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Posts Tagged ‘screencasting’

The following list was primarily derived from EDUCAUSE.  They produce a monthly publication that seeks to identify, compile, and review new technologies that show promise in education.  Below, I describe the emerging technologies that began to gain prominence in 2006.

  • Virtual meetings (aka, Virtual classrooms).  Virtual meetings are synchronous interactions that use the Internet as the medium to communicate through chat tools, application sharing, audio, and video.  In a virtual classroom, learners can encounter interactive discussions and  lectures as well as classmate and teacher interaction.  Virtual classrooms can also be woven into a LMS (EDUCAUSE, 2006a).  One of the most prominent examples of virtual classrooms is Second Life, which is the Web’s biggest “user-created, 3D virtual world community” (Linden Research, 2011, p. 1).  Another option for delivering course content in this manner is virtual conferencing.  In a virtual conference, students can learn from any location in a synchronous format or anywhere, anytime in an asynchronous format  (Beldarrain, 2006).
  • Screencasting.  A screencast allows users to record the actions taking place on a computer screen, and this recording occurs as a video accompanied by audio.  Screencasts allow users to access in-depth course material even when they may not be present in class.  They can distribute this technology as a Vodcast (EDUCAUSE, 2006b).
  • Remote Instrumentation.  Remote instrumentation allows individuals to control scientific equipment from a remote location.  Some examples of this type of equipment include spectrometers, astronomical tools, and other electronic instruments.  Educators can use remote instrumentation to provide authentic experiences to a large audience.  This initiative helps to move students beyond a textbook knowledge and offer real experience (EDUCAUSE, 2006c).
  • Google jockeying.  A Google jockey is a contributor to a class who searches the Internet for Web sites, ideas, resources, or terms that are presented during a given class.  The jockey’s role coincides real-time with the presentation in order to expand learning opportunities and refine the core topics (EDUCAUSE, 2006d).
  • Virtual worlds.  “Residents” of a virtual world immerse themselves in an online environment through avatars, which represent individuals.  Several educational institutions are implementing and experimenting with virtual worlds as a platform in which to conduct class.  This environment is poised to cultivate constructivist learning by positioning students in a learning environment without overt learning objectives (EDUCAUSE, 2006e).
  • Facebook.  Facebook is a major Website for social networking.  This site is a prime example of the challenges associated with information literacy (i.e., one’s ability to deal with the risks and opportunities the Internet age creates).  Facebook gives users the ability to create profiles that represent their individuality and post any materials or links they wish (EDUCAUSE, 2006f).
  • YouTube.  Users of this video-sharing service have the ability to share, upload, and store professional or personal videos.  In addition, users control who may view their videos by allowing anyone to access the content or to form communities.  Viewers can comment and rate videos if they wish (EDUCAUSE, 2006g).
  • Google Earth.  This interactive mapping technology permits consumers to virtually navigate the entire earth by viewing landscapes, mountains, buildings, roads, and similar structures.  Visual literacy can be improved and assessed using this application.  In addition, this tool can aid students’ awareness of cultural differences (EDUCAUSE, 2006h).
  • E-books.  E-books discard the belief that books should always be read from cover to cover.  This tool encourages readers to employ a self-directed and interactive role in how they learn.  E-books support new approaches to interact with the content of books.  Various learning styles can be accomodated by incorporating simulations, movies, or audio files (EDUCAUSE, 2006i).

Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2), 139-153. doi:10.1080/01587910600789498

EDUCAUSE Learning Initiative. (2006a, February). 7 things you should know about virtual meetings. Retrieved from http://www.educause.edu/ir/library/pdf/ELI7011.pdf

EDUCAUSE Learning Initiative. (2006b, March). 7 things you should know about screencasting. Retrieved from http://www.educause.edu/ir/library/pdf/ELI7012.pdf

EDUCAUSE Learning Initiative. (2006c, April). 7 things you should know about remote instrumentation. Retrieved from  http://www.educause.edu/ir/library/pdf/ELI7013.pdf

EDUCAUSE Learning Initiative. (2006d, May). 7 things you should know about Google jockeying. Retrieved from http://www.educause.edu/ir/library/pdf/ELI7014.pdf

EDUCAUSE Learning Initiative. (2006e, June). 7 things you should know about virtual worlds. Retrieved from  http://www.educause.edu/ir/library/pdf/ELI7015.pdf

EDUCAUSE Learning Initiative. (2006f, September). 7 things you should know about Facebook. Retrieved from http://www.educause.edu/ir/library/pdf/ELI7017.pdf

EDUCAUSE Learning Initiative. (2006g, September). 7 things you should know about YouTube. Retrieved from  http://www.educause.edu/ir/library/pdf/ELI7018.pdf

EDUCAUSE Learning Initiative. (2006h, October). 7 things you should know about Google Earth. Retrieved from http://www.educause.edu/ir/library/pdf/ELI7019.pdf

EDUCAUSE Learning Initiative. (2006i, December). 7 things you should know about e-books. Retrieved from  http://www.educause.edu/ir/library/pdf/ELI7020.pdf

Linden Research, I. (2011). Second Life Homepage. Retrieved from http://secondlife.com/

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This table of contents chronicles the reflections on various projects and assignments of IT 860, Emerging Technology in Instructional Technology.

TABLE OF CONTENTS

I.    Introduction to Blogfolio

II.  Reflection on Assignments

III. Reflection on Readings

IV.  Overall Reflection on IT 860

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Web 2.0 is now a technological juggernaut, and these technologies are revolutionizing the way people communicate, collaborate and accomplish basic tasks. The focus of IT 860, Emerging Technologies in Instructional Technology, was to explore the latest and greatest Web 2.0 tools that show promise in education. Dr. Yuen exposed each student to the theoretical basis for each Web 2.0 tool through his book, “Collective Intelligence and E-Learning 2.0: Implications of Web-Based Communities and Networking.” In addition, students were required to use each Web 2.0 tool that was discussed in order to gain knowledge through experiential learning.

The first generation of the Web was developed primarily by experts and aimed at merely sharing knowledge. Web 2.0 differs in that these tools are created and developed by a variety of users with the intent of collaboration and interactivity. This focus on collaboration and interactivity has facilitated a sweeping embrace of social media. For example, if Facebook was a country, then it would be the third largest in the world behind China and India.

The Web 2.0 applications covered in IT 860 can be divided into three categories: tools that connect people, tools that share knowledge and tools that connect people and share knowledge in virtual environments. A large portion of the readings focused on issues involved with connecting people, while the bulk of the Web 2.0 tools that were covered focused on the sharing of knowledge. It should be noted that while I discuss these ideas separately, the whole point of Web 2.0 is to provide environments that both connect people and share knowledge.

Tools that Connect People

The premise of collective intelligence is founded on the power of tools that connect people. A series of readings helped to shed light on the philosophical basis for the use of these connecting Web 2.0 technologies in education. A new paradigm in learning theories was introduced in 2004 with the birth of connectivism, which stems from the traditions of behaviorism, cognitivism and constructivism. Our first reading was on connectivism and described the power of collective intelligence. Connectivists hold that learning takes place as networks of individuals share knowledge, and one powerful Web 2.0 tool covered that represents the power of human connection is Twitter.  For example, Twitter boasts 50 million Tweets per day; that is a lot of connecting!

As might be expected, this level of connectivity requires a good organizational infrastructure and can lead to a great number of legal concerns in education. Therefore, our second reading addressed the obstacles to implementing Web 2.0 in educational institutions. Further, educators need to consider the human and social issues involved with the implementation of Web 2.0 in the classroom, which was our third reading.

Synchronous Online Learning Environments (SOLE) represent an excellent example of synchronous online learning that is offered in an ethical and effective way. In SOLE, students have a chance to interact with peers and the teacher in a similar way to a traditional classroom, and multiple channels of media simultaneously connecting with learners enhance this interaction.

Tools that Share Knowledge

The power of Web 2.0 to share knowledge is robust; in fact, the number of tools is overwhelming. Dr. Yuen did an excellent job of weeding through the volumes of applications available and introducing students to the best of these tools. A reading that described the potential of Web-based video (e.g., YouTube) began this quest.

Following this reading, students dove into a myriad of Web 2.0 tools aimed at sharing knowledge. Social bookmarking (Diigo) is a Web 2.0 technology that allows users to bookmark Web sites and place tags on those bookmarks using keywords. Social publishing sites (Scribd) allow users to share and find written documents on the Internet or mobile devices, such as Word, PowerPoint or PDF. Screencasting (Jing or ScreenToaser) occurs when individuals capture a video of what happens on a computer screen over a span of time, and audio (e.g., narrative) is usually part of a screencast as well. File Sharing (Drop.io) is a powerful trend in Web 2.0 that facilitates collaboration, and users can create a “drop” by uploading an image, audio, video, document or other digital content. VoiceThread is a media aggregator that permits users to upload media to a website, and this tool also facilitates collaboration and feedback on such media.

Connecting and Sharing in Virtual Worlds

Virtual worlds find their ancestry in video games. Therefore, our first reading on virtual worlds actually focused on a model of Game-Based Learning (VISOLE). Learning through games is gaining more attention from several educators. Perhaps an even more promising environment for learning is seen in virtual worlds. Our final reading focused on taking a Pedagogical Odyssey in Three-Dimensional Virtual Worlds (The SECOND LIFE Model). As a point of application, each student had an opportunity to make a presentation at a conference in Second Life.

Summative Thoughts

All of these tools described above promoted the sharing of knowledge. However, it would be misleading if I failed to highlight the intrinsic ability of each of these tools to also connect learners. A symbiotic relationship exists between connecting people and sharing knowledge in Web 2.0.

Dr. Yuen provided an incredible environment for learning these emerging tools. In fact, he taught the class through a platform (Mixxt) that closely resembled a social networking site (SNS) rather than through learning management software (LMS). Naturally, this approach led to more connectivity among students and facilitated the sharing of knowledge among the group.

This class has been an incredible journey of learning. I now feel confident to use Web 2.0 tools and design instruction around them appropriately.

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As mentioned in my brief biography, I am currently working towards a Ph.D. in Higher Education Administration with an emphasis in Instructional Technology. I have a learned a great deal from the classes I’ve taken in Instructional Technology, especially concerning Web 2.0 applications. In fact, this blog was initiated in conjunction with my doctoral program.

In the next several post, I will chronicle some of the learning that is taking place in IT 860 (Emerging Technology in Instructional Technology). Each post listed in the IT 860 Table of Contents will serve to outline the major assignments and the learning that takes place. I also hope to reflect on each project and discuss opportunities for application in my current setting. The following description represent a brief outline of the contents to be covered.

The primary focus of IT 860 is on emerging Web 2.0 technologies. And each assignment iss tied to a corresponding chapter from Dr. Yuen’s book, “Collective Intelligence and E-Learning 2.0: Implications of Web-Based Communities and Networking.“ The major readings for this course include Postmodernism in E-Learning 2.0, Embracing E-Learning 2.0, University 2.0, Web-Based Video for E-Learning, Synchronous Online Learning Environments, Game-Based Learning (VISOLE) and A Pedagogical Odyssey in Three-Dimensional Virtual Worlds (The SECOND LIFE Model). These readings will help to introduce several Web 2.0 tools, provide a theoretical background for each tool and demonstrate points of application in education for each tool.

In conjunction with each reading, students are asked to immerse themselves in the technology. This step is important because instructional technologists need to move beyond a surface level understanding of Web 2.0 tools and actually use them. Without interaction with these tools, comments and discussion would merely be speculative or second hand. The Web 2.0 tools that we will experience during this semester include Twitter, Social Bookmarking (Diigo): Reflection on Assignment #2, Social Publishing Sites (Scribd), Screencasting, File Sharing with Drop.io and VoiceThread. These tools represent current tools that are popular and show a great deal of potential in education. I look forward to experiencing each Web 2.0 application!

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