Technology for Teachers

Part 8 of 8

Conclusion

No matter the philosopher, education has common threads. It’s more than just crunching numbers and turning out clones, at least you would hope. E-Learning should not forget the humanistic side to teaching. Feelings and attitudes eventually determine what knowledge and information are sought after and acquired for the long term (Ornstein, 2003). “If we fail to adapt a more caring and compassionate approach of teaching and schooling, then we fall victim to excessive competitiveness and materialism” (Ornstein, 2003, p. 84).

References

Clark, R. C., Mayer, R. E. (2003). e-Learning and the Science of Instruction. San Francisco: Pfeiffer.

Glasser, W. (1997). “A New Look at School Failure and School Success” in Ornstein, A.C., Behar-Horenstein, L.S., & Pajak, E.F. (Eds), (2003). Contemporary Issues in Curriculum (3rd ed.). Boston, MA: Allyn and Bacon.

Hodgkinson, H. (2000). “Educational Demographics: What Teachers Should Know” in Ornstein, A.C., Behar-Horenstein, L.S., & Pajak, E.F. (Eds), (2003). Contemporary Issues in Curriculum (3rd ed.). Boston, MA: Allyn and Bacon.

McLaren, P. (1999). “A Pedagogy of Possibility” in Ornstein, A.C., Behar-Horenstein, L.S., & Pajak, E.F. (Eds), (2003). Contemporary Issues in Curriculum (3rd ed.). Boston, MA: Allyn and Bacon.

Ornstein, A. C. (2003). “Teaching and Teacher Accountability” in Ornstein, A.C., Behar-Horenstein, L.S., & Pajak, E.F. (Eds), (2003). Contemporary Issues in Curriculum (3rd ed.). Boston, MA: Allyn and Bacon.

Stiggins, R. J., (1999). “Educational Demographics: What Teachers Should Know” in Ornstein, A.C., Behar-Horenstein, L.S., & Pajak, E.F. (Eds), (2003). Contemporary Issues in Curriculum (3rd ed.). Boston, MA: Allyn and Bacon.

US Department of Education. (n.d.). Four Pillars of NCLB. Retrieved June 16, 2005, from http://www.ed.gov/nclb/overview/intro/4pillars.html

Wikipedia. (2005). Howard Gardner. Retrieved June 28, 2005, from, http://en.wikipedia.org/wiki/Multiple_intelligence

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[tags]online learning, distance learning, distance education, teaching, learning, technology4teachers, seanmartinson, sean martinson, education[/tags]

Part 7 of 8

Assessment Methods in E-Learning

When a program is based on an evaluative system that measures the predictable and manageable where does that leave the Arts? The time has come to fundamentally rethink the relationship between assessments and effective schooling. E-Learning assessment should not center on achievement but on how we use the assessment in a pursuit of student success (Stiggins, 1999).

American assessment traditions have had lasting, and unwanted, consequences. From sharply increasing student anxiety levels on high-stakes testing, to narrowed, test prep curriculums. I, and other educational philosophers, propose that now is the time for alternative assessments. Assessments that take into account each individual student and their growth over a period of time.

Technologically speaking the internet offers a wide variety of assessment tools that are both inexpensive and quick of use. Rubrics, project based check-lists, and performance tasks offer up chances to view actual student knowledge, performance, and growth over a period of time.

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[tags]online learning, distance learning, distance education, teaching, learning, technology4teachers, seanmartinson, sean martinson, education[/tags]

Part 6 of 8

Adapting Content and Teaching Strategies for E-Learning

To say that teaching can best be described as a “Science” is to imply that good teaching will some day be attainable by closely following vigorous laws that yield high predictability and control (Ornstein, 2003). E-Learning is more than a science, because it also involves artistic judgment about the best ways to teach.

Teaching and e-learning are dichotomies. That is, they are a mixture of science and art. Teachers should have the scientific background, but be able to analyze their approach to teaching, to be able to crunch the data, to know what is working and what is not. Fortunately, or unfortunately, teaching a concept such as reading needs to take into consideration past scientific instruction and research.

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Part 5 of 8

Accommodating Multiple Learning Styles in E-Learning

Although there are many learning styles, Clark (2003) points out that human memory has certain qualities. Human memory has two channels for processing information: visual and auditory. It also has a limited capacity for processing information, learning occurs by active processing in the memory system and new knowledge and skills must be retrieved from long-term memory for transfer (p.35). Accommodating learning styles in e-learning then becomes a matter of managing the capacities of human memory.

In order to manage the limited capacity of the human memory and to lighten the cognitive load, there are methods that should be utilized in effective e-learning. Clark (2003) lists four specific principles to address limited memory: contiguity principle, modality principle, redundancy principle, and the coherence principle. The contiguity principle states that corresponding words and graphics should be near each other. The modality principle states that an effective e-learning activity presents large portions of text as audio narration rather than on screen text. The redundancy principle states that presenting words in text and narration actually hurts learning. Finally, the coherence principle describes the negative impact of irrelevant visuals, audio, and text on learning. Each of these principles helps reduce the cognitive load in e-learning. Due to technological constraints implementing each principle is not always practical.

That being said, with the open nature of e-learning, in essence, e-learning is accommodation. Projects are set in an environment where the student attempts a task at their own level. Regardless of the format, goals, descriptions, the learner will attack the task in the most efficient way for them. Whether it is a lesson utilizing heavy multimedia or text only, the learner will develop their own subconscious strategies in order to successfully complete the project. While a learners style is never set to the side, e-learning itself offers numerous formats and ways to tackle an assignment. If enough forethought is given, each learning style can be addressed in one lesson.

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Part 4 of 8

Cultural Sensitivity and Non Biased Perspectives in E-Learning

Differences in world views and cultural behavior affect learning. Many immigrants have a strong sense of the past, while American educators have a tendency to focus on the future. A teacher’s goal is to become “culture fair” (Hodgkinson, 2000) when observing and evaluating students from different backgrounds. Rather than allowing unfair tracking practices, which research has shown disfavors African-Americans and Hispanics, educators must be proactive in learning about diversity and in practicing fair and equal treatment of students of all colors and races.

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Part 3 of 8

Age Appropriate Pedagogy and E-Learning

Research has proven that the learner’s prior knowledge of the content exerts the most influence on learning (Clark, 2003). With that said, learners with little prior knowledge will benefit from different instructional methods than those with greater prior knowledge.

E-Learning embraces pedagological philosophies from many educational philosophers. A pillar of e-learning is the multiple intelligence theory of developmental psychologist, Howard Gardner. In 1983, Gardner suggested, “….. several different kinds of “intelligence” exist in humans, each relating to a different sphere of human life and activity.” Educators, the theory states, can reach all of their students only by adapting their teaching program to meet all the types of intelligence which their target audience possesses (Wikipedia, 2005). In e-learning, students are free to move through the curriculum at their own pace and in their own style.

E-Learning implemented responsibly will embrace the learner and their culture. Paulo Freire centered on the transformation of the relations of social wealth (McLaren, 1999). Freire believed educational change must be accomplished by significant changes in the social structures as well (McLaren, 1999). Educators may look at Freire as “politically untenable” or “hopelessly utopian” but with the advent of e-learning technologies, change has come that may start to adequately address the social portion of change needed.

E-Learning leaves room for the young to imagine, to extend, and to renew moving them to a level of greater knowledge. William Glasser contends that successful programs are not restricted to lock-step curriculum, but allow students to work at their own pace. E-Learning is anything but lock-step. Effective learning in an e-learning environment shows a teacher who understands how students need to be treated (Glasser, 1997). Glasser’s approach points to student and school success as a means of psychological thinking. Instead of a stimulus-response frame of teaching, Glasser (1997) advocates “choice-theory” and teaches that “the only person whose behavior we can control is our own” (p. 233). Glasser (1997) states that the true measure of a well-performing program does not lie solely in the test scores but in more abstract qualities, such as strong leadership, human relations that are built, students doing competent and quality work, few or no discipline problems, and most importantly, a school that has become a source of joy (p. 236). E-Learning embodies each of these qualities. E-Learning expects quality, embraces multiple products, promotes student collaboration, and produces excited learners.

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Part 2 of 8

No Child Left Behind ACT (NCLB)

As best surmised in the overview “Four Pillars of NCLB”, NCLB is an educational reform act based on: stronger accountability for results, more freedom for states and communities, proven education methods, and more choices for parents (US Dept. of Ed., 2005, ¶ 1).

Assumptions

With these four guiding principles NCLB makes some general assumptions to reach all children. First it is assumed that by holding districts accountable and adding severe penalties for under-performing schools, schools and therefore students will improve. By lessening restrictions on spending, districts will be more apt to spend monies on their specific needs. Finally families and students of low-performing and/or unsafe schools will now have the choice to alternative services.

Each of these assumptions allows the major players in education a powerful voice. Schools, communities, families, and students now have the power to advocate for e-learning as an alternative approach to their education.

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Part 1 of 8

Welcome! The following series of posts including this one, eight in all, will discuss the promises of e-learning in educational reform. The posts discuss the full length document attached at the bottom of this post. I have broken the document into eight parts for those who like to digest their information in small portions (the full text is still availalbe). This also allows for easier downloads of the podcast versions.

The following abstract and introduction help to launch the posts.

I hope you enjoy!

Abstract

E-learning, that is, instruction delivered through a computer, CD-ROM, Internet, or Intranet is investigated. Several areas are explored in their relation to educational reform and e-learning. Findings indicate that the guiding principles, and assumptions, of The No Child Left Behind Act (NCLB) are supportive of an e-learning environment. Current pedagogy and educational philosophy is also compared to e-learning with supportive voices from Freire, Gardner, and Glasser. The adaptation of content and teaching strategies to an e-learning environment is covered with results in a psychological change of thinking. In discussing cultural sensitivity, and non biased perspectives, comparisons are drawn between immigrants, minority groups, and educators. Using the research of R. Clark and R. E. Mayer, 2003, four principles of e-learning accommodation are discussed. Alternative assessment methods are also discussed with preference being performance based relating to student growth.

Introduction

E-Learning is instruction delivered on a computer by way of CD-ROM, Internet, or intranet (Clark, 2003). Regardless of the format, e-learning has some common and defining features. Content is relevant to the learning objective, instructional methods are used to help learning, media elements such as words and pictures may be used to deliver the content and instructional methods, and e-learning builds new knowledge and skills linked to individual learning goals (Clark, 2003).

E-learning comes in many forms. It can include full courses, lessons, or activities online. It can be a classroom activity with technology integrated into it. It can be delivered by a computer using spoken or printed words. There may be graphics, animations, and videos. E-learning is intended to help learners reach new levels of personal learning, while accommodating numerous learning styles.

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Here’s a shot at Moodle and Desire2Learn. Before I get too far it may be of interest/honesty to note that I lean towards Moodle as an open-source option. Some say no cost but as those who have used any tool and/or application they know that there is at least time involved in setting up and training that’s included when introducing and/or moving to a new application. Even in my own use I know that I’ve spent countless hours using Moodle and as they say time is money.

First of all the feel and layout. Both are similar and allow for administrators to tweak and modify they layout, with that said the standard formats are somewhat different. D2L spans the most frequently used points of information across the top of the screen in an easy to find/use position. Moodle installations spread content around the outer most panels into “blocks”.

My educated guess is that Desire2Learn and Moodle are similar in offering multiple language packs depending on your region. Moodle offers at least two English options (US and UK) offering region specific spellings of words such as install/instal. Users may become confused with the language switching option of Moodle in that it switches navigation and button titles not the actual text of courses and areas typed by the administrators and teachers.

You can’t really spend too much time on the aesthetic looks of Moodle (and probably Desire2Learn) as they can be switched by changing the themes. Moodle however allows users to specify the theme they want to view as they pick from a list of templates previously installed by the Moodle administrator.

Although some may think of it as aesthetics, one of my gripes against Moodle is in its’ organization of discussion forums. Desire2Learn allows users to view threads by topic and keeps many discussions on one page. Moodle is a bit different, allowing users to specify their own avatar or picture of themselves. This adds much space to the discussion area and makes it more difficult to view the discussion threads. Desire2Learn highlights those that the students/user has viewed by bolded and well, not-bolded text. Moodle offers something similar but at this point Desire2Learn is just plain easier to follow. I think this may come from a couple of different reasons. First it would be my guess that many of our younger students prefer avatars and the sense of the person added to posts when utilizing pictures. Secondly it’s probably something I as an administrator in Moodle have the power to change but have yet to work on.

Moodle is also different in the sense of logging in. With Desire2Learn the student logs in and sees courses which are available to them. Moodle users choose their course then log in, most often being able to view the titles of all the courses currently being offered through the platform. Listing each course on the main page can lead to disorganization but this doesn’t really present itself as an issue in Moodle as you are allowed to categorize courses. In the Moodle environment students can register themselves for courses or depending on the administrative setup may have to be registered by their teacher or administrator. So a bit different than Desire2Learn in that students can register and (as Melanie mentions) pay for courses on their own.

Even the student and data management are similar. Desire2Learn and Moodle both allow teachers and if turned on students the ability to track the habits of students and everything that they do in the environment. Something I wasn’t aware of until taking a Desire2Learn workshop was the ability of teachers/administrators to login as a student. I found the Moodle offers exactly the same option. The cynic may see this as an option for teachers to pretend to be a student for malicious purposes… although I guess this could happen the purpose I’ve really seen is the option to view what the student sees and view some of the chat/IM transcripts as to what the students have and are doing. Not to pretend to be them but to allow teachers and administrators the option to track what the student has been doing. Getting back on track to the assessment side, my experience has been that the Moodle side of management/assessment works just as well as Desire2Learn if not better with more components available all of the time.

I know that the people at Moodle are working on an e-mail component much like Desire2Learn offers but with the proliferation of e-mail account providers I just don’t see how that can be seen as a big advantage. Some areas that I’d like to know more about would be the virus protection that Desire2Learn says it offers. If you are running your Moodle on a server with that type of protection would/does it matter if Moodle itself doesn’t offer it? Some other components that are discussed as benefits of Desire2Learn are components that in 30+ credits with D2L I have never used. Such is the chat option, when it’s been the case we’ve always used Skype. With that thought, outside of the multiple windows, I just can’t justify moving towards a tool that offers specific advantages over another when those advantages are freely available and in some cases better than the pay-for option. An idea would be all of the tools our BSU class has implemented and used outside of D2L. Tech support, stability, I know…..

Knowing that Desire2Learn has more advanced features (do we even use them all?) in the end I still lean towards Moodle and the open-source community behind the project. Moodle allows you to add your own (if you have the skill) or download add-ins, components, and themes, when they are available and not when the next version comes out. I guess my final analysis is this: it’s a safe bet that experts knowledgeable in each system can advocate and sway us either way.

A sample: http://www.edtechmoodle.org

[tags]moodle, desire2learn, technology, technology4teachers, seanmartinson, sean martinson, education[/tags]

So apparently I’m really behind the ball here.  I hadn’t heard of or paid attention to a product out by Microsoft called Microsoft Producer for PowerPoint.  The program works as a free addition to PowerPoint… and well, take a look at the link at the very bottom of this posting to see what it does.  My hope is that it will stay free but you never really know.  It’s not that the program does anything that you can’t already do, it’s that it does it all in one spot seamlessly.

The reason I said that I was behind comes from viewing one of the examples that Microsoft had listed on its site (http://www.microsoft.com/windows/windowsmedia/technologies/producer.mspx) of what some are doing with Producer.  A Wylie school district nerd has his own explanation of what producer is, just a shade under 10 minutes and a very quick definition and example of Producer.  He makes reference of using something coming up in the Summer of ’02… so it’s safe to say that I’m a bit behind the game. http://www.microsoft.com/office/powerpoint/producer/demos/Wylie150/E-LearningProducerI_files/default.htm

The first thought I had of Producer was a cross between Microsoft Movie Maker and Powerpoint.  Being familiar with PowerPoint that portion of the project was much quicker than the rest.  The wizard made putting things together easy that is until I couldn’t get my webcam to show any video.  Now this goes to this program being commercial and catering to a much different community than the open-source where everyone lends a hand and helps each other.  It was impossible to find help for my particular problem.  I tried to update everything, get new drivers, pull out my hair… wait no hair….  I tried my new digital video camera but it didn’t work for this type of application.  It took more time trying to get video to work than all of the other portions (including writing this) combined.  Suffice to say the community supporting Microsoft stinks….

Why is it that the thing that finally works is always the last thing you try?  The way I worded that…. I know….  ;-)  Well, I tried an older camera that I have and things worked like a gem.  So once it was all working it was quick and easy!  View the show, it’s a bit over three minutes and shows what the program is much better than me writing about it.

Can you see the many implications?  For me it leveraged the prior purchases of all the network/hardware equipment including the camera and PowerPoint… so for this one there was no additional cost for me other than all the time troubleshooting.

Sample File:

http://www.seanmartinson.com/files/final_show.htm

You have to use Internet Explorer… nothing like Microsoft to offer something free but then make sure it only works with their programs.  I use Firefox but keep IE for things just like this.

Sean M.

[tags]technology,   technology4teachers,   seanmartinson,   sean martinson,   education[/tags]