Rhymes of History: Portable music devices.

According to Dr. Thornburg (2014) a rhyme of history is something, in this case technology, that is new but the impact of that technology rekindles something from the distant past.  An example, in technology, of this phenomenon would be mp3 players.  The ability to listen to your music, on the go, any time you like, is not a new concept, as the portable CD player, the cassette player, and the transistor radio that preceded it has been in existence for over 60 years. This technology though, harkens back to ancient times when the traveling minstrel was the portable music system.  Minstrels or groups of troubadours would travel the country telling stories, and folktales through song.  They were essentially the portable radio but rather than you taking the music with you, the music traveled on without you.  

From traveling music came the the emergence in 1857 of the ability to record sound.  In 1877 the phonograph was invented, and although the gramophone was not protable, the ability to listen to you favorite song was not dependent on the singer being in your town, you could buy a record and listen in the comfort of your own home.  With transistor technology being developed in the 40’s the transistor radio began selling to the public in 1957. From here portable music devices have emerged into what they are today.   

Rescorces

eBay (2014). A Complete History of Portable Music Players. Retrieved from:

http://www.ebay.com/gds/A-Complete-History-of-Portable-Music-Players-/1000000017

628958/g.html

Frostlocks, (2015). What is a jongleur, minstrel, bard and troubadour.  Retrieved from:  

http://frostylocks.weebly.com/blog/what-is-the-difference-between-a-jongleur-minstrel-

bard-troubadour

Laureate Education (Producer). (2014h). David Thornburg: Rhymes of history [Video file].

Baltimore, MD: Author.

The Emergence of Mobile Technology in the Classroom

          Mobile technology in education has become ubiquitous with modern day learners.  The ability to learn from anywhere in the world is a reality to our students, as they are born digital natives. Social media keeps our students connected to the world, and by keeping them in a traditional school, with old textbooks, we are not engaging them in the way they stay engaged outside of school.  Education has been trying to keep up with this phenomena by providing more technology to schools in the way of purchasing laptops or tablets, but many have not developed a plan for implementation and the technology is not being used to its potential.

            Many of the challenges with implementing mobile technology into a classroom  curriculum have to do with money and time, a common theme in education overall.  Mobile technology will cost educational institutions over 7 billion dollars this year.  Many schools do not have the budget to afford these devices, and if they do, do not have the time or money to provide proper Professional Development (PD).  Because of this many educators feel that they are ill prepared to utilize technology in their classroom, and either use the technology as a reward or don’t use it at all.  Students become disenfranchised with learning or bored with what little technology they are allowed to use.  Take the case of the Los Angeles Unified School District (LAUSD).

            In 2013 LAUSD rolled out a $50 million iPad initiative to 30,00 students in 47 schools serving students from grades K-12.  They locked down the devices, so students couldn’t roam the internet, and loaded them with software from the Pearson education group.  Within one day several students had hacked the iPad lockdown software, and district officials panicked.  Rather than using this breach of security as a lesson to be learned, this district pulled its contract with Apple, sighting unusable content delivered by Pearson. 

            As more school districts begin to offer mobile technology to their students, a strategic plan for implementation is essential for success in providing students with technology.  Asking questions about the purpose of adopting technology and its uses should be first in developing such a plan. Some questions to ponder: What do we want students to learn?  How will they learn it?  What resources will be needed (App, digital curriculum, cloud storage, etc...)?  How will these resources be implemented.  Professional Development for teachers, in the use of the technology, must be at the center of this plan, as teachers who are unfamiliar with the tool, will find it frustrating, and overwhelming, 

            Taking a proactive approach to technology integration will help to alleviate many of the pitfalls that have plagued school districts that have not properly prepared for all of the problems and issues that can, and most likely will, manifest themselves throughout implementation and beyond.

References

Lapowsky, I (2015).  What schools must learn from LA’ iPad debacle.  Wired.  Retrieved from: http://www.wired.com/2015/05/los-angeles-edtech/

The Emergence of Digital (Cloud) Computing and What that Means for Education

The Emergence of Digital (Cloud) Computing

The way that we, as humans, have recorded and stored our data has rapidly evolved since the beginning of the 20th century;  from the still camera, to the the movie camera, the phonograph, to the compact disc, and now digital music, and video recording and storage, the capacity to save and share information has the ability to connect people at anytime from anywhere.  Unlike hardware such as compact discs, jump (thumb, zip) drives, and connected external hard drives, cloud computing allows for the collaborating and sharing of resources in a repository that is available to anyone who has been granted access.  Google Apps is an example of this type of computing.  I like to use this video (albeit dated) for my Google Apps training, as a very basic explanation of cloud computing.

Enhances	Obsoletes
Collaboration and sharing of information and resources at the same time from different locations Realtime editing and collaboration on projects and documents	Isolation in obtaining information Sharing information by email, mail or a stagnant document Expensive hardware and software Conference calls
Retrieves	Reverses
Socratic seminars Group collaboration in a fixed location Telepresence-Skype, Facetime, etc.. Going to the library to find information that may or may not be available	Holographic communication Teleportation

Enhances

Cloud computing affords for access to information from anywhere at anytime.  Users can be online, working simultaneously, on the same project, which is stored on a shared server and can be accessed at anytime.  The ability to share information becomes immediate with no need for extra software or external hardware.

Obsoletes

This technology eliminates the need to constantly share a document that needs to be downloaded, edited, uploaded and sent back to the originator.  People no longer have to research in isolation.  Group collaboration by teleconference is also unnecessary.  Groups no longer have to be in a fixed geographical location, which affords for a multicultural perspective in collaboration and research.

Retrieves

When I think of the earliest forms of collaboration, I imagine the socratic seminars held by the great thinkers, Socrates, Aristotle, etc.  The group would get together, listen to a talk and then collaborate with one another to think and debate.  Teleconferencing and telepresence can also be recalled in these situations, as those have been fairly modern ways in which a group can collaborate from varied locations.

Reverses

It is very possible that holographic communication, which is on the horizon, could replace cloud computing, as a means for collaboration.  How information would be stored in a hologram without cloud storage is a concept that I haven’t considered, but I’m sure that is being developed as well.  Teleportation could also replace cloud storage, as you could just transport yourself to your desired location.

Cloud computing is slowly gaining popularity for educational and business purposes.  The cost saving benefits of not having to maintain a network based storage solution, and the ability to collaborate in real time with colleagues from around the world without the travel costs, are affording more corporations, and educational institutions the ability to adopt this technology for the benefit of all individuals involved.

References

Bhatia, S. (2014, December 3). How cloud computing is changing education.  Cloudtweaks.

Retrieved from: http://cloudtweaks.com/2014/12/cloud-computing-education-growth/

Briggs, S. (2013, July 16).  10 emerging educational technologies and how they are being used

across the globe.  InformEd.  Retrieved from:

http://www.opencolleges.edu.au/informed/features/the-ten-emerging-technologies-in-ed

cation-and-how-they-are-being-used-across-the-globe/

Google (Producer) 2007. Google docs in plain English [Video].  Retrieved from:

https://www.youtube.com/watch?v=eRqUE6IHTEA

Thornburg, D (2013).  Current trends in educational technology.  Lake Barrington, IL:

Thornburg Center for Space Exploration.  Thornburg, D. (2013).  Current Trends in

Educational Technology.  Licensed via Creative Commons Attribution-NoDervis 3.0

United States License.  http://creativecommons.org/licenses/by-nd/3.0/us/

Building Online Learning Communities

Building Online Learning Communities
Paloff and Prat (2008) state that by learning together in a learning community, students have the opportunity to extend and deepen their learning experience, test out new ideas by sharing them with a supportive group, and receive critical and constructive feed back.  The likelihood of successful achievement of learning objectives and achieving course competencies increases through collaborative engagement (p. 158).
Sometimes it is difficult for learners to understand why collaboration is important for their learning, and can be resistant to working in groups. This can be due to prior negative experiences in working in a group, or underdeveloped skills in interdependence. For this weeks discussion we will explore ways that an instructor can help resistant students to actively engage in collaboration.
By Friday
Discuss at least two techniques an instructor can use to promote collaboration in online learning. What are the pros of group collaboration?  What are some of the disadvantages?

By Sunday
Read a selection of your colleagues’ postings. As you read their responses, note those to which you would like to respond with advice, questions, comments, and/or encouragement.

Respond to two or more of your colleagues’ postings using the first bulleted item (bolded) and one or more of the remaining bulleted items:

• Build on something your colleague said.

• Explain why and how you see things differently.

• Ask a probing or clarifying question.

• Share an insight from having read your colleague's posting.

• Offer and support an opinion.

• Validate an idea with your own experience.

• Expand on your colleague's posting.

Access the scoring rubric here to help you with you discussion.
References
Palloff, R., & Pratt, K. (2007). Building online communities: Effective strategies for the virtual classroom. San Francisco, CA: Jossey-Bass.
(Palloff, R., & Pratt, K., Promoting Collaborative Learning, Building Online Communities). Copyright 2007 John Wiley & Sons Inc.

Discussion Rubric

Criteria	Unsatisfactory 1	Emerging 2	Satisfactory 3	Exemplary 4
Main Post	Does not respond to the discussion prompt, or does not address discussion prompt or assignment guidelines.	Responds to the discussion prompt, but lacks evidence of understanding key concepts and assignment guidelines.	Demonstrates an understanding of assignment purpose and key concepts. Provides two techniques for collaboration, and provides a pro or a disadvantage, but not both.	Demonstrates an exemplary understanding of assignment purpose and key concepts.  Provides at least two techniques for collaboration, and details pros and disadvantages from an instructors perspective
Main Post Support	Does not cite examples from course resources.	Provides limited support from course resources.	Provides support from course resources, but no outside resources.	Cites course resources, and outside resources that strengthen the post.
Responses to Colleagues	Responds to one colleague’s posting.	Responds to two colleagues’ postings, but replies may lack supporting details and depth.	Responds to two colleagues’ in a thoughtful way.  Interacts with peers and contributes to learning experiences. May include references to course materials.	Responds to two colleagues’ in a thoughtful way. Includes insightful references course materials and/or outside resources.
Written Expression	Writing includes significant spelling and/or mechanical errors that impede readability and understanding.	Writing includes frequent spelling and mechanical errors that do not impede readability and understanding.	Writing is mostly clear and concise and has some spelling and mechanical errors that do not impede readability and understanding.	Writing is clear and concise and has very few spelling and mechanical errors that do not interfere with readability and understanding.
Comments:
Total =    /4

Week 6

Cheating and Plagiarism

Warning! Some or all of the material in this post may not be the authors’ original language, ideas or thoughts. 

Wouldn’t it be nice if that message automatically popped up when plagiarism or cheating is detected in a students’ work? This week we are given the task of discussing the prevention and detection of cheating and plagiarism in an online learning environment.  One of the concerns in online learning is that it is easier to cheat than in a traditional face-to-face classroom.  According to Palloff & Pratt (n.d.) learners cheat about as often in an online environment as they do in traditional environments. With that thought in mind we were given the task of considering the following questions.

What plagiarism detection software is available to online instructors?

In most instances, I assume that it is up to the university or school district what software they choose to use.  From personal experience my university uses Turnitin.  According to their website turnitin.com “Turnitin is the leading academic plagiarism detector, utilized by teachers and students to avoid plagiarism and ensure academic integrity.”  Of course turnitin is not the only software available.  There is PlagiarismDetect.com, which is software that is available for purchase, or there are several free sites for both teachers and students such as, DupliChecker, The Plagiarism Checker & Grammarly.  There are a plethora of other sites out there, but these were the ones that I know of or have personally used for my self or my students (yes I make music students write essays and papers).

How can the design of assessments help prevent academic dishonesty?

In the Palloff & Pratt video that we watched Dr. Pratt stated that he allowed his students to converse or use their resources during his exams or assessments, because he wants his students to have real world experiences.  His rational being that you are not going to be locked in a room or tethered to your desk when you are asked to do research or find information for a project at work.  He also stated that his exam was so difficult that if his students weren’t allowed to use their resources that it would have taken a week to complete.

In her article, Melissa Olt wrote of strategies to minimize academic dishonesty.  Sections of the paper echoed Dr. Pratt in that all assessments should be open-book, and be of a more substantive nature.  She also offers up some advice for designing effective assessments, such as “asking mastery-type questions which require the student to know the subject matter, requiring students to relate the subject matter to their own personal/professional/life experiences, and focusing on the process rather than a final product (Van Belle n.d.). An example of a process-oriented assessment would be to require students to submit thesis statements, outlines, and rough drafts so that they can see the project grow. Assessments should also be oriented toward higher ordered thinking skills, requiring application, evaluation, and synthesis rather than mere factual recall” (Olt, 2002).

What facilitation strategies do you propose to use as a current or future online instructor?

There are many suggestions for how to facilitate academic integrity the most prevalent being, educate your class on what plagiarism is, and how to properly cite your sources. Jocoy & DiBiase found that just referencing university policy wasn’t enough to stop plagiarism in their courses.  They developed an “expectation management strategy” to better communicate their expectations on plagiarism. “We developed guidelines, customized to our course, for proper citation of text and graphic source material in student assignments. In addition, we ensured that students adhere to those guidelines by requiring them to pass an academic integrity quiz to unlock instructions for project assignments. The guidelines and quiz together constitute our expectation management strategy” (p. 9).

Make sure your students are aware of how to properly paraphrase, quote, and cite sources in they style that you or your learning institution requires.   The Purdue online writing lab (OWL) has resources in assisting writers in research and citation in several different styles including APA and MLA.  By constantly reminding your students about your expectations, and by pointing out ways that they may have missed proper citation, you are narrowing the risk of blatant plagiarizing, and helping student who may not realize that they may have missed a proper citation.

What additional considerations for online teaching should be made to help detect or prevent cheating and plagiarism?

Unfortunately, instructors can no longer rely on a change of hand writing or ink color to detect cheating.  The online environment is world wide, and there is little ability to police who is cheating when they are in another part of the world.  One suggestion I read is that instructors should get to know their learners writing styles.  If there is something that seems out of place or unusual to the learners style of writing, there is a good possibility that it is not their work. 

Another useful tip I found was to provide students with an academic integrity/dishonesty policy.  It should include the following principles..

1.     Affirm the importance of academic integrity

2.     Foster love of learning

3.     Treat students as ends in themselves

4.     Promote an environments of trust in the classroom

5.     Encourage student responsibility for academic integrity

6.     Clarify expectations for students

7.     Develop fair and relevant forms of assessment

8.     Reduce opportunities to engage in academic dishonesty

9.     Challenge academic honesty when it occurs

10.  Help define and support campus-wide academic integrity standards (Olt, 2002)

Academic dishonesty is an issue that all instructors must face.  The key to reduce this is for instructors to be proactive and vigilant in their classroom.  They must also be willing to constantly create “cheat proof” course materials.

Chris

References

Jocoy, C., & DiBiase, D. (2006). Plagiarism by adult learners online: A case study in detection and remediation. International Review of Research in Open & Distance Learning, 7(1), 1–15.

Olt, M. (2002).  Ethics and Distance Education: Strategies for Minimizing Academic Dishonesty in Online Assessment. Online Journal of Distance Learning Administration, 5(3). 

Palloff, R. & Pratt, K. (n.d.). Laureate Education, Inc. [Video]. Plagiarism and Cheating. Retrieved from: http://sylvan.live.ecollege.com

Week 5

Impact of Technology and Multimedia

This weeks topic has to do with technology tools in an online class room, and things to take into account when stetting up an online learning environment.

What impact does technology and multimedia have on online learning environments?

Web 2.0 tools allow for user created content.

Create community

Offer an opportunity to decrease the sense of isolation in remote or high-pressure work environments

Mobile technology has made it easier to log into online classes from anywhere making it easier to access learning from anywhere

What are the most important considerations an online instructor should make before implementing technology?

When designing an online course it is important to understand your audience and what they are capable of.  You cannot assume that everyone knows what all of the technology tools are and how they are used.  Use tools in online environments only when they support learning objectives.  Generational issues can and do arise when learning in an online environment, so the tools used must be adaptable for the student population.

What implications do usability and accessibility of technology tools have for online teaching?

It is important to understand that accessibility does not mean ease of use. It is the “ability of the learning environment to adjust to the needs of all learners” (Cooper, Colwell & Jelfs, 2007).  The main challenge in accessibility is responding to the diversity of the ways different users interact with a computer environment.

Palloff & Pratt (n.d.) state that not all of your learners are going to have high-speed internet connections and some of the Web 2.0 tools will not work with a slow or dial up connection.  You need to take into account those that are in remote locations

What technology tools are most appealing to you for online teaching as you move forward in your career in instructional design?

What most appeals to me are tools that make life easier.  Google docs is great, because with in it you can create e-mail accounts, Wikis, blogs, interactive calendars, surveys, and connect to aggregators and RSS feeds.  Evernote lets you take notes, pictures, pin maps, and create on the go.  It will then snyc to all of your devices so that an idea you have on the go, can be expanded upon when you get to your computer. 

What I have learned is that more is not better.  If the technology is not going to help the learner, then don’t use it.  Not every learner knows how to use all of the technology that may be used in your classroom, so know the technology and be prepared to help those that may need extra assistance.  There are a lot of cool tools to use in an online setting, but not all of them are necessary.  Know your learners, use only what is necessary, and understand the tools you choose to incorporate in your class.

References

Cooper, M., Colwell, C., & Jelfs, A. (2007). Embedding accessibility and usability: Considerations for e-learning research and development projects. ALT-J: Research in Learning Technology, 15(3), 231–245.

Palloff, R. & Pratt, K. (n.d.).  Laureate Education Inc. Video.  “Enhancing the Online Experience.”Retrieved from: http://sylvan.live.ecollege.com

Setting Up An Online Learning Experience

I broke my hand and had micro surgery on Friday.  I will post when I am not under the influence of narcotics, and can concentrate for longer than 5 minutes.

Chris

Setting Up An Online Learning Experience

            Much like teaching in a traditional classroom, online teachers, over time, will develop tools that they can use in an online environment.  It takes time and patience to develop your skills, but the quicker you develop those skills, and the more techniques you have under your belt, the smoother transition your student will have into your course.

What is the significance of knowing the technology available to you?

            Knowing your technology is not only important to you, it is important for your students.  Most online learners are older and unfamiliar with the technology that will be used in you CMS.  You will need to familiarize yourself with all of the technology available, not necessarily because you are going to use it all, in fact, it is recommended that you only use two or three of them and become very familiar with them.  Also, technology and its tools are constantly changing, so keeping up with those changes is important to stay relevant.  Fortunately, the changes that are happening are making using technology and its tools easier and more user friendly.

Why is it essential to communicate clear expectations to learners?

            Boettcher & Conrad (2010) state that clear an unambiguous guidelines about what is expected of learners and what they expect from an instructor makes a significant contribution to ensuring understanding and satisfaction in an online course (p.55).  Distance learners are spread out over time zones and different countries.  Clarification of expectations provides for a trusting learning environment.

What additional considerations should the instructor take into account when setting up an online learning experience?

            One important aspect of online learning was mentioned by Drs. Palloff & Pratt in the Laureate Education video (n.d.), is that one must be sensitive to a student’s desire for anonymity.  Many people choose online learning to remain anonymous as not to be judged by others.  These students may need a little extra attention in the beginning of the course to get them to actively participate.  It is suggested that you start using the students name as soon as possible, make personal connections with them, and ask probing questions to students who need to provide more information. 

            The instructor’s participation in the first two weeks should be often.  Making your presence known to your students affords them a level of comfort in your class and allows you as the instructor to try to identify and connect with the student who seems to be distant or non participatory.  It is suggested that the instructor be present several times a day every day for the first few weeks.  This builds up a rapport with your students and there is a level of trust and community within your course.  Boettcher & Conrad (2010) list the three presences that an instructor needs to have.  They are social, cognitive, and teaching.  Social presence is getting to know one another such as sharing personal favorites or short bios.  Cognitive is by getting students to express their desire to understand ideas more deeply and creating a dialogue of what students know and how they know it.  Teaching presence has two stages.  The first relates to the preparation materials, such as course syllabus, discussions,, assessments, and recommended resources.  It is based on assumptions of what the student already knows.  The second consists of “ all of the monitoring, mentoring, questioning and shaping of the growing knowledge of particular learners in a class.” (p. 54).  This is the facilitation and direct instruction aspect of teacher presence.

What did you learn that would help you implement effective online instruction in the future?

                        There is an overwhelming amount to consider when preparing a course for online learning.  Not only do you need to focus on the content of your course, there are the tools that need to be used, the elements of and online course, the student’s prior knowledge, and your presence in the course.  It may seem overwhelming and daunting, but following the tips, and tools in the Boetcher & Conrad book can give you a good outline in how to begin to build your course and what to consider while building your CMS.

References

Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.

Palloff, R. & Pratt, K. (n.d.).  Video.  “Launching the Online Learning Experience.”  Laureate Education Inc.  Retrieved from: http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6493411&Survey=1&47=7369045&ClientNodeID=984650&coursenav=1&bhcp=1