1. Section VIII addresses
new directions and emerging technologies for IDT. Select three of the following
and reflect on how you might apply them in your current or future position in
the IDT field:
- distributed or
e-learning environments
- reusable design
or learning objects
- networks or Web
2.0 technologies
- rich media
- digital games or
simulations
- virtual worlds
What
learning goals or objectives could the technologies you selected help learners
foster? Could the technology facilitate attainment of that learning goal better
than traditional instruction? Why or why not?
·
Distributed or e-Learning Environments –
e-Learning environments allow
educators to create “authentic, contextualized tasks as they occur in real-world
problems (elemental outcomes)” for their students to solve which mirror
situations they will one day experience in the business world; a vast departure
from the “decontextualized synthetic learning environments” which many of us
have experienced all too often first hand.
Many institutions of higher learning are now gravitating towards
e-learning environments because of its versatility, flexibility, convenience,
and ease of accessibility. Because of
e-learning, students are now able to interact with one-another effortlessly over
vastly different geographic locations in either real time (synchronously) or asynchronously
(at different times), whichever best fits their schedule. Once again it comes down to ease of use, due
in no small part to the powerful/prevalent technologies currently
available. According to Dr. Mickey
Shachar, Dean of the College of Health and Human Services at Trident University,
in his article entitled Twenty Years of Research on the Academic
Performance Differences Between Traditional and Distance Learning: Summative
Meta-Analysis and Trend Examination published in the Journal of Online
Learning and Teaching (JOLT), we have entered an age in which, “combined with instructional design research
and the rich laboratory of e-learning in higher education and corporate
training today,” we are now able to offer students a “highly effective learning environment which has proven to be every bit
as effective as prior learning modalities and approaches.” These e-learning experiences are so much more
than the “sage-on-the-stage” instructional models which I grew up with and am
guilty of using through much of my early years of classroom lessons. They allow us an opportunity to more fully
interact with course material, to think outside of the box, and to better demonstrate
our creativity.
"Imagination governs the world." –
Napoleon
An
example of an e-learning environment which I have had the opportunity to
experience first hand is the learning management system (LMS) called Modular
Object-Oriented Dynamic Learning Environment or Moodle for short. Moodle is an open-source learning
platform which allows me to deliver content to my pupils in either a
stand-alone delivery or in conjunction with my face-to-face instruction
(blended learning). I employ this LMS to
deliver assignment files, collect homework, as well as, a tool to administer
quizzes, tests, etc... Each assignment
file includes a library of content including a digital copy of our textbook and
assignment, instructional PowerPoints, pertinent videos, practice activities, a
link to our online gradebook program, and even a news forum with information on
upcoming events, unit timelines, and important testing dates. This open source course management system (CMS)
affords me the opportunity to make my coursework accessible to my learners at
their convenience while also helping to establish/promote a richly
collaborative learning community centered around their course material by
employing a powerful set of learner-centric tools in its implementation. As an added bonus, this flexible online
resource repository can also be installed by students on their home computers,
operating equally as well on Windows as it does on Mac products, providing them
with a safe and secure personalized learning environment available around the
clock, 24/7. This application provides
both the teacher and student accountability and control over the learning
process with no more excuses for late or missing work which the student “turned
in” but the instructor cannot locate, hopefully leading to better
time-management skills for the learner.
Students also receive instant feedback on their tests and quizzes while
grades are immediately recorded upon their completion which also lessons the
teacher’s (my) workload. With over 90
million users worldwide, Moodle is
the number one most widely used learning platform on the planet and with good
reason.
·
Networks or Web 2.0 Technologies –
Web 2.0 technologies allow
for meaningful student interactions and collaborations, helping to foster a
sense of community within the classroom.
From blogs to wikis, podcasts, and even social networking sites; these
technologies allow students to connect and interact with person’s from around
the world, many of whom they would have never otherwise met. Many, but not all, Web 2.0 tools are not only
easy to use but also integrate built-in flexibility which is essential if it’s
going to be useful in an educational setting.
Interactive chatrooms can be utilized alongside with classroom
instruction allowing students to ask questions either in-chat or in-person
depending on their personal preference.
This can be especially beneficial for students whom are ESL, SPED, or
simply uncomfortable speaking in front of the class; allowing them to
participate more fully and on a more equal level with their peers and affording
them the opportunity to receive answers to otherwise unspoken questions. Using Skype or Google Hangout to video-chat
can give students the opportunity to communicate directly with experts, on-site
and in the field, making the learning objective come alive, making it
significant to the student. ePorfolios
allow students to track their learning and accomplishments offering not only a
snapshot of what knowledge they currently hold but also their progression
within a field of study. ePorfolios serve as an
avenue of self-reflection and growth for individuals, especially within the
field of education, allowing them to make connections, within their learning,
over time. By effectively implementing
Web 2.0 Tools within our instruction, we address individual needs and foster independence
with the added benefit of an increased level of sophistication in both our
student’s understanding of content and their generated work. Overall, the quality of education is
improved, student performance goes up, and parents/administrators are happy,
it’s a win, win, win.
·
Digital Games or Simulations – Kahoot!
Kahoot! enables anyone to design, create, and play
their own learning game and is a fun learning experience available in any
language and available on any device.
Kahoot! can be applied across all subject areas, with any age group, as
a way to introduce and reinforce knowledge, and/or a tool to “gamify”
curricular reviews or even pre-tests.
Kahoot! actively engages the learner to interact with TEKS-based
information in a way that a regular classroom’s pencil and paper activity
simply cannot. Students are given a
unique opportunity to recognize gaps in their own knowledge, recap what they
have learned, while also building confidence in an exciting and interactive
way. The kids are learning while having
fun, this should be the goal of every classroom. A rubric for this Web 2.0 Tool is provided
below.
Kahoot!
Criteria
|
Rating
|
Evaluation
|
Content (TEKS)
|
4 out of 4
Has in-depth content across all core
subjects. Includes interventions and extensions on all grade levels. Provides
level appropriate assessments pertaining to each content area.
|
Kahoot! enables anyone to design, create, and play their own
learning game and is a fun learning experience available in any language and
available on any device. Kahoot! can
be applied across all subject areas, with any age group, as a way to
introduce and reinforce knowledge, and/or a tool to “gamify” curricular
reviews. Kahoot! actively engages the
learner to interact with TEKS-based information in a way that a regular classroom’s
pencil and paper activity simply cannot.
Students are given a unique opportunity to recognize gaps in their own
knowledge, recap what they have learned, while also building confidence in an
exciting and interactive way. The kids
are learning while having fun, this should be the goal of every classroom.
|
Depth
|
4 out of 4
Meaningful engagement allows for students to
collaborate with peers and/or teacher.
|
Kahoot! allows both
students and teachers to research topics and collaborate/share knowledge through
the creation of Kahoot! games, called “kahoots” . These highly engaging “kahoots” can be used
to introduce new topics, called Blind kahoots, which places focuses on
content which the learner has no previous knowledge, boosting their
motivation, placing them in an active questioning mode, and firing up their
inquisitive natures. Ghost kahoots
challenge learners to try and beat their previous scores which appear as
ghosts on the scoreboard. This creates
a fun way to reinforce key facts through repetition as well as allowing the
learner to see how much they’ve learned throughout the term. By using screen sharing or live streaming
tools, students are even able to challenge players from other classrooms,
schools, or even countries through
Connected kahoots. This program can
also be utilized to initiate/lead classroom discussions or debates and are
even capable of teaching novice “Kahoot!ers” how to design and develop their
own learning games, a process referred to as “Learners to Leaders.” However this tool is used, it not only
provides immediate feedback to the students on their knowledge of a selected
topic but also generates volumes of data for teachers as a formative
assessment.
|
User Friendly
|
3 out of 4
Technology is easy to navigate. Help is available
and clear, and tools and features are conveniently located.
|
With a little
practice, the technology is easily navigated.
You don’t have to have an account to play and the service is
free. Teachers and students simply
create a free account at http://www.getkahoot.com,
choose which type of Kahoot to create, type in a
name for the kahoot and click Go. From
this point on, the question and answer choices are entered, images/videos can
be inserted to support/supplement the text, and then from the “Settings” tab
users choose their audience by selecting a language and privacy
settings. Clicking “Play” launches the
kahoot which players can then access at http://kahoot.it
by entering the Game-pin number (assigned by the
program when launched), creating a nickname, and waiting for the teacher to
start the game. Overall this is a very
user friendly and intuitive tool although initially, it can take some
practice to properly embed images, diagrams, charts, animations, and/or
videos into the questions.
Step-by-step directions are provided every step of the way for users
along with links to instructional videos and tutorials on every aspect of the
game.
|
Differentiation
|
4 out of 4
Technology offers over five age appropriate
options for differentiation for mainstream students and special populations.
|
This technology
offers an almost unlimited amount of differentiation for mainstream and
special population students because of the incredible online database of
Kahoot! activities from around the world, stored and accessible on the main
website. Also, in the highly unlikely
event that a kahoot based on a desired topic cannot be found, the instructor
has the ability to create and share one of their own design, tailored
specifically to the needs of their students.
|
Progress Monitoring
|
4 out of 4
The technology offers several ways for the
teacher to monitor the progress of the class and individual students
including completion rate, assignment score, gaps, and areas for reteaching.
|
Teachers
are able to use this free, game-based formative assessment tool get an
instant “snapshot” of the classes’ knowledge level and overall understanding
of the subject through a bar graph which displays how many students chose the
correct answer, as well as each of the wrong answers, which serves as an
excellent point of discussion for reteaching.
The program also has a “Reshow Image” button which displays the
question’s embedded image to aid in concept discussions. Results of each quiz can be downloaded, via
spreadsheet, providing a benchmark to check learning progress when assessing
students later.
Students
receive feedback on their personal device (computer, tablet, phone, etc…)
which informs them if they got the correct answer or not, the number of points
awarded for their answer, total points, and their overall ranking within the
class. Personal feedback is sent to
each participant at the conclusion of the activity detailing their
correct/incorrect answers, how long it took them, and their class rank.
|
Finished Product
|
4 out of 4
The technology will allow students to create
a finished product such as a piece of text, video, or multimedia presentation
which exhibits the student's' level of understanding.
|
Kahoot! not only
allows students to take part in fun, high-interest learning games but also
gives them the ability to create their own.
Working in small groups, students research their topic collecting
relevant data, pictures, animations, videos, etc… after which they combine
this information into original questions and answers. Students gain a much deeper understanding
of the material than previously possible through traditional “sit-and-get”
lectures and “paper-and-pencil” assignments.
Not only are they tasked with developing their own questions and supplying
correct answers, they must now also consider some of the possible
misconceptions individuals might have about the subject matter and
incorporate this into the creation of some “good, plausible wrong
answers.” The students take on the
role of educator, empowering them to take an active role in their own
learning.
"The best way to learn is to teach." (Frank
Oppenheimer)
|
Learning Goals Are Met
|
4 out of 4
The entire learning goal was able to be met
with this learning tool.
|
As stated earlier
under the criteria for depth of this tool, it is entirely possible to
introduce a new topic through Blind kahoots, discuss the curriculum through
teacher gathered/generated kahoots, reinforce/review learning through Ghost
and Connected kahoots, and then have students demonstrate their learning
through the creation of their own original kahoots.
|
Collaboration Features
|
3 out of 4
Students can collaborate freely but it is
difficult for teachers to monitor and view collaborations.
|
Kahoot! pedagogy
encourages students to collaborate on research, gathering relevant content
and building their knowledge base on a specific topic, in the creation of
their own kahoots, a process referred to as “From Learners to Leaders.” Although students can and should be
monitored within the classroom environment, while working in study groups or
even at home, the teacher has no ability to monitor and/or directly view
these collaborations.
|
Security
|
1 out of 4
No
moderation of postings
|
Even though there is
a “Young Student” account option, and even though there is an available
option to mark submissions as private when subject matter is of a mature
nature, with submissions coming in from people all around the globe, there is
always a possibility that some “sensitive content” may be included in a
public Kahoot. It is strongly
recommended that an educator launch and play-through any material before
sharing it with their classroom.
|
Accessibility
|
4 out of 4
Students can access technology fully while at
school
|
Kahoot! can be
accessed anywhere there is a stable network connection and, if the signal is
lost due to a slow network, Kahoot! will automatically attempt to reestablish
the link. The maximum number of
players whom can join the same game is 4,000 but for numbers of this
enormity, tremendous bandwidth is required.
|
All
three of these technologies help learners to meet their specific learning goals
and course objectives just as well if not better than traditional
instruction. There is a genuine desire,
the students want to use technology and, in doing so, become more self-sufficient
in their learning. It’s up to us as
educators to seek out and make certain that we receive appropriate training in these
technologies to insure that we properly administer/facilitate them within our
classroom’s instructional design.
2.
Section IX focuses on issues related to
instructional design, rather than new technologies: professional ethics,
diversity and accessibility, the nature of design, and providing instructional
guidance. For each of the technologies you selected above, discuss what ethical
issues using the technology might present. Does the technology enhance
accessibility and accommodate diverse learning needs? How and/or can you design
instruction using that technology? How much guidance would instruction with
that technology require? What kinds of guidance would be necessary?
·
Distributed or e-Learning Environments –
My number one ethical issue associated
with this realm of technology is the concern of copyright infringement. In the article “The Definition of Educational Technology” they make mention of the
AECT Code of Ethics, discussing the matter of “giving accurate credit to the work and published ideas.” This now has me wondering about copyright
issues and how they apply to asynchronous learning environments like the one I
currently find myself participating in.
How does an instructor manage possible copyright issues in this type of
environment which is always in a state of flux in regards to source materials
and even student generated work and ideas?
Where can one turn to find information on the implementation of “best
practices” to aid in the pursuit of well informed, thought out, professionally
sound choices? In working with on-line
resources, an instructor must be mindful of any and all existing licensing
agreements, fair-use policies, and copyright laws. One should also take into account their
school district’s guidelines and filtering policies. The school district technology department can
also provide assistance in helping to establish the viability and compatibility
of online resources, their help can prove to be an invaluable aid in the
selection of online resources. If
managed properly, e-learning environments can become an efficient and invaluable
tool in the facilitation of knowledge, used to reach a large and diverse
population of learners from across the globe.
With Moodle, the LMS
I discussed earlier in this post, this technology not only enhances a student’s
accessibility to course content but is also flexible enough to individualize
assignments in the accommodation of a wide array of diverse learning
needs. This technology is specifically
designed to assist the instructor in the design and delivery of course material
in a user-friendly and efficient manner.
There is a fair amount of instruction involved for a new teacher in
learning to customize and implement this application, but, once the initial training
is complete, they find themselves up-to-speed rather quickly, at least I did. Students however, need very little guidance
before they are familiar enough with the program to successfully navigate it and
are off and running.
·
Networks or Web 2.0 Technologies –
These technologies can and do enhance a
student’s accessibility to course content while also aiding them to visualize
difficult concepts in a manner which can simply not be accomplished in the
classroom with a chalkboard, whiteboard, or overhead projector. The same risk of plagiarism and copyright
issues however are also present with this technology and great care should be
exercised in insuring that all parties, teachers and students alike, make every
effort to give credit where credit is due and extensively cite all sources
used. Teachers need to be actively engaged
with their students while implementing 2.0 technologies to insure that they
stay on task and are not exploring topics which are off-topic and/or inappropriate. An AUP (Acceptable Use Policy) must be
discussed, agreed to, and signed by all individuals who will be accessing the
internet at school, as well as the parent(s) of all students, to help insure the
proper use of all Web 2.0 technologies. Any
digressions on the student’s part must be addressed immediately and consequences
administered swiftly, usually involving the removal of a student’s access for
an agreed upon amount of time with reinstatement of internet privileges only
after a meeting is held consisting of the student, parent(s), teacher and an
administrator. By offering students
several avenues through which to conduct and/or report on their studies, we are
meeting the varying needs and experience levels of our learners, addressing
cultural differences, and help to insure that we meet the interest of all
participants. In this, our students are the
driving force of instruction; they become the go-to source of information on the
different types of media they have used in their research instead of relying
solely on the teacher. This makes the
learning experience becomes more personal for the students, they are engaged
and the information has special meaning to/for the pupil, it becomes real
instead of rote, and they have been set on the path to becoming life-log
learners.
·
Digital Games or Simulations – Kahoot!
This digital game is accessible through any
smart phone, tablet, or computer. So
long as the student has the 6 digit game PIN number they can join and
participate in any class Kahoot! This
technology offers an almost unlimited amount of differentiation for mainstream
and special population students because of the incredible online database of
Kahoot! activities from around the world, stored and accessible on the main
website. Also, in the highly unlikely
event that a kahoot based on a desired topic cannot be found, the instructor
has the ability to create and share one of their own designs, tailored
specifically to the needs of their students.
The only possible problem that I can envision in the implementation of
this activity is in accommodating a student with a disability which would not
allow them to properly interact with the game through conventional means. So long as an appropriate console and/or
device was made available to the student, allowing them to successfully participate
in the activity, I can see no other road blocks to its implementation.
As mentioned previously, Kahoot! enables
anyone to design, create, and play their own learning game and is a fun
learning experience available in any language and available on any device. Kahoot! can be applied across all subject
areas, with any age group, as a way to introduce and reinforce knowledge,
and/or a tool to “gamify” curricular reviews or even pre-tests. There is a fair amount of instruction
involved for a new teacher in learning to customize and implement this
application, but, once the initial training is complete, they find themselves
up-to-speed rather quickly, at least I did.
Students however, need very little guidance as it is very user friendly.
Before long, they are familiar enough with
the program to successfully navigate it and are off and running, enjoying
themselves, while being meaningfully engaged with their learning. Taking advantage of our student’s love of
technology, games are an appealing, interactive way for students to learn in a
world where attention spans are lessoning by the minute. Games also decrease much of the “ho-hum, why
bother” attitudes many students have towards review activities. Games are familiar, games are fun, and with
the implementation of games like Kahoot!, students find themselves having a
good time without even realizing that they are learning in the process.
Resources:
Dempsey, J.V., &
Reiser, R. A. (2012). Trends and Issues
in Instructional Design and Technology (3rd ed.). Boston, MA: Pearson
Education, Inc.
Shachar, M.,
& Neumann, Y. (2010). Twenty Years of
Research on the Academic Performance Differences Between Traditional and
Distance Learning: Summative Meta-Analysis and Trend Examination. Journal
of Online Learning and Teaching (JOLT). Vol. 6, No. 2 (June 2010).
The Definition
of Educational Technology by the Association for
Educational Communications and Technology (AECT) Definition and Terminology
Committee (n.d.). Retrieved July 3, 2017, from http://ocw.metu.edu.tr/file.php/118/molenda_definition.pdf
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