633 - Best Practices in Distance Education for Adult Learners

I feel that through this program I have really become to know myself as a learner.  Somewhere along the way I was introduced t the Adult Learning Theory.  This theory became of interest to me because it helped me to identify my needs as an adult learner and to understand my drive and motivation. 

Azaiza (2011) talked about the motivation in women and how women are especially self-motivation.  However, since women have a considerable amount of responsibilities (i.e. family, children, jobs and home life), it is also important that they maintain their motivation as well as time management.  This really hit home for me because I can really identify.  God blessed us with a pregnancy right after I began my degree.  Then when my son was born, he spent about seven weeks in the NICU.  By the time he finally came home it was time for me to go back to work and for the next school year to start.  I began my second year adjusting to parent life and teaching full time.  Though I am very self-motivated, I have had a hard time with my time management.  There were times when I wanted to break down and nearly quit because of the sacrifices that I felt I was making for this degree and my job. 

In my virtual field trip to the library I found that instructor feedback was the most common and prominent best practice for distance education.    This is also one of the adult learner characteristics.  A study conducted by Martz and Shepherd (2007), surveyed MBA students at the University of Colorado in Colorado Springs.  After asking as series of questions it was determined that instructor feedback was the most valuable to the learners’ success.  The learners were adult learners ranging from age 22 to 60 with an average age of 35. 

Instructor feedback as a best practice requires that the instructor is involved in and through the course.  Feedback on assignments, discussion and assessments should be in a timely manner.  Bagdadi (2011) actually recommends that it should be no longer than 72 hours.  It is understood that some feedback may take longer under circumstances where a detailed response must be given.  In that case it is important to give time parameters for feedback and stick to them. 

Because adult learners value their education different than other younger learners, things like feedback, are key in their success.  Instructors can make feedback personal by using the learners’ names and not delaying responses to emails and other feedback (Martz and Shepherd, 2007).

 References

Aaiza, K., & , (2011). Learners' motivation in a distance education environment. Distance Learning, 8(1), 23.

Baghdadi, Z. D. (2011). Best practices in online education: Online instructors, courses and adminstrators. Turkish Online Journal of Dstance Educatoin, 12(3), 109-117. doi: 1302-6488

Martz, W. B., & Shepherd, M. (2007). Managing distance educatoin for success. International Journal of Web-Based Learning and Teaching Technologies, 2(2),

639 - Research Showcase Video Blog

639 - Wiki Reflections

Reflection 1 – April 15th

When I initially got the invitation to the course wiki I signed up and created the wiki then before realizing that we only needed on per group. That made my first chance working on the wiki nice because I could invite my group members and we were on our way. To get our wiki started I shared my five initial sources with the group. After reviewing the literature my group members compiled an outline. I then copied and posted that to the home section, which I then renamed for our proposal. To get our wiki prepared for our literature review I looked at the outline that we proposed and created the necessary pages. I then realized that the navigation screen put our pages in alphabetical order. So, then I had to go back and edit the name of each page so that a number preceded the name of the page. Once I finally got all of that in order I added some flare by picking a theme for our wiki and then posted the link to the discussion area. This was the first time that I had actually done anything to a wiki so it was a new experience for me. I can definitely see this being something that I will likely use in the future for my career. So far our team has done well together getting our wiki off the ground. 


Reflection 2 – April 28th

Our group decided to split up the sections of our wiki outline. During this visit to the wiki I added my information about uses of augmented reality in both education and the business industry. After I posted my section I realized that we needed more pages to hold all of the information that was required for our literature review. I added pages for our introduction, abstract and exam questions. Once again, I had to go through and rename the other pages to keep them in the proper order in the navigation area. I would say that was probably the most frustrating part of the wiki. It would be nice if you could rearrange the navigation without having to rename the pages. If there is a way I did not find it. As I added my part and my partners added theirs I realized that we did not have an abstract or a conclusion. I began writing an abstract but It ended up that both Alan and I wrote one. His made it to the wiki first – that was ok because he did a great job! I then went and completed the conclusion and the questions for the section on uses. One thing that I have seen with the wiki is that the formatting is not always as you envision it. I had to go back and fix portions that had gone crazy after saved information. I noticed that the same thing happened to my group members. In one section that a group member completed, I tried to make a correction but then ended up emailing my teammate so he could check it and make sure I had not ruined his contribution. I have really enjoyed working with my team so far. We have all done well together so far. 


Reflection 3 – April 29th

After our literature review was edited I went through and made corrections to my section. I also placed comments into the document and sent it back to my team. They also did the same. Once corrections were made on the literature review I then submitted our manuscript to the Associate Editor at ISTE/JRTE via email (as per the instructions). Each member of our group then edited their sections as needed on the wiki. The great thing about the wiki is that you can export it into a PDF document. That worked out really well because I was able to export it and send it along with the other submission pieces to my teammates. I really feel that I have learned a lot about using a wiki through this experience. I did like that I could go in a see the differences between edits. One thing that I wish the wiki did was tell when another member was editing or logged into the wiki like Google Docs. I found out that you get an error if you are trying to save what you are editing if someone else is also editing. That is what I believe happened when I was reviewing my partner’s work previously. We really had a great group for this project. Each member contributed to the wiki and through emails and phone calls we got the work done. I feel like something like this is easier when in person due to us all working at various times of the day, but we did well. I think this is something I could use for an online class if I am teaching in a virtual environment.

EDUC633: Clark & Mayer Chapter 13 Webliography

Summary
This chapter begins by analyzing cooperative learning vs. individual learning and whether or not one is really more successful over the other. They speak about how the same cooperative learning can be applied to the online environment. It was found that both cooperative and independent learning can be successful, but there must be certain criteria that must be met in order for virtual cooperative learning to be successful; (1) Social Interdependence – group member’s grade is dependent on group success, (2) Outcome Goals – determine what outcome you want and if it is better suited for group or independent work, (3) Quality of Collaborative Dialog – each group member must give equal and appropriate contribution to the discussions.

It then went on to talk specifically about Computer-Supported Collaborative Learning (CSCL). The chapter defines CSCL as, “engagements among teams of two to approximately five members using synchronous and/or asynchronous tools in way that support and instructional goal…” (Clark & Mayer, 2011). The chapter also notates that though original online learning was intended for independent learning but has taken a new direction with the availability of Web 2.0 and the variety of social learning tools. There is also a detailed list of several Social Learning tools, both synchronous and asynchronous.

Through research and experience the authors are able to share several generalizations about CSCL concerning where the greater learning can take place, what the outcome goal should be and what will produce better quality work. Several research studies are then summarized. The majority of the summaries found there to be better results with CSCL over other methods such as individual and even face-to-face collaborative learning. Students usually retain more information, scored better on tests and produced better quality work when working via CSCL.  

One of the largest arguments concerning CSCL is that the discussion among the groups will be minimal and not have significant discussion. In order to combat this proposed solution is known as Structured Controversy. Essentially, after the team of four is presented with an argument that has two sides they divide into pairs. One pair is for and the other is against. They are then assigned to develop their side and come together in the end to present their sides.  

To conclude this chapter, the authors confirm that there are still areas of Computer-Supported Collaborative Learning that need further research. This chapter gave a small amount of research and a method to kick-start the planning process for those who are interested in this approach in their current virtual classes.  

Analysis
This chapter presented a pretty decent case for Computer-Supported Collaborative Learning. It was a brief introduction and it was quite apparent that in order to prove the value, there is still more research to be done. The little amount of research that they did cover showed that they are on the right path. 

I can see the use of the Structured Controversy approach. When students have a purpose to their learning they take better responsibility and find it easier to know which direction to go. I also can identify with the idea that CSCL can produce better quality work. As our team has been working on our ISD project we have all been very grateful to have such a wonderful team to work with. I know, personally, that there is no way that I could have put together such a project on my own. Have a group with a wealth of ideas and experience with varying backgrounds has really helped in the development and quality of our work.

Reference
Clark, R. C., & Mayer, R. E. (2011). Learning together virtually. In E-Learning and the Science of Instruction (pp. 278-306). San Francisco, CA: John Wiles & Sons, Inc.

Muddiest Point Blog – EDUC639

          Throughout my years of college I have become pretty aware of what is and what is not plagiarism and violations of copyright laws. However, as one of the presentations this week stated, the students that are coming into college now are not aware of what is and what is not appropriate to use from the internet. People have this idea that anything on the internet is free game. I think this has to be one of the “muddiest points” in the field. I would think that this is more the case for photos and graphical pieces from the internet. To be accurate, something as simple as a clipart image must be properly cited if it is not designated as, “royalty free.”

          The second thing that I found that not many people know in the field, whether it be students or even teachers, was the information on metadata. I had no clue that metadata was so detailed. I am responsible for keeping my webpage up to date for my classroom. In order to make sure that I have everything spelled correctly (because I have a tendency to be an awful speller) I usually type information in MS Word and then copy it to the website (like I do for discussion boards and even my blog). Doing it this way also helps with formatting and making sure that everything I just typed doesn’t get deleted because of a network error or Blackboard malfunction. I would be willing to bet that I was not the only person this week shocked to hear this information!

633 - Assessment

             The mobility of testing has done a great deal to add to the flexibility of distance education.  While some institutions still use testing centers and some agencies still require proctored exams for distance education, for many students, taking advantage of mobility is a key.    With mobile hot spots, tablet PCs with cellular networks and Wi-Fi adaptors there is no limit to where a test can be taken. 

             While it may be strange for first time distance education students, as they become more familiar with the testing process they become more efficient and more confident.  It is important for students who are embarking on a degree through distance education to be familiar with the computer, word processing and the internet.  If they have the skills needed, then assessments cannot only be given through a multiple choice test, but they can also be authentic assessments like projects and presentations. 

Hines, S. (2008). How it's done: Examining distance education Library Instruction and Assessment.

              Journal of Library Administration, 48(3/4), 467-478.

Sapriati, A. (2012). Using computer-based testing as alternative assessment method of student

             learning in distance education. The Turkish Online Journal of Distance Education, 11(2),

             161-169. doi: 13026488

Thomas, D. (2007). Distance education testing: Meeting the demands of today's adult education

             consumer. Community College Journal of Research & Practice, 31(6), 499-500.

             doi:10.1080/10668920701358039

Webliography: Augmented Reality (EDUC 639)

Summary of Augmented Reality in Education and Training

The article Augmented Reality in Education and Training covers the various roles that Augmented Reality plays in both education and training.  The augmented realities discussed take place in both the business world and the educational settings.  The article covers many areas of augmented reality from simply concepts to more complex concepts.  Other terms used to identify this technology include the early term Virtual Reality. 

This article covers the development of virtual reality in the 1960’s into the augmented reality of today.  Augmented reality is used in K-12 classrooms to enhance lessons and better engage students.  One commonly known piece of augmented reality technology is known as the SMART (System of augmented reality for teaching).  In higher education, 3D models are used to enrich learning.  Augmented reality can be found being used in many subjects such as chemistry, biology, and physics.

Augmented reality can also be found outside of education.  In the business world augmented reality is commonly used to train employees or to make a task either safer or quicker or to help the worker be more proficient.  Tour guides and mechanics alike benefit from the use of augmented reality.  In the entertainment and leisure world augmented reality can be enjoyed in gaming and for use on museum tours. 

Critique

This article provided many great uses of augmented reality.  It really helps readers understand that there is more to augmented reality outside of entertainment and leisure.  The article also helps the reader to have a better understanding of the term Augmented Reality.  Many may have one narrow idea of what augmented reality really is and this article can help them see that it has many uses and dimensions. 

On the down side, this article had a very broad number of topics with a great amount of information to take in.  It may have been more beneficial if the author had chosen to write specifically about augmented reality in just education or just in the corporate world. 

Reference

Lee, K.. (2012).  Augmented reality in education and training.  Tech Trends, 56(2), 13-21. 

Retrieved from Career and Technical Education.   (Document ID: 2581221871).

Summary of A Study of Adult Learning in a Virtual World

The article A Study of Adult Learning in a Virtual World examined the enablers and barriers of adult learning in the augmented reality known as Second Life through a qualitative research study.  The sample for this study consisted of 45 adult learners, 23 female and 22 male.  Each of the subjects had to meet certain criteria, one which was a minimum of 6 months or 100 hours of experience in Second Life.  One reason this study was conducted was because Knowles, who is credited for his concept of andragogy or adult learning theory, believed that technology in the 21^st century would greatly impact adult learning. 

The subjects were surveyed with several opened ended questions to determine the barriers and enablers of using Second Life with adult learners.  It was found that there were 6 enablers for Second Life in adult education; (1) a variety of educational topics, (2) multidisciplinary collaboration, (3) collaboration across the world, (4) social presence, (5) benefit to health and emotional well-being, (6) cost-effective compared to face-to-face. 

In addition to the benefits or enablers, some drawbacks or barriers were also found to be common.  In contrast to the benefits, only four drawbacks were found to be common; (1) technical difficulties, (2) Second Life is addictive, (3) Difficulties for newcomers, and (4) Funding for landowners who are part of small business or non-profit.  It would seem that the enablers outweighed the barriers in this case. 

Critique

This article was very interesting.  It focused only on one topic of augmented reality, Second Life, which allowed for more detail.  The qualitative study identified the enablers or benefits of Second Life as well as the barriers or drawbacks in adult learning.  As mentioned in the article itself, the study was very limited as the sample space was very small and only consisted of 45 participants.  Specifically, those subjects also had to meet certain criteria.  This may have led to a very narrow set of results.  Being that the subjects were experienced Second Life users, there may be a diverse set of barriers and drawbacks for newcomers to the Second Life world. 

Reference

Chlup, D. T., Mancuso, D. S., & McWhorter, R. R. (2010). A study of adult learning in a virtual

world. Advances in Developing Human Resources, 12(6), 681-699. doi:

10.1177/1523422310395368

Summary of Augmented Reality Makes Science No Object

The title, Augmented Reality Makes Science No Object gives a good clue to what this article is about.  In England, a new technology tool was developed to enhance science at the elementary and secondary levels.  The tool is called the LearnAR and allows students to learn science concepts through and interactive augmented reality.  The technology reacts to motion similar to those of the Nintendo Wii.  LearnAR is a website that recognizes certain icons on paper, called markers, through a webcam. 

Though this tool presents a new level of learning, some educators that were interviewed seemed to be somewhat skeptical stating that education is more than virtual 3D models.  They believe that no technology can replace authentic learning.

The article ends with a brief history of augmented reality.  Looking at the origins of augmented realities use in the early 90’s at Boeing and in the U.S. Military, it is apparent that it plays a valuable role in society and is now becoming more valuable in education as well.

Critique

Though this article was short, the content gave a nice glimpse into a creative new way to use augmented reality in education.  The article contained both facts and opinions concerning the LearnAR tool.  The opinions were presented in favor of the LearnAR and also with some skepticism from educators.  Most educators would agree that though augmented reality is fun and engaging for the students, it should not be the only method of teaching.  Augmented reality, like all educational technology is meant to be used to enhance the lessons, not replace traditional learning. 

Reference

Matthews, D.. (2010, January). Augmented reality makes science no object. The Times

Educational Supplement: TES, (4873), 15.  Retrieved from ProQuest Newsstand. (Document ID: 1965148481).

Summary of Abracadabra – Its Augmented Reality!

Abracadabra – Its Augmented Reality! The title is as attention grabbing as the article’s content.  This article focuses on augmented reality tools that react with not only printed markers, but with buildings, people, and the surrounding environment and beyond.  The author of this article is in favor of augmented reality use in the classroom as a way to extend students creative abilities.  The article highlights some of the current features available as well as some of the features that will soon be coming in the futures of augmented reality. 

            One particular augmented reality website that is featured in the article is called Zooburst.  Using this tool, students can create virtual popup books that they can interact with and share.  In addition to the magic of Zooburst, the author gives overviews of the innovations that are available on mobile applications.  One app in particular, Wikitude, will allow the camera on the mobile device to be pointed at a monument and possibly have historical facts show up, which would make a great enhancement to a field trip.  This magic of augmented reality is beginning to enhance the classroom and quickly seems to be growing at a rapid pace.

Critique

            The author of Abracadabra – Its Augmented Reality did a fantastic job hooking the reader to this article.  At first there was concern about how the author would relate the augmented reality tools to education, but as the article continued, several programs and apps were highlighted that had a great application to the educational setting.  Students today are so involved in games and a technological world that there is definitely a need to bring some magic into the classroom.  This article gave a good introduction to the possibilities that are becoming more available to the educational horizon.

Reference

Raphael, R. (2011). Abracadabra--it's augmented reality!. Learning & Leading with Technology,

38(8), 24. doi: GALE|A259379565

Summary of Who are you? Opener #8: Alternative reality learning. In The World is Open:

How Web Technology is Revolutionizing Education

One of the first points made in chapter 8 of The World is Open: How Web Technology is Revolutionizing Education, is that students have always been taught that education is separate from technology.  There is a stigma that education cannot be fun and fun cannot be education.  However, the world of education is turning more and more to the world of augmented reality because there are more learning opportunities in the virtual worlds than once realized.  Pro-gaming facts are also notated such as the finding that surgeons who played video games were faster and more efficient that those who did not.  This gives fuel to the idea of using simulators in training to increase hand-eye coordination. 

Continuing on in the chapter, it zeros in on Second Life and its development and growth.  Not only are big companies like IBM and Dell making their own space inside of Second Life, but colleges and universities are also embarking on education through Second Life.   Specifically Harvard, MIT and Stanford were the frontrunners in Second Life to buy their own islands within this augmented reality.  Courses were then offered in virtual classrooms in addition to their face-to-face classrooms.  This section also highlights educational concerns about the content in Second Life and how institutions are dealing with these concerns. 

This chapter also addresses concerns that students may enjoy the virtual worlds too much to take them seriously.  To answer these concerns, the author includes information on several initiatives that are being promoted by prominent people in education.  He also includes positive perspectives on benefits of using augmented realities.  The author even embarks upon a notion that mass multiplayer online gaming can be used to educate those in the military on topics such as leadership and decision making. 

To close this chapter, the author takes a look into what is to come in the augmented realities.  There are many questions about the role that virtual realities will take in education or if it may actually take over the face-to-face education.  The text emphasizes that the augmented reality must be authentic and to add that that reality it must be mobile and portable for learning.

Critique

            This chapter was centered on virtual worlds and their place in education.  Though there are skeptics, the author had a positive perspective on these augmented realities.  Real world examples and actual uses of Second Life in higher education added credibility to the usefulness of virtual worlds.  The author was aware of concerns and addressed them in his writing.  An important point that was made by the author is that learning can be fun and it does not have to be only pencil and paper drills.

Reference

Bonk, C. J. (2009). Who are you? Opener #8: Alternative reality learning. In The World is Open:

How Web Technology is Revolutionizing Education (pp. 275-292). San Francisco, CA: Jossey-Bass.