tag:blogger.com,1999:blog-10280676398851127352024-03-08T09:12:36.773-05:00e-Debra: An Online Edu ResourceInformation and opinions on Online Education & Training and Applicable Technologies.Debra M. Beach, M.Ed., ABDhttp://www.blogger.com/profile/10533642644748638380noreply@blogger.comBlogger30125tag:blogger.com,1999:blog-1028067639885112735.post-30571390517661233752011-03-22T11:59:00.004-04:002011-03-22T12:01:56.603-04:00Hoodwinked!From Wisconsin to Ohio politicians have successfully played the magician by diverting our attention away from the real issue. There are other viable sources of income to assist in balancing the budget. Instead they have successfully pitted the middle class against one another. I have been appalled at the venomous attacks we are inflicting on one another. We find ourselves swinging away at our friends and neighbors, and for what benefit I ask? In any line of work those who do less than the rest can always be found. However, on the whole we the middle class all work hard, whether in a factory, small business, farms, educational institutions, or police & fire departments. This nation has been built upon our backs.<br />
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I propose that we have not asked the right questions. Instead we have allowed ourselves to be blindly led, and are now engaged in middle-class warfare. We are in fact letting the politicians pull the wool over our eyes, while they continue to protect big business and their own pockets. Yes, our governor has little incentive to pick his own pocket, so why not wring more from those who already do the most... the middle class. <br />
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Let's wake up and stop throwing punches at one another. Let us not allow ourselves to be hoodwinked any longer. Let us collectively speak up and demand a better solution. One based on data and the facts.Debra M. Beach, M.Ed., ABDhttp://www.blogger.com/profile/10533642644748638380noreply@blogger.com0tag:blogger.com,1999:blog-1028067639885112735.post-15545272965365213782011-02-18T13:59:00.000-05:002011-02-18T13:59:45.851-05:00Elementary my dear WatsonI recently watched with great interest the three day special Jeopardy contest which tested two past winners against IBM's computer called Watson. IBM has certainly made great strides with artificial intelligence. It was fascinating to see how a super computer responded to the types of questions/clues that are usually posed on Jeopardy. Even with a few odd answers, Watson won the three day competition easily. <br />
Watson, a high-speed network of servers occupies a large room and refrigeration units that are needed to keep the cpu's from overheating. At the heart of this super computer is not just an encyclopedic knowledge database, but the capacity to in essence reason (by the use of algorithms) and use available data, comparisons, and elimination to a come up with a logical answer.<br />
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Certainly Watson has implications in many areas including medical, business, and industry. However, what captured my interest the most was how computers like Watson might be utilized in enhancing learning. Now one might surmise that if; A.) Computers can mimic human intelligence and surpass the amount of knowledge and speed answers can be obtained, and B.) The size of this computer could occupy the physical space of current handheld/mobile devices, we could just use it like a Super-Google to answer questions when we need them. This would be nice, but I think that if a computer of this capacity could be developed it may be able to change the face of education as we know it...to finally make the old educational factory model obsolete. Imagine being able to utilize current research in teaching and learning to create and modify curriculum to maintain best-practices from pre-k through post-graduate learning, and in face-to-face, blended and online learning venues. <br />
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In my imagination I could see it taking the content and customizing it to meet individual learners needs and styles of learning. Right now in K-12 one teacher works with 20-30 students of varying capabilities. In higher education we fill large auditoriums with a hundred students of different learning abilities and styles. Just how, realistically speaking, can one educator meet each and every one of these student's learning needs? Certainly students are tested and evaluated along the way, some outliers are put into special groups or offered enrichment opportunities early on and others winnowed as they go through the system. But, is this the best we can do without pushing the limits of current staff and available budgets?<br />
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Wouldn't it be wonderful if we didn't have to put labels on individuals, placing them in boxes (gifted to learning challenges), with the prospect of limiting these learner's potential? With the use of artificial intelligence we could instead focus on optimizing students learning potential. <br />
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Intelligence is a scale from low to high, and each of us fits somewhere on that scale. Personally I think everyone has areas in which they are gifted. Wouldn't it be wonderful to be able to individualize and enhance each learner's knowledge construction, without creating a more labor intensive process for educators? This could free these subject matter experts to spend more time doing what they were educated to do and mentor and encourage students. If educators had adequate tools at their disposal to meet individual learning needs, and engage and encourage a variety of learners, it would facilitate the transition from the factory model we have fenced ourselves into for the last 50 years or so to a newer and better individualized system. Grouping students by age, grade and abilities could all but disappear, replaced by an integrated adaptable system. Tailored learning would allow each one of us no matter our circumstances to take advantage of the potential we are given at birth. However great this individualized model is, unfortunately factors such as social, cultural, and family & educator support would still be variables which could affect learning outcomes.<br />
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I remember as i was growing up technology and science promised us many things. While I am still waiting for my flying car and personal robot, the science that we thought would become everyday life by the 60's is just now advancing towards ubiquitous use. Computers are becoming smaller, more portable/usable and we're more connected everywhere we go. Robotics and artificial intelligence have made great strides in the last 10 years. This trend will continue as we dream and work towards better understanding how the brain functions and what it means to be aware of our surroundings and be human. Watson is the result of many years of work not only at IBM, but at universities and research centers. Here's hoping that society can and will take full advantage of current and new technologies, to not only make our lives easier, but to help all individuals meet their natural potential.Debra M. Beach, M.Ed., ABDhttp://www.blogger.com/profile/10533642644748638380noreply@blogger.com0tag:blogger.com,1999:blog-1028067639885112735.post-6741671003552283412010-10-05T09:09:00.000-04:002010-10-06T10:36:45.038-04:00Engaging Students: Presentations and ToolsWe've all been students at one time or another. For educators, it means that we have spent many hours as students ourselves. Remember how boring some of your instructors/profs were and how much you dreaded going to some classes? How about the teachers who made the subject matter so interesting that you didn't want to miss a single class? <br />
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Now fast forward to the present. You are now a subject matter expert and charged with teaching your students what you know. So, what are your lectures like? Are they boring monologues and information dumps like the classes you disliked or are you using techniques to increase interest and engagement in and out of your classes?<br />
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In today's do more with less atmosphere in academia changing or enhancing your instructional techniques can seem challenging. Here are some simple tips and tools to use to increase student engagement.<br />
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<b>Good:</b> <b>Show & tell.<i></i></b> You can add interest and explanation by adding images/video to your presentations. Research shows that paring verbal with visual enhances the assimilation and retention of content.<br />
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<b>Better:</b> <b>Show & Tell + Discuss.<i></i></b> One method that might work well for you is to assign a reading or multimedia viewing (it could be your lecture) before class, then spend the class discussing and answering questions. You become the facilitator and must be comfortable with talking less and listening more.<br />
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<b>Best:</b> <b>Show & Tell + Discuss + Social Media.<i></i></b> If you lecture in class and there is not enough time for discussion a phenomena called backnoise occurs. That's when students begin whispering/passing notes or texting one another with questions and comments like: "I don't understand...", "What did she say?", "This makes no sense!", "Is the test this week"....etc. You can leverage and channel this backnoise to your advantage by using a number of tools and techniques presented next.<br />
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1. Make the important concepts Tweetable. Keep these Tweetbites simple and clear so they can be Re-Tweeted. If you are using presentation software like Microsoft PowerPoint or Keynote add these bites to your slides. You can also get plug-ins like <a href="http://www.sapweb20.com/blog/powerpoint-twitter-tools/">Slide Tweet</a> for PowerPoint and <a href="http://mac.softpedia.com/get/Internet-Utilities/Keynote-Tweet.shtml">Keynote Tweet</a> for of course Keynote. Using these tools you can see and react to your students tweets in real time, either as a refreshable comment page, embedded in your presentation or as a ticker. You can choose to display the backnoise when you think it is important, like answering questions, or hide it so it won't be a distracting.<br />
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2. Capitalize on audience feedback and take advantage of the backnoise by embracing the use of social media. This can increase student engagement by allowing them to participate virtually during and after class. Students do not have to use <a href="http://twitter.com/">Twitter</a>, as <a href="http://todaysmeet.com/">TodaysMeet</a> allows them to engage in realtime interaction. <a href="http://www.polleverywhere.com/twitter-powerpoint-slides">PollEverywhere</a> can provide more student feedback too. Encouraging your students to use the real-time features of these applications can encourage comments, questions and important feedback to help you further enhance how you teach. In sum these tools can help you hone your presentations and meet student learning needs. You can add more explanations where there was confusion and remove what didn't work. <br />
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Universities like Purdue have created a custom social media add-in called <a href="http://www.itap.purdue.edu/tlt/hotseat/">Hotseat</a> that instructors are using to increase engagement in and out of the classroom. Check out the <a href="http://www.youtube.com/watch?v=Wz6TUhcGf6s&feature=player_embedded">video</a> on YouTube.<br />
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Most students are familiar with and use social media everyday. Try leveraging these tools to take your students from anonomyous and passive to engaged and interactive.Debra M. Beach, M.Ed., ABDhttp://www.blogger.com/profile/10533642644748638380noreply@blogger.com0tag:blogger.com,1999:blog-1028067639885112735.post-77932959343719171932010-07-19T14:47:00.000-04:002010-07-19T14:48:06.330-04:00Academic Freedom and Online Standards for TeachingAsk almost anyone who has taught online and they will tell you that it is very different from teaching face-to-face. They may be the same species, but their natural environments are as different as dolphins and humans. In recognition of this fact many higher education institutions, whether for or non-profit now require their instructors complete and pass an online certification course in order to teach online. For universities and colleges who have instructional standards formulated and in place, it makes provides a structure for course rigor, quality instruction, and accountability. However, for those institutions who do not have standards nor methods to verify that current or potential online instructors have or use needed capabilities, the issue of consistency and quality becomes an issue.<br />
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At the crux of the matter are two main areas. First, the need for all online instructors to be competent in the use of an institution’s learning management system (LMS) and requisite technical and computer skills. Second, instructors need to understand and apply appropriate online pedagogical/andragogical practices.<br />
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The first is imperative. In order to teach online one must not only have a fairly computer and high-speed internet connection, they must also be very comfortable online/browsing the web, using email, word processing software and other applicable tools as well as using the LMS tool which houses the course. Training is certainly part of the solution, but instructors must take the initiative and continue to learn and stay current with these tools.<br />
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The second, use of best-case pedagogical/andragogical practices makes or breaks course rigor and effectiveness. Online teaching and learning has been around for some time and by now it should be evident that the practices of teaching online differ from that of face-to-face instruction. The online venue is and should be primarily asynchronous and all communication and interaction that would normally take place face-to-face is conducted virtually. To assist with this tools such as email and discussions and chat come to the forefront to aid in creating an atmosphere of communication, interaction and engagement. An online instructor must establish a presence in a course and engage in discussions with students and the course in general more often. In addition the proper use of visual verbal media (VVM) can provide students with the ability to repeat and review content and add value to the learning experience.<br />
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Instructors must learn the LMS well and be able to modify their teaching practices and course content to meet the venue’s requirements and student’s learning needs. For full-time/tenured faculty it means more work on top of perhaps an already busy schedule. For adjunct instructors it may mean learning more than one LMS if they teach at different institutions, and following different instructional/facilitation standards if any.<br />
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With more and more institutions using adjunct instructors, it may be easier to require certification for them, but making current faculty retroactively compelled to become certified can be challenging. If an institution is not unionized the administration has more leeway to implement standards. However, if a union does exist it may impede the process. Either way there is likely to be resistance from those who do not wish to change.<br />
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One of the most often used excuses I have heard to refuse to go along with implementation of standards is academic freedom. When I hear this I am always perplexed as to why the person/group in question thinks that being required to learn the tool/technology and best-case practices is in opposition to the tenets of academic freedom.<br />
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To make my point I checked several sources to find the definition of what academic freedom means. From the American Association of University Professionals, AAUP site to the Association of American Colleges and Universities, AACU to the Encyclopedia Britannica to Wikipedia the definitions were primarily the same. Academic freedom is essential a freedom o speech in the classroom. It distills down to the ability to: 1.) Freely research and publish results, 2.) Use controversial content that aligns with the subject matter taught. 3.) Be free of censorship, but as scholars remember their professional and institutional obligations, showing scholarly respect of others opinions.<br />
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Nowhere did I find a reference to the right to circumvent proper teaching practices or not learning the proper tools for teaching. Online or face-to-face it makes no difference, nothing is stated or even alluded to that would indicate that standards formulated by an institution for online teaching and course best practices flies in the face of academic freedom.<br />
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It would however be reasonable to assume that instructors would be interested in using best-practices for teaching, whether it be tools or pedagogies.<br />
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I for one would like to seee more institutions thoughtfully creating standards for teaching online. Doing so would better ensure the quality of their instructors and online offerings.<br />
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As always I’m open to your thoughts on what I’ve said.<br />
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Sources<br />
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<a href="http://www.aacu.org/about/statements/academic_freedom.cfm">Association of American Colleges and Universities, AACU</a><br />
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<a href="http://www.aaup.org/AAUP/issues/AF/">American Association of University Professionals, AAUP</a><br />
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<a href="http://www.britannica.com/EBchecked/topic/2591/academic-freedom">Encyclopedia Britannica</a><br />
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<a href="http://en.wikipedia.org/wiki/Academic_freedom">Wikipedia</a>Debra M. Beach, M.Ed., ABDhttp://www.blogger.com/profile/10533642644748638380noreply@blogger.com0tag:blogger.com,1999:blog-1028067639885112735.post-16501219012062139602010-06-17T11:40:00.000-04:002010-06-17T11:45:47.344-04:00Just the Facts PleaseI was watching the Daily Show when Pawlenty made his online education pitch and was appalled. As someone who has done a great deal of research into online education (I am ABD right now and my Ph.D will be in online learning) and who works in the trenches managing an distance learning and instructional design center at an institution, it is clear that Mr. Pawlenty is not adequately apprised of or knowledgeable on the subject.<br /><br />First, an adequately designed and taught online course takes more time to teach than a face-to-face course. The reason? Interaction and engagement. Because online courses are not synchronous (at least they shouldn't be), asynchronous methods such as discussions forums/postings must be used to create community and adequately asses learners grasp of subject matter. These discussion posts must be read and thoughtfully commented on by the faculty teaching them. Many are graded. This takes time. In addition because online tests are essentially open-book, other assessment methods, usually writing intensive ones are used. Again, time intensive.<br /><br />Second, Time is money. It takes more resources and time to convert existing face-to-face (f2f) courses to online. F2f courses, or course-packs that are summarily dumped on to the online venue are not best case and resemble correspondence courses at best. These courses do the opposite of well-designed online courses, their rigor suffers, and they isolate students rather than build community, interaction, critical thinking skills and engagement. Creating multimedia also takes time and money. Depending upon subject matter, courses should include well-designed multimedia (visual & verbal modes) which can also enhance content transfer. Not just multimedia for multimedia sake, but interactive content created to assist learners in grasping and assimilating content. The more interactive and multimedia intensive an online course is the more time and expertise it takes, and thus the more expensive it is. Add simulations and virtual environments to the mix and it can be daunting.<br /><br />Lastly, Not all students learn well online (maturity, self-motivation, computer/online access, technical skills) and not all faculty teach well in this venue (teaching style, technical skills). A one-size fits all mentality will do great harm to the quality of education students receive.<br /><br />All in all I find Mr. Pawlenty's comments uninformed and based on personal opinion rather than research (a.k.a. the facts as we presently understand them). Great for politics and sensationalism in these budget cutting days, but bad for those who have devoted their lives to the education of students.Debra M. Beach, M.Ed., ABDhttp://www.blogger.com/profile/10533642644748638380noreply@blogger.com0tag:blogger.com,1999:blog-1028067639885112735.post-37050157104526707892010-03-01T09:09:00.000-05:002010-03-01T11:07:04.692-05:00Faculty Preference for Mode of LearningAs I work to assist faculty to improve their pedagogical practices and courses, and learn new/existing technologies, I have noticed an interesting trend. It is contradictory in that it seems to conflict with the results of a recent survey I conducted, which asked instructors for their preferred mode of learning. <br /><br />Surveyed were two groups of instructors; those that teach online and those that do not. Of the 30 respondents who do not teach online 75% preferred to learn in a face-to-face (f2f) venue while 25% had a preference for virtual/online learning. These results differed from those who taught online. The 26 online instructors who responded, suggested that their learning preference for f2f was close to 40%, while those who chose virtual/online learning was nearly 60%. <br /><br />Okay, it's pretty clear that those who teach f-2-f prefer to learn that way and instructors teaching online like to learn online. So what's the contradiction? According to the log I keep on f2f and online learning attendance, when offered equal opportunities for both f2f and virtual/online learning events, the majority of instructors, 70%, choose virtual/online learning as opposed to 30% who choose f2f. <br /><br />Can these results be likened to espoused versus practiced theory, or are their other factors at play here? One could surmise that the respondents are saying one thing and doing another, but variables may suggest otherwise. Factors that may influence mode of choice may be: 1) - Time constraints (e.g. course schedule, meetings, etc.), 2) - Interest in or relevance of learning subject matter to their instruction, 3) - Motivation to learn, or perhaps 4) Fear of peer judgement if their level of knowledge/expertise is at a novice level in the subject matter (I.e. no one likes to look dumb in front of their peers much less their students). Their may be other factors which influence this trend. Not sure just how many readers my blog has, but do sound off on this topic. I look forward to any feedback that you might provideDebra M. Beach, M.Ed., ABDhttp://www.blogger.com/profile/10533642644748638380noreply@blogger.com0tag:blogger.com,1999:blog-1028067639885112735.post-57139524502665313132010-02-15T10:53:00.000-05:002010-03-01T15:29:07.891-05:00Building Critical Thinking SkillsOne of my concerns about our population is that although we are perhaps the most educated country in the world, many of us lack the important skill of thinking critically. It has been said that he who controls the mind, controls the world. Too often we are spoon fed information, not only by the media and web, but also by our educational system. If this information is assimilated as fact without further evaluation, it gives those that disseminate information the power to control you. <br /><br />In higher education a well-rounded education equips learners with the skills to not only be a productive citizen, but to participate in improving their world. When little or no civil discourse on important issues and ideas takes place, students do not have the opportunity to learn to critically evaluate and filter information. <br /><br />In our politically correct culture we have a habit of double-checking our thoughts, which for the most part allows for civil discourse. However, in an academic setting students may fear potential implications and think twice about speaking up. Concerns such as lower grades or social rejection due to their views may cause them to repress their thoughts.<br /><br />For students to build critical thinking skills they need to be given the freedom and support to take intellectual risks. As part of the learning process, institutions and educators should encourage students to share ideas and thoughts that others might find controversial or even offensive. Providing students with an opportunity to engage in respectful and thoughtful discourse or be assigned to play devils advocate on issues and beliefs can create an opportunity to hone their critical thinking skills. This can be a wonderful learning experience and chance to more closely evaluate both sides of an argument, deepen assessment of their personal motivation and thought processes, adjust their current paradigm, and build more effective communication skills.<br /><br />As online learning is my area of interest and research, online course discussion threads can be a great tool to engage learners in thoughtful and respectful dialogue, and enhance their critical thinking skills. Any curriculum can include opportunities for dialogue on any number of topics that may influence or impact the area of study. As an educator you can encourage discussion on ethics, politics, religion, law...and the list goes on. To supercharge student engagement allow them to bring up important topics for discussion, which impact their potential vocation and world. Everyone has opinions and feelings about major issues we face and having the opportunity to voice and learn other viewpoints builds not only critical thinking skills, but knowledge on the subject as well.Debra M. Beach, M.Ed., ABDhttp://www.blogger.com/profile/10533642644748638380noreply@blogger.com0tag:blogger.com,1999:blog-1028067639885112735.post-77026253195286828522009-12-13T14:13:00.000-05:002010-03-01T15:19:46.454-05:00Standards for Online InstructorsMost instructors/faculty have gone through some type of training to teach face-to-face classes. The goal is to prepare them to present course content in a pedagogically sound manner and hopefully introduce and give them a chance to work with multimedia. Not so for many if not most online instructors. I would hazard to guess that most instructors who are presently teaching online, never took a course or had training on effective online practices. As institutions began gravitating towards offering online courses many instructors were asked to teach these courses because an instructor was needed for that course or an additional section. Many institutions online offerings have organically grown from a few courses to many without their faculty ever being required to know and learn that f2f and online courses have differences in best practices. There are more differences than the ones provided below, but the lists lay out the basic concepts. <br /><br />Face-to-face courses are generally:<br />- Synchronous<br />- Communication takes place after class or outside of class during instructors set office hours. Sometimes email is used<br />- Lecture based, sage on the stage model<br />- Paper-based materials with some multimedia<br />- More spoon-fed content. Learners do not need to be extremely self-motivated<br />- Question and answer time during class<br />- Papers may be required<br />- Some online resources may be included<br />- Tests and quizzes determine the bulk of a grade<br /><br />Best-Case Online courses are generally:<br />- Asynchronous<br />- Communication takes place 24/7. Instructors continually interact with students and students can ask questions via email or discussion threads when needed and instructors get back to them within 24-48 hours.<br />- Independent/self-motivated learning experiences<br />- Digital text-based and targeted multimedia content presentation<br />- Utilize discussions to stimulate communication, engagement, develop critical thinking skills and become more fluent in the subject matter. Discussions are use to measure students learning<br />- Papers are included as a means to evaluate students understanding of concepts<br />- Online resources are included to provide extended learning opportunities<br />- Tests and quizzes are secondary methods to evaluate student knowledge and are used more to allow students to see gaps in their knowledge<br /><br />An instructor who has taught f2f classes then migrates to online without proper training may still try to use the f2f methods causing all manner of issues. I have witnessed instructors: Mailing all students CD's and communicating exclusively via personal email rather than use a learning management system, Using only course packs for course content and allowing students to read and take tests when they want allowing students to finish a course in a week or two of a 12 week course, Refusing to use discussion threads because they don't think there is anything to discuss in their course, Swearing up and down that their methods are effective even when shown research that disputes it, Making students meet at a specific time to listen to their lectures, Relying almost exclusively on quizzes and exams and going so far as to require proctoring of tests, and the list goes on. When I see courses of this type I shudder to think of the lack of rigor, student to student communication and collaboration, student to instructor communication and mentoring, resistance to any change in pedagogy, and the list goes on. <br /><br />At some institutions teaching online has become a way to make an extra buck. Some time ago at a faculty orientation I attended, I was new and unknown to the group. I had one instructor who set down beside me say "If you want to make easy money, then teach an online course" and he went on to elaborate on how much there was to be made. I was appalled, but kept silent until I was introduced as the person who would be helping to provide needed standards for online teaching and learning. Needless to say that faculty member was a bit embarrassed.<br /><br />Teaching online is neither easy or quick. Studies have shown that it takes just as much if not more time to teach online and changing mindsets and practices is sometimes like trying to get sheep back in a pen when they've all been allowed to wander where they choose. if you've ever tried herding sheep without a skilled sheepdog, you know it's downright impossible. Sheep will follow the lead sheep even if they head in the wrong direction. You get the idea. Change is always difficult and sometimes scary to some. We get comfortable where we are and can resist even good changes.<br /><br />The premise of this post is to bring forth the idea that there should be a set list of standards that online instructors and courses should adhere to. Whether they are nation state or institution wide is the question. Whatever the case this is a call for dialogue on providing quality and consistency in online courses.Debra M. Beach, M.Ed., ABDhttp://www.blogger.com/profile/10533642644748638380noreply@blogger.com0tag:blogger.com,1999:blog-1028067639885112735.post-45871931007005951292009-11-14T13:25:00.000-05:002010-03-01T14:13:14.893-05:00Student Readiness for Online LearningIf we make it they will come......<br />That may be the mantra of educational institutions concerning online courses. Many students sign up for an online course then find that they are ill prepared to learn in this venue. The may have a dial-up connection, or an older computer/software. They may not be comfortable using a computer. Perhaps they really don't have the organizational skills or the self-motivation that are so critical to learning online. This is not only frustrating for instructors, but of course the student who may provide negative feedback to an institution about their online experience. In addition the drop out rate or failure of students is a consideration<br /><br />One of the things I've noticed when perusing different institutions is that some are offering information and quizzes that help potential learners evaluate whether online learning is a good fit for them. Some are just text based and others utilize some visuals. This got me to thinking how I could assist the institution I am working for to provide potential online students with important information about online learning. My plan is three fold. First a multimedia intro that gives a visual and audio overview of key elements with a suggestion to take the online quiz to see if they have what it takes. The quiz I'm formulating is based upon some of the best questions I've seen used at other institutions. It is self-scoring and will provide potential students with where their strengths and weaknesses are concerning online learning. The last component is that of an interactive mock-up of the institutions learning management system (LMS) to allow those who are interested to get a hands-on idea of how to navigate the online courses and how they are organized. It has been suggested that a mandatory course to familiarize new online students with the venue be included. This is up for discussion at present. <br /><br />In addition I have suggested that all potential instructors be required to take an online course designed to evaluate their readiness to teach online. My plan includes having all current instructors take the same online course to make sure everyone has the needed skills and practices to be an effective online instructor. There is much debate on this proposal and some current instructors disagree that this is needed. Instructor readiness for online instruction will be something I want to explore and write about in the near future<br /><br />The major challenge I face at this time is that not all courses have the same look and feel. The online program has grown and evolved without a lot of consideration given to an organized and professional appearance. I'll save this topic for my next posting.<br /><br />Funding for institutions of higher education is shrinking and future funding, at least in Ohio will be measured by success points or the success of students. This in itself is reason to make sure students are prepared to learn online. It will be interesting to see if any other institutions follow a similar model as the one I am working on and how effective this will be in preparing or weeding out students who wish to learn online.Debra M. Beach, M.Ed., ABDhttp://www.blogger.com/profile/10533642644748638380noreply@blogger.com0tag:blogger.com,1999:blog-1028067639885112735.post-55823365810291047632009-10-10T13:03:00.000-04:002010-03-01T13:24:42.270-05:00Fall Into Best PracticesAs Fall deepens and foliage regales us with a wash of intense colors and earthy smells, we know the seasons are changing, ever moving through a cycle. Next year's Fall may resemble this years, but if you pay close attention it is different each year.<br /><br />This brings me to best practices in online education. As educators we should be continually improving how we teach, mentor, and provide effective and engaging learning experiences. This doesn't just happen, it takes place by conscious action. Whether we seek this improvement or it is suggested or required, having a plan for improvement is critical to improving your online or face-to-face class.<br /><br />One issue I see for instructors is that many review their course/s and think they have to make lots of changes all at once. While this is a noble undertaking, it is better to set forth a two or three year plan for improvement. You might start with the challenges are your students having on a regular basis and how you might improve their success at grasping and assimilating difficult concepts. Having a plan not only assists in improving your course/s it give you a path to follow. You can see where you began, how far you've gone, and where you should go next. <br /><br />Plans are meant to be fluid and open to change. Perhaps you began in a certain direction and found once you were further into it that a component did not provide the expected results. This is the time to review your plan and see what may be changed to better assist instruction and learning. Having the expertise of an instructional designer can be of great value as someone skilled in designing learning environments and content can provide you with avenues not previously conceived. Many institutions have instructional design departments that can assist instructors with the creation of content. This is a great help to many faculty members who find they do not have the time or inclination to learn multiple software programs in order to create interactive content.<br /><br />So whether you've been teaching for many years or are at the beginning of your career, remember to make a plan for improvement. As new research sheds light on best pedagogical practices and new media use, standing still is actually moving backwards. I encourage you to make a plan however modest to continually improve the way you teach and ensure more success on the part of your students.Debra M. Beach, M.Ed., ABDhttp://www.blogger.com/profile/10533642644748638380noreply@blogger.com0tag:blogger.com,1999:blog-1028067639885112735.post-49276419168460446862009-09-15T12:23:00.000-04:002010-03-01T13:02:38.091-05:00Review of Goals...Education, Fitness, & MultimediaEvery year near my birthday I set down and review my goals from the prior year to see just how much progress I have made and whether they have changed. This year is no different. My goals are usually realistic and I do not make too many of them.<br /><br />The major goal I had last year was to be ABD by the end of the summer....annnnd...a very pleased me can check this off my list. I have worked very hard to get to this point and am basking in this major accomplishment!. Now it's on to my dissertation which is to be my goal for the coming year. I don't expect to be done in a year, but just make progress towards the end....a finished and approved dissertation.<br /><br />Another goal was to get into better shape physically. Like many people who pursue a higher degree while working full-time, finding the time to exercise becomes challenging. Sufice it to say that my condition has deteriorated. While not exponentially, I was more fluffy than firm. Something I have not mentioned in my blog so far is that I was very close to obtaining certification as a personal trainer a few years back....before I began work on my Master degree. I've went from being full of energy, lean and muscled, comfortable in my own skin to feeling more tired and honestly a bit frumpy. I was in the gym strength training 3 x a week and walking 5 miles or more 3x a week as well. Well the good news is that even though I am up at 5:30 to get ready for work and make my 1.5 hour commute to work, and have about three hours each evening to take care of home and personal tasks, I am working in a half hour 3x a week to strength train and another half hour 4-5x a week to walk. After a couple of false starts I am proud to say that I have lost a couple percent of body fat and gained muscle over the last year. My goal for this coming year is to reduce that body fat to 20% and continue to build muscle.<br /><br />My last goal was to continue to become more fluent in Adobe Flash and video production and editing. On all fronts I have completed this goal. My Flash skills now include a basic knowledge of Action Script and I am more familiar with my Sony HD video camera capabilities, and video editing in Premiere. My goal for the next year is to continue to learn more Action Script, delve deeper into Premiere, and become adept with After Effects. <br /><br />So how do my goals relate to online learning? First of all getting my Ph.D. in instructional design for online learning is a no brainer. The more I know about this subject the more I can be of assistance to institutions of higher learning. Becoming more fit figures into instructional design as I continue to learn more about the body mind connection, motivation, and how using proper form in strength training is a learning process. When you work to repeat a proper movement and finally do it without thinking about it, you have assimilated that information. Online learning is about connecting prior knowledge to new information, motivation and engagement, and learning how you best learn. The last goal is part and parcel to what I do as an instructional designer and multimedia specialist. I must continually hone my skills in this area, keep abreast of new developments, and ascertain whether any new technology is worthy of application to online learning.<br /><br />Perhaps you have your own personal goals. These are important to not only move forward, but to see where we started and where they have taken us. Life is a journey and I am enjoying the experience.Debra M. Beach, M.Ed., ABDhttp://www.blogger.com/profile/10533642644748638380noreply@blogger.com0tag:blogger.com,1999:blog-1028067639885112735.post-34765850875904100892009-08-12T11:09:00.000-04:002010-03-01T12:23:21.228-05:00Online or Face-To-Face Learning?For some time I have been wondering just how many instructors prefer to learn online or face-to-face (f2f). In my daily work I see that most of the learning opportunities I create/offer and assistance/troubleshooting I give are gravitating towards the virtual/online environment. Fewer and fewer instructors are attending f2f events and requests online or more online resources and training have increased. <br /><br />I find that when I work for an institution, the administration wants me to work on-site. When I suggest that most of my work takes place online and that I work remotely a couple days a week the reaction is almost always immediate no. The rationale I get from an administrator is usually: 1) Instructors need someone to be available on-site so they can get the assistance they require, or 2) It is their policy to not allow employees to work remotely/from home. The first response is understandable, but without basis in fact. The second is more an old tradition that has not kept up with now standard electronic communication and the web 2.0 world.<br /><br />Speaking to the first point, when I first begin as a consultant their is an influx of interest from instructors and more f2f meetings and attendance of learning/training sessions. However, within a few weeks to a month most of the f2f interaction has moved online. F2f interaction becomes spotty, the phone rings less and less and email requests for assistance and help with learning increases. When someone requests help, most of the time it can be accomplished via email, directing them to online resources I've created or linked to, using online conferencing software to conduct a session, or taking with them on the phone. If that does not suit their learning need we schedule a meeting in which the questions can be answered or subject matter can be learned. I plan on conducting a survey to gather data on online and f2f instructors on a number of questions including learning mode preference. If I can get the survey deployed by December, I should have the results interpreted by February or March.<br /><br />Now to the second point. I find it almost amusing that while most higher education institutions offer teaching and learning opportunities online, they do not allow staff or in my case instructor to faculty to do the same. If instructors can teach and students learn remotely, why cannot those who work almost entirely online do the same? Taking into consideration that those who work with proprietary information may be excluded from the group, it just makes sense that those whose job it is to assist with primarily online curriculum and who spend most of their time communicating virtually should be able to work remotely. Personally I get just as much done or even more than when I'm on location. A recent study found that employees that work remotely end up putting more hours into their job than less (I'll locate this study and post the reference). <br />Environmentally speaking it saves resources and money. An institution uses less electricity, heat, and office space, and the employee spends less time and gas commuting thus having more time to accomplish their job. <br /><br />This paradigm shift is slowly happening, but most often the worry is that workers won't really be working. The mindset erroneously is on-site = productivity. Closer to the mark is that managers will have to change how they oversee those under them. The fear is if someone can work remotely, then just who am I going to monitor, and will my employer need me? When most of the overseeing is based on stopping by an employees office/cubicle or scheduling f2f meetings, it gives the impression of work getting done. <br />To make the transition to remote workers, mangers and administrators must establish "Trust" within their workforce. In essence, I trust to you work when you are saying you are and you trust me to keep you informed. Productivity can and should be judged by work accomplished rather than physical presence. Productivity over presence is the catch phrase of remote workers. As to managing employees, meetings can be held online and most communication will continue via email and phone as it presently is and web 2.0 applications can be fully utilized. It's the same work, the same chain of command, just a different mode of communication and collaboration.<br /><br />So, have I missed a salient point, or major issue? Let me know your thoughts.Debra M. Beach, M.Ed., ABDhttp://www.blogger.com/profile/10533642644748638380noreply@blogger.com0tag:blogger.com,1999:blog-1028067639885112735.post-57661408569818668372009-07-15T10:59:00.000-04:002010-02-15T11:41:17.113-05:00Heat up learning with planned targeted multimediaSo, you've got that first online course and all the content is there, but it's mostly text-based and rather ho-hum. You're worried that your students will be bored and would be embarrassed to let anyone else see it? Its not that you haven't worked hard to make sure the content is rigorous, and have made discussions on critical topics an important component... it just lacks content that would help learners with difficult concepts or encourage further engagement. You may have lots of great ideas, but little time...so what do you do?<br /><br />Targeted multimedia with planned implementation to the rescue! Most faculty I talk with are limited for time and although they may want to include more media and interactive content, they just can't seem to do it all. This is why a yearly plan for each course you teach is a good idea. It not only allows you to think about updating the curriculum, but also to enhance learning by including one new media piece. Make a five year plan and each year review the course's effectiveness and see where the problem areas are. if students are having a problem grasping certain concepts, think about choosing one or two and creating a learning component on just those areas. <br /><br />Now if you have the luxury of having an instructional design department on your campus, you can provide the ideas and content and work with them to craft something that will be reusable. if you are on your own in this regard, find out exactly where the sticking point is and find the simplest way to create the media. It most likely doesn't have to be complex and you might not need expensive tools to accomplish it. Don't make it harder than it needs to be... just choose the media you can use or learn quickly and run with. Here are a few ideas: Perhaps a simple powerpoint including voiceover, A screen capture, Short video/webcam, or even a simple pdf with in depth explanations and visual examples. <br /><br />Research by Paivio (1986) and Baddeley (1998) suggest that humans process information better when both auditory/verbal and visual/pictoral information is paired together. This is called dual channel or dual coding. if this theory holds true, using only one media mode may not be taking optimum advantage of this input. Low & Sweller (2006) and Mayer (2006) suggest that the use of narration works better than text when used in conjunction with graphics. However, if you provide too many media modes it may cause confusion and cognitive overload for learners. To reduce essential overload in the modality, visual channel narration can be substituted for animation (Mayer, 2005, Mayer & Moreno, 2003)<br /><br />References<br /><br />Baddeley, A. D. (1998). Human memory: Theory and practice. Boston, MA: Allyn and Bacon.<br /><br />Mayer, R.E. (2005). The Cambridge handbook of multimedia learning. Cambridge, NY: Cambridge University Press.<br /><br />Mayer, R. E. & Moreno, R. (2003) Nine Ways to Reduce Cognitive Load in Multimedia Learning. Educational Psychologist, 38(1), 43-52.<br /><br />Paivio, A. (1986). Mental representations: A dual coding approach. New York, NY: Oxford University Press.Debra M. Beach, M.Ed., ABDhttp://www.blogger.com/profile/10533642644748638380noreply@blogger.com0tag:blogger.com,1999:blog-1028067639885112735.post-56733366137327620622009-06-16T10:08:00.000-04:002009-06-16T11:02:13.442-04:00Too many technologies for communication?Technologies for communication, collaboration, social networking, and career building are plentiful. I have a presence on Facebook, Linked-In, Second Life, and Shelfari. I Twitter, and post on this blog and another one entitled Instructional Zen, which is focused specifically on instructional design for online learning. The dilemma is each of these tools are separate entities and I often wonder, wouldn't it be nice to have each of my favorite online technologies in one place and with one connected interface? Sure, I can and do use iGoogle to and Google reader to help organize all my tools and feeds, but am hoping someone will come up with a more full featured and customizable product. One that will allow me to go to one web page to access all the content I want in a way that makes sense to me. If you know of anything out there or on the horizon share it with me.<br /><br />As a post script you've most likely noticed that my posts have been fewer and farther between. Life, work, and school have consumed much of my time. Once I have finished my comprehensive exams my posts should be more regular. Until then, I will post as I have time.Debra M. Beach, M.Ed., ABDhttp://www.blogger.com/profile/10533642644748638380noreply@blogger.com0tag:blogger.com,1999:blog-1028067639885112735.post-49339560996275910662009-03-24T14:27:00.000-04:002009-03-24T14:49:00.001-04:00Tips for Smaller Web Video FilesMore and more training is composed of online interactive components and the use of video. What is of concern is that if the video is not properly compressed it can take forever to load and play. One thing you don't want is a frustrated user who has to wait for the video to load or to have it stop playing multiple times because the loading has not kept up with the player.<br />Many of the video editing software have great tools to help you export video to web friendly formats, but some of the presets don't always pare the file down as much as it should. Here are a couple things you should look for when exporting or saving video for the web:<br />1. Average video whether Standard Definition or High Definition is shot at 29.9 frames per second (fps). Average Web video fps should be around 20 fps, so make sure that you choose a lower fps. It's always good to try several beta saves at different rates and test them to see how they load and look on the web.<br />2. Most people don't know that stereo audio is a big space hog. When video is taped it usually is in stereo and that it takes up nearly twice as much space as mono. Unless you really need the audio to be in stereo, opt for a much smaller file by choosing mono from the options menu.<br />3. Lastly, if you want to pare down that file even more, consider using a Flash Video encoder. My video workflow for web goes as follows. First I export my video for web using a lower fps and mono settings. Next I import my video file into Flash video encoder. After it is encoded i import the file into Flash and publish as a swf and html file and upload it to the web.<br /><br />By following these simple steps you can make your video files much smaller and make it easier to view them on the web. Hope this tip has been helpful and let me know if you have any helpful tips to keep those video files from getting out of hand.Debra M. Beach, M.Ed., ABDhttp://www.blogger.com/profile/10533642644748638380noreply@blogger.com0tag:blogger.com,1999:blog-1028067639885112735.post-37059096310793036542009-01-01T14:22:00.001-05:002009-01-01T14:25:08.950-05:00Educational Technologies and Online StandardsAs an instructional design consultant who is passionate about effective learning, I persistently learn new technologies and evaluate their suitability for learning. However I find my vision for many applications is at present can be limited by the available technologies, and the time and cost needed for development. Even with all the choices we are presented with I sometimes feel like the early instructional researchers setting at a mainframe with keypunch cards generating simple questions and answers. The radical evolution of technology provides us almost unlimited possibilities to develop and disseminate learning, but much technology assisted learning and training seems to fall short of the mark. Is this due to our vision, the technologies themselves, or the relative infancy of understanding how individual human beings learn? Even with all of the research into how we learn as humans, we are still for the most part limited in our understanding of this complex process. We have powerful tools at our disposal but our present knowledge of learning does not allow us to fully utilize the technologies we have.<br /><br />All the assistive technologies aside, we must first have a foundation upon which to build learning and training. At present we are still steeped in the tradition of the factory, sage on the stage model of learning. No matter how far we have come technologically much online learning I have encountered in my work is unfortunately an electronic version of this methodology. Quite frankly I have been appalled by the lack of standards for teaching and online education and have many unanswered questions. Among those are:<br />• Have institutions adequately planned and prepared migration of face-to-face classes to the online venue?<br />• Have many institutions rushed to provide online education just to keep up with the pack or to provide increased revenues? <br />• Who still believes that the paradigm of the face-to-face venue can/should be applied to the online one and why? <br />• Who is watching over the online education henhouse and why must we do so?<br />• Should the accrediting body require standards for ALL courses that are online or continue to allow institutions to choose example courses? <br />• Is our accrediting body equipped to properly evaluate online courses? <br />• Who is overseeing the quality of the courses and who decides what is good and what is not. <br />• Should there be standards that instructors must meet in order to be accredited to teach online?<br />• Should the institutions themselves formulate and implement standards or should this be the function of an accrediting body?<br />• Is how instructors present course materials and use or not use the capabilities of an online learning platform a part of their academic freedom? <br />• Can an instructor who is a subject matter expert in a particular area, but with little training/education in online instruction teach in this venue as they please, or must they learn and apply proper pedagogies/andragogies and technology tools? <br />• Should faculty be required to become technologically fluent and learn how to teach online/follow those standards before being allowed to teach online? …and the list goes on…<br /><br />In addition there is the continuing obstacle of lack of understanding of technology as a tool for learning and not the solution by organizational heads in business and education. Yes, it is certainly an ID consultant’s job to educate their clients, but when they come to the table set on a certain direction and filled with ill-informed passionate enthusiasm for a specific direction it is incredibly difficult to dissuade them from continuing on this path. It is akin to stopping a freight train. No matter how much of an expert you are saying an idea is a bad one does not make way for open communication and problem solving. Key to changing these misconceptions is to ask why they have chosen the particular solution, then laying out the better possibilities, which may or may not include some of their original idea. If those in charge are open to alternative ideas and see you as an expert minds may change. If the potential client is still stuck on using an inappropriate solution the consultant must either delicately try to provide information that would present their case sufficiently as to change their minds, decide not to take the job, or ethics aside go with what they want even if it means going against better judgment and developing instruction that is less than stellar or that will be found to be ineffective. If every institution would acknowledge that researched and clear standards for learning are as important as those in place for running the business, the process of designing training and education would be simpler for those who must develop and use it.Debra M. Beach, M.Ed., ABDhttp://www.blogger.com/profile/10533642644748638380noreply@blogger.com0tag:blogger.com,1999:blog-1028067639885112735.post-47641167734716474632008-03-05T11:08:00.000-05:002008-03-05T11:12:36.027-05:00Running from TechnologyFear of technology is very real and present in academia. You can almost smell it. It’s the fear of having to keep up with the latest technology and the concern that as soon as faculty learn any new technology it will become outdated or fall into disuse. The huge challenge of trying to keep abreast of and skilled in these technologies can be intimidating. The reason many faculty don’t want to embrace new technologies is three-fold. First finding the time to learn these technologies can be difficult. Adding learning new technologies to an already full load of teaching, researching, publishing, committee meetings is a daunting task. Secondly, technology is changing at breakneck speed and what may be viable today may be a dinosaur tomorrow. This can foster a mindset of “sticking” with know entities. You’re probably acquainted with faculty members who refuse to give up their overhead projector, because whether they admit it or not moving to presentation software is out of their comfort zone. Third, for those who may be late comers to technology or feel technically challenged, why would anyone want to take the risk of looking “dumb” in front of peers or at worst their students? Aren’t they supposed to be “experts”? <br /><br />The big question is; should faculty be responsible for the creation of all the educational multimedia they wish to utilize? Must they choose/learn the newest multimedia software, or know how to record, optimize, and upload that material? The truth is faculty do not need to have a PhD in Instructional Multimedia Technologies (IMT), or Instructional Design for Online Learning (IDOL) to integrate engaging, innovative and effective multimedia technologies in their curriculum. More and more universities are establishing centers dedicated to studying and implementing technology for instructors. These centers work with faculty to integrate appropriate technologies and multimedia into their curriculum so that they can focus on teaching, not the nuts and bolts of technology. <br /><br />Faculty should remain the subject matter experts (SME) and be able to rely on a team to assist them with more advanced technical educational multimedia. While faculty must keep up with technologies that will find everyday use in education and the proper pedagogies associated with the intended venue, they shouldn’t be expected to be instructional multimedia experts. This is best left to SME’s in the field of Instructional design and multimedia. A best-case situation is one in which faculty members and Instructional Multimedia SME’s collaborate to create engaging, innovative and effective learning objects that utilize multimedia.Debra M. Beach, M.Ed., ABDhttp://www.blogger.com/profile/10533642644748638380noreply@blogger.com0tag:blogger.com,1999:blog-1028067639885112735.post-14132389064418453912008-03-02T10:28:00.000-05:002009-06-16T11:09:58.059-04:00Online Education, What is best case?Making an excellent education accessible for everyone is a noble goal. One problem with migrating all content to online is that 1.) Not all learning styles can be met online. 2.) It is critical that the learner be self-motivated in online classes. How can we expect students, especially those from K-12 who are used to being spoon-fed to function well in this environment? 3.) Fear of new and existing technologies can cause "technophobia" and avoidance of their use. Most of my peers care deeply about their discipline, but I find that many don't have the time or confidence to learn new technologies on their own. 4.) Some faculty do better at teaching and others research. I have held the opinion for some time that while a faculty member should always remain informed as to their discipline, some should be allowed to focus on teaching and others on research. 5.) The bottom line for universities has always been money. Money is needed to operate the physical plant, pay employees, and provide services. Student tuition, government funding, and donations are critical to keep the machine running. Even online institutions are moneymakers. They have seen the writing on the wall and understand the profitability of migrating to the online venue. Just take a look at most brick and mortar institutions and you will find a huge push to take courses online. With shrinking enrollment rates and funding cuts offering online classes is very cost-effective. <br /><br />Concerning a distributed learning system. Who will be setting the standards? Employers right or wrong look to some sort of certification/accreditation of potential employees in order to help them choose the best. Their are better ways of determining whether a one person is better than another for a position, but I'll leave that for another post.<br /><br />For me the big issue with online classes/education is that of creating an environment which is pedagogically/andragogically sound, uses new media and technologies appropriately, has an intuitive user interface, is engaging, and meets students varied learning needs. Current Learning Management Systems (LMS) are evolving and while I find none to be a best-case tool for synchronous/asynchronous learning, I do see newer technologies such as wiki's, blogs, chat, etc. being adopted. The futurist in me hopes that someone will finally get it right by offering either an all inclusive platform, or tool that allows multiple components from other sources to be merged into one customizable interface.Debra M. Beach, M.Ed., ABDhttp://www.blogger.com/profile/10533642644748638380noreply@blogger.com0tag:blogger.com,1999:blog-1028067639885112735.post-77685716980887704912008-01-09T15:50:00.000-05:002008-01-09T17:22:15.039-05:00Future of Technology 1967As a futurist I enjoy reading about and viewing video about predictions that were made in the past. Here is a news story about a short film that was made in 1967 by the Philco-Ford Corporation entitled 1999 A.D.<br />Even though it contains 60's stereotypical gender roles this video was amazingly right on target.<br /><br /><iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dxjfW7nnoGdCZB2ceIOG7oHOdpDZWXc-WRQJUX0p7oOWMd3V-FjpcOPW2SYGMZbdVuWcBR9W_We3QeaeRaCmA' class='b-hbp-video b-uploaded' frameborder='0'></iframe>Debra M. Beach, M.Ed., ABDhttp://www.blogger.com/profile/10533642644748638380noreply@blogger.com0tag:blogger.com,1999:blog-1028067639885112735.post-15002900189291401552007-10-06T14:43:00.000-04:002007-10-06T14:48:54.102-04:00Increaslingly we are trying to define and create acronyms for technology users. For example the word Newbie or Newb has been use for some time. I have taken the liberty of coining new terms to describe those who use uqiquitous devices.<br /><br />Uud (u-ud)– skilled daily user of ubiquitous devices. Either grew up using devices or gravitated towards their use. Age independent.<br />NUud (nu-ud) – someone new to ubiquitous devices, a newbie. Still learning or not very good at using the devices.<br />GUud (gu-ud) – someone who is a power user and has to have all of the latest ubiquitous devices. An early adopter, or geek.<br />RUud (Ru-ud) – someone who in non-techie, avoids or refuses to use digital ubiquitous devices. Out of the loop, or a luddite.Debra M. Beach, M.Ed., ABDhttp://www.blogger.com/profile/10533642644748638380noreply@blogger.com0tag:blogger.com,1999:blog-1028067639885112735.post-81807353611977266662007-03-09T11:55:00.000-05:002007-03-11T18:50:19.799-04:00Going to Silence is Costly to an OrganizationIn these days of less financial support in the form of tax monies, higher education institutions are scrambling to deal with an ever shrinking pool of available funds. The bottom line is that there have to be cuts in the budget in order to remain solvent. The question is just where the cuts will be. <br />For institutions that follow a Top Down management style, many costly mistakes will be made. Top down managment is one in which those higher up in the chain of command only listen or speak to their own supervisor or the one/s directly below them. The problem is that this style, while making it easier for the one in charge, fosters silence. Silence or the inability of those lower managers and employees to get critical information to the right person. Information that might not otherwise be relayed any other way. New research says 90% of employees know far in advance when projects are doomed but feel incapable of speaking up. According to the survey, only 10 percent feel they can effectively speak up about the problems. More than 71 percent say they try to speak up to key decision makers but don't feel they are heard, and 19 percent don't even attempt to have the conversation. (For more information click on the link: "Silence and Project Failure" in the right bar.)<br /><br />No open doors, no communication.<br />A culture of silence can also be felt in the morale of employees. If a manager will not listen or talk to anyone except their direct reports it gives the clear message of "What you have to say is not important". Some good employees may try and circumvent the problem by speaking with another person higher up in the organization, but this is a very risky move. The person they speak to must be someone they trust..If that person does not either care, or keep confidences, it can spell disaster for an employees career. Silence breeds dysfunction in an organization. After a while under top down management, employees just won't care. They adopt a "If they don't ask me, they are on their own" attitude. <br /><br />Silence keeps the power of collectively and intelligently solving problems from taking place. Upper management is left with information that direct reports give them, however erroneous. Valuable programs and people will be lost and their importance will not be realized until it is too late. In the long run the task of rebuilding programs and finding talented and dedicated staff costs more in terms of time and financial resources. <br /><br />The destructive phase is when something goes terribly wrong. Upper management wonders why they weren't apprised of problems and now face a crisis. It could result in damage to the university's image, downsizing, reorganization, or at worst the collapse of an institution. All of which could have been avoided by actively listening to all involved and practicing good communication. <br /><br />One would think that those institutions that survive a crisis caused by a culture of silence would recognize the problem and make changes in the management style. Unfortunatly unless the people who are in places of power adopt this style, model it and ingrain it into the culture, the dysfunction of silence will again take root.<br /><br />University managment that practice the healthy skills of listening and communication will find that in times of budget cuts a greater spirit of cooperation will be demonstrated and more effective ways of saving money will be found as there can be a collective discussion on the proper course of action.Debra M. Beach, M.Ed., ABDhttp://www.blogger.com/profile/10533642644748638380noreply@blogger.com0tag:blogger.com,1999:blog-1028067639885112735.post-90226807600059537332007-03-08T11:10:00.000-05:002007-03-11T10:24:25.749-04:00My thoughts on the future direction for the use of academic technologies in academiaThe next five years will see an increase in pervasiveness of new media and technologies in academia. Ubiquitous computing will also play an important part in the learning process allowing anywhere, anytime portable learning which will better meet the learning styles of students.<br /><br />The trend towards more simple and intuitive interfaces will make it even easier for almost anyone to use technology and create classroom media. However, time constrains, technology skills, and interest will still play a part in faculty’s adoption of new media and technologies. To help, more campuses will form technology enhanced support centers whose job it will be to tutor faculty in the use of technologies and software, and aid in the creation of media for traditional and online classes. These support centers will be a rich resource for faculty and promote learning communities, collaboration, and mentoring. In addition, technology support centers will also be a place for students to enhance their technology and software skills.<br /><br />Faculty now have suitable tools to present difficult concepts in understandable ways. The learning process can become more engaging and meaningful for students, thereby enhancing the assimilation and retention of knowledge, and having a real impact on retention rates. While great sales pitches and ads tempt us to be premature adopters, I am hoping that judicious use and application of good pedagogical principles will persist. Technologies and multimedia used for their own sake initially may have a wow factor, but in the end do not enhance the educational experience. Appropriate, thoughtful use of new media and technologies impacts the effectiveness of curriculum and instruction. <br /><br />The omnipresence of technology will become more prevalent in our lives and new technologies and media will continue to enhance education. As long as sound pedagogical principles are at the foundation the next five years will bring positive enhancements to instruction.Debra M. Beach, M.Ed., ABDhttp://www.blogger.com/profile/10533642644748638380noreply@blogger.com0tag:blogger.com,1999:blog-1028067639885112735.post-78308180549212825422007-03-07T11:04:00.000-05:002007-03-09T11:17:42.976-05:00iPhone - from Apple<div xmlns='http://www.w3.org/1999/xhtml'><p><object height='350' width='425'><param value='http://youtube.com/v/xvMasa9gfEc' name='movie'></param><embed height='350' width='425' type='application/x-shockwave-flash' src='http://youtube.com/v/xvMasa9gfEc'></embed></object></p><p>Cingular is the only wireless company who will be selling the iPhone. In our locale Cingular does not have very good coverage, however hat might change once the iPhone is released and subscribers to their service increases. I can see great potential for this device as an aid to instruction. <br />My TECS program has been creating Videocasts for faculty here at BGSU and I use my iPod video player daily to watch videocasts that instruct and entertain. If I could replace my iPod, phone, and Palm Pilot (which can't use Mac apps) with an all in one device that is actually easy to use I would be elated. I'm a Mac and PC user and would like to be able to use the progams of my choice on my portable devices. Unfortunately, not always possible on either platfom.</p></div>Debra M. Beach, M.Ed., ABDhttp://www.blogger.com/profile/10533642644748638380noreply@blogger.com0tag:blogger.com,1999:blog-1028067639885112735.post-50980341722261328662007-03-01T10:04:00.000-05:002007-03-09T10:07:14.156-05:00Hidden Details from the iPhone Keynote<div xmlns='http://www.w3.org/1999/xhtml'><p><object height='350' width='425'><param value='http://youtube.com/v/ALQwmQrM-Z8' name='movie'></param><embed height='350' width='425' type='application/x-shockwave-flash' src='http://youtube.com/v/ALQwmQrM-Z8'></embed></object></p><p>If you watched Steve Jobs Keynote address, here are more details that weren't covered.</p></div>Debra M. Beach, M.Ed., ABDhttp://www.blogger.com/profile/10533642644748638380noreply@blogger.com0tag:blogger.com,1999:blog-1028067639885112735.post-16056587797561384042007-02-15T10:03:00.000-05:002007-03-09T10:11:17.932-05:00A Closer Look At The iPhone<div xmlns='http://www.w3.org/1999/xhtml'><p><object height='350' width='425'><param value='http://youtube.com/v/YgW7or1TuFk' name='movie'></param><embed height='350' width='425' type='application/x-shockwave-flash' src='http://youtube.com/v/YgW7or1TuFk'></embed></object></p><p>The world is abuzz about Apples new product, the iPhone. Leave it to Apple to come up with an "all in one" device. Let's hope it lives up to all the hype. Here's a bit more about how the iPhone works.</p></div>Debra M. Beach, M.Ed., ABDhttp://www.blogger.com/profile/10533642644748638380noreply@blogger.com0