Learning as we move along, today's entry is considerably shorter than the first two (that were posted before responses were forthcoming). Having read all the comments, I decided to summarize them below for further group input. Notice the tendency to post the same unspecific statements that are commonly used to promote the tools. Do not become mesmerized by the technologies or the promises. Concentrate on the questions:
- What is the benefit to be gained by use?
- How much teaching time will be spent on learning to use the technology?
Robin wrote about podcasting student messages to increase social presence. The process is difficult to envision.
Avril envisions using wikis for team products.
Rick agrees that toys masquerade as learning tools.
Jen set herself the very difficult task of making all learning engaging or challenging.
Yvette sees the ability to supplement discussion boards with wikis in order to extract the best of the discussions and to encourage peer support during study.
Jeremy interprets multi-tasking as multi-sensory inputs.
Zac portrays a scary future for teachers whose students could call upon them at anytime through their cell phones.
Pressy writes about usability and accommodation of technology interfaces. Why here?
Jessie agrees that not all learning can be fun but suggests that the teacher can do his best to minimize the repetitive processes that cause boredom.
Addy suggests making the non-fun aspects of learning happen quickly.
Suki concurs with Brenda and Avril about the potentials of wikis as collaborative learning and production tools.
Sandra wrote about using podcasts to have students create their own content. Students have always created content: compositions, drawings, dioramas, collages, etc.?
Dr. Trudy observes: No one chose to use a blog. Wikis were selected for collaborative development of a printed product. Podcasts were selected for unexplained social value. Cell phones are technology not technology (think software) tools. Multi-tasking is not the same as multi-sensory, concurrent or parallel experiences. Two activities that require thinking or memorizing or computing cannot be done at the same time. Activities that require similar processing done simultaneously are not done well.
Comments, clarifications, and/or observations are welcome.
20 comments:
A few clarifications:
1. I may be mistaken, however it is my understanding that what has been added here is an additional post to Trudy's blog - not a new blog.
2. My limited experience with wikis has had nothing to do with collaborative creation of printed products - but rather a dynamic online sharing of understandings and information for collaborative knowledge building. Very little time was needed for learning to use the technology.
3. I will choose to use a wiki for my mini-course. I believe wikis can be good platforms for encouraging shared responsibility. There is not just one person in charge as there is for a blog. I would actually prefer a collaborative space which combines a wiki with threaded discussions.
Thank you, Suki. I changed the work blog to entry. Somehow, the idea of posting a post does not feel right to me. Now I have had the experience of editing a post.
How much teaching time will be spent on learning to use the technology?
In my readings about various online learning environments, many authors/researchers comment that the technology should be secondary to the learning environment and that the technology should be almost invisible. Whatever technology is used, it must be easy to use with minimal “bells and whistles” and the connections that people make with each other are more important than the technology used to make the connections. Some of the best online collaborative environments that have stood the “test of time” are those with simple interfaces that require minimal learning to use effectively. So, how much teaching time should be spend on learning to use the technology – I would say as little as possible, if any!
I have been guilty of focusing on “wow” factor of technology rather than its true benefit in the classroom. I love software and electronics and I’d love to justify the use of endless technology toys, but I’ve learned it cannot be so. As time passes I come to realize that most of the software and gadgets I wanted to bring into the classroom are hype and gimmicks.
Teaching time should not be used to learn the use of new technology. At most, very little teaching time should be used for this purpose. I’d almost venture to say that a technology is ready to be effectively used for teaching and learning when its use no longer requires separate teaching.
I believe that blogs and wikis are effective tools for learning as they help us communicate with each other and expand our knowledge. (What is the benefit to be gained by use?) The most significant benefit of using digital toys as learning tools is the removal of physical barriers between learners. An example of this benefit is our class' collaboration on this blog. Though we live in different states and countries, we are still able to exchange information and work towards a common goal. (How much teaching time will be spent on learning to use the technology?) The time spent on learning to use the technology should be minimal. One of the reasons that the blog works well for us is that learning to use it was quick and easy. Personally, had I needed to spend many hours learning how to participate in blogs, I probably would have become preoccupied with the task of learning the tool and lost interest in the issues being discussed.
I'm not sure I agree with Jessie's comment that "a technology is ready to be effectively used for teaching and learning when its use no longer requires separate teaching." If we wait for technology to be that easy to use, I think we will miss opportunities for teaching and learning with technology. While the learning curve and general usability are issues for widespread use, the early adopters who climb up that learning curve are often the ones who figure out how to use the technology tools effectively – often in ways the designers did not envision.
It’s also a matter of tradeoffs. I teach in an online learning environment. I had to spend some time to learn to use the tools. But the tools are what enable me to teach a soldier in Iraq, an engineer in Morocco, and a traditional student all in the same class. Like Addy said, enabling communications and removing the distance barriers between students are benefits of using technology to teach.
Zac portrays a scary future for teachers whose students could call upon them at anytime through their cell phones.
I believe that this portion of the synopsis misconstrues the original intent of my message regarding cell phones. This type of technology can give students access to many Web 2.0 opportunities in one package (Blog sites and Wikis to edit information, RSS Feeds, Vod and Podcasts for instant information regarding subject matter being taught, Instant Response Units for feedback for the instructor to make sure that learning has occured, etc...) without the need for large dollar investments in extraneous equipment.
Students and Instructors can gain much from technology usage. Let's take a wiki for example. Students can develop a wiki-text to use for the class thereby giving them an investment in their learning within the classroom. This text can be interactive for the students so that different types of media options can be used by individuals.
Differentiated Instruction is something that the K-12 system is pushing us towards because they consider it a valuable option.
My Cell Phone
I have a new cellphone: Motorola C139. It does not do any of the fancy things Zac lists. Our older one, Motorola V170, does not either. Both are just fine for initiating and receiving phone calls and (I think) both have text messaging capabilities.
Does everyone out there have a fancy phone?
What is the benefit to be gained by use?
When considering the use of any Web 2.0 tool the above question should always be asked. If the learning task is better accomplished, or even similarly accomplished, without the use of technology, then why bother with the technology? The addition of a blog, wiki, or podcast should always be based on sound pedagogical reasoning.
My rationale behind selecting podcasting to create social presence for my students scattered across the US is twofold. First, I believe in the constructivist principle that more learning occurs when students feel connected to and accepted by others in the learning environment. Second, the online experience should be matched to the needs of the students. My students are (a) primarily auditory learners, (b) familiar with and own MP3 players, and (c) will have limited time to be online (all at different times). Fortunately, this all fits into my mad little plan for them.
Starting in April, I will ask students to post a podcast of a problem they are having with a patient. I expect that only a handful will do so. I will ask the rest of the students and faculty to post podcasts of what they would do to resolve the problem. Through RSS feed students can easily update the podcasts and listen to them on their MP3 players during lunch or on the drive to work. I believe that actually hearing each others’ voices will provide a greater sense of connection than simply reading a post. However, I won’t know for sure until I complete the study.
How much teaching time will be spent on learning to use the technology?
This is also a very good question for me and one I will have to answer later. I still do not understand the technology myself completely and I will have to teach it to students and faculty once I have mastered it. I think 30 minutes of instruction will be about the maximum amount of time most students and faculty will accept as reasonable.
It seems that the concepts of learning, knowledge, and community are changing...
Does Web 2.0 signify a revolution of some kind? Or just a continuous development of new web tools?
Why are we using the term Web 2.0 instead of Web 1.1?
There are so many new tools out there (Check out - http://www.go2web20.net for a partial list). All Web 2.0 tools seem to be offering new ways for sharing user-generated content. Social bookmarking, tagging, "folksonomy" instead of taxonomy, etc. .... and some say the new tools are harnessing the "wisdom of crowds".
I do not have any answers about where we are going with all of this. I do think that it is very important that we ask questions about how, why, and what we can do with these new tools to enhance learning environments which could, potentially, empower all learners.
The technology should NOT be the focus and I agree with Robin that "the addition of a blog, wiki, or podcast should always be based on sound pedagogical reasoning". However, I also agree with Jen that sometimes investing time and energy in learning to use new tools is well worth it when use of new tools makes new kinds of learning and sharing possible.
Sorry for the delay in posting - seems to be a little technical difficulty between Google and my home computer...
After perusing through the other posts, one of the thematic strains that caught my attention was the debate over teaching time in relation to learning a new tool. Should teaching time be taken up with learning one of these new tools – by the teacher or the student.
My thoughts? If the teacher does not take the time to learn the tool beforehand, how can the full potential of the tool for learning be realized? If students are not introduced to the tool with adequate time given so that they become familiar with it, how can the benefits of the tool be appreciated? As a teacher, I cannot assume that all of my students already know how to use a tool I will be introducing. To do so would cause consternation, depression, frustration, and very bad vibes…! On the flip side, with today’s technologically advanced student, I cannot assume that they know nothing, either. Best practice? Start with basic introduction and then gauge how the audience reacts. If some appear bored, utilize them to help those who look lost. Find common ground and then build upon it.
I am vacillating between using a blog or a wiki for my teaching session. From the beginning, I must not assume that my students are already comfortable with the technology. That is part of the learning process – learn the tool, learn with the tool, learn because of the tool. I also must learn the tool. Students can (and will) sense any unease I might have. This could also deter from learning. “If Mr. Harris doesn’t like it, why should I…?”
Dr. Abramson,
Your phone is capable of voice calls and text messaging only. No WAP browser and no MMS. This is very simple a cell phone. The cell phone technology that the majority of the students at my school bring with them gives them more features than your Motorola C139.
We can continue to agree to disagree on this topic but teenagers and parents of these teenagers don't buy phones just because they can make phone calls.
I believe the idea of using these digital toys as learning tools is a method of engaging the younger student population. Internet users either use these tools as beginners who are merely curious and want to know what this new technology is about, or having investigated and realized potential benefits, they keep using it to reap the benefits. The younger users seem more curious and sometimes encounter benefits as a result. So what are the benefits to be gained by use of these new technologies? Blogs are considered easy to post and organized; comments are easily recognized; there is control of authorship; and RSS feed capabilities allow users to take their learning “on the run”. A wiki is seen as a more open, collaborative tool where signing into accounts for controlled identity is not required. Another benefit of the wiki is that content may be reorganized and molded as persons continue to contribute, instead of separate and distinct additions, which are characteristic of blogs. This gives for equal collaboration on projects which do not require recognized, authored sections. A part of the “sound pedagogical reasoning” referred to by Robin is being able to decipher when each would be more beneficial for the task at hand. It may mean choosing one or the other in certain situations and using a combination of both in other situations.
The second question is a critical one. It recognizes that teaching time must be spent if students are to be properly initiated for required tasks but it also speaks to the need to not include technology so difficult that the task gets swallowed in learning to use the tool to achieve the goal. I believe the time factor will be determined on a case by case scenario, where depending on the tool chosen and the technology level of the class, an introductory period that is seen as sufficient to get most persons comfortable in using the tool should be included as part of the regular class schedule. In addition, there should be tutorials provided to assist those persons needing extra assistance so that no one is left behind, while at the same time not sacrificing teaching time for technology learning.
A comical fictional interchange between Kennedy and Nixon is included for your entertainment or for what it is worth in showing the difference between blogs and wikis. http://www.youtube.com/watch?v=AsFU3sAlPx4
Both Jeremy and Avril commented on both blogs and wikis with Jeremy undecided upon the technology to use for the teaching session. For the past few hours I have been working on the set-up of my teaching session. I started with Peanut Butter Wiki and paid about $14.00 to upgrade the wiki so that I could “lock” some of the pages. But, I also signed up with blogger.com. I like the website format of the wiki, but also the blog format for certain things, so I think I am going to use both and have created a link between the 2 sites to move easily back and forth. Will see how it goes in a few weeks.
Pressy writes about usability and accommodation of technology interfaces. Why here?
I agree that my comment on interface may seem a bit out of place in the realm of instructional design. I mistook the question to mean what advancements in technology do for the digital divide instead of what the web 2.0 technology with do for the digital divide.
Instructional design is not completely separate from usability of the program that is used in the classroom. The intention of the post was to show how the usability of a product effects whether an instructor can use the product in their classroom. If your classroom population is older and they cannot view the medium used in the classroom the instruction becomes ineffective.
What is the benefit to be gained by use?
The same holds true for web 2.0 technologies. Using the program is only beneficial if students are able to use the technology. Robin spoke of trying to make her students create pod casts. I agree that this may be a difficult task because some students may not know how to use the technology. Learning to create pod casts will take time. When the students do create the pod cast the students will be able to benefit because of the ability to create a multimedia presentation.
I agree with Zac that with the advancements in phones even computer functions are now available to learners wherever they might be. Not all students may have access to these conveniences but that is why there is such a large digital divide. For many students going to a library is more difficult than performing a search on the Internet. This was not true just a few years ago. Technology will be a great way to allow students to access more information quickly easily and whenever and wherever they want to. The more educators do to incorporate advancements into their lessons the more students will benefit from the ease of access to structured lessons.
How much teaching time will be spent on learning to use the technology?
As with any classroom there must be some time devoted to acclimating the student to the new environment. It does not matter if it is to a brick and mortar school or to an online environment. The class rules, usage of the medium, introduction, and any other expectations and issues should be addressed in the first week of class. Any more training with the environment should be at the discretion of the student and not the responsibility of the educator. Being broken into smaller deliverables can help incorporate difficult programs. The educator should create a course that allows students to perform simple tasks to incorporate the programs instead of a final deliverable. Educators must know their students and their capabilities to know exactly how much time they need to spend teaching how to use technology.
Sandra wrote about using podcasts to have students create their own content. Students have always created content: compositions, drawings, dioramas, collages, etc.?
What is the benefit to be gained by use?
Maybe the outcomes for having student creating content have not changed that much. But, the tools that we use to get there affects the process in how we can get things accomplished more effectively and quickly. The use of podcasting is just another tool that allows students to create digital content and access to valuable information on-demand through mobile devices. No doubt, it is the sound integration of podcasting into the curriculum that is more important than the technology for the sake of having it.
Toys such as ipods, iphones, PDA’s, advanced cellular phones, and WiFi devices (i.e. Playstation Portables) can be useful in many workforce careers.
How much teaching time will be spent on learning to use the technology?
Regarding podcasting, the creation of the podcast depends on the media that you choose. It will require the use of some productivity software and change settings in your computers, as well as an Internet site for sharing your podcasts such as itunes and other free websites which offer hosting for podcasts and blogs. Audio and slide show productions are less difficult than videos. Once you have those files, podcasting is as simple as downloading files to your computer or MP3 player such as ipods and other mobile devices. The new generation of students is very familiar with this process. We can not assume that all students have an ipod, but they can download these files from a computer and upload into any storage/USB device. A digital recording device is very inexpensive (around $20).
These questions are going to help me on the development of the mini lesson.
Robin: I would love to learn more about your experiment with podcasting. Would it make a different for your students learning outcomes, motivation, retention, or new skills that can be used in their future career?
Regards,
Sandra
What is the benefit gained by use of Web 2.0 technologies?
I have a strong commitment –almost an obsession- regarding the use of instructional objectives in guiding the development of instruction. I believe that the objectives should be fixed, and the methods/technology chosen for best delivery, not the other way around. Likewise, I would never jump into the use of any of these digital toys if they could not provide any “value added” to my curriculum design or to my work practices.
For example, for collaborative document creation and versioning I use the “track changes” feature of Microsoft Word. MS Word allows users to pass around a highly formatted document among collaborating group members, and record each time someone makes an addition, deletion, or comment to a version of the document. Because a different color and initials indicate each person’s edits, it is very easy to see who contributed where in the document. The final reviewer of the document can then choose which edits he wants to accept and discard those he rejects. The “show final without markup” feature also helps to see what the final product would look like at any time during the collaboration.
The wikis that I’ve seen have stored versions of a wiki page under collaboration, but I haven’t found any yet that has the level of change tracking granularity found in Microsoft Word. Wikis have other advantages, such as universal access and browser compatibility, but for formal, sophisticated collaborative projects I find it more effective to place the Word document on a shared drive or attach it to e-mail.
After twice losing a fancy phone to the casualties of life I decided to buy a C139. I went back to basics, a phone that is just a phone. So far it has served me perfectly.
I found myself following the technology pack when purchasing a phone. “Look at all the great extras!” Only to find I really didn’t need the extra toys to accomplish my primary task - making a phone call. Similar things can be said about how I use technology in the classroom.
Don’t get me wrong, I’m not completely cured. I still want a smart phone so I can check my email on the go and I still think I’d feel awkward if I had to teach without using PowerPoint.
What is the benefit to be gained by use?
The Web 2.0 social software has the potential to connect us with new ideas, experts in the field, world-wide research and case study information, the ability to brainstorm with those who have different perspectives, and the ability to build new constructs for learning. With the overwhelming amount of stimuli and input, there is a potential that the “white noise” could diffuse focus and limit learning. It is important for us as teachers/facilitators of learning to guide the learning process and implement components in a manner that will promote learning. This seems to be an optimal time to incorporate action/classroom research to capture the experiences and learn from each other.
How much teaching time will be spent on learning to use the technology?
The question here is how much teaching time, not how much time the teacher/facilitator will need to support the utilization of new technologies. As noted in prior posts, teaching time required should be minimal, with technology guides available for student reference. Just as this course is expanding with the integration of other formats, I have decided to integrate a new format in my courses that will enhance the course outcomes.
I do have a question for Robin…how did you know that your students are primarily auditory learners? This intrigues me, as I would like to know if you have a means of determining the optimal learning format.
What is the benefit to be gained by use?
The benefit I see for students and faculty is familiarity. When considering educators and other professionals who are recent additions to their respective environments, exposure to both current and emerging technologies is crucial. For educators, whether or not a particular technology is appropriate for use, better understanding their learners (including the technology they use) can always benefit when developing curriculum. My peers in K-12 education tout the ability to relate to their students and what they consider the norm in their daily lives. For professionals in a variety of fields, it is much the same rationale. When an individual is current and up to date with emerging technologies, it can provide an edge over others in the same field.
How much teaching time will be spent on learning to use the technology?
In short, my prediction is: as much as necessary. My initial thought regarding this question leads me to one of our MBA faculty who has recently integrated basic software skills in to his curriculum. He has done this out of necessity. After teaching his course to several groups of students over the course of approximately two years, his realization was that he could not assume his students would have a beginner level understanding of common productivity software such as Excel and Word. Those students who did not possess these skills were at a significant disadvantage. I have found this to be a common issue among all our graduate programs. The point is that educators, in my opinion, must integrate technological tools in curriculum. And, to that end, must also plan some instruction time on how to use the tools. How much time? I’ll give the standard accounting answer: it all depends.
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