This week's assignment was to experiment with an online communication and collaboration program. My two team members and I decided that we would explore Elluminate Live, a program that NCC purchased a few years ago and I have used a little. I have participated in several sessions before and even facilitated one for some industry partners. Every session I had seen had used the whiteboard for PowerPoint only; I had never explored all of the features.
Kristin set up a v-room and sent the directions out to Corrinne & I. When that appointed meeting time came, I was the last to enter our "room" and was surprised to literally "see" both of them; I didn't know that Elluminate had video capabilities like Skype! However, shortly after I joined the video conference and we had all three of us on the screen, we suddenly lost video connection with Corrinne. We could still hear her (and her husband) checking out her webcam. We kept trying different things to get her back on video, but nothing seemed to work. We all started playing with various features when a loud, obnoxious sound started. It sounded like the feedback that happens when two microphones get too close to each other. We could all hear it and it was very distracting.
Kristin's daughter tried to help as well, but at some point, I inadvertently shut off my video feed as well. I could still see Kristin, but I couldn't figure out what I had done, so I couldn't figure out what needed to happen in order to get re-connected. In fact, I was worried that I would not be able to work the video portion if Dr. Garrigan were to ask us to do that during our Elluminate Live class meeting scheduled for Thursday. Seems a bit frustrating.....maybe I should "read the directions!"
Friday, February 27, 2009
Wednesday, February 25, 2009
TQ#5-Trying to Get this Concept
Concept mapping is obviously very constructivist. Building charts with bubbles of meaning to the creator(s), starting "where they are" and spreading out from there connecting new information to the existing structure. I like it, for brainstorming. However, I find it way too messy for my tastes as a way to learn everything. I'm sure that it works better for some people, but I much prefer outlines that don't require a "label" be placed on the relationship. That was the sticking point for me. I'm not sure that I'm learning or just getting frustrated when I have to place a word on every link.
I do like the flexibility and agree that it is an invaluable tool for group work. The computer allows the users to gather whole sections and move them to other locations, linking them in a totally new way when called for. Eventually, though, the information needs to be gathered into something more universal. A paper or a chart or something that anyone can easily understand is a better final product than a confusing jumble of information connected according to someone else's thinking patterns.
I also do not understand exactly what Jonassen meant when he said that "the students are teaching the computer."
I do like the flexibility and agree that it is an invaluable tool for group work. The computer allows the users to gather whole sections and move them to other locations, linking them in a totally new way when called for. Eventually, though, the information needs to be gathered into something more universal. A paper or a chart or something that anyone can easily understand is a better final product than a confusing jumble of information connected according to someone else's thinking patterns.
I also do not understand exactly what Jonassen meant when he said that "the students are teaching the computer."
Monday, February 16, 2009
Results of My Survey on Education Programs at Lehigh
Q1) What degree are you pursuing?
MS – 4 people
PhD – 2 people
Q2) What is your major?
Education
Instructional Technology
Special Education
LST – 2 people
Teaching and Learning Technology
Q3) What have you liked best about LU’s education programs?
The dedication of the teachers. Preparation for class.
The reputation of the school in the eyes of employers.
Research-based classes and on –the-job learning where the school I’m at is considered
a “laboratory school.” I get to do all of my projects at Centennial, using students I know.
The quality of instruction and instructors as well as the academic reputation of the
university.
Hands on instruction.
Excellent instructors.
Q4) What have you liked least about LU’s education programs?
Feedback is not promptly given. Inconsistency in the use of Blackboard by professors.
At times, a lack of real world perspective on the field.
The amount of work that is required (not necessary).
The fact that there are very few online or distance learning opportunities.
My diversity course : )
Too much lecturing.
Q5) What could be done to improve LU’s COE courses?
Have all teachers trained in using the university systems effectively.
Emphasize what I stated in #4 above (more of a real world perspective).
More explicitly planned out so that I know what courses and many other requirements
are necessary for each semester, instead of figuring out some of the requirements
last minute.
Let’s get to the 21st century and start offering distance learning courses more regularly.
(Or split courses – half in classroom, half online).
I like to see a second course devoted to technology tools in the classroom. There are so
many out there that warrant an in-depth look and discussion.
Let us truly experience constructivist education by having more class time devoted to
doing rather than listening. I'd like to see best practices in action rather than simply
reading about them.
MS – 4 people
PhD – 2 people
Q2) What is your major?
Education
Instructional Technology
Special Education
LST – 2 people
Teaching and Learning Technology
Q3) What have you liked best about LU’s education programs?
The dedication of the teachers. Preparation for class.
The reputation of the school in the eyes of employers.
Research-based classes and on –the-job learning where the school I’m at is considered
a “laboratory school.” I get to do all of my projects at Centennial, using students I know.
The quality of instruction and instructors as well as the academic reputation of the
university.
Hands on instruction.
Excellent instructors.
Q4) What have you liked least about LU’s education programs?
Feedback is not promptly given. Inconsistency in the use of Blackboard by professors.
At times, a lack of real world perspective on the field.
The amount of work that is required (not necessary).
The fact that there are very few online or distance learning opportunities.
My diversity course : )
Too much lecturing.
Q5) What could be done to improve LU’s COE courses?
Have all teachers trained in using the university systems effectively.
Emphasize what I stated in #4 above (more of a real world perspective).
More explicitly planned out so that I know what courses and many other requirements
are necessary for each semester, instead of figuring out some of the requirements
last minute.
Let’s get to the 21st century and start offering distance learning courses more regularly.
(Or split courses – half in classroom, half online).
I like to see a second course devoted to technology tools in the classroom. There are so
many out there that warrant an in-depth look and discussion.
Let us truly experience constructivist education by having more class time devoted to
doing rather than listening. I'd like to see best practices in action rather than simply
reading about them.
Thursday, February 12, 2009
While Rome Burned.....
"Civilization" has a steep learning curb. At first it didn't seem so bad. I really liked the primative music and started setting workers to tasks like creating irrigation, etc.
Then I started exploring. Leaping into the darkness to illuminate more of the surrondings, getting further & further from "Rome." I noticed fish in the water off the coast and started working on figuring out "who" could catch them and "how." I was the stereotypical "noob" who didn't even notice that I should have been simultaneously watching my back.
Suddenly a warning popped up with a vivid shot of my city on fire! Black smoke billowing, while I impotently tried to "fix" it. That was when I decided I had had enough.....and went to bed.
Then I started exploring. Leaping into the darkness to illuminate more of the surrondings, getting further & further from "Rome." I noticed fish in the water off the coast and started working on figuring out "who" could catch them and "how." I was the stereotypical "noob" who didn't even notice that I should have been simultaneously watching my back.
Suddenly a warning popped up with a vivid shot of my city on fire! Black smoke billowing, while I impotently tried to "fix" it. That was when I decided I had had enough.....and went to bed.
Wednesday, February 11, 2009
Thursday, February 5, 2009
TQ#3 - Getting into Gaming
I was amazed how easily I got sucked into "The Oregon Trail." Once I was on the way, I quickly learned the value of pacing and resting; an unexpected lesson, but one with positive benefits when applied to real-life situations as well. At first I was a bit annoyed at how little distance could be covered by the oxen in a single day, but then it occurred to me that this might have been quite intentional....the game creator's way of getting the player to slow down to the pace of that era and even start to experience the same frustrations that probably plagued the explorers.
It soon became evident that I had made some very fundamental errors in my initial decisions, but I chose to keep going and going and going until we died. If we had had more time, I would have immediately started over. And this game was very simplistic (aka "boring" to the young game addicts I recruited in my study) compared to the other games I later played.
When I played the SIMS Superstar game with my daughter, I was dismayed to learn that the major way to get money to build a house (an early task) was to "use a cheat." I was appalled that this would be the best way to win. This fact, paired with the obvious stereotypical outfits, hairstyles, etc. available for my "family" made me begin to worry that the lessons being learned in these games were actually being used by someone wanting to hasten the disintegration of society as we know it.
However, as we continued to play and talk with my daughter about about her "former addiction" to this game, it became clear that there were many positive aspects to her involvement as well. The most amazing thing to me was how persistent she would be when engaged in these games. An added bonus, as Marc Prensky mentions in his writing is the connections that they make to what they are doing now and what they may need later (secondary consequences) based on their past experiences (failures, that like mine in the OT game only spurred me to want to try again and "do better.").
In later discussions with a college student who works for the NCC HelpDesk, I also confirmed other aspects of Pensky's contention that positive lessons come from gaming. One question posed to this young man about games led to a 1/2 hour monologue from him about the plusses and minuses of various MMORPG's (Massive Multiplayer Online Role-Playing Games), in which thousands or maybe millions of young people come and go, playing daily at least while rarely "sitting out that night." The most striking was how the players that reached the highest levels of proficiency in games like "Guild Wars" would reach out to "noobs" to share strategies and "cheats" and so gain great credibility. I had no idea that this young man in my office had years of "teaching experience" on line. When this "Guild Leader" was not helping others, he was joining with others to complete difficult tasks, or help others in need. His story proved in my mind the following statement from my reading that 'What keeps the kids playing these games is....the ability to work together with others to achieve more and more difficult goals." (Prensky, 2004)
References:
Prensky, M., 2002. "What Kids Learn That’s POSITIVE from Playing Video Games," Retreied February 4, 2009 from http://www.marcprensky. com/writing/default.asp"
Prensky, M., 2004. "How Kids Learn to Cooperate in Video Games," Retreived February 5, 2009 from http://www.marcprensky.com/writing/default.asp
It soon became evident that I had made some very fundamental errors in my initial decisions, but I chose to keep going and going and going until we died. If we had had more time, I would have immediately started over. And this game was very simplistic (aka "boring" to the young game addicts I recruited in my study) compared to the other games I later played.
When I played the SIMS Superstar game with my daughter, I was dismayed to learn that the major way to get money to build a house (an early task) was to "use a cheat." I was appalled that this would be the best way to win. This fact, paired with the obvious stereotypical outfits, hairstyles, etc. available for my "family" made me begin to worry that the lessons being learned in these games were actually being used by someone wanting to hasten the disintegration of society as we know it.
However, as we continued to play and talk with my daughter about about her "former addiction" to this game, it became clear that there were many positive aspects to her involvement as well. The most amazing thing to me was how persistent she would be when engaged in these games. An added bonus, as Marc Prensky mentions in his writing is the connections that they make to what they are doing now and what they may need later (secondary consequences) based on their past experiences (failures, that like mine in the OT game only spurred me to want to try again and "do better.").
In later discussions with a college student who works for the NCC HelpDesk, I also confirmed other aspects of Pensky's contention that positive lessons come from gaming. One question posed to this young man about games led to a 1/2 hour monologue from him about the plusses and minuses of various MMORPG's (Massive Multiplayer Online Role-Playing Games), in which thousands or maybe millions of young people come and go, playing daily at least while rarely "sitting out that night." The most striking was how the players that reached the highest levels of proficiency in games like "Guild Wars" would reach out to "noobs" to share strategies and "cheats" and so gain great credibility. I had no idea that this young man in my office had years of "teaching experience" on line. When this "Guild Leader" was not helping others, he was joining with others to complete difficult tasks, or help others in need. His story proved in my mind the following statement from my reading that 'What keeps the kids playing these games is....the ability to work together with others to achieve more and more difficult goals." (Prensky, 2004)
References:
Prensky, M., 2002. "What Kids Learn That’s POSITIVE from Playing Video Games," Retreied February 4, 2009 from http://www.marcprensky. com/writing/default.asp"
Prensky, M., 2004. "How Kids Learn to Cooperate in Video Games," Retreived February 5, 2009 from http://www.marcprensky.com/writing/default.asp
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