The science fiction movie that I watched for the Module 4 assignment was Paycheck.  When I read the assignment, I did not even consider trying to locate a DVD.  We have a theater room with a Western Digital Media component.  That device allows us to pick up videos from several streaming video providers.  We also have a connection for our laptops to hook in to the projection system.  This allows us to pick up videos from Amazon streaming.  For this project, I purchased the streaming video for $2.99 from Amazon.  It instantly appeared on our projection screen.

This conversion from DVD to VOD is one that our family embraces completely.  Years ago, we had a massive collection of VHS tapes.  As that technology disappeared, it was obvious that our financial investment in VHS tapes was a mistake.  We dallied at creating a DVD collection during the early days emergence.  Although we converted to the new technology, we hesitated to make purchases and begin a collection.  With the appearance of VOD, that dilemma disappeared.  We are members of Amazon PRIME for purchases, and there are many videos that we can watch for free. Convenient service and the simplicity of digital storage make the VOD concept a superior one for our house.

This competition between DVD and VOD is an excellent example of increasing returns.  According to Arthur (1996), an emerging technology follows the process of increasing returns when the innovation moves ahead of the competition.  In a snowball effect, once ahead it continues to get farther ahead.   

VOD follows this explanation.  This system gained popularity with consumers due to advantages in delivery and storage.  As more consumers acquire rapid Internet connectivity, this advantage compounds.  The popularity of DVDs is in a decline as evidence by a reduction of DVD searching (Peoples, 2011) and reduction in DVD player sales (Daily Mail Reporter, 2010).

         The concept of red queens in emerging technologies comes from the Red Queen in “Alice in Wonderland”.  In this movie, the characters race and race to just stay in the same place.  For emerging technologies, this refers to two technologies moving ahead in fierce competition.  This does not fit the DVD and VOD market with the sequential timing of the technology.  The VOD market followed DVD’s and included additional dependence on Internet technology. 

         I believe DVD’s are working their way toward the obsolete quadrant of McLuhan’s tetrad.  Digital media resources will continue to overtake the DVD market.  VOD technology enhances video delivery by providing the consumer more control, easy storage and acquisition, and a reduction in cost.  Both technologies obsolete VHS and static television movie viewing.  Additionally, VOD obsoletes DVDs.  VOD’s eliminate the possibility of damage as noted in a broken, scratched, or damaged disk.  Although digital files can become corrupted, marketing systems can provide backups and product assurance.

References:

Arthur, W. (1996). Increasing Returns and the New World of Business. Harvard Business Review, 74(4), 100-109. 

Daily Mail Reporter (2010, May 5).  DVD player sales plummeting as film lovers switch to downloads.  Mail Online: Science and Tech.  Retrieved from: http://www.dailymail.co.uk/sciencetech/article-1270704/DVD-sales-decline-likely-die-internet-Digiboxes-over.html 

Krugman, P. (writer). (1999, August 19). 33000_33448_neubecker_lan (graphic).  Retrieved November 6, 2012 from:  http://www.slate.com/articles/business/the_dismal_science/1999/08/talking_about_a_revolution.html

Peoples, G. (2011, April 22). Google report on DVD’s decline not death. Billboard.biz.  Retrieved November 6, 2012 from:: http://www.billboard.biz/bbbiz/industry/tv-film/google-report-on-dvd-s-decline-not-death-1005150012.story

Second LIfe - A Disruptive Technology

            

           A disruptive technology is one that dramatically enters the marketplace and takes over existing technologies.    Second Life has the potential of functioning as a disruptive technology.  The product they offer is so dramatically different from existing Internet resources.  Second Life could provide a disruptive influence on education with a challenge to existing pedagogic models.  In the Second Life setting, a virtual classroom could provide opportunities for student collaboration, project-based learning, and enhanced student creativity.  This would replace a physical classroom setting that requires substantial supplies and resources.  In the virtual classroom, students could build structures, hold meetings, and solve complex problems. 

            There are several social benefits to Second Life.  In a virtual environment, students can feel free to express controversial opinions.  They can escape from physical and financial limitations that set them apart from their peers.  A virtual environment allows a student to invent an alternative personality that distances itself from social problems (TEDtalks Director, 2008).  This learning option assists ESL language learners and facilitates improved communication among this population with language practice in practical situations (SusiSpicoli, 2006).  Participants can engage in 3-D social networks that encourage equitable dialogues (Boulous, Hetherington, & Wheeler, 2007). 

            It is difficult to imagine what will come next in the area of virtual worlds.  It seems that the combination of virtual worlds and holographic imaging will represent the next level in this technology.  This could be on the horizon in the next five years.  Further integration between virtual worlds and product advertising would represent a natural extension of the current product.  Soon members of the Second Life community will experiment with products and services in the virtual world and then transition to their use in the physical world.  This concept seems eminent in development. 

            There are concerns and implications within this virtual concept.  In an educational setting, the anonymity of a virtual world could contribute to negative social behaviors.  Students could lose sight of the person behind the Avatar and become disrespectful and abusive of other community members.  There is evidence of abuses currently with regard to pornography and moral misbehavior.  Personal security is an issue with other community members acquiring intimate knowledge about a student that could damage personal safety. 

            In the education industry, exploring a site like Second Life shows considerable promise.  The dramatic shift from a physical environment to a virtual environment could lead to enriching experiences for students.  The creativity and problem-solving potential of Second Life position it on the forefront of disruptive technologies in education.

References

Boulos, M. N. K., Hetherington, L., & Wheeler, S. (2007). Second life: an overview of the potential of 3-D virtual worlds in medical and health education. Health Information and Libraries Journal (24), 233-245. DOI: 10.1111/j.1471-1842.2007.00733.x. Retrieved from https://unchange.pbworks.com/f/Second+life+-+an+overview+of+the+potential+of+3-D+virtual+worlds+(2007).pdf

Susi Spicoli (Screen Name). (2006, 0910) Introduction to Second Life (historical view). Retrieved from http://www.youtube.com/watch?v=b72CvvMuD6Q

TEDtalks Director (Screen Name). (2008, 1204). Phillip Rosedale on Second Life. Retrieved from http://www.ted.com/talks/the_inspiration_of_second_life.html

Rhymes from the Past

Cuneiform Tablet

Ideographic Writing

Quill Pen

Smart Pen

The idea of taking notes and organizing those notes among other documents rhymes with habits and traditions of countless years.  Recorded history originates 5000 years ago with the earliest written expression in cuneiform script.  Before this written communication consisted of ideographic symbols.  The desire to communicate through written language is a fundamental cornerstone of modern civilization. 

The digital Smartpen is an innovation that transfers the development of written communication into a digital format.  This innovation allows someone to take notes digitally and integrate those notes with audio recordings and visual capture.  This week I am with my father who is in the hospital.  As we completed paperwork in the Emergency Room, the admitting clerk came to us with a pile of papers to sign.  With them was a digital pen.  In discussing this with the admitting staff, I determined that they used the pen to capture signatures on the documents to store in the computer.  This eliminates the need subsequent scanning of a signed document and for hard copy document storage. 

There is a good review of one version of the Smartpen available at:  http://www.expertreviews.co.uk/gadgets/1286173/livescribe-echo-smartpen.  This pen rekindles the concept of note taking and document authorization but places the mechanics in a digital framework.  The result is the increased codependency of our society on a digital interface.  View the December speech by Kevin Kelly to hear his explorations of possible future developments of the web.  This pen is another step in line with the integration of web technologies with daily activities.

Reference:

Kelly, K. (2007, December). Kevin Kelly on the next 5,000 days of the Web [Speech]. Speech delivered at the EG 2007 Conference, Los Angeles. Retrieved from http://www.ted.com/talks/kevin_kelly_on_the_next_5_000_days_of_the_web.html

Storage Devices – Flash Drives

         The progression of storage capacity for computers demonstrates a dramatic growth in technical terms.  Computer storage began with 5 ½ in floppy drives and progressed rapidly into 3 ½ in floppy drives that improved storage capacity and durability.  From that chain, a cluster of innovations emerged to continue the quest for an innovation that could deliver high volumes of storage in stout containers.  This cluster includes Zip drives, external hard drives, CD drives, and DVD drives. The flash drive emerged as a dominant innovation from this cluster.  Flash drives continue to increase in capacity, decrease in size, and drop in price.  The result is an extremely small device that can survive the washing machine while containing large amounts of data.  Recent enhancements allow users to use a flash drive with encryption capabilities, to book a computer, as a host for software, and to interface with public machines. 

         The future of storage devices is interesting to consider.  The advent of the Icloud storage concept introduces a virtual replacement for the flash drive.  Another option is the Memristor currently patented by Hewlett Packard Laboratories (Memristor, 2012).  This device allows the computer to restart without rebooting.  The development of these storage options will support computing devices that do not require dedicated storage.  The software and boot requirements could exist outside of the computing device.  This change extends battery life by minimizing power consumption. 

References:

Johnson, C. (2011) Evolution of the flash drive. Retrieved September 26, 2012, from http://blog.premiumusb.com/2011/02/evolution-of-usb-flash-drives/

Memristor (2012). Retrieved September 26, 2012, from http://www.memristor.org/

Module 1 Posting

EDUC 8848

       Educators are beginning to explore the use of video games in the classroom.  Gaming is an area where many students exhibit increased engagement.  The use of gaming in the classroom can transform the classroom into an environment that students feel comfortable exploring.  The possibilities for extending learning using this format reflect educators communicating with students in an arena where they have expertise.  There are several websites that provide information on gaming in the classroom.  Useful information on the topic can be found on Edudemic and in Education Week.  For links to this information, please see the references and links.  

       Integrating gaming into the curriculum is challenging.  Many educators do not know a lot about gaming and do not have the time to develop games related to the curriculum.  The learning curve for the educator is quite high is this is not an area of personal interest.  Some classrooms have outdated computer equipment that will not adequately support the gaming programs.  This is also an area that does not appeal to all learners.  Research shows that females are not as interesting in video games, and those that play choose different games than boys (Hartmann & Klimmt, 2006).  This poses a dilemma for an educator designing a game.  It adds complexity to the concept to determine a design that will appeal to males and females. 

       Using gaming in the classroom meets the needs of some of today’s learners, however.  Consider the population of students that impatiently wait for school to conclude so they can get back on the Xbox.  These are students that gaming in the classroom could energize.  The classroom could merge with the skills they develop every afternoon when the torture of school is finally over.  With careful consideration to design, the gaming programs could provide variety to engage additional students.  Programs like SIMS allow students to learn a variety of life lessons in the various scenarios presented.  This appeals to a larger learner base and could expand the appeal.

       The use of gaming in the classroom would benefit from exposure and training for educators.  Designing a program is too complex for many educators, but learning to use an existing program would be possible.  The cost of the programs and the hardware could be shared by some of the program developers.  Having educational programs that are affordable in the classroom would increase their use on a personal level.  It would also provide companies with an opportunity to contribute to educational development.

References:

Ash, K. (2012).  Digital gaming in classrooms seen gaming popularity.  Education Week.  Retrieved September 10, 2012, from http://www.edweek.org/ew/articles/2012/05/02/30games.h31.html

 Gaming the classroom. (n.d.) Edudemic. Retrieved September 10, 2012, from http://edudemic.com/2012/01/6-video-games-to-use-tomorrow-in-your-classroom/

 Hartmann, T., and Klimmt, C. (2006).  Gender and computer games: exploring females’ dislikes. Journal of Computer-Mediated Communication, 11(4), article 2.  Retrieved September 10, 2012, from http://jcmc.indiana.edu/vol11/issue4/hartmann.html

 Heick, T. (Jan. 24, 2012). 6 Video games to use in your classroom tomorrow.  Edudemic.  Retrieved September 10, 2012, from http://edudemic.com/2012/01/6-video-games-to-use-tomorrow-in-your-classroom/

Module 6

Asynchronous versus Synchronous Communication

References

Bernard, R. M., Abrami, P. C., Borokhovski, E., Wade, C. A., Tamin, R. M., et al. (2009). A meta-analysis of three types of interaction treatments in distance education. Review of Educational Research, 79(3), 1243-1249.

Beyth-Marom, R., Saporta, K., Caspi, A. (2005).  Synchronous vs. asynchronous tutorials: Factors affecting students’ preferences and choices. Journal of Research on Technology in Education, 37(3), 245-262.

Branon, R. F., Essex, C. (2001). Synchronous and asynchronous communication tools in distance education.  Tech Trends, 45(1), 36-37.

Cao, Q., Griffin, T. E., Bai, X. (2009). The importance of synchronous interaction for student satisfaction with course web sites. Journal of Information Systems Education, 20(3), 331-338.

Heirdsfield, A., Walker, S., Tambyah, M., & Beutel, D. (2011). Blackboard as an Online Learning Environment: What Do Teacher Education Students and Staff Think?. Australian Journal Of Teacher Education, 36(7), 1-16.

Koskinen, H. (2010). From Synchronous Face-to-Face Communication to Asynchronous Online Interaction: A Case from the Veterinary Medical Education. International Journal Of Interdisciplinary Social Sciences, 5(1), 127-137.

Murphy, E., Rodriguez-Manzanares, M. A., & Barbour, M. (2011). Asynchronous and Synchronous Online Teaching: Perspectives of Canadian High School Distance Education Teachers. British Journal Of Educational Technology, 42(4), 583-591.

Riordan, E., & Murray, L. (2010). A corpus-based analysis of online synchronous and asynchronous modes of communication within language teacher education. Classroom Discourse, 1(2), 181-198. doi:10.1080/19463014.2010.514728

Sherman, W. H., Crum, K. S., & Beaty, D. M. (2010). Perspectives on Distance Technology in Leadership Education: Transfer, Meaning, and Change. Journal Of Research On Leadership Education, 5(13), 589-610.

Speece, M. (2012). Learning Style, Culture and Delivery Mode in Online Distance Education. US-China Education Review A, (1a), 1-12.

Module 5: Technology and Media for Distance Education

       Distance education is progressing along the static to dynamic continuum.  In some cases, the transition appears dramatically rapid.  There are occasions when the progress is sluggish and filled with problems.

I see the value in the static activities, but look forward to the transition to several of the dynamic options.  This will require time to experiment with the tools and develop a comfort level.  There are times when this experimentation achieves immediate competency, and transfer to the classroom is seamless.  Unfortunately, there are other times when the process encounters unexpected glitches that spoil the learning experience.  In a recent attempt with a dynamic technology, the students experienced substantial frustration with numerous failed Logins and slow response time.  In testing the technology, there were no problems.  There is a huge difference between one teacher testing a concept, and multiple students logging in simultaneously. 

Each attempt at implementing a dynamic technology can suffer this fate.  This class has shown me that there are abundant resources for moving into dynamic learning opportunities.  It is not necessary to try all of them at one time.  Integrating new items into the classroom needs repetitive, but manageable, changes.  The motto is “just keep putting one foot forward”.

Module 4: Strategies and Tools to Engage Learners

Technological tools are in the hands of today’s student all the time.  Kids walk around with cell phones, Ipods, Ipads, MP3 players, Notebooks, and the list goes on.  Capitalizing on this mobile technology can maximize the use of technology in today’s classroom.  

When we have a need for calculators in a project, I don’t drag the calculator basket out of the closet anymore.  Now, I just ask the students to pull out their phones.  They love the idea because it is both handy and familiar.  You can poll the class with PollDaddy or use Survey Monkey to collect data on any topic.  Students can use their mobile devices to scan QR codes to access data for further study.  Skype and other IM tools allow easy collaboration for group project work.  

There are limitations with some compatibility problems between formats.  The use of Flash on Apple devices is one example of this issue.  Instructors must always be cognizant of a student’s access to devices.  A student that does not have a mobile device should not feel left out or burdened to complete an assignment.  Having a series of alternatives available for checkout or library use can address this issue.  

The biggest advantage of technological devices right now is that the Digital Native student is comfortable and engaged in their use.  Educators need to acknowledge that phenomena and provide a link to the classroom.

Assessing Collaborative Learning

Educators are exploring more ways to adapt the existing classroom model to reflect the demands of today’s society.  Although our society prizes individualism, the workplace requires collaboration to produce a shared product.  This means that classroom work that focuses on individual achievement is not reflective of the demands of society today (Laureate Education, 2008b).  The functioning of a collaborative team in a face-to-face classroom or an online environment can provide many challenges for an instructor.  In a balanced, high functioning team, the process is transparent.  What does the instructor do when the team consists of diverse learners or when some team members are not participating? 

Assessment for collaborative work needs to reflect a change from existing assessment models.  In an individual assignment, the assessment can concentrate on a review of the final product.  This method fails to take into account some of the most valuable components of collaborative work, however.  For collaborative work, the assessment model must expand past evaluated the product to reviewing the process.  This assessment needs to be fair, direct, and reflect comprehensive student outcomes (Laureate Education, 2008a).  George Siemens proposes four parts for an assessment model in collaborative work.  This includes students assessing peers, students receiving feedback from the online community, educators assessing students based on their contributions to the team, and educators using metrics from the online management system (Laureate Education, 2008a).

There are many suggestions for how to achieve these goals in collaborative assessment.  Many people believe that collaborative assessment is the obvious approach needed for collaborative projects (Palloff & Pratt, 2005, p. 44).  This does not mean that individual effort within the team should be ignored.  One part of collaboration is learning to self-reflect demonstrating growth as an individual.  The instructor can help the student with this process through the use of portfolios and rubrics with clear expectations (Palloff & Pratt, 2005, p. 42).  The use of peer reviews can help students evaluate the functioning of the team.  When the team consists of varying skill levels, the instructor should have clear guidelines in the rubric to evaluate personal growth.  Since the object of the assessment is growth, the concept of fair and objective assessment controls the process. 

Even when group norms and clear expectations exist, there are situations when a student refuses to participate in the team.  Members of a group with a reluctant contributor can begin by encouraging the student and maintaining communication.  Ultimately, the responsibility for intervention with that student rests with the instructor, however.  Part of the group norms must include notification to the instructor when a student is not adequately participating in the project.  The instructor will need to conference with this student and attempt to determine what steps would help them engage in the collaboration.  Since developing collaborative skills is a fundamental skill, student evaluation should reflect individual growth in that area. 

Some resources for instructors that might help with collaborative work include:

The Carnegie Mellon website on the Whys and Hows of Assessment includes suggestions and guidelines for assessing group projects in educational setting.

http://www.cmu.edu/teaching/assessment/howto/assesslearning/groupWork.html

The Rochester Institute of Technology provides additional suggestions and options for assessment for online collaborative learning.

http://online.rit.edu/faculty/teaching_strategies/collaborative_learning/assessing.cfm

References

Laureate Education, Inc. (2008). Assessment of collaborative learning. Principles of Distance Education. Baltimore, MD: Author.

Laureate Education, Inc. (2008). Learning communities. Principles of Distance Education. Baltimore, MD: Author.

Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco, CA: Jossey-Bass.

Third attempt at inserting slides for storyboard.  I have removed the formatting in case that is a problem.  Sorry for the unattractive display, but hopefully the information will be visible.

1.  Title shot:  Asynchronous versus Synchronous Communication

2.  Definition of Asynchronous Communication – communication that takes place without face to face – not same time and same place

3.  Examples of Asynchronous Communication – pictures and word bubbles for texting, you tube, blogs, wikis, discussion boards, Prezi, Glogster, books, email

4.  Advantages/Strengths of Asynchronous Communication – student centered, self paced, able to think, permanent record, sense of permanence, edit and change work, repetition of lessons, equal access, questions anytime

5.  Disadvantages/Weaknesses of Asynchronous Communication – limited personal interaction, difficult to monitor ethics and morals, expensive intro, requires tech skills, isolation

6.  Educational Implications – Differentiated instruction, individual instruction, repetition/individual pacing, remediation, acceleration, freedom of time and place for instruction

7.  Definition of Synchronous Communication – Communication that occurs at the same time and possibly at the same place

8.  Examples of Synchronous Communication – live sporting events, concerts, phone calls, video conferences, class lectures, oral story telling, cocktail parties, group meetings    

9.  Advantages/Strengths of Synchronous Communication – body language, non-verbal clues, brainstorming, extensive interaction, building of community

10. Disadvantages/Weaknesses of Synchronous Communication – no self-pacing, requirement of physical presence, travel/time zones, problems with technology, errors in presentation

11.  Implications for Education – access to education opportunities previously unavailable, life long learning, permanency of discussion elements

12.  Research Studies – Heirdsfield, Walker, Tambyah, Beutel

13.  Research Studies – Sherman, Crum, Beaty, 2010

14.  Research Studies – Koskinen, 2010 

15.  Research Studies – Speece, 2012

16.  Research Studies – Riordan & Murray, 2010 

17.  Research Studies – Murphy, Rodriguez-Manzanares, & Barbour, 2011

18.  Research implications for education – emphasis on course design, balancing customer demand with valid pedagogy, research on pedagogy adherence in online environments 

19.   Summary Comparison – asynchronous environment highly desirable for adult education; expands learning opportunities by providing equal access; more research for K-12 opportunities to expand student oriented learning

20.  References – APA references of research studies listed above 

 

 

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