Application

I didn't have to wait until I finished this course to reflect on my learning.  I didn't need to wait until the end to put it into practice.

I was very taken with the video that we watched What Media Can Do for My Students (http://digital.films.com/play/PZ4BJS).   I was so impressed that I began to look for ways to incorporate media into my classes.  My students were working on a study of the human body.  They became doctors with specialties.  I had a friend on mine -- who is a cardiologist -- Skype into my class so that he could discuss the heart with my students.  

We have made podcasts for two years now, but I never used audacity to edit the podcasts.  My students were required to record their podcasts so that they did not need to be edited.  now editing is a part of our process.  And we are beginning to make vodcasts as well. 

Click here to see a wordle for Lesson 1 from ELN103.

We do a project call Guess the Wordle where the kids write descriptors of something, make a wordle of it (www.wordle.net).  We have to guess what they are describing.  Sometimes they describe two things and we have to figure out what they have in common.

My eyes have been opened.  I owe it to my students to make sure that they have incredible, rich learning experiences.

1.      

Challenges with implementing video and audio technology

Audio and video technology opens a world of wonderful resources to any student.  But when teachers plan to use these resource in a school setting, they may run into come roadblocks.  

1. Schools may have firewalls or net nannies that prevent the access to You Tube and other video sites.  This means that I sometimes am not able to completely take advantage of teachable moments because I can only access the site from home.  Teachers must plan ahead and download their videos in advance.  I have software that I use.  It is called FLV Pro and I bought it from http://www.flvtoaviconverter.com/.  It allows me to chose my videos (and it works on all sites,not just You Tube) and download it to my thumb drive.  
2. The costs associated with audio and video technology may be prohibitive.  Some of my favorite videos and podcasts for students are on subscription-based members-only sites.  To get around this, I write grants.  One of my favorite grant sites is www.donorschoose.org.  Frequently there are corporations that provide matching grants  (Visit my grant proposals at www.donorschoose.org/mrsfoote.)
3. Some administrators view technology as playing games and not as providing students with great opportunities to learn.  I address that concern by inviting them into class to see how I use video and audio technology to enhance and streamline the learning of my students.

Instructional Technology and learning Styles

It’s pretty easy to teach in your learning style.  If you are an auditory learner, it’s easy to teach in that way.  It’s the same with visual learners or tactile learners.  But when you try to teach outside of your comfort zone, it’s a bit more of a challenge.

Instructional technology and media can help with this.  Auditory learners will benefit from podcasts and songs.  (http://www.songsforteaching.com/sciencesongs.htm)  Visual learners will benefit from educational videos (http://www.brainpop.com/ and http://teachertube.com/).   Tactile learners will benefit (http://math.serenevy.net/?page=Origami-TeachingLinks).   The best approach is to combine them all (http://www.stevespanglerscience.com/experiments/).

It’s great that all of this is available, but it is only helpful if teachers take advantage of it.  Mining through the vast amount of material available is a challenge.  It would be great if we could have one clearinghouse for IT and media.  There are many available, but I rely on them.  Many times the link is dead or it leads to a commercial product.  I’ll start working on my own.  And I’ll share.

Instructional Materials and Media

There are many benefits to using electronic instructional materials and media.   First, they are engaging.  Children have short attention spans.  They want immediate gratification.  One of the best ways to address both of these needs in education is to use games and simulations. eLearning is no different than face-to-face learning in this area.  Students need to be engaged and motivated.  They need to find their learning entertaining.  Electronic instructional materials and media allow those needs to be met.  Second, the usage of these materials needs to be closely monitored by the teacher.  It is easy to monitor usage of electronic instructional materials.  Most have teacher monitoring built in to the program.  Third, electronic instructional materials and media address the various learning styles of children.  Visual learners are enlightened by the visual stimulus that these materials provide.  Auditory learners will thrive on the sounds. Tactile learners may struggle with this, but if the electronic instructional material includes and manipulation of mouse of cursor, they too will be addressed.

There are challenges too.  Internet speed is a huge issue when it comes to the use of electronic instructional materials and media.  If a student has a slow internet connection they may not be able to get a quick response to their actions.  If they have an older model computer the students may not be able to access all of the media files.  They may not have the capacity to run the newer software required by the games and simulations.  These limitation, however, are not insurmountable.  Some eLearning institutions provide their students with the hardware and software needed to be successful. 

Visual Literacy

Visual literacy is the ability to recognize and understand messages that we see with our eyes -- usually non-verbal messages.  The message above -- while using no words -- clearly says "No Smoking."  The ability to decode that message is the definition of visual literacy.

While there is mixed informational about whether learning styles are legitimate, I know that some of my students learn easier when they see something.  Visual representations are critical components of any lesson -- wither face-to-face or virtual because it provides a alternate way of clarifying material.  eLearning, students are not able to see my gestures and facial expressions so appropriate graphics are critical.   When you go to a foreign country and you don't know the language, you rely on sign and other non-verbal communication to help you get around.  It is the same with eLearning.  Graphic signs help us find our way.

Teacher Role

What is the role of the teacher in eLearning environment? How does this compare to the role of a teacher in a traditional face-to-face environment?


As a full time teacher in a traditional face-to-face classroom, I found it interesting that our textbook was able to list the responsibilities of an eLearning teacher.  They say that eLearning teachers need to do the following:

1. analyze the learners - identify their unique characteristics and learning styles
2. use state standards and objectives to determine learning outcomes
3. Design lessons -- including what resources will be used
4. use of technology and media
5. monitor and require learner participation
6. monitor and adjust
7. evaluate

In my opinion that list is basic.  They neglected to talk about how a good teacher cares about her students and how the teacher worries when a student shares personal challenges.  They did not talk about how the teacher adjusts the lessons to meet the needs or her students.  She also adjusts lessons to meet the constraints of her students.  In an eLearning environment, since there is no face-to face time, it is important that the teacher respond in a timely manner.  The students needs to know that the teacher is paying attention to what the students is struggling with.

In many ways, these are the same responsibilities that a face-to-face teacher has.  But when I teach my face-to-face class, I know what kind of internet connection speed my students have and it does not interfere with the lesson.  I know what resources they have available and what software we can use.  But I still plan the lessons, and worry about my kids, and monitor and adjust.  I celebrate their successes and help them work through struggles.  And I pay attention to them so that they know I am not abandoning them.

Teacher Centered or Student Centered?

What is the difference between teacher-centered and student-centered instructional strategies? What is the appropriate role of each strategy in K-12 eLearning environments?

I used to think that teacher-centered learning (TCL) experiences were ones where they teacher did all of the work -- and all of the talking. TCL meant that I was the sage on the stage. I had the wisdom and I imparted it to the students. I also believed that student-centered learning (SCL) was when I (the teacher) provided my students with a loose framework, but that they had to fill in the framework with stuff. I was the guide on the side.

Now I see that neither -- and both -- are correct. TCL takes place when the teacher determine that the whole group can benefit form a presentation or a demonstration. This is also when the teacher makes lessons available (perhaps in video format on the Internet) so that students who need a refresher (tutorial) can access them. A teacher can learn during TCL.

SCL is when the teacher feels that small groups, games or simulation will enhance student learning. If the teacher sees that in order to fully master a concept, a simulation may be the best instructional method. Problem based learning -- where student investigate real world issues and formulate solutions -- is a SCL strategy. 

The difference between TCL and SCL is not only the size of the group, but also the activity and the rationale for the instructional method.

In the K-12 eLearning environment, both TCL and SCL are appropriate strategies. Like an accordion, a teacher in an eLearning environment will switch back and forth between these two strategies as needed for most efficient student mastery. With the asynchronous delivery of instruction in an eLearning environment, even TCL takes on the appearance of SCL. A hybrid of the two strategies will best serve students