think this activity hindered or helped my understanding or attitude of the subject matter. As I read through other people's wikis this week, it may very well help me in that respect, but not in developing our own wiki with our own subject matter we have written.

The final wiki edit was completed by our group member who actually created the wiki. We found it was much easier for one person to make the needed changes to website. While collaborating throughout the assignment, we used Google Hangouts and Google Docs to share our work and check in with each other. These seem to be much simpler forms of collaboration than the wiki. To try to get a better understanding of the wiki, I watched a couple of the videos displayed in the atomic learning section offered by Liberty. While these were somewhat helpful as to the creation of the wiki, our group (again) just felt it much easier to communicate by other means. So, as to answer the specific question posed in this blog, our group's final edit was made by one group member while the rest of us revised and insured we agreed with the format and layout of the website.

In between, again, our group communicated and provided feedback and input into the final documents needed to be placed on the wiki. We all as a whole made suggestions to the creator of the wiki, Shanna, as to what kinds of things needed to be displayed, including the title of the wiki, the contents of the page, the multi-media presentation, and the graphics of the digital badges that we used to spark interest on the page. We found formatting of the text within the wiki to be problematic as well. In all honesty, our group found easier ways to communicate throughout the assignment and have only used the wiki as a means to turn in and complete the necessary components of the assignment. I truly understand the intent of learning new technology related to methods of distributing information and am have learned this new feature, just have not been as enthused with its usefulness as other applications I have learned within this program. Throughout the assignment, I have felt my colleagues frustration and lack of interest in the wiki, as well. While we all agree this is certainly a trend on the internet today, its use just did not contribute to our overall project the way we expected.

EDUC 639: Muddiest Point Blog

References:

Brown, D. (n.d.). Ask the expert: Dr. David Brown. Video Interview, Liberty University.

Tettegah, S., & Hunter, R. (2006). Technology and Education: Issues in administration, policy, and applications in K-12 schools (Vol. 8). San Diego, CA: Elsevier.

Veak, T. (n.d.). Ask the expert: Dr. Tyler Veak. Video Interview, Liberty University.  

EDUC : Most Important Theory Blog

References:

Education theory: Constructivism and social constructivism in the classroom. (n.d.). Retrieved July 12, 2015, from http://www.ucdoer.ie/index.php/Education_Theory/Constructivism_and_Social_Constructivism_in_the_Classroom

Masura, S. (2014). Digital badges. Ann Arbor, Michigan: Cherry Lake Publishing.

Shackelford, J., & Maxwell, M. (2012). Sense of community in graduate online education: Contribution of learner to learner interaction. The International Review of Research in Open and Distance Learning, 13(4), 228-249. Retrieved July 12, 2015, fromhttp://files.eric.ed.gov/fulltext/EJ1001714.pdf

EDUC 639: Most Important Point

References:

(J. Glaab, personal communication, July 8, 2015)

Green, T., Alejandro, J., & Brown, A. (2009). The retention of experienced faculty in online distance education programs: Understanding factors that impact their involvement. International Review of Research in Open and Distance Learning, 10(3), 1-15.

Mandernach, B., Hudson, S., & Wise, S. (2013). Where has time gone? Faculty activity and time commitments in the online classroom. Journal of Educators Online, 10(2), 1-15.

EDUC 633: Best Practices Blog

References

Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy. International Review of Research in Open and Distance Learning, 12(3), 80-97. Retrieved June 28, 2015, from https://files.eric.ed.gov/fulltext/E920744.pdf

Mbati, L., & Minnaar, A. (2015). Guidelines towards the facilitation of interactive online learning programmes in higher education. International Review of Research in Open and Distributed Learning, 16(2), 272-287. Retrieved June 28, 2015, from https://files.eric.ed.gov/fulltext/EJ1061146.pdf

Tracey-Olsen, K. (2010). Learning online learning initiatives in adult education. Journal of Adult Education, 39(2), 36-39. Retrieved June 28, 2015, from ERIC.

Educ 639: Introduction and Social Media

EDUC 638: Flipped Classrooms

In this week's discussion, I chose Option #5 to discuss the concept of a flipped classroom. Within this teaching technique, instructors create lectures and other accessible media and require the students to watch the content of the lesson at home, allowing class time to be designated for more collaborative and hands-on exercises (Tucker, 2012). Flipping instruction does not mean that an instructor puts a class totally on line, it just means that the bulk of the content needing to be covered within lecture can take place outside of the classroom, and then more meaningful learning can occur within the classroom. Instructors who flip their classes can ensure that they are connecting with their students simply by seeing them in class. Tucker (2012) indicated that an instructor can have more one-on-one time with each individual student when flipped classrooms are designed correctly. Some of the pros for flipping instruction, include: more time for struggling students, more hands-on and personal instruction with every student, opportunities to increase value of a program or school (Tucker, 2012), allowing students who are absent a chance to catch up on material, students can “move at their own pace”, and forcing teachers to revise their current teaching styles and consider other avenues (Hertz, 2012). The cons include the unavailability of some student to use the internet while away from school to access the lectures, adding more time to homework at night for students (Hertz, 2012), monitoring the actual student participation in watching the online lectures and material, and the challenge of engaging students and differentiating instruction to suit various learning styles (The Sharpener, 2015). So how exactly do parent teacher conferences or faculty meetings get flipped? Well, just like the concept for students, but perhaps without the video. Materials are supplied ahead of time for faculty or parents to view before an actual meeting occurs. This allows the participants of the meeting to be better prepared so the meeting can be more meaningful (DeWitt, 2013). A pro to these meeting are that participants know what to expect. For example, DeWitt (2013) indicates that if parents have material before hand to consider, they are not being surprised by their child's behavior or grades since they have already been informed. It is very obvious that the pros seem to outweigh the cons in regards to flipped classrooms, parent conferences, and faculty meetings. The main thought in this concept of flipping these situations is preparation. Allowing the student, the parent, and even the teacher means to be prepared only helps everyone in the long run. Many times in the Bible, we as Christians are encouraged to be prepared. In fact, being prepared is one of the main concepts of the Christian faith. Jesus encouraged us to be prepared for our adversaries when they come against us (1 Peter 3:15), to be prepared for life in general (Proverbs 6:6-8), and being prepared for His return (John 14:3; Matthew 24:44). Finally, balance in flipped situations is important so as not to completely try to take the human element out of these scenarios. Preparing individuals for what is to come is very different than just throwing out information and hoping they understand it. Balance needs to be achieved by the careful, intentional design of a flipped situation for the purpose of more hands-on learning environment.

References:

DeWitt, P. (2013, December 6). Flipping parent conferences? Retrieved June 18, 2015 from

     http://blogs.edweek.org/edweek/finding_common_ground/2013/12/flipping_parent_conferences

     .html

E,K. (2015, February 3). Pros and cons: The flipped classroom. Retrieved June 18, 2015 from

     http://blog.sharpschool.com/21st-century-learning/pros-and-the-cons-of-the-flipped-classroom/

Hertz, M. (2012, July 1). The flipped classroom: Pros and cons. Retrieved June 18, 2015 from

     http://www.edutopia.org/ blog/flipped-classroom-pro-and-con-mary-beth-hertz

Tucker, B. (2012). The flipped classroom. Education Next, 12(1). Retrieved June 18, 2015 from

     http://eduationnext.org/the-flipped-classroom/

EDUC 633: Chapter 15 - e-Learning to Build Thinking Skills

Summary

Chapter 15 outlines several principles that can help teach specific types of thinking skills in an e-learning environment. One of the big questions the beginning of the chapter addresses is if thinking skills can be taught to people or if they just naturally occur in specific people. The research that the book presented indicated that people are able to learn thinking skills to a small extent, but that training does not have a significant impact on a person's ability to develop thinking skills. The main types of thinking skills include creative, critical, and metacognitive skills. Creative skills address a person's ability to be unique and propose innovative ideas. Critical thinking skills are those related to thorough investigation and consideration of problems and ideas. Metacognitive skills relate to a person's intrinsic motivation for setting their own goals, evaluating the process of their goals, and then revising their course of action to meet those goals (Clark & Mayer, 2011) .

Principle one is entitled “focused on job specific cognitive and metacognitive skills” (Clark & Mayer, 2011, p.344). The text outlines this as teaching relevant job-related thinking skills that workers can apply to their current situation, specific roles, and work environment in order to think through situations. One of the main points made in the section of the chapter is that the goal of e-learning and training, is for the learners to truly use the information they have learned within their own settings and apply it to their daily routine when non-routine issues happen. This principle expresses the importance of teaching job skills and problem solving skills specifically related to the learners work environment, not just a general problem-solving course for a wide variety of environments (Clark & Mayer, 2011).

Principle two is entitled “consider a whole task course design” (Clark & Mayer, 2011, p.345) . This specific type of instruction is based upon a specific objective or goal in mind. Then, throughout the lesson the skills and knowledge needed to complete that objective or goal are introduced into the lesson. Problem solving and critical thinking skills are also integrated into the assignment. The three parts of whole task instruction include problem centered learning, guided learning, and inductive learning. The text compares whole task course design to part task instruction, which is basically building one skill on top of another in order to reach a goal at the end or scaffolding. Where whole task course design starts with the end in mind, presents the goal first and then gives you the steps in how to get there. Problem centered whole task instruction begins, first, with a case study, for example, which sets the stage to a specific issue. The material presented at the forefront of the lesson sets the environment and feel for the learner to start identifying problems in using critical thinking skills. Guided learning is also scenario-based. The difference is the learner may be able to have a simpler scenario and problem to solve or even possibly a demonstration from an instructor, perhaps, to guide them in the learning process. As learners start to get an idea of what is expected, their scenarios or case studies would get more complex with less and less help from someone else. Inductive learning enables learners to try different approaches to solving their problems or case studies, and then being able to see feedback or consequences from the choices they made. Research provided within the text indicated that problem-based learning serves not only as a viable option to problem solve and critically think, but also to increase interpersonal skills, overall clinical skills (in a group of medical students) and performance , and personal attitudes toward problem-based learning. Research also indicated that other important skills such as teamwork and communication were more developed when problem-based learning was taught (Clark & Mayer, 2011).

Principle three is entitled “make thinking processes explicit” (Clark & Mayer, 2011, p.355) . This particular principle emphasizes the importance of teaching learners processes of mental thought, instead of just patterns or instructions to follow to get a job done. When foundational work is laid, meaning the processes of how to think through scenarios or issues, then a learner can intentionally follow the mental steps to work through the issue. Unfortunately, many companies just teach people how to use instructions or a model to perform specific duties without going in depth and explaining the purpose and the rationale behind performing the job. Teaching a learner the metacognitive skills of “planning, monitoring, and revising” enables them to intentionally see what they're doing, evaluate whether what they're doing is correct, and changing what they're doing in order to provide a better process (Clark & Mayer, 2011, p.356). By developing this thought process in learners, learners become more like experts in their subject matter (Clark & Mayer, 2011).

Principle four is entitled”to find job specific thinking processes” emphasizes the importance of cognitive task analysis (Clark & Mayer, 2011, p.360) . The text reflects different methods within this principle that help learners identify problems that need to be addressed, as well as processes that can be used to address those problems. Some of the methods identified in this portion of the chapter were concurrent reporting, retrospective reporting, queued retrospective reporting, critical decision method, and structured expert interview. These are all methods that learners can use to identify problems within their work environment and use specific thought processes described in each of these two solve their issue (Clark & Mayer, 2011).

Reflection

Chapter 15 was truly enlightening in how to think through the process of intentionally designing e-learning to initiate and build problem-solving and critical thinking skills in each learner. I really find it fascinating that one can purposefully and meaningfully invoke learners to develop these skills in a more thorough approach. I also found the research very interesting. Honestly, I would've guessed that trying to develop more generalized thought processes, problem-solving skills, and critical thinking skills would be more beneficial to use in various environments. However, the research indicated in this chapter led to the conclusions that job specific scenarios are more valuable to learners in developing their overall thought process.

The main points to consider within this chapter are the four main principles outlined above: the importance of allowing learners an opportunity to use their own specific situations to develop their thought process; to consider whole task course design and the benefits of starting the thought process with a specific objective or goal in mind; allowing learners the ability to plan, monitor, and revise their own actions and consequences in order to become experts within their own areas; and to develop thought processes specific to task-related or job specific problems. These points are valuable to consider when designing an e-learning course in order to successfully develop an educational environment that is truly stimulating and pertinent to the learners needs. Due to the fact that learners are not in a face-to-face environment with their instructor, it is especially important to be able to provoke meaningful thought processes within your students in an asynchronous environment.

This chapter did not necessarily change my views about e-learning as much as it helped me gain a better understanding of the importance of intentionally developing critical thinking and problem solving scenarios within e-learning courses I may help create in the future. After graduation, I hope to be influential in the transition of moving some of our more traditional classroom courses into an online environment in the college where I work. This concept of building personal thinking skills will prove very beneficial and invaluable in that design. Adding this layer of complexity to the course will ensure 21st century learning skills are being developed and that students are more eligible for more quality job opportunities. Specifically, within my ISD project, I feel as though this chapter provided a more in-depth layer that our team needs to consider while designing our professional development modules. While our team has already built in specific problem-based learning scenarios, implementing at least one of these four principles into each of our professional development modules will ensure that even the instructors we are teaching within our modules will continue to develop their own thinking processes as they begin to teach in online environments and design their own courses. Our team should also consider implementing the idea of these four principles into the curriculum of the professional development modules, as they relate to Best Practices for Online Teaching. This entire chapter adds a unique component to online course development that could, perhaps, determine whether an online course is quality or mediocre.

Reference

Clark, R., & Mayer, R. (2011). E-Learning to build thinking skills. In E-learning and the science of

       instruction proven guidelines for consumers and designers of multimedia learning, third edition

       (3rd ed., pp. 339-367). San Francisco, Calif.: Pfeiffer.

EDUC 638, Week 4 Discussion

In this week's discussion, I chose to discuss the six elements that Sheninger addresses within Chapter 4 of our digital leadership text. The first element named “connectedness matters” refers to the importance of being connected to the latest and greatest of ideas, resources, and know-how out in the real world. Often times we get settled in our own way of doing things and become experts in the technology we are accustomed to using, and we forget that technology changes daily. It's very important to be connected into social media outlets in order to stay on top of new ideas. In my own experience, I have recently been encouraged to sign up for a professional twitter account. Before now, I was uninterested in twitter because I did not understand the purpose. But now that we are using it in meaningful ways, I see how useful the professional networking is within the site and can understand its importance. Although social media was not around in biblical times, God has known about its prevalence in today's society all along. I truly believe he has given man intelligence to use and spread meaningful information in order to help others .Proverbs 18:15 says “an intelligent heart requires knowledge, and the ear of the wise seeks knowledge” (ESV).

The second element that drives change is "vision". Sheninger encourages people who are working toward a common goal to share a common vision. Within my own professional experience as a leader, I believe this is a very important element of change. When people are on the same page with each other, it makes the attainment of a goal in a purpose so much easier to reach. Ephesians 4:16 says “from whom the whole body, joined and held together by every joint with which it is equipped, when each part is working properly, makes the body grow so that it builds itself up in love” (ESV). God calls us to work together for common purposes.

The third element that drives change is "value". More specifically, the text talks about the value of technology within our learning environments. Technology is sometimes seen as a luxury, which therefore means it can be put to the side or is not a necessity. As educational technology leaders, we must emphasize the importance of technology within our classrooms and the numerous benefits technology brings to all different types of learning styles.

Fourthly, the text says that "support" drives change. In my own experience as an instructor, when I have felt supported and encouraged, I have performed at a higher level. When instructors fill beat down and micromanaged, they shut down and develop negativity in the workplace. Jesus discussed the importance of support and encouragement in Ecclesiastes 4:12. He said “and though a man might prevail against one who is alone, too will withstand him – a threefold cord is not quickly broken” (ESV). We are called to encourage and support each other throughout our pursuit of goals and through the many struggles of life.

"Professional development" also drives change. In writing a paper for previous class, I addressed the importance of professional development and how it can break down barriers for faculty who feel afraid of technology, who feel unappreciated and underpaid, who find distance education classes to be too time-consuming, and who have very low technical skills. In my experience, I have found that faculty are very willing to learn, but quality professional development programs must be in place to effectively address areas of need. Jesus provided continuous professional development activities throughout his life here on earth by teaching his disciples how to live and bring change on, themselves.

Finally, "embracement" of technology is the last element the text describes that drives change. The specific statement is made that says we should “embrace technology as opposed to securing buy-in” (Sheninger, 2014).  In my own position at school, I have watched the difference in faculty members who are excited about technology and embrace the whole learning experience. I have also seen many faculty members who think the technology is good, and will learn how to use it, but may not really see the importance of the technology or may not really get excited about it someday. Just like with other areas of our life, such as exercising, we enjoy things more if we embrace the opportunity and have a positive attitude about it rather than suffering through it just because they are expected to.

That's the end of my discussion for this week, hope you are having a great week!

Reference:

Sheninger, E. (2014). Digital leadership: Changing paradigms for changing times. Corwin.

EDUC 638- Addendum to Week 2 Discussion

Outline:

Biblical ideas: John 13:34, Philippians 2:3-4, Ecclesiastes 4:9, Proverbs 27:17, Ephesians 4:25

Recent research articles: Doris Wilson – Successful Leadership at High Performing Schools

Darcy Loy – Music to Our Ears  

References:

Loy, D. (2011). Music to our ears. Facilities Manager. Retrieved June 1, 2015, from ERIC.

Wilson, D. (2011). Successful educational leadership at high-performing schools. US-China 

Education Review, 8(3), 393-398. Retrieved June 1, 2015, from ERIC.  

EDUC 633, Week 4 Assessment Video

References:


Chester, M. (2012). Challenges Faced By Faculty Who Transition to Post-Secondary Education. Retrieved 2015, from ProQuest.

Kim, N., Smith, M., & Maeng, K. (2008). Assessment in Online Education: A Comparison of Three 
Online Programs at a University. Online Journal of Learning Administration, XI(I). Retrieved May 26, 2015, from http://www.westga.edu/~distance/ojdla/spring111/kim111.html

EDUC 633, Week 2 - Adult Learning Theory

References:


Andragogy. (n.d.). Retrieved May 19, 2015, from
http://www.instructionaldesign.org/theories/andragogy.html

Distance Education. (2014). Retrieved May 18, 2015, from http://instructionaldesign.gordoncomputer.com/Learning.html

Keesee, G. (Ed.). (2011). Andragogy-Adult Learning Theory. Retrieved May 18, 2015, from http://teachinglearningresources.pbworks.com/w/page/30310516/Andragogy--Adult Learning Theory