tag:blogger.com,1999:blog-13642339424607935792024-02-08T06:43:51.829-08:00Topical MusingFred Davishttp://www.blogger.com/profile/03209233608204481738noreply@blogger.comBlogger13125tag:blogger.com,1999:blog-1364233942460793579.post-78292788180426571872012-02-22T18:05:00.003-08:002012-02-24T08:12:54.605-08:00Learning in a Digital World<div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 200%;">For me personally, technology has affected my learning -- and for the better -- in so many ways that it is difficult to single out any one factor as the most transformative or important in 21<sup>st</sup> century education. For, I remain a constructivist and, by extension, I try to make the most of a learning environment based on life experiences, be they in the use of technology or some other instructional tool. However, for the purpose of this blog assignment and the impact of technology on the manner in which I learn in a highly informational and digital world, I credit the learning theories of Piaget (Driscoll, 2005), Vygotsky (Driscoll, 2005), and Gardner (2003) as significant in my ability to understand knowledge derived through cognitive development and multiple intelligences. Saettler (2004) described the 30-year period from the 1950s to the 1980s as pivotal for cognitive science and educational technology because of the focus on “knowledge and constructions” (Saettler, 2004, p.319) for enhanced understanding of what was being taught. While Gardner did not begin shedding light until later in the 20<sup>th</sup> century on the skills and/or intelligences that I am convinced benefit both a face-to-face learning environment and an online environment, I have no doubt the use of technology has helped to kick my learning and that of my students up a notch – thanks to graphic organizers, conceptualization, connectivisim, and other forms of critical-thinking software in the vast arena of multimedia and digital technology.</span></div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 200%;">Thus, as a constructivist in the realm of learner and educator, who constantly but relentlessly pursues experiential ways of optimal points of learning, a tip of the hat certainly goes to Piaget, Vygotsky, and Gardner, among other constructivists, who have figured prominently in my theoretical learning approach. I also a owe great deal to the pragmatism of Dewey (1938; 1997), whose experiential approach to reform and societal change is often a cornerstone for the kind of solid philosophical and pedagogical foundation I need as an educator to keep my students ahead of the learning curve in a burgeoning digital age. As an educator, Dewey’s theoretical approach to learning, coupled with a firm constructivist philosophy, no doubt have aided greatly in the kind of engagement my students so desperately need to yield desired learning outcomes. It is this learning approach I view as critical and non-negotiable in my pedagogical missions.</span></div><div align="center" class="MsoNormal" style="line-height: 200%; margin: 0in 0in 10pt; text-align: center;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 200%;">References</span></div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 200%;">Dewey, J. (1938; 1997). Experience and education. New York, NY:<span style="mso-spacerun: yes;"> </span>Touchstone.</span></div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 200%;">Driscoll, P. (2005). <i style="mso-bidi-font-style: normal;">Psychology of learning for instruction </i>(3<sup>rd</sup> ed.). New York, NY:<span style="mso-spacerun: yes;"> </span>Pearson.</span></div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 200%;">Gardner, H. (2003, April). Multiple intelligences after twenty years. Paper presented to the <span style="mso-spacerun: yes;"> </span></span></div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 200%;"><span style="mso-spacerun: yes;"> </span>American Educational Research Association, Chicago, IL. Retrieved from</span></div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 200%;"><span style="mso-spacerun: yes;"> </span><a href="http://www.pz.harvard.edu/PLs/HG_MI_after_20_years.pdf"><span style="color: blue;">http://www.pz.harvard.edu/PLs/HG_MI_after_20_years.pdf</span></a> </span></div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 200%;">Saettler, P. (2004). <i style="mso-bidi-font-style: normal;">The evolution of American educational technology.</i> Greenwich, CT:<span style="mso-spacerun: yes;"> </span></span></div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 200%;"><span style="mso-spacerun: yes;"> </span>Information Age Publishing. </span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;">The two following blogs regarding "Learning in a Digital World" are blogs on which I comment for Module 6:<br />
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Debbie Morris<br />
<a href="http://debbiemorrislearningtheory.blogspot.com/">http://debbiemorrislearningtheory.blogspot.com/</a><br />
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Martha Bless<br />
<a href="http://marthabless.posterous.com/">http://marthabless.posterous.com/</a><br />
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</div>Fred Davishttp://www.blogger.com/profile/03209233608204481738noreply@blogger.com2tag:blogger.com,1999:blog-1364233942460793579.post-18869060186437731252012-02-08T20:00:00.000-08:002012-02-11T05:40:38.440-08:00New Technologies<div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;">When</span><span style="font-family: Calibri;"> </span><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;">I</span><span style="font-family: Calibri;"> </span><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;">worked</span><span style="font-family: Calibri;"> </span><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;">with a group of gifted and academically talented middle school students several years ago in a journalism and video production class I was teaching, the last thing I expected was to have to worry about motivation. After all, the widely recognized Stanford-Binet Intelligence Scale (Silverman, 2012) of a minimum 130 IQ score connotes the brightest among the brightest, and from my vantage point as a teacher of the gifted, working with a group of self-starters was tantamount to an educational godsend. Or, so I thought.</span></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">Fact is, motivation for these bright overachievers, who were delving into multimedia and digital applications, became front and center for the new technologies that ensued. Certainly, my pedagogical technology mission was in no way a given. Initially, the students seemed a bit hesitant, if not apprehensive, about their journalism and video production semester-long mission, until I OK’d the use of personal iPods and MP3s as part of Apple’s iMovie and iDVD software to assemble and complete their class projects. At the time, their high-profile college preparatory magnet middle school had enacted a ban on the use of personal electronics during the school day, and it was only after a request from me for a special exemption to work on their semester-long video projects that there seemed to be a rebirth of interest – and energy.</span></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">While the Keller ARCS Model ( Driscoll, 2005) was not a paradigm for my class video production project, it easily could have been based on my motivational techniques that screamed for a quick strategy to expose a group of high-performing learners to new and emerging technologies while making above-average videos and having fun in the process. But even after fully laying out the objectives and the time table for the mission, the thing that really got the ball rolling – and their attention – was the accepted use of personal electronics to complement Macromedia and Apple’s much-ballyhooed multimedia and digital software, including iTunes and GarageBand, with which the video production class had become so enamored, they literally begged to forego adjacent classes to spend more time in the computer lab to work on various projects.</span></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">No question, their personal iPods, MP3s, and in some cases their own digital video cameras, were the prime driver or motivation for the video projects, which went on to receive regional and national distinction. The conditions were certainly right for a class that was encouraged to have limitless creativity through words and pictures. But their videos allowed them to tweak, revise, and collaborate as a unit. I wasn’t wrong about the caliber of student I had in these individual units. They were unquestionably smart and determined self-starters, but they liked the motivation and confidence early-on for challenging video project. Once their hesitancy and apprehensions were jettisoned, their behavior was modified and transformed into a conducive learning environment. Motivation and self-regulation in learning (Driscoll, 2005), in reflecting on this memorable but productive experience, is a fitting model for this kind of pedagogical success. </span></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><br />
</div><div align="center" class="MsoNoSpacing" style="margin: 0in 0in 0pt; text-align: center;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">References</span></div><div align="center" class="MsoNoSpacing" style="margin: 0in 0in 0pt; text-align: center;"><br />
</div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">Driscoll, M. (2005). Psychology<i style="mso-bidi-font-style: normal;"> of learning for instruction.</i> (3<sup>rd</sup> ed.). New York, NY:<span style="mso-spacerun: yes;"> </span>Pearson.</span></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">Silverman, L. (2012). <i style="mso-bidi-font-style: normal;">How to use the new IQ tests in selecting gifted students.</i> Gifted </span></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;"><span style="mso-spacerun: yes;"> </span>Development Center. Retrieved from http://www.gifteddevelopment.com/About_GDC/</span></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;"><span style="mso-spacerun: yes;"> </span>newiqtests.htm</span><br />
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URLs for comments on other classmates' "New Technologies" blogs:<br />
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Debbie Morris <span style="font-family: "Calibri", "sans-serif"; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;"><a href="http://debbiemorrislearningtheory.blogspot.com/"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;">http://debbiemorrislearningtheory.blogspot.com/</span></a></span><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;"> </span><br />
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<span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">Martha Bless </span> <a href="http://marthabless.posterous.com/">http://marthabless.posterous.com/</a> </div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><br />
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</div>Fred Davishttp://www.blogger.com/profile/03209233608204481738noreply@blogger.com4tag:blogger.com,1999:blog-1364233942460793579.post-64008232783208562992012-01-25T18:21:00.000-08:002012-01-28T18:06:54.958-08:00ConnectivismPlease access Connectivism mindmap and reiterative blog through the following link:<br />
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<br />
<a href="http://fdavis6.wikispaces.com/">http://fdavis6.wikispaces.com/</a><br />
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<div align="center" class="MsoNoSpacing" style="margin: 0in 0in 0pt; text-align: center;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">Reflections</span></div><div align="center" class="MsoNoSpacing" style="margin: 0in 0in 0pt; text-align: center;"><br />
</div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">As I reflect on connectivism and learning, and the importance of both in a highly technological information age, it seems almost an obligatory tip of the hat to the media and technology pioneers who transformed our lives into a communications-oriented society. For, I no longer have to rely on such static forms of communication such as newspapers, radio, and television to get my news and information. Instead, dynamic forms of communication such as iPads and iPods are literally available at my fingertips, all to help guide my thinking and decision-making in a technology-savvy 21<sup>st</sup> century for important personal, educational, or business decisions that might call for teleconferencing or satellite communications.</span></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">Siemens (Laureate, 2010) couldn’t have been more right in his Connectivism Learning Theory video when he described our world as becoming “increasingly complex” in a highly fragmented information society. I’m a journalist, and as a disseminator of news and information that spans several decades, there are times even when I have to shake my head over today’s access to information and the mind-blowing number of ways there are to get it. Briggle (2009) aptly described our contemporary information society as a metamorphosis from “philosophy of information to the philosophy of information culture.” Boy, wasn’t he on the mark?</span></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">Given the number of information outlets today that didn’t exist even a few years ago, it’s not difficult to grasp the enormity of this philosophical transformation. No longer do we have to wait until the next news cycle to determine if our world is safe. Just break out the iPad, smart phone, Blackberry, or satellite radio, and all the news and information that’s consumable is there for the asking. What works best for me, especially in a learning environment, are blogs, wikis, and discussion boards – all important tools for collaboration in a distance education environment. Because students learn from each other, as I have found out as learner and educator, it is instructive to pick up on new knowledge when there is collaborative exchange, knowing others often pose the same questions as I for increased understanding.</span></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">But as important as these communication tools are, educationally and otherwise, a connected learning community is still a formidable labyrinth for reform and societal change. It’s the kind of reform Dewey (1938; 1997) advocated nearly a century ago, when education was on the precipice of reform and connectivism was nowhere near the level where it is today. Thanks to technology, mainly computers and portable digital devices, learning communities are assuming a </span><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">more active role through all the electronic gizmos, which are all aimed to keep a community knowledgeable, connected – and in touch. </span></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><br />
</div><div align="center" class="MsoNoSpacing" style="margin: 0in 0in 0pt; text-align: center;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">References</span></div><div align="center" class="MsoNoSpacing" style="margin: 0in 0in 0pt; text-align: center;"><br />
</div><div class="MsoNoSpacing" style="line-height: 200%; margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 200%;">Briggle, A. (2009). From the philosophy of information to the philosophy of information culture.</span></div><div class="MsoNoSpacing" style="line-height: 200%; margin: 0in 0in 0pt;"><i style="mso-bidi-font-style: normal;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 200%;"><span style="mso-spacerun: yes;"> </span>The Information Society, </span></i><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 200%;">25:<span style="mso-spacerun: yes;"> </span>169-174. doi:10.1080/01972240902848765 </span></div><div class="MsoNoSpacing" style="line-height: 200%; margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 200%;">Dewey J. (1938; 1997). Experience and education. New York, NY:<span style="mso-spacerun: yes;"> </span>Touchstone.</span></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">Laureate Education, Inc. (Executive Producer). (2010). Connectivism Learning Theory [Program</span></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;"><span style="mso-spacerun: yes;"> </span>Video]. Retrieved from http://sylvan.live.ecology.com/ec/crs/default.learn?CourseID=</span></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;"><span style="mso-spacerun: yes;"> </span>620092&Survey=1&47=4232391&ClientNodeID=984645&coursenav=1&bhcp=1</span></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><br />
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</div>Fred Davishttp://www.blogger.com/profile/03209233608204481738noreply@blogger.com2tag:blogger.com,1999:blog-1364233942460793579.post-81052312269175535492012-01-11T17:07:00.000-08:002012-01-11T17:08:30.552-08:00Collaboration as a Precipice for Success (Module 3)<div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">As I auditioned the Rheingold (2008) video, a number of things quickly crossed my mind. I thought about Middle-East politics and the volatile but perpetually explosive dilemma facing Israel and the kind of peaceful coexistence it no doubt will eventually take for lasting peace involving its combative geopolitical neighbors. I thought about the Kruger National Wildlife Preserve in South Africa and the challenges hunters face there each day in trying to bring down the Big 5 involving the elephant, lion, leopard, white rhino, and buffalo as part of the country’s most elusive but challenging wildlife game. And I thought about the late Steve Jobs of Apple and the incredible collaboration it must have taken to position the company as one of the leading technology firms on Planet Earth. In all of these instances, I thought about the insightful examples posited by Rheingold (2008) and the underlying video message of collaboration as a powerful component of advancement and success.</span></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">I don’t think there’s much question that collaboration is likely to play a major role in getting more computers into the home. As a communication instructor, I know that television remains the most powerful medium in modern society, but all of that will probably change during the next decade as more computers make their way into homes. Kuriyan and Ray (2008) found in a UC-Berkeley study on information and communication technologies that the power of expansion involving these technologies lies with poor and economically impoverished families. I couldn’t agree more. Like television – and before TV when there was just radio – the more sets that came into homes in the 1940s, the more powerful TV became and the greater its medium reach. It took the collaboration of the Columbia Broadcasting System (CBS) and the National Broadcasting Corporation (NBC) in 1948 to form a national television network system, which continues to thrive today, thanks to the subsequent addition of the American Broadcasting Company (ABC) in 1953, the Fox Television Network and cable proliferation in 1980s, which has given information and entertainment a major communication transformation.</span></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">But the credit must go to collaboration, as Rheingold (2008) pointed out in his praiseworthy collaboration video. Taking the experiences, knowledge, and constructive behavior of people who put this knowledge to effective use is understandably the right way to go about getting something done. While it’s all couched in constructivism and meaningful behavior, it does epitomize not only what works, but what works best.</span></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><br />
</div><div align="center" class="MsoNoSpacing" style="margin: 0in 0in 0pt; text-align: center;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">References</span></b></div><div align="center" class="MsoNoSpacing" style="margin: 0in 0in 0pt; text-align: center;"><br />
</div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">Kuriyan, R., & Ray, I. (2008). Information and communication technologies for development:</span></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;"><span style="mso-spacerun: yes;"> </span>The bottom of the pyramid model in practice. <i style="mso-bidi-font-style: normal;">The Information Society, </i>24:<span style="mso-spacerun: yes;"> </span>93-104. </span></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;"><span style="mso-spacerun: yes;"> </span>Retrieved from </span></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><a href="http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/search/advanced?sid=5e3b1930-c0ee-"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;"><span style="color: blue;">http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/search/advanced?sid=5e3b1930-c0ee-</span></span></a><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;"></span></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">4ca7-869a-67a4fed96538%40sessionmgr113&vid=1&hid=104.<span style="mso-spacerun: yes;"> </span></span></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">doi:<span style="mso-spacerun: yes;"> </span>10.1080/01972240701883948.</span></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">Rheingold, H. (2008, February). Howard Rheingold on collaboration [Video file]. Retrieved </span></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;"><span style="mso-spacerun: yes;"> </span>from </span><a href="http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;"><span style="color: blue;">http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html</span></span></a><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;"></span></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><br />
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</div>Fred Davishttp://www.blogger.com/profile/03209233608204481738noreply@blogger.com0tag:blogger.com,1999:blog-1364233942460793579.post-90572791588754281882011-12-28T18:31:00.000-08:002011-12-29T09:59:31.087-08:00Cognitivism as a Learning Theory (Module 2)<div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">It’s hard to walk away after reading Kerr’s (2007) blog on cognitivism and learning theories, as well as Kapp’s (2007) blog on educational schools of thought, without having a strong sense of one’s own ideals as they relate to learning behavior – and the important adjustments that must be made along the way to accomplish various learning objectives. As someone who embraces the constructivist philosophy strongly, thanks to the learning theories of Piaget, Vygotsky, and Gardner – among others – I find cognitivism and constructivism pivotal for both learner and educator in problem-solving and collaboration pedagogy. Simply, I just think that having a strong sense of how to make the most effective use of one’s knowledge, based on experiences, collaboration, and, yes, creative ways to augment existing knowledge, adds a dimension to constructivism that is paramount to the learning process.</span></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">The collaborative exchanges in both blogs speak volumes about how information involving cognitivism, behaviorism, connectivism and constructivism is processed and used. I’m a firm advocate of the kind of back and forth that ensues in blogging and similar e-learning venues, because it augments the learning process. The more information and ideas exchanged among connected individuals, in my view, the more opportunity there is for a highly instructive and insightful learning experience. What one does with that information from the learning experience, as in the case of the Kerr (2007) and Kapp (2007), has to serve as an enlightenment – if nothing more than the sharing of certain isms or beliefs related to knowledge and behavior.</span></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">Finally, a word about pragmatism. While I don’t suggest hoisting a moistened finger to the wind on every decision made, especially in educational technology, pragmatism has served learning theorists and education, itself, well over the years. Dewey’s (1938; 1997) well-documented pragmatic reforms on educational and social change, should serve as a primmer in the ever-burgeoning and ground-breaking world of educational technology. Dewey exhibited the kind of behavior that served as a springboard for much of what we as educators and learners enjoy in education today. One thing is for certain. Like pragmatism, isms -- as detailed in the Kerr (2007) </span><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">blog – also must change to help improve the learning process. As such, cognitivism and constructivism are sure to continue to be reliable, if not trustworthy beliefs and components for <span style="mso-spacerun: yes;"> </span>education overall. Let’s hope these ideals continue to move the learning process forward.</span></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><br />
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</div><div align="center" class="MsoNormal" style="margin: 0in 0in 10pt; text-align: center;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;">References</span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;">Dewey, J. (1938; 1997). Experience and education.</span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;">Kerr, B. (2007), January 1). _isms as filter, not blinker [Web log post]. Retrieved from</span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;"><span style="mso-spacerun: yes;"> </span><a href="http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html">http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html</a></span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;">Kapp, K. (2007, January 2). Out and about:<span style="mso-spacerun: yes;"> </span>Discussions on educational schools of thought</span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;"><span style="mso-spacerun: yes;"> </span>[Web log post]. Retrieved from </span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;"><span style="mso-spacerun: yes;"> </span><a href="http://www.kaplaneduneering.com/kappnotes/index.php/2007/01/out-and-about-"><span style="color: blue;">http://www.kaplaneduneering.com/kappnotes/index.php/2007/01/out-and-about-</span></a></span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;"><span style="mso-spacerun: yes;"> </span>discussion-on-educational/</span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><br />
</div>Fred Davishttp://www.blogger.com/profile/03209233608204481738noreply@blogger.com5tag:blogger.com,1999:blog-1364233942460793579.post-5138301327227922682011-12-14T12:13:00.000-08:002011-12-14T12:13:27.883-08:00A Conducive Learning Environment: To Guide or Not to Guide<div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">I can’t say enough about the guided inquiry approach that I’ve used in the classroom over the years at both the college and secondary school levels. A sizable chunk of this pedagogic enthusiasm no doubt stems from a tightly embraced Socratic approach to learning. But as an instructional technologist, with an unwavering penchant for multimedia and digital technology in a perpetual critical thinking and creative environment, I view the guided inquiry approach as a proven pedagogic tool.</span></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">That’s why I’m especially intrigued over Siemens (2008) and his provocative but praiseworthy paper on learning theories in the digital age. As a veteran communications instructor, I certainly can see all sides of the issue regarding instructional guidance when it comes to computers, the Internet, and, by extension, multimedia and digital technology. Learners, as I continue to find out, handle and absorb content in the technology environment differently, which requires certain pedagogic adjustments on the part of educators and learners. But I’m not so sold on the concept in the students’ interfacing with multimedia and digital programs and applications that minimal guidance, as Siemens (2008) posited in his Mitra (2007) “hole-in-the-wall” reference, is the most effective approach. Granted, this had to do with a children’s research study in which computer learning was achieved with minimal instructional input involving computers. But my question is, what constitutes “minimal guidance”? Is it having a group of youngsters, in this case ages 6-12, turning on their computers and going to an application or a program, without the instructor making reference to any program nuances or complexities? Or, is it reinforcement of digital content, where and when applicable? As a seasoned communications and technology instructor, I submit that “minimal” at this point begins to take on a whole new aura or meaning, making it not only pivotal but something akin to a concept being in the eye of the beholder.</span></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">But regardless of the pedagogy, behaviorism in educational technology no doubt shifts depending on the task or the assignment. I can just imagine what the learning environment was like in the 1960s when Skinner’s (Saettler, 2004) teaching machines and programmed instruction were beginning to make their mark on a skeptical but increasingly technologically-savvy society. From my vantage point, this behavior in multimedia and digital technology kind of ebbs and flows among students depending on the application or program. When a group of my gifted and academically talented middle school students started using their iPods to make videos a few years ago, I literally had to pry them away from my computer lab to go to their next class. I got the same enthusiastic response from the same group when I introduced them to electronic organizer programs such as Inspiration® and Timeliner® that literally involve bells and whistles.</span></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">However, class enthusiasm was a little more subdued when the students had to work with graphics and enhanced illustrations in Macromedia’s Fireworks as part of a WebQuest® (WebQuest.Org, 2007), which required constant interaction with me as their instructor using this increasingly popular electronic lesson tool. There was no other choice but to assume a more guided posture as their instructor to spur the kind of requisite engagement necessary to achieve the WebQuest® task.</span></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">So to guide or not to guide is a pedagogic dilemma in which educators may often find themselves. My suggestion for a possible solution is not only to monitor learner behavior as technology continues to expand, but to couple the efforts with a heavy dose of engagement to help bring about a more conducive learning environment.</span></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">References:</span></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">Saettler, P. (2004). <i style="mso-bidi-font-style: normal;">The evolution of American educational technology.</i> Greenwich, CT:<span style="mso-spacerun: yes;"> </span></span></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;"><span style="mso-spacerun: yes;"> </span></span></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;"><span style="mso-spacerun: yes;"> </span>Information Age Publishing.</span></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">Siemens, G. (2008), January 27). <i style="mso-bidi-font-style: normal;">Learning and knowing in networks:<span style="mso-spacerun: yes;"> </span>Changing roles for</i></span></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><i style="mso-bidi-font-style: normal;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;"><span style="mso-spacerun: yes;"> </span>educators and designers. </span></i><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">Paper presented to ITFORUM. Retrieved from</span></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;"><span style="mso-spacerun: yes;"> </span>http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf </span></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">WebQuest.Org (2007). The WebQuest Research Forum. Department of Educational Technology,</span></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;"><span style="mso-spacerun: yes;"> </span>San Diego State University. Retrieved from <a href="http://webquest.org/">http://webquest.org/</a></span></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><br />
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</div>Fred Davishttp://www.blogger.com/profile/03209233608204481738noreply@blogger.com1tag:blogger.com,1999:blog-1364233942460793579.post-60607960140661409372011-08-19T08:46:00.000-07:002011-09-05T14:42:36.116-07:00Intellectual Property Video<div class="separator" style="clear: both; text-align: center;"> <iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dwPu4efIaaPY91FPcwOuSYg3Nvcq61cLdSl15JX4nylJCyrd9dtQ5i4bOPCDa_uX_9LckPakd5Gg4EWimRK4w' class='b-hbp-video b-uploaded' frameborder='0'></iframe></div><br />
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Video #2 is the updated version that corrects Video #1's sound overlay problems.<br />
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Intellectual Property<br />
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Imagine a world without intellectual property. We live in a society some say creates more problems with intellectual property than it solves, thanks to global convoluted laws and regulations. Are we better off with or without these legal mandates that touch upon every aspect of our lives?<br />
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F. Davis<br />
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IP Concept Map -- <a href="http://fdavis5.wikispaces.com/">http://fdavis5.wikispaces.com/</a><br />
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Intellectual Property Narrative -- <a href="http://fdavis5.wikispaces.com/">http://fdavis5.wikispaces.com/</a> <br />
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References/Video Credits<br />
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<div align="center" class="MsoNormal" style="line-height: 200%; margin: 0in 0in 10pt; text-align: center;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 200%;">References</span></b></div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 200%;">Corbett, S. (2011). Creative Commons licences, the copyright regime and the online </span></div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 200%;"> community: Is there a fatal disconnect? <i style="mso-bidi-font-style: normal;">The Modern Law Review, </i>74(4), 503-531.</span></div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 200%;"> Retrieved from ProQuest Central. (Document ID: 2391083031).</span></div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 200%;">CNBC (2010). Intellectual Property [Program Video]. Retrieved from </span><a href="http://www.cnbc.com/"><span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 200%;"><span style="color: blue;">http://www.cnbc.com</span></span></a><span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 200%;"> </span></div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 200%;">Leary, H., & Parker, P. (2011). Fair use in face-to-face teaching. <i style="mso-bidi-font-style: normal;">Tech Trends, </i>55(4), 16-17.</span></div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 200%;"> Retrieved from ProQuest Central. (Document ID: 2369041911).</span></div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 200%;">Gilbert, R. (2011). A world without intellectual property? A review of Michele Boldrin and </span></div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 200%;"> David Levine’s against intellectual monopoly. <i style="mso-bidi-font-style: normal;">Journal of Economic Literature, </i>49(2),</span></div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 200%;"> 421-432. Retrieved from ProQuest Central. (Document ID: 2381812161).</span></div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 200%;">Mackie, J. (2011, August). LETTERS TO THE EDITOR, <i style="mso-bidi-font-style: normal;">Photo District News, </i>31(9), 102.</span></div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 200%;"> Retrieved from ProQuest Central. (Document ID: 2422747161).</span></div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 200%;">Naughton, E. (2011). The bionic library: Did Google work around the GPL: <i style="mso-bidi-font-style: normal;">Intellectual </i></span></div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 10pt;"><i style="mso-bidi-font-style: normal;"><span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 200%;"> Property & Technology Law Journal, </span></i><span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 200%;">23(7), 3-8, 1. Retrieved from ProQuest Central.</span></div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 200%;"> (Document ID: 238556092).</span></div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 200%;">WIPO.com (2011). World Intellectual Property Organization: What is intellectual property? </span></div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 200%;"> Retrieved from </span><a href="http://www.wipo.int/about-ip/en/"><span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 200%;">http://www.wipo.int/about-ip/en/</span></a></div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 200%;">Visuals/Graphics/Video Credits:</span></div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 200%;">Apple iMovie/iDVD/iWeb</span></div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 10pt;"><a href="http://www.amazon.com/"><span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 200%;"><span style="color: blue;">www.amazon.com</span></span></a><span style="font-family: Calibri;"> </span><a href="http://www.google.com/"><span style="color: blue; font-family: Calibri;">www.google.com</span></a><span style="font-family: Calibri;"> <span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 200%;"></span></span></div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 10pt;"><a href="http://www.stuartbriers.com/"><span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 200%;"><span style="color: blue;">www.stuartbriers.com</span></span></a><span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 200%;"> <a href="http://www.yahoo.com/graphics"><span style="color: blue;">www.yahoo.com/graphics</span></a> </span></div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 10pt;"><a href="http://www.legalmatch.com/"><span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 200%;"><span style="color: blue;">www.legalmatch.com</span></span></a><span style="font-family: Calibri;"> Media Matters<span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 200%;"></span></span></div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 10pt;"><a href="http://www.synova.com/"><span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 200%;"><span style="color: blue;">www.synova.com</span></span></a><span style="font-family: Calibri;"> <a href="http://www.apple.com/">http://www.apple.com/</a> <span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 200%;"></span></span></div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 10pt;"><a href="http://www.tia.asn.au/"><span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 200%;"><span style="color: blue;">www.tia.asn.au</span></span></a><span style="font-family: Calibri;"> </span></div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 10pt;"><a href="http://www.store.iccbooksusa.net/"><span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 200%;"><span style="color: blue;">www.store.iccbooksusa.net</span></span></a><span style="font-family: Calibri;"> <span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 200%;"></span></span></div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 10pt;"><a href="http://www.quantumintellectualproperty.com/"><span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 200%;"><span style="color: blue;">www.quantumintellectualproperty.com</span></span></a><span style="font-family: Calibri;"> </span></div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 10pt;"><a href="http://www.flickr.com/"><span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 200%;"><span style="color: blue;">www.flickr.com</span></span></a><span style="font-family: Calibri;"> </span><span style="font-family: Calibri;"> <span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 200%;"></span></span></div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 10pt;"><a href="http://www.thesupplychainlab.wordpress.com/"><span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 200%;"><span style="color: blue;">www.thesupplychainlab.wordpress.com</span></span></a><span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 200%;"></span></div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 10pt;"><a href="http://www.unforliberty.com/"><span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 200%;"><span style="color: blue;">www.unforliberty.com</span></span></a><span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 200%;"></span></div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 10pt;"><a href="http://www.crowdspring.com/"><span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 200%;"><span style="color: blue;">www.crowdspring.com</span></span></a><span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 200%;"></span></div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 10pt;"><a href="http://www.crwflags.com/"><span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 200%;"><span style="color: blue;">www.crwflags.com</span></span></a><span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 200%;"> </span></div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 10pt;"><br />
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Fred Davishttp://www.blogger.com/profile/03209233608204481738noreply@blogger.com4tag:blogger.com,1999:blog-1364233942460793579.post-22887732691514593862011-08-07T17:32:00.000-07:002011-08-07T17:59:20.803-07:00Toward Dynamic Technologies<a href="http://fdavis5.wikispaces.com/">http://fdavis5.wikispaces.com/</a><br />
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Please access my concept map at the above link.<br />
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<div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">I would like to think at this point that I’m well on my way toward the dynamic end of the “static-dynamic continuum. Granted, there’s still some distance to go. But my comfort with – and regular use of – multimedia and digital technologies, particularly Apple-based technologies, have instilled the kind of confidence in me that should continue to bode well as a communication instructor and a doctoral educational technology student. Based on the components of static and dynamic technologies, at least the ones defined by Moller (2008) in his essay on <i style="mso-bidi-font-style: normal;">Static and Dynamic Technological Tools</i>, I probably make equal use of both technologies on a regular basis, with a slight nod going to the Dynamic side of technology and media in distance education. Admittedly, the use of Google, You Tube, and other multi-user environments has heightened as a Walden EDUC 8842, but so has the static side of things in this class as online media relate to peer-collaboration, which, in my view, is a huge plus for class interactivity, and a key technological tool that Fahy (2008) viewed in online individual success.</span></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">While I continue to make marked strides toward dynamic technologies, I’m surprised to learn, at least in the Fahy(2008) study, that print is as static technologically as it is. As both a broadcast and print journalist, and one of the change agents back in the 1980s with helping a national broadcast network make the quantum leap from manual typewriters to computerized </span><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">newscasts, I would think print would play a more dynamic role. Fahy (2008) acknowledged that “there is no medium more ubiquitous than print” (Fahy, 2008, p. 173), but at the same time lamented the low-cost medium as “non-interactive,” “non-responsive,” and a high-profile candidate for “passive, rote learning” (p. 173).</span></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">I have to admit television as static technology also comes as a surprise, though the Moller (2008) <span style="mso-spacerun: yes;"> </span>essay was quite clear in what keeps the world most powerful mass communication medium from the dynamic technology side. The recipe analogy, in that information and ideas in the medium are largely being reproduced, is convincing and not the way I view television that has been my livelihood for all of these years. On the Moller (2008) scale, radio also belongs in the static arena, as are webinars that I often participate in but, arguably, provide the same static reproduction as its broadcasting cousins, television and radio.</span></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">At the rate I’m using static and dynamic technologies, I still don’t have a clue how soon it will be before I will accomplish all of the technologies I’ve listed at the dynamic end of the continuum. While I don’t participate in videoconferencing or teleconferencing, largely because of my departure from corporate America, I do make regular use of iPods and MP3 players, two of the three content items I mention on my dynamic content list. I do plan to purchase an iPad soon, which, with the exception of videoconferencing and teleconferencing, will essentially complete my dynamic list. Somehow, I already feel I have come light-years in the use of static and dynamic technologies. Not bad for making use of innovations that seem to have the life-span of an ameba.</span></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">References:</span></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><i style="mso-bidi-font-style: normal;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">References marked with an asterisk indicate studies included in the mega-analysis.</span></i></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">Anderson, T. (2008). <i style="mso-bidi-font-style: normal;">The theory and practice of online learning (2<sup>nd</sup> ed.). </i>Edmonton, AB:<span style="mso-spacerun: yes;"> </span>AU Press.</span></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">Moller, L. (2008). <i style="mso-bidi-font-style: normal;">Static and dynamic technological tools. </i>[Unpublished Paper].<i style="mso-bidi-font-style: normal;"> </i></span></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">*Fahy, J. (2008). <i style="mso-bidi-font-style: normal;">Characteristics of interactive online learning media. </i>Edmonton, AB:<span style="mso-spacerun: yes;"> </span>Athabasca University.</span></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">Rogers, E. (2003). <i style="mso-bidi-font-style: normal;">Diffusion of innovations</i> (5<sup>th</sup> ed.). New York, NY:<span style="mso-spacerun: yes;"> </span>Free Press.</span></div>Fred Davishttp://www.blogger.com/profile/03209233608204481738noreply@blogger.com1tag:blogger.com,1999:blog-1364233942460793579.post-70686880088572275272011-07-28T15:06:00.000-07:002011-07-31T12:56:17.517-07:00Engaging Learners with New Strategies and Tools<a href="http://fdavis5.wikispaces.com/">http://fdavis5.wikispaces.com/</a><br />
<br />
Please link to my Module 4 Graphic Organizer at the above address.<br />
You will be directed to the home page, then to the desgnated<br />
page for the graphic organizer strategies/tools display.<br />
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As you will see from my colorful Inspiration graphic organizer, the online and distance education environment is rapidly becoming limitless in its functionality. I see multiple gains for both instructor and student, thanks to a welcomed and embraced non-linear approach. But the aspect that innervates me the most, particularly when I wear the educator's hat, is the pedagogical road map given to students with clear expectations (Durrington, Berryhille, & Swafford, 2006) and learning outcomes. Accordingly, everybody is on the same page literally, and that, I suppose, is the way it ought to be in any learning environment -- online or not.<br />
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Given the time I've spent in education over the years, I'm frankly not surprised by the gains that continue to be made in distance education. Durrington et al. (2006), in their work on malleable strategies to bring about more effective collaboration online among students, pointed to a detailed syllabus and a designated area to answer student questions, all under the aegis of participation and engagement. It's hard to argue with that kind of useful expertise, and I believe as more neophyte online learners become increasingly comfortable with the distance education environment, student participation and engagement will begin taking on a whole new -- and even more increased -- positive personna.<br />
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So, from my vantage point, which involes roles as both a student and an educator, things are looking up even more these days for online and distance education. It's the kind of paradygm shift Siemens (Laureate, 2008) referred to that began in the 1950s, and one which seems to be reaching a sort of crescendo at this point in the 21st century. For educational technologists and aficionados, it doesn't get better than this.<br />
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References:<br />
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Durrington, V., Berryhill, A., & Swafford, J. (2006). <em>Strategies for enhancing student interactivity in</em><br />
<em>an online environment. </em>Heldref Publications.<br />
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Laureate Education, Inc. (2008) (Executive Producer). <em>Learning communities </em>(Program Video). Available from<br />
<div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5260644&Survey=1&47=4232391&ClientNodeID=984645&coursenav=1&bhcp=1</span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><br />
</div>Fred Davishttp://www.blogger.com/profile/03209233608204481738noreply@blogger.com0tag:blogger.com,1999:blog-1364233942460793579.post-64104918548553306002011-07-18T19:17:00.000-07:002011-07-18T19:17:20.259-07:00In Search of Online Camaraderie<div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;"></span></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;"></span></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">It’s not hard to understand why some higher ed institutions are hesitant about instituting an online curriculum. After all, there is a certain mystique about distance education, despite the fact it seemingly has been around for ages. But if you’re keeping score of how well learners and educators interact and collaborate online, and if you’re surprised by the camaraderie that seems to be growing by leaps and bounds, you shouldn’t be. Siemens (2008) is so bullish on this huge shift in distance education that he intimates we’re experiencing what amounts to a seismic shift in distance education programs over the Internet – and that the sky is the limit as to where this whole thing is headed.</span></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">As a longtime instructor engaging students in an online community, I couldn’t be happier with what George Siemens and others are saying about the benefits of distance education. True, the absence of face-to-face communication is more psychological, in my view, than anything else. But the opportunity to evaluate other peoples’ work online as well as a peer review of your own, is just something that doesn’t happen in a traditional classroom setting, not to mention having access to the classroom 24/7. And Seimens (2008) believes our best days are still ahead of us in distance education.</span></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">I don’t know about what’s just beyond the distance education horizon. But I am fairly confident that whatever it is, it’s likely to be good. Distributed learning in higher education, according to some of the experts, is getting some astronomical marks these days and things apparently can only continue to go up. Distance education, by no means, is a perfect electronic world. But as a student, if you’re in the market for establishing closer ties with fellow students or instructors, or making the best out of networking – one of the real strong suits of distance education – the opportunity online to do so couldn’t be more ripe. Granted, there are those among us online who would rather take a low-profile approach to doing anything involving the Internet. But the myriad ways of assessment online for class assignments are about as flexible in a positive sense, and no doubt a boost for all of education. Educators like myself have been clamoring for years for innovative but effective ways to assess student work, mainly in traditional class settings. Distance education apparently has come up with the answer, which seems to lie in online collaboration that puts everybody on equal footing and the like. As an online instructor and doctoral student, somehow I wouldn’t have it any other way. </span></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><br />
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</div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">References:</span></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">Laureate Education, Inc. (2008) (Executive Producer). The future of distance education [program Video]. Available from</span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><a href="http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5260644&Survey=1&47=4232391&ClientNodeID=984645&coursenav=1&bhcp=1"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;">http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5260644&Survey=1&47=4232391&ClientNodeID=984645&coursenav=1&bhcp=1</span></a><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;"></span></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><br />
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</div>Fred Davishttp://www.blogger.com/profile/03209233608204481738noreply@blogger.com1tag:blogger.com,1999:blog-1364233942460793579.post-1254116385861377532011-07-16T20:20:00.000-07:002011-07-17T10:16:47.483-07:00Intellectual Property: Video Presentation and Storyboard<span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast;"><shapetype coordsize="21600,21600" filled="f" id="_x0000_t75" o:preferrelative="t" o:spt="75" path="m@4@5l@4@11@9@11@9@5xe" stroked="f"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast;"><shapetype coordsize="21600,21600" filled="f" id="_x0000_t75" o:preferrelative="t" o:spt="75" path="m@4@5l@4@11@9@11@9@5xe" stroked="f"></span> <stroke joinstyle="miter"></stroke><formulas><f eqn="if lineDrawn pixelLineWidth 0"></f><f eqn="sum @0 1 0"></f><f eqn="sum 0 0 @1"></f><f eqn="prod @2 1 2"></f><f eqn="prod @3 21600 pixelWidth"></f><f eqn="prod @3 21600 pixelHeight"></f><f eqn="sum @0 0 1"></f><f eqn="prod @6 1 2"></f><f eqn="prod @7 21600 pixelWidth"></f><f eqn="sum @8 21600 0"></f><f eqn="prod @7 21600 pixelHeight"></f><f eqn="sum @10 21600 0"></f></formulas><path gradientshapeok="t" o:connecttype="rect" o:extrusionok="f"></path><lock aspectratio="t" v:ext="edit"></lock></shapetype><shape id="_x0000_i1025" style="height: 182.25pt; width: 397.5pt;" type="#_x0000_t75"><imagedata o:title="" src="file:///C:\Users\Owner\AppData\Local\Temp\msohtmlclip1\01\clip_image001.png"></imagedata></shape><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast;"><shapetype coordsize="21600,21600" filled="f" id="_x0000_t75" o:preferrelative="t" o:spt="75" path="m@4@5l@4@11@9@11@9@5xe" stroked="f"> <stroke joinstyle="miter"></stroke><formulas><f eqn="if lineDrawn pixelLineWidth 0"></f><f eqn="sum @0 1 0"></f><f eqn="sum 0 0 @1"></f><f eqn="prod @2 1 2"></f><f eqn="prod @3 21600 pixelWidth"></f><f eqn="prod @3 21600 pixelHeight"></f><f eqn="sum @0 0 1"></f><f eqn="prod @6 1 2"></f><f eqn="prod @7 21600 pixelWidth"></f><f eqn="sum @8 21600 0"></f><f eqn="prod @7 21600 pixelHeight"></f><f eqn="sum @10 21600 0"></f></formulas><path gradientshapeok="t" o:connecttype="rect" o:extrusionok="f"></path><lock aspectratio="t" v:ext="edit"></lock></shapetype><shape id="_x0000_i1025" style="height: 182.25pt; width: 397.5pt;" type="#_x0000_t75"><imagedata o:title="" src="file:///C:\Users\Owner\AppData\Local\Temp\msohtmlclip1\01\clip_image001.png"></imagedata></shape></span></span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; mso-layout-grid-align: none; mso-pagination: none;"><span style="font-size: 12pt; mso-ascii-font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: "Times New Roman"; mso-no-proof: yes;"><shapetype coordsize="21600,21600" filled="f" id="_x0000_t75" o:preferrelative="t" o:spt="75" path="m@4@5l@4@11@9@11@9@5xe" stroked="f"><stroke joinstyle="miter"></stroke><formulas><f eqn="if lineDrawn pixelLineWidth 0"></f><f eqn="sum @0 1 0"></f><f eqn="sum 0 0 @1"></f><f eqn="prod @2 1 2"></f><f eqn="prod @3 21600 pixelWidth"></f><f eqn="prod @3 21600 pixelHeight"></f><f eqn="sum @0 0 1"></f><f eqn="prod @6 1 2"></f><f eqn="prod @7 21600 pixelWidth"></f><f eqn="sum @8 21600 0"></f><f eqn="prod @7 21600 pixelHeight"></f><f eqn="sum @10 21600 0"></f></formulas><path gradientshapeok="t" o:connecttype="rect" o:extrusionok="f"></path><lock aspectratio="t" v:ext="edit"></lock></shapetype><shape id="Picture_x0020_1" o:spid="_x0000_i1025" style="height: 182.25pt; mso-wrap-style: square; visibility: visible; width: 397.5pt;" type="#_x0000_t75"><imagedata o:title="" src="file:///C:\Users\Owner\AppData\Local\Temp\msohtmlclip1\01\clip_image001.png"></imagedata></shape></span><span style="font-size: 12pt; mso-ascii-font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: "Times New Roman";"></span></div><div class="MsoNormal" style="line-height: 150%; margin: 0in 0in 0pt 14pt; mso-layout-grid-align: none; mso-pagination: no-line-numbers;"><a href="http://fdavis5.wikispaces.com/">http://fdavis5.wikispaces.com/</a></div><div class="MsoNormal" style="line-height: 150%; margin: 0in 0in 0pt 14pt; mso-layout-grid-align: none; mso-pagination: no-line-numbers;"><br />
Please access graphics, images, and video for storyboard through preceding referenced link. The outlined text is below.<br />
<br />
<br />
F. Davis</div><div class="MsoNormal" style="line-height: 150%; margin: 0in 0in 0pt 14pt; mso-layout-grid-align: none; mso-pagination: no-line-numbers;"><br />
</div><div class="MsoNormal" style="line-height: 150%; margin: 0in 0in 0pt 14pt; mso-layout-grid-align: none; mso-pagination: no-line-numbers;"><br />
</div><div class="MsoNormal" style="line-height: 150%; margin: 0in 0in 0pt 14pt; mso-layout-grid-align: none; mso-pagination: no-line-numbers;"><b><span style="font-size: 12pt; line-height: 150%; mso-ascii-font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: "Times New Roman";">Intellectual Property</span></b></div><div class="MsoNormal" style="line-height: 150%; margin: 0in 0in 0pt 14pt; mso-layout-grid-align: none; mso-pagination: no-line-numbers;"><i><span style="font-family: "Arial", "sans-serif"; font-size: 10pt; line-height: 150%;">Books</span></i></div><div class="MsoNormal" style="line-height: 150%; margin: 0in 0in 0pt 60pt; mso-layout-grid-align: none; mso-pagination: no-line-numbers; text-indent: -35pt;"><b><span style="font-size: 12pt; line-height: 150%; mso-ascii-font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: "Times New Roman";">I.</span></b><span style="font-size: 12pt; line-height: 150%; mso-ascii-font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: "Times New Roman";"><span style="mso-tab-count: 1;"> </span><b>textbook</b></span></div><div class="MsoNormal" style="line-height: 150%; margin: 0in 0in 0pt 14pt; mso-layout-grid-align: none; mso-pagination: no-line-numbers;"><i><span style="font-family: "Arial", "sans-serif"; font-size: 10pt; line-height: 150%;">Internet</span></i></div><div class="MsoNormal" style="line-height: 150%; margin: 0in 0in 0pt 60pt; mso-layout-grid-align: none; mso-pagination: no-line-numbers; text-indent: -35pt;"><b><span style="font-size: 12pt; line-height: 150%; mso-ascii-font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: "Times New Roman";">II.</span></b><span style="font-size: 12pt; line-height: 150%; mso-ascii-font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: "Times New Roman";"><span style="mso-tab-count: 1;"> </span><b>monitor</b></span></div><div class="MsoNormal" style="line-height: 150%; margin: 0in 0in 0pt 14pt; mso-layout-grid-align: none; mso-pagination: no-line-numbers;"><i><span style="font-family: "Arial", "sans-serif"; font-size: 10pt; line-height: 150%;">Recordings</span></i></div><div class="MsoNormal" style="line-height: 150%; margin: 0in 0in 0pt 60pt; mso-layout-grid-align: none; mso-pagination: no-line-numbers; text-indent: -35pt;"><b><span style="font-size: 12pt; line-height: 150%; mso-ascii-font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: "Times New Roman";">III.</span></b><span style="font-size: 12pt; line-height: 150%; mso-ascii-font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: "Times New Roman";"><span style="mso-tab-count: 1;"> </span><b>CDs</b></span></div><div class="MsoNormal" style="line-height: 150%; margin: 0in 0in 0pt 60pt; mso-layout-grid-align: none; mso-pagination: no-line-numbers; text-indent: -35pt;"><b><span style="font-size: 12pt; line-height: 150%; mso-ascii-font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: "Times New Roman";">IV.</span></b><span style="font-size: 12pt; line-height: 150%; mso-ascii-font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: "Times New Roman";"><span style="mso-tab-count: 1;"> </span><b>Ideas</b></span></div><div class="MsoNormal" style="line-height: 150%; margin: 0in 0in 0pt 14pt; mso-layout-grid-align: none; mso-pagination: no-line-numbers;"><i><span style="font-family: "Arial", "sans-serif"; font-size: 10pt; line-height: 150%;">Music</span></i></div><div class="MsoNormal" style="line-height: 150%; margin: 0in 0in 0pt 60pt; mso-layout-grid-align: none; mso-pagination: no-line-numbers; text-indent: -35pt;"><b><span style="font-size: 12pt; line-height: 150%; mso-ascii-font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: "Times New Roman";">V.</span></b><span style="font-size: 12pt; line-height: 150%; mso-ascii-font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: "Times New Roman";"><span style="mso-tab-count: 1;"> </span><b>notes</b></span></div><div class="MsoNormal" style="line-height: 150%; margin: 0in 0in 0pt 14pt; mso-layout-grid-align: none; mso-pagination: no-line-numbers;"><i><span style="font-family: "Arial", "sans-serif"; font-size: 10pt; line-height: 150%;">Government</span></i></div><div class="MsoNormal" style="line-height: 150%; margin: 0in 0in 0pt 60pt; mso-layout-grid-align: none; mso-pagination: no-line-numbers; text-indent: -35pt;"><b><span style="font-size: 12pt; line-height: 150%; mso-ascii-font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: "Times New Roman";">VI.</span></b><span style="font-size: 12pt; line-height: 150%; mso-ascii-font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: "Times New Roman";"><span style="mso-tab-count: 1;"> </span><b>group meeting</b></span></div><div class="MsoNormal" style="line-height: 150%; margin: 0in 0in 0pt 60pt; mso-layout-grid-align: none; mso-pagination: no-line-numbers;"><i><span style="font-family: "Arial", "sans-serif"; font-size: 10pt; line-height: 150%;">White House Panel on Intellectual Property</span></i></div><div class="MsoNormal" style="line-height: 150%; margin: 0in 0in 0pt 80pt; mso-layout-grid-align: none; mso-pagination: no-line-numbers; text-indent: -21pt;"><b><span style="font-size: 12pt; line-height: 150%; mso-ascii-font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: "Times New Roman";">A.</span></b><span style="font-size: 12pt; line-height: 150%; mso-ascii-font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: "Times New Roman";"><span style="mso-tab-count: 1;"> </span></span><a href="http://www.youtube.com/watch?v=KBxc7mXEUM0&feature=player_embedded#at=50" title="http://www.youtube.com/watch?v=KBxc7mXEUM0&feature=player_embedded#at=50"><b><span style="font-size: 12pt; line-height: 150%; mso-ascii-font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: "Times New Roman";"><span style="color: #0000d4;">http://www.youtube.com/watch?v=KBxc7mXEUM0&feature=player_embedded#at=50</span></span></b></a><span style="font-size: 12pt; line-height: 150%; mso-ascii-font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: "Times New Roman";"></span></div><div class="MsoNormal" style="line-height: 150%; margin: 0in 0in 0pt 14pt; mso-layout-grid-align: none; mso-pagination: no-line-numbers;"><i><span style="font-family: "Arial", "sans-serif"; font-size: 10pt; line-height: 150%;">TV Programs</span></i></div><div class="MsoNormal" style="line-height: 150%; margin: 0in 0in 0pt 60pt; mso-layout-grid-align: none; mso-pagination: no-line-numbers; text-indent: -35pt;"><b><span style="font-size: 12pt; line-height: 150%; mso-ascii-font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: "Times New Roman";">VII.</span></b><span style="font-size: 12pt; line-height: 150%; mso-ascii-font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: "Times New Roman";"><span style="mso-tab-count: 1;"> </span><b><span style="mso-spacerun: yes;"> </span></b></span><a href="http://www.youtube.com/watch?v=WEI4LUqhfn8&feature=sh_e_top&list=SL" title="http://www.youtube.com/watch?v=WEI4LUqhfn8&feature=sh_e_top&list=SL"><b><span style="font-size: 12pt; line-height: 150%; mso-ascii-font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: "Times New Roman";">http://www.youtube.com/watch?v=WEI4LUqhfn8&feature=sh_e_top&list=SL</span></b></a><b><span style="font-size: 12pt; line-height: 150%; mso-ascii-font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: "Times New Roman";"></span></b></div><div class="MsoNormal" style="line-height: 150%; margin: 0in 0in 0pt 60pt; mso-layout-grid-align: none; mso-pagination: no-line-numbers; text-indent: -35pt;"><b><span style="font-size: 12pt; line-height: 150%; mso-ascii-font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: "Times New Roman";">VIII.</span></b><span style="font-size: 12pt; line-height: 150%; mso-ascii-font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: "Times New Roman";"><span style="mso-tab-count: 1;"> </span><b>Films</b></span></div><div class="MsoNormal" style="line-height: 150%; margin: 0in 0in 0pt 60pt; mso-layout-grid-align: none; mso-pagination: no-line-numbers; text-indent: -35pt;"><b><span style="font-size: 12pt; line-height: 150%; mso-ascii-font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: "Times New Roman";">IX.</span></b><span style="font-size: 12pt; line-height: 150%; mso-ascii-font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: "Times New Roman";"><span style="mso-tab-count: 1;"> </span><b>Radio</b></span></div><div class="MsoNormal" style="line-height: 150%; margin: 0in 0in 0pt 14pt; mso-layout-grid-align: none; mso-pagination: no-line-numbers;"><i><span style="font-family: "Arial", "sans-serif"; font-size: 10pt; line-height: 150%;">Regulatory Agency</span></i></div><div class="MsoNormal" style="line-height: 150%; margin: 0in 0in 0pt 60pt; mso-layout-grid-align: none; mso-pagination: no-line-numbers; text-indent: -35pt;"><b><span style="font-size: 12pt; line-height: 150%; mso-ascii-font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: "Times New Roman";">X.</span></b><span style="font-size: 12pt; line-height: 150%; mso-ascii-font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: "Times New Roman";"><span style="mso-tab-count: 1;"> </span><b>World Intellectual Property Organization</b></span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; mso-layout-grid-align: none; mso-pagination: none;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; mso-layout-grid-align: none; mso-pagination: none;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><br />
</div>Fred Davishttp://www.blogger.com/profile/03209233608204481738noreply@blogger.com1tag:blogger.com,1999:blog-1364233942460793579.post-32432424580601618412011-07-15T19:24:00.000-07:002011-07-15T19:28:10.695-07:00Internet Telephony As An Effective Interactive Tool<div class="post hentry"><a href="http://www.blogger.com/" name="5553103841428235873"></a><br />
<h3 class="post-title entry-title"><span style="color: #993322;"></span> </h3><div class="post-header"><div class="post-header-line-1"></div></div><div class="post-body entry-content" id="post-body-5553103841428235873">When multimedia programming software became more accessible and multifunctional (Schrand, 2008) in the late 1990s, the table was set for such popular Internet interactive tools as Skype and Logitech Vid. While Skype, arguably, is the best known of the two, the rapidly growing Internet video program did not really start taking off and climbing up the innovations S-Curve until late 2005 (Answers.com), when it was reported to have 11.8 million users.<br />
<br />
Since that time, according to the search engine Answers.com (2011), Skype reached an eye-popping 30 million users, as of March, 2011. That's impressive. And so are the hair-raising 54 billion Skype calls made over the Internet in 2010, which gives a pretty impressive track record of the leaps and bounds this popular interactive Internet program has made in two decades. George Siemens (Laureate, 2010) was right. There is definitely a comfort level with programs such as Skype that helps to spur increased interest in the burgeoning world of distance education. While the increased use of Skype and other video interactive tools such as Logitech, a program I use often interchangeably with Skype, is helping to bring about Siemens' requisite comfort level. Siemens (Laureate, 2010) believed one of the key challenges for distance education is comfort. I'm certainly comfortable using interactive video programs to keep in touch with family members and friends who are long distances away, and as the recipient of two advanced online degrees, I couldn't agree with Siemens more that online comfort and familiarity are pivotal in distance education success.<br />
<br />
So, where is distance education headed? Well, if one subscribes to Siemens' philosophical approach to distance education, government, and business, distance education has a bright future ahead. Naturally, these three factors are the nucleus of a thriving community, one that is enriched by vibrant online educational success.<br />
<br />
References:<br />
<br />
Answers. com (2011). History, usage, and traffic. Retrieved from <a href="http://www.answers.com/topic/skype"><span style="color: #cc3300;">http://www.answers.com/topic/skype</span></a><br />
<br />
Laureate Education, Inc. (2010) (Executive Producer). The future of distance education [Program Video].<br />
Available from <a href="http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5260644&Survey=1&47=4232391&ClientNodeID=984645&coursenav=1&bhcp=1"><span style="color: #993322;">http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5260644&Survey=1&47=4232391&ClientNodeID=984645&coursenav=1&bhcp=1</span></a><br />
<br />
Schrand, T. (2008). Taping into active learning and multiple intelligences with interactive media: A low-threshold classroom approach. <em>College Teaching. </em>Heldref Publications. <br />
<div class="post hentry"><h3 class="post-title entry-title"> </h3></div></div></div>Fred Davishttp://www.blogger.com/profile/03209233608204481738noreply@blogger.com0tag:blogger.com,1999:blog-1364233942460793579.post-22899506129478332412011-06-25T15:09:00.000-07:002011-06-25T15:09:21.330-07:00Online PolitenessOnline Collaboration -- and Politeness<br />
<br />
I couldn't agree more with Moller, Huett, Foshay, Coleman, and Simonson that collaboration is key in online and distance education. My agreement with the authors is based on my experience in an online environment of nearly 10 years, which began with an intense M.B.A degree and continues today with the Walden Ph.D. program in educational technology. While collaboration among members of the online learning community is pivotal in any program, some of the problems I experienced first-hand in the learning communities, particularly in my pursuit and completion of a master's degree in management this past decade, resulted from some members of the community behaving in ways that were not only non-collegial or disrespectful among some learners in the online community, but they bordered on unacceptable behavior that has no<br />
place in any educational environment.<br />
<br />
Posting openly that another learner has no idea what he or she is talking about, or making snide comments in a discussion forum in an embarrassing way about another learner not participating in a collaborative class exercise, is a recipe for collaborative disaster. Obviously, such bad behavior muddies the learning process. Perhaps, I like to think of myself as overly gracious or respectful of fellow classmates, and that any behavior not in lock step with learning is unjustifiable or inexcusable. However, I have witnessed situations in in the online and distance learning communities over the years that simply boggle the mind, if not thwart the learning process. Ally in his article of couirse focused on behavior and the connectedness necessary for a thriving and effective online learning community. Ally also pointed out the importance of cognitivism and constructivism as important and parallel keys for wholesome learning environment. As instructive as these theories are, they don't mean a thing to any learner in the online or distance education community who is bent on disruption in as a means of camouflaging any academic weaknesses -- or, worse -- settling some sort of score because of the ill-advised but misdirected belief that they have been wronged by a system that has served the overall academic community well.<br />
<br />
At the risk of sounding condescending, I can honestly say that instances of incivility in the Walden online learning community have been almost non-existent in my nearly five years as a student in the educational technology program. Granted, every once and awhile there is an unfortunate moment of non-colleagial behavior involving one or two students. But for the most part, Walden learners have been commendably gracious to each other in the the virtual classrooms, and such laudatory behavior speaks well of not just the college of Education, but the entire institution.<br />
<br />
So, the distance education authors seem to be right on point when they advocate collaboration and a wholesome interactive relationship as important factors in an effective online learning community. While these same online learning and distance education experts have various approaches to online navigational and preparation, they all share the same goal for educational stakeholders: improved student learning. Such goals should be difficult for any member of the learning community to disagree with, including wayward or disruptive learners, who obviously have their own agenda.<br />
<br />
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<div class="editorWrapper editorLayer" id="pageEditor"><iframe id="target_editor" name="target_editor" src="/s/blank.html" style="border-bottom: 0px; border-left: 0px; border-right: 0px; border-top: 0px; height: 0px; width: 0px;"></iframe></div>Fred Davishttp://www.blogger.com/profile/03209233608204481738noreply@blogger.com2