Equally Divided and Distributed: All for One and One for All

One of the greatest task of a leader in educational technology to make sure that all students have the same resources and opportunites regardless of socioeconomic backgrounds, culture, creed or gender. In education and in many other areas, there has always been the case of the "have" and the "have nots". You may want students to be able to access the Apple Store and download applications that have a fee associated with them. But what if some of the students don't have an apple account secured with a credit card? How do you get around that? One way is to look for some open source applications that may be similar and are only lacking in some of the features or to allow students t download trial versions of an application that will allow them the same experience as many of the full versions. With the economic crunch that our society is experiencing that are going to be many more resources and avenues to explore that will allow all students equal technological opportunities.
Ellit Solloway in his presentation " The Digital Divide: Leveling the Playing Field" talks about how the cell phone and its capacity to access the Internet will even the playing field for the disenfrancised. I can see how it cn help for some but there will still be some "have-nots" that will not be able to use its full features. The reason for this is because cell phone service providers charge a higher monthly fee for having Internet access. There may be some students who can't afford an upgraded plan and have to settle for a basic plan without unlimited texting and Internet access. So, I don't see where his plan is a "catch all " for everyone. Sadly, we will always have those who will benefit more from new technology.

DVD Rentals and Video on Demand: Compete for Business

Suppose I'd like to rent a movie? Should I go to a local movie rental store? Or, should I stream a movie digitally to my computer? What factors are going to influence my decision? I will use an example how I decided on the movie rental option for the assignment in Module 4 of this course. I needed to rent a sci-fi movie based on the book by Philip K. Dick. I choose to rent the movie Blade Runner starrig Harrison Ford. I chose to use Netflix to digitally steam the movie to my laptop for viewing. I took advantage of their free trial offer so there was no cost involved. Furthermore, I choose this option because I thought of my inability to drive due to my recent eye surgery and because I needed the movie immediately--didn't have time for a mail-order. So, convenience played an big role in my decision--just as it does for many consumers. The following link gives information on how Netflix works: http://www.netflix.com/HowItWorks.
There was a time when renting a movie from a video store was our only option. Now because of the advancement intechnology movies can be delivered immediately to your tv or personal computer. The ability to offer this option has caused great competition between these two sources. But is the competition between DVD's and Video on Demand an example of which one of the forces that drive technolgy: Red Queens or Increasing Returns? As discussed in vodcasts by Dr. David Thornburg within this course, a Red Queen is when "two technologies are in fierce competition with each other to gain an advantage over their competion by meeting new needs and becoming better" (Thornburg, 2008c). Dr. Thornburg cites Arthur (1996) as stating that an Increasing Return is when two technologies enter the market around the same time--one technology will capture the attention of consumers more and then drive the other technology to become obsolete. Furthermore, the one that takes over the market is not necessarily a superior technology.
I consider the driving force between DVD's and Video on Demand competition as a Red Queen. DVD rentals are still prevalent in the marketplace (they are not obsolete)--many rental machines are now found conveniently located outside of or within stores. However, there are fewer actual rental stores as there once were. What happened to them? The desire for convenience and lack of late charges have given video on demand a competitive edge. However, as an effort to compete with this advantage, Blockbuster, who was once a totally movie renting carry-out store, is now offering videos on demand that can be downloaded to certain devices: http://www.blockbuster.com/download/devices. This is an effort to keep them in competition with Netflix.
I would place these two competitors at the Obsolete stage of McLuhans tetrad. Both of these entities are striving to stay on top of the video rental market by offering convenience and easeof use. Eventually, they will obsolete the standard video rental store. Every rental that we desire can be acquired by the touch of a button.

References
Course Vodcasts: Thornburg, D., "Red Queens"
Course Vodcast: Thornburg, D.,"Increasing Returns"

Second Life - A Disruptive Force That Drives Technology

Second Life is an internet virtual world developed by Linden Labs in 2003. It allows users to create their own avatars. socialize with others, create their own environments and travel to different worlds: http://secondlife.com/whatis/.

Second Life takes online gaming to a more innovative level and changes the current way we socialize in chat rooms and use video conferencing. It models social networks such as Facebook but allows users to replace their own identifies with personalized avatars: http://www.moove.com/. There are many other 3D virtual worlds such as Second Life that are built upon the same premise: http://www.virtualworldsreview.com/.

I consider Second Life to be a disruptive technology because it replaces a current, similar technology by offering a new innovative method of usage or delivery. In the education industry, Second Life takes distance learning to a new level:

“There are over one hundred regions used for educational purposes covering subjects such as chemistry and English. Instructors and researchers in Second Life favor it because it is more personal than traditional distance learning. Research has uncovered development, teaching and/or learning activities which use Second Life in over 80 percent of UK universities. At least 300 universities around the world teach courses or conduct research in SL. New educational institutions have also emerged that operate exclusively within Second Life, taking advantage of the platform to deliver content to a world wide audience at low cost.” http://en.wikipedia.org/wiki/Education_in_Second_Life

I speculate that within the next 5-8 years that text messaging will become obsolete. This technology will be replaced with the the usage of on-screen 3D talking avatars to communicate messages. Dreams drive inventions!

Projection Virtual Keyboards - A Rhyme of History

The future is now here. The technology of projected holographic images has taken center stage. The projection full-size keyboard enables users to utilize any flat surface for keying. An integrated miniture camera and laser watches your fingers move and translates those movements into keystrokes.

This technology has emerged due to an emergent force known as a "rhyme of history. It rekindles from the past the standard, full-size qwerty keyboard. I also integrates the use of projection technology from standard projection cameras that is commonplace. Moreover, its touch-sensitive capability rekindles the same virtual keyboard technology that is used in many cell phones and pda's.

We all know that history does repeat itself. As far as technologies are concerned they all tend to use components from past technologies for their new creation. Yes, the old adage is true...there is nothing new under the sun!

References:

http://www.alpern.org/weblog/stories/2003/01/09/projectionKeyboards.html

Course Vodcast: Dr. David Thornburg, "Six Forces That Drive Emerging Technologies"

The Digital Camera-A Revolutionary Technology.

"Say Cheese!" The art of picture taking (photography) has been a part of our lives for 100's of years. During ancient times, images were created on the wall by passing light through a tiny pinhole (Marples, 2008). History tell us that a photo sensitive compound was created by accident when in 1727 Professor J. Schulze mixed chalk, nitric acid, and silver in a flask and noticed darkening on the side of the flask when it was exposed to sunlight (Greenspun, 2007).

As time progressed, the progression of photo technology evolved to what we now know as the digital camera. According to Dunleavy 2006, it was in the 70's when researchers began exploring the possibility of converting light to create digital images. "Digital camera technology is directly related to and evolved from the same technology that created television images" (Bellis, n.d) Futhermore, Bellis contends that this first digital systems was a Nikon F-3 camera by Kodak in 1986. It was "equipped with a 1.3 megapixel sensor" (today, we are up to 12 megapixels). However, some digital camera timelines show that the first digital camera was the Sony ProMavica MVC-5000 in 1989. Dunleavy 2006 posits that it was not until 1991 when the first professional digital camera system (DCS) was introduced by Kodak (Dunleavy, 2006).

Regardless of when the first digital camera was invented or who introduced it to the market, its development has seen several progressions over time. I would like to introduce a terad that show and how this technology enhances, obsoletes, retrieves, and reverses. It will, therefore, helps us to understand the perspectives behind this emergent technology. Please follow the link below:

http://www.slideshare.net/wemism/blog-tetrad

Answers to Questions
1. The digital camera takes photo technology to the ultimate level. It uses advanced technology methods to capture pictures.
2. This technology replaces analog pictures to digitized pictures.
3. The digital still operates on the technology found in television pictures.
4. The digital camera may cause users to yearn for high definition pictures and a camera that will hold 1,000 or more pictures using a tiny storage device.

References

Timeline for History of Digital Cameras
http://www.digital-creations.info/

The History of Digital Cameras
www.thehistoryof.net/the-history-of-digital-cameras.html

The Digital Journalist
www.digitaljournalist.org/issue/0602/dunleavy.html

History of Photography Timeline
www.photo.net/history/timeline

The Apple iPod--Biting in Today's Classrooms

In today's classrooms, it's no longer just an apple for the teacher. Many students also have apples-namely, the Apple iPod touch. According to the iPod marketers, its educational apps are not only changing the way students learn but also the way teachers teach. The iPod motivates learners due to its sleek, compact design, its touch sensitive control screen and its similarity to a cell phone that users are accustomed. It contains thousands of applications, including the popular iTunes application.

In my educational setting, we are using the iPod touch as a learning tool. The primary challenge that we are facing with it is having to install a wireless server to accommodate this tool. With this adaptation comes not only the cost of an additional server but also the challenge of maintaining server security.

We are admidst a society that is gadgety. This tool supplies the need of users to have handheld talking, computing or web interfaced devices. If the iPod was also equipped with 3G technonology like the iPad, then sudents could have their own wireless accounts thus eliminate the reliance on the school. However, we would then run into the issue of the "have and the havenots". Examine the following links to learn more about the iPod touch and its educational benefits:

http://www.apple.com/ipodtouch/what-is/ipod.html

http://www.apple.com/education/ipodtouch-iphone/

Motivating Adult Learners Video

Below is the link to my video on YouTube.
http://www.youtube.com/watch?v=8oGBab_rfa8

Static and Dynamic Technologies

http://docs.google.com/fileview?id=0B438FpVyzbxiZTY5NGVjZjEtNGM2Zi00NWEyLThkOTMtY2QwNzczZTJjMjgz&hl=en


Reflection:

Based upon the learning in this class so far, I can position myself on the static communication side of the continuum. I still am a little vague on the difference between static and dynamic technologies tools so please feel free to critically analyze my concept map and offer suggestions and comments.

CONTENT, COMMUNICATION, AND COLLABORATION

http://docs.google.com/fileview?id=0B438FpVyzbxiZmUxNTM1YzItNmUwMC00ZTU0LThkNTgtNDg4MGY2YzdlYjI1&hl=en


REFLECTION
The Durington and Siemens resouces gave great insight into how to effectively structure and maintain an online learning enviornment. I believe that a great deal of the information can be transferred to the F2F classroom setting, as well. For example, Durrington (2006), et. al, spoke of our intonation when we communicate with students via email, and through the web. In a brick and mortar setting, educators sh0uld also be mindful of their tones when communicating with student's parents/guardians via email or other non F2F communications. Furthermore, classroom wikis and blogs can be utilized in a traditional classroom setting. This gives the student opportunitiesto express themselves verbally in a modern digitized format that so many of then have become accustomed. This tool is especially helpful for the introverted students who may be slow to ask questions or espress themselves openly in a F2F enviornment.

Assessing Students in Online Collaboative Learning

As George Siemens postulates, one of the greatest challenges of educators is to be able to assess students fairly and equitably in collaborative learning. Often students are hesitant about cooperating in collaborative activities due to fear that they will not be graded fairly. This position is mostly held by those students who are considered "high achievers" who have through the traditional model of education acquired their high marks by their sole achievements. 

In the Siemens vodcasts, "Assessment of Collaborative Learning," Siemens presents three models by which students may be assessed:

1. peer assessment through comments and feedback
2. online communities such as listservs
3. educator model-managed by wikis that tracts students contributions and time logged in.

It is important to note that if students feel that their collaborative work constitute only a portion of their grade and that they are given opportunities for individual work, they are more likely to positively participate in collaborative efforts, according to Siemens in his "Learning Communities" vodcast.

I agree that collaborative work should only constitute a portion of the student's grade. The exact percentage is up to the individual educator. There are some students that are new to online collaborative learning and have been use to being graded through the traditional individual model. Therefore, in order to acquire more positive attitudes from these students, educators should present a mixed-model for assessment.

Motivating Adult Learners Storyboard

Follow the link below to access storyboard:

http://docs.google.com/fileview?id=0B438FpVyzbxiNjFlM2JlODMtYjQ0NS00NjQ5LThmMmQtNTBjMDlmZWM2ZDAz&hl=en

GLOBAL DIVERSITY

Distance education is thriving due to its ability to allow learners in education as well as the in corporate world to connect and close communication gaps.  The distance education learning experience opens up a wealth of opportunities for individuals to converse and share ideas that would not be possible because of time and distance restraints. Distance education does create more effective learning experience due to its ability to accommodate global diversity. It allows students from around the world to share the same time and space through such technology tools as teleconferencing and videoconferencing. With these tools, a diverse group of students are enabled to share experiences, perspectives, and ideologies that would not be possible in face-to face learning environments.

The following links are blogs representing globally connecting in education:

http://connected.waldenu.edu/index.php/blogs/39-technology-in-the-classroom/522-globally-connected-but-personally-disconnected.html 

http://connected.waldenu.edu/index.php/blogs/39-technology-in-the-classroom/470-why-web-20-teaching-is-hard.html

MOTIVATION-A KEY ELEMENT TO LEARNING

It is fascinating to observe adolescents engaged in the learning process. They are so eager to learn. Every bit of knowledge given to them is intriguing and welcomed. Young learners routinely question and look for answers and explanations to their new world. But what motivates them to quest for this knowledge? According to Gom, 2009, p. 18, “learning without understanding the facts of motivation is a recipe for disaster.” There are two types of motivation factors that guide learning. They are intrinsic and extrinsic motivation (Gom, 2009). Gom explains that with extrinsic motivation, students work hard because there is some reward in store--external factors are not a reason for their motivation. Whereas with extrinsic motivation, “students are motivated because something inside of them makes them have a strong desire to learn” (Gom, p. 18).Whether the motivation is intrinsic, extrinsic or a combination thereof, one’s motivation to learn is an area of intrigue at various levels of academia. .
The purpose of this blog is to explore the facets of motivating adult learners. Furthermore, the justification for exploring these facets of research will be given.
According to Gom, 2009, extrinsic and intrinsic motivational factors can also be applied to adult learner, as well. Gom contends that adult learners may be motivated by the pursuit of a promotion or getting a higher salary. Intrinsic motivation applies to adults “where they develop high ”self-esteem” (Biech, 2004, as cited by Gom, 2009). Gom postulates that adults with intrinsic motivation see the task of learning as a joyous and exciting experience and those learners are more likely to be independent and less likely to be dependent on the teacher for further help.
Andragogy focuses on adult learning whereas pedagogy relates to children learning (Gom, 2009). Gom states that Knowles (1984) developed this theory which is premised on four basic assumptions (a fifth was added later). The assumptions are:
1. Self-concept: As people mature their self concept moves from one of
being a dependent personality toward one of being a self-directed
human being.
2. Experience: As people mature they accumulate a growing reservoir of
experience that becomes an increasing resource for learning.
3. Readiness to learn. As people mature their readiness to learn becomes
oriented increasingly to the developmental tasks of their social roles.
4. Orientation to learning. As people mature, their time perspective
changes from one of postponed application of knowledge to
immediacy of application, and, accordingly their orientation, toward
learning shifts from one of subject-centeredness to one of problem
centredness.
5. Motivation to learn: As people mature the motivation to learn is
internal. (Knowles 1984:12)
Justification for Topic
The process of motivating adult learners is an area that is in great need of exploring. We often speak of pedagogy and motivating young learners; but the area of andragogy is open for exploration. With the prevalence of distance education globally, more adults are becoming involved in pursuing advanced degrees and continuing education opportunities. Though, it has been noted that adults tend to have more intrinsic motivational factors (Knowles, 1984 as cited by Gom, 2009), adult learners are still in need on continuous motivation as they engage in the learning process. This is due to their abundance of work and home responsibilities that can often reap havoc on their daily lives. It would be so easy for them to give up. In light of these factors, it behooves adult educators to reflect upon successful motivational techniques and strategies to keep the adult learner engaged and motivated.

Reference

Gom, O., (2009). Motivation and adult learning. Contemporary PNG Studies: DWU Research Journal, vol 10. Retrieved from Walden University Academic Research Premier database on December 19, 2009.

Evolving Distance Education to the Next Generation

The authors, Moller, Foshay, Huett, Coleman identify e-learning trends that relate to training, post-secondary education, and the K-12 arenas. The authors present a three-part seried article: The Evolution of Distance Education: Implications of Instructional Design on the Potential of the Web.
Part I gives insight into the training and development trends of distance education. What I found most intriguing about this part is when the authors spoke of cynical practitioners maintain that "managers or customers care only about the "appearance of training"of designed distance education environments which thereby gives an appearance of learning. This opinion gives a less tha professional attribute to e-learning. It characterizes e-learning as only being a vehicle for desemination of information--no actual learning takes place because the training is "judged solely by the number of learner hours logged or by pure appearance." The authors contend that instructional designers need to focus more on quality, need assessment, rate of return, training performance support, improved instructional design methods, and revised learning models. If these are adequately implememted then the distance education arena would present a much more professional and educationally sound appearance--rather than merely being considered alternative education.
Part II of the series focused on e-learning within the higher education sector. It was astonishing to note where the author's mentioned that the Distance Education and Training Council (DETC) predicts that within the next five years there will be a more than a 300% increase in students enrolled in distance education. If this figure is correct, then there definitely need to be some transformation within the distance education arena at all levels. There needs to be an overhaul in student and faculty perceptions and expectations.
Pat III of the series focused on distance education within the K-12 environment. The authors note that more state supported institutions are moving toward a virtual enviornment with giving equivalent funding as the traditional classroom. I propose that a virtual enviornment at the k-12 level would benefit from more funding than traditional classrooms in order for the students to be adequately served and offered the full advantages of distance education. I'd have to agree with the authors in stating that one important drawback of a virtual school at the K-12 level is the lack if social interaction that this enviornment affords. I believe it to be crucial for students at this level to collaborate and socially interact as opposed to working independently. This is essential for the betterment of their growth and development.
The Simonson video presents ideals on the next generation of distance education. Simonson contends that distance education has become so widely accepted and adopted to the point now that it has reached "critical mass" wherein it no longer needs to be promoted but nurtured as it moves into the next generation. I disagree with Simonson to some degree in his view. I do not believe that distance education has evolved and widely accepted to the point where it only needs nurturing. There is still much to do in this area of education--more guidelines and parameters must be set and acceptable protocol must be established to define a framework of distance education that meets the standards for quality education.

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