Week #3 - EDUC5101G Post - Digital Tools for Knowledge Construction

The world of digital tools for knowledge construction is extensive.  Not only do educators have an endless amount of technology resources to choose from, but the list of digital tools is changing continuously as new tools are being created.  This can be quite overwhelming for a teacher who is deciding which technology resources are best for the classroom.  Obviously we need to evaluate the technology for educational purposes.  Here are some helpful tips (Indiana University, 2013) to consider when selecting technology for the classroom.  Hopefully these questions will assist you in this decision-making process.

1. How does the technology support teaching and learning?
2. What are others doing to meet instructional goals?
3. How does the technology enhance interactivity?
4. How easy is it for you and your students to use technology?
5. How accessible is the technology to you and your students?
6. Is the technology cost-effective?
7. Does the technology protect the privacy and security of you and your students?
8. Is the technology compatible with existing tools?

I will take a minute now to respond to some of the blogging questions and list presented by Professor Power.  In our corporate university, we do use many of the tools listed.  We have certain applications that are considered standard, such as the Windows operating system, Microsoft Office Suite, Outlook and more recently Lync (which we use mostly for instant messaging, meetings, presenting, checking one’s availability and video capability).  We use mostly Sharepoint and shared folders for sharing of files.  Internet Explorer and Google Chrome are the standard browsers.  Since my area of the company focuses on learning, we have unique tools and applications not found in the rest of the organization.  The most important program is our Learning Management System – Oracle’s Taleo.  The LMS allows us to manage course/program details, enrollments, completions, automated communications and evaluations to those enrolled, as well as reporting of all training at the Institute.  Our virtual classroom application is WebEx.  Our developers and instructional designers use Articulate Storyline for designing all on-line courses, replacing the previously standard application Captivate.  There will be a few additional tools being used by a smaller number of people, such as VideoScribe for video animation and various other video-related tools, but these are the most popular ones used.  

Depending on your role at the corporate university, you will use different digital tools.  As a Learning Consultant, I use Word, Powerpoint, email and the LMS most often.  Our Instructional Designers/Developers would use Word, Powerpoint, email and Storyline along with a few of the more creative tools occasionally.  Our Program Delivery Specialists would mainly use the LMS and email.

Personally, I do have the required tools available to do my current job effectively.  For special projects, we are usually able to purchase and install new tools if required, which I had to do recently when requiring Prezi.  The digital tools I would like to become more familiar with are the ones enabling users to create videos and video animation.  Increasing the presence of video in our learning programs would be impactful to the learning experience.  Mayer and Moreno (2002) studied computer-based multimedia learning.  Their findings show that computer-based multi-media learning environments consisting of pictures (such as animation) and words (such as narration) offer a powerful venue for improved student understanding.  While Mayer and Moreno were exploring the cognitive theory, they worked with the contiguity, coherence, modality and redundancy principles.  Basically the principles state the following:

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• present corresponding words and pictures simultaneously
• exclude extraneous words and sounds
• present words as auditory (narration) rather than text on screen
• it is better to present animation and narration, than presenting animation, narration and on-screen text.

These are key principles to consider for effective creation of video animation.

Jane Hart creates the Top 100 Tools for Learning each year.   This list always amazes me because it changes so frequently and where did all these new tools come from?  It’s also fun to go down the list to see how many of the tools you use and use well.  I can't help but think if a tool is on this list, it must add value for learning, so maybe I should check it out.  For 2015, the list was compiled from the votes of over 2,000 voters from 63 countries around the world, working in different roles in education and workplace learning. She defines a learning tool as “any software or online tool or service that can be used for your own personal learning or for teaching or training”.

See the link below for the 2015 list of Top 100 Learning Tools

http://c4lpt.co.uk/directory/top-100-tools/

From this work over the past 9 years, Hart (2015) has noticed some trends (see below).  I’ve included some examples of tools for each trend provided.

• eLearning content is becoming more appealing with exciting, rich and visual content – recognizing we need to improve the learning experience, and design more modern content (Piktochart, Powtoon, Videoscribe, GoAnimate)
• 2015 was the year of video (YouTube up to 2^nd position, TED Ed, TED Talks, EDpuzzle,  iMovie , Movemaker)
• Classroom interaction tools are on the rise. Classroom and training are becoming more social – increasing the participative and collaborative experience (Kahoot, Socrative, Mentimeter, Poll Everywhere)
• MOOC platforms being used as a part of a corporate training offering – Coursera, edX, Udemy
• Professional networking still leads the way  (Twitter is still #1 tool for the 7^th year)
• Ad hoc problem solving remains vital –people sort out their own problems online – easier and quicker (Google, YouTube, Wikepedia, Google Maps)
• Sharing is the new saving. Sharing is so easy now and everything is shareable (Evernote, One
  Note, Feebly, Pinterest)
• Connecting and collaborating are king (connecting and conversing with WhatsApp, Skype - collaborating with Dropbox, Google Drive, Sharepoint)

 I can see these trends taking place in the workplace.  Expectations are changing in what digital tools we use and how we use them in the learning space.  These expectations are coming from our learners as well as those we work with.  In order not to get overwhelmed with all that is available, consider the questions provided and current trends.  Educators can find an ideal balance for learning about and eventually integrating technology by beginning with a focus followed by good instructional design -- but ultimately, a healthy balance.

References:

Hart, J. (2015). 10 Trends for workplace learning (from the top 100 tools for learning 2015). Retrieved from http://www.c4lpt.co.uk/blog/2015/10/02/10-trends/

Mayer, R. E., & Moreno, R. (2002). Aids to computer-based multimedia learning. Learning and Instruction, Volume 12, Issue 1, 107-119. Retrieved from http://www.editlib.org/p/94394/

Indiana University (2013). General tips for choosing technology in a classroom.  Office of Instructional Consulting, School of Education. Retrieved from https://icoblog.wordpress.com/2013/04/19/general-tips-for-choosing-technology-in-a-classroom/

Week #2 - EDUC5101G Responses to Posts

Shannon's Post:  http://sbrandejs.weebly.com/blog/issues-with-technology-integration-for-children-aged-five-and-under#comments

Hi Shannon! I can see why this topic would be of interest to you – and an interesting topic it is!   What will be the true impact of technology on the next generation – especially when they are becoming “digital natives” at such a young age?  Is the impact all positive?  Your post illustrates that there are some valid concerns.  Your graphic showing the position of the spine based on the weight of the technology you are holding at the time illustrates effectively a symptom/side effect that most of us are not even aware.  Technology does result in the user in static positions – and sitting, standing, holding, pressing, turning for long periods of time, will have a side effect.  I often think about the baby in the car seat with their neck bent over (exactly as your photo illustrates) – they don’t seem to mind, but is there a negative impact to that. I’m relieved to hear that that there are exercises to help babies develop properly if there is an impact.  Even as adults, we realize the discomfort with sitting in front of the computer for long periods of time.  Several people in my office are getting ergonomic assessments as they are experiencing either eye strain or pain in their backs while working at their desks on the computer.  I sit a lot at work, so I’m trying to determine how I can stand while I work for at least part of the day.  I can totally relate to one of your reference titles “don’t just sit there”.  Some offices have the modular and adjustable work stations that allow you to stand or sit, which I think is terrific. 

Good for you for being proactive foreseeing the potential consequences that technology can bring to your little one, and doing your research now on what can be done.  We are aware of the benefits we can gain from technological advancements, but as with all things in life, moderation is key.

Carl's Post:  http://carldennis.weebly.com/educ-5101g-blog/aup-and-rup-black-and-white-only#comments

Hi Carl! The topic of AUPs and RUPs is interesting and obviously has a substantial impact on the accessible resources for the teacher, as well as the overall learning experience for the student.  It is encouraging to hear that there is a movement more towards the Responsible Use Policies.  Gabriel, Campbell, Wiebe, MacDonald and McAuley (2012) suggest that there is a gap between the instructional practices of the education system and the student body it serves with the role of digital technologies.  The gap is between students’ uses and expectations for digital technologies while learning inside the classroom and socializing outside the classroom, and the instructional uses, expectations and concerns of their teachers.  Most students are familiar with the technology and want to use it in the learning environment.  It will be to our advantage if we teach them how to be responsible when using the technology versus applying restrictions on what they can and cannot do—that way we are not restricting ourselves as well on all the valuable resources that are available to us.

Since I am in corporate training working for a large bank, we as employees have policies that we need to follow as well.  All programs and updates are done automatically and we have restrictions as to what can be installed or updated.  We have standards and in some cases the computers are locked-down, meaning none of the programs or computer setup features can be altered.  When using social media, we need to be extremely sensitive that our names are associated with the organization, and no reference of the organization should be made when speaking on a social level.  In some cases, history of access points and even keystrokes can be tracked.  It is strongly encouraged that while at work, it is work business only.  I would consider what we have in my area of work as a RUP, but I am now curious to do a little research.

Look forward to hearing more on your topic!

References:

Gabriel, M.A., Campbell, B., Wiebe, S., MacDonald, R., & McAuley, A. (2012). The role of digital technologies in learning: Expectations of first year university students. Canadian Journal of Learning and Technology, Vol 38 (1). University of Prince Edward Island. Retrieved from http://files.eric.ed.gov/fulltext/EJ968190.pdf

Week #1 - EDUC5101G Responses to Posts

Michelle's Post: http://michellerivers13.blogspot.ca/2016/01/introductory-first-blog.html#comment-form

Hi Michelle! Wow, you have a very interesting curriculum at Durham. I can see why your classes fill up quickly, you have me hooked! Would love to chat with you about your online teaching at Durham and I can see why this M.Ed program would provide ideas and best practices for you. You are correct in that employers are always looking for that critical thinking capability in their people - I know is is gaining popularity in my workplace.

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Dave's Post: https://swerdfegereduc5101g.wordpress.com/2016/01/12/week-1-thoughts/#comments

Hi Dave! I think we were in one other course together in this program – always glad to see a familiar name/face and look forward to working with you in this program. Love the pic of your pug – sooo cute! I also have a little dog named Dodger – he is a shih-poo – he is very much a lap dog. I have also taken the Online Technology in Education course (first semester) – learned so much about the various digital technologies that can be effectively used for learning – used the WordPress blogging platform in that course, and also like it. I chose to use Blogger for this course as I used it for a more recent course. So many opportunities for us as educators – it will great gathering more ideas to take back to the workplace.

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Joseph's Post: http://joecountryman5101.weebly.com/blog/number-one#comments

Hi Joe! Great to be working with you again on another fabulous M.Ed course - us York Region folks need to stick together! Sounds like we both want to integrate more technology into our learning programs. I saw Star Wars over the holidays and have to admit, I did enjoy it - even though I'm not Star Wars crazy, like yourself :)

Week #2 - EDUC5101G Post - Transition to Distributed Learning

We have experienced a transformation from “distance learning” to “distributed learning”.  It’s interesting how these types of transformations can take place without actually realizing that the terminology we use has changed.  The common terms now tend to be distributed learning, online learning and eLearning.  There doesn’t need to be necessarily distance for distributed learning to be the best methodology to use.  Distributed learning has a wide range of advantages.

“Distributed learning is not just a new term to replace the other ‘DL,’ distance learning. Rather, it comes from the concept of distributed resources. Distributed learning is an instructional model that allows instructor, students, and content to be located in different, non-centralized locations so that instruction and learning occurs independent of time and place. The distributed learning model can be used in combination with traditional classroom-based courses, with traditional distance learning courses, or it can be used to create wholly virtual classrooms.” (Farmer, 2008)

This quote makes me think about “blended learning” which is currently quite popular.  In the corporate training world, many of our programs are designed with a blended approach.  When we want groups of learners to come together as one, we might design a face-to-face or a synchronous online/virtual (distributed) session.  These sessions might serve as a front-end and back-end learning segment to the program.  The learner would also complete a series of asynchronous learning experiences in between – all which would be distributed learning – could entail readings, videos, creating blogs, adding to a course wiki, completing group activities, completing field work in their workplace, etc.  Not only does distributed learning offer flexibility and variety from a learner and instructor perspective, but it also reduces costs and allows us to reach a much larger audience.  Distributed learning also enables us to bring in experts via video or incorporate expert chats from anywhere in the world, include simulation and virtual re-enactments – embedding learning elements that are current, credible, informative and engaging.  Our organization is global so we need to ensure all learners receive the same consistent, high-quality learning experience, regardless of where they reside.

References:

Farmer, J. (2008). Distributed Learning is Here:  Ask Any College Student. Retrieved from http://mfeldstein.com/distribute-learning-is-here-ask-any-college-student/

Bonk, C. (2010). Blended learning, the future. Indiana University School of Education. Retrieved from https://www.youtube.com/watch?v=pI3LlmKYx6I

Week #1 - EDUC5101G Post - Personal Introduction - JYG

My name is Janet Young-Garner - you can call me JYG if you like.  I am taking my 8th and 9th course of UOIT's Master of Education in Education and Digital Technologies this semester - with the plan to finish up by the end of the Spring semester.  Although I have taken many courses and programs since receiving my B.Ed many years ago at the University of Toronto, I felt it was long overdue to enhance my knowledge of what's happening specifically in the education field.  I have worked in training and development over 30 years with the majority of that time in corporate training within the financial industry.  I keep busy with my full-time job as a Senior Learning Consultant at BMO's Corporate University, Institute of Learning.  It's a pretty cool place to work and I'm surrounded by other professionals who are just as passionate about learning as myself.

I have wanted to do my M.Ed for many years, but also wanted to learn new ways to integrate technology into my learning programs.  With this program's focus on digital technologies, it meets both of my requirements - perfect! I have learned a lot about the digital technologies that are available to us as educators today and how they can enhance the learning experience.  I am sure this course (Digital Tools for Knowledge Construction), will enable me to continue on this journey of learning.

On a personal level, I am married, living in the burbs north of Toronto with 3 kids and a dog.  All 3 kids are in post-secondary so school is pretty much our favourite past time.  My running group (all ladies) love to do destination races - our next run will be a 1/2 marathon in Budapest (ah! there's my international connection with the class).  I also enjoy cooking, hiking, travelling, keeping active, spending time with family and friends, gardening and my newest interest - colouring in my new adult colouring book!

I will be using Blogger as my blogging platform as we used it for a previous course and it actually worked for me!