At the meeting on September 25, 2008, we listened to the lecture by Mr. Bonk from Indiana State University who explained to us the nature of open source in education. He struck me when he said that the second university to have open source was Vietnam National University due to its desire to keep experts within the country.
Mr. Bonk provided us with different visions of education. The most intriguing idea he raised was that my current fellow classmates will be those whom I will rely for information in the distant future. So far I have not yet seen any sign that I will rely on my future classmates for knowledge (not that it’s a bad thing); perhaps his idea is more plausible if we all plan to enter academia, as oppose to working in an applied field.
What I like the most about his idea is that someday people will get the choice to pick their classmates in any country they want. Personally, I would love to be able to pick classmates who have similar interest and personality as I do.
Addendum: After listening to Mr. Bonk's idea, I realized that it is possible that open source will have a positive affect on education. However, I would like to know what are the negative affects of open source in education (besides the minute problem of scholarship for those who already wanted to share their knowledge)? In addition, I would like to know if environment concerns will soon lead us to embrace distance learning, and henceforth the idea that we can pick our own classmates?
Monday, September 29, 2008
Thursday, September 25, 2008
The Flat World Project
Overall, I like the organization of the work and how they weave information from different sources together so well.
What are the instructional objectives
Learn the content of the “World is Flat”, learn how to collaborate with students of different backgrounds, learn how to write coherently and following technical standards, learn how to use technology to disburse information for the public.
How technologies are used by students
Technologies are being used by the student as a collaborating tool; they use technology to develop an online community. They use technology to share their ideas with one another, and disseminate those ideas to the public as well. They use technology in order to help them visualize the information, which help students who are either visual or tactile learners.
Put yourself in the students place, and assess what they may learn from the learning experience
I can see that they would learn how to organize ideas (with the help of their peers) into coherent, easily understood information. At the same time, they will learn how to collaborate with learners of different background in developing presentations of their work. They learn how to use gadgets/technology in their presentatation and they learn how to present their work to their fellow students.
There seems to be a slight emphasis of developing creative skills through the usage of art work. They also learn how to develop the ability to express themselves through digital story telling.
List technologies they are using in order to create their digital stories, write research on background, news, impact on education, etc in their wiki site.
YouTube, video cameras, internet, Microsoft Suite, Adobe PDF
What are the instructional objectives
Learn the content of the “World is Flat”, learn how to collaborate with students of different backgrounds, learn how to write coherently and following technical standards, learn how to use technology to disburse information for the public.
How technologies are used by students
Technologies are being used by the student as a collaborating tool; they use technology to develop an online community. They use technology to share their ideas with one another, and disseminate those ideas to the public as well. They use technology in order to help them visualize the information, which help students who are either visual or tactile learners.
Put yourself in the students place, and assess what they may learn from the learning experience
I can see that they would learn how to organize ideas (with the help of their peers) into coherent, easily understood information. At the same time, they will learn how to collaborate with learners of different background in developing presentations of their work. They learn how to use gadgets/technology in their presentatation and they learn how to present their work to their fellow students.
There seems to be a slight emphasis of developing creative skills through the usage of art work. They also learn how to develop the ability to express themselves through digital story telling.
List technologies they are using in order to create their digital stories, write research on background, news, impact on education, etc in their wiki site.
YouTube, video cameras, internet, Microsoft Suite, Adobe PDF
The Emering Technologies and the New Problems
In the reading of “Emerging Technologies in E-Learning,” the author explained how emerging technologies can turn the learner from a receiver of information (learning through Web 1.0) to a creator of information (learning through Web 2.0). He provided a few of the emerging technologies in education such as digital storytelling, online meetings, personal podcasting, extended learning, and social computing. Afterward, he explained how those technologies can facilitate learning communities, and the challenges that instructors face as their roles change in this new learning environment. Lastly, he presented a perspective on the possibilities that technology can do for learners (with a mention of those with different learning needs) and the myriad of challenges (including ethical concerns) that those technologies can bring to the new classroom environment.
As I was reading his article, I have had this idea that technology changes the learning environment in which the learner no longer simply absorbs in the information presented to them, but they are now the creator of information. The author seemed to say that this new philosophy is driven by the need to fill in the gap due to learning differenses and social inequality. For instance, not all schools can afford expensive laboratories so that their students can perform scientific experiments. However, the reliance on this new emerging technology can help those schools fill up the gap. Students, for instance, can learn how to “conduct” a laboratory activity through virtual learning.
On the other hand, I think that the new learning philosophy is driven by the fact that society needs the people to know how to survive in this technological age. That is, they need to know how to use the computer, how to communicate with other people through either podcasting or webphones. Most educators recognize that learners need to be able to incorporate new technologies in their learning of the subject matter, since the ability to operate gadgets is valuable in this technological age.
“In Plain English”
The “In Plain English” instructional videos (and to some extent, the reading “Emerging Technologies in E-learning”) made me see the relevancy of adopting new technologies to our learning. Technologies are changing the things that we are doing in our daily life, and that learning how to use them to make our lives more efficient makes a lot of sense.
As I was reading his article, I have had this idea that technology changes the learning environment in which the learner no longer simply absorbs in the information presented to them, but they are now the creator of information. The author seemed to say that this new philosophy is driven by the need to fill in the gap due to learning differenses and social inequality. For instance, not all schools can afford expensive laboratories so that their students can perform scientific experiments. However, the reliance on this new emerging technology can help those schools fill up the gap. Students, for instance, can learn how to “conduct” a laboratory activity through virtual learning.
On the other hand, I think that the new learning philosophy is driven by the fact that society needs the people to know how to survive in this technological age. That is, they need to know how to use the computer, how to communicate with other people through either podcasting or webphones. Most educators recognize that learners need to be able to incorporate new technologies in their learning of the subject matter, since the ability to operate gadgets is valuable in this technological age.
“In Plain English”
The “In Plain English” instructional videos (and to some extent, the reading “Emerging Technologies in E-learning”) made me see the relevancy of adopting new technologies to our learning. Technologies are changing the things that we are doing in our daily life, and that learning how to use them to make our lives more efficient makes a lot of sense.
Friday, September 19, 2008
Blogs versus Wiki
At our meeting on September 18, 2008, we compared the nature of blogs versus wiki as they are being used in educational settings. Most said that blogs can be useful if there is a need for a linear way of disseminating information, such as when an instructor of an e-learning course needs to inform the class of upcoming activities. Some said that blogs can facilitate a discussion that is more cohesive and that students can concentrate on a particular situation or problem better than wiki. Yet some think that blogs do not facilitate discussions as well as wiki since the latter provides a forum in which open participation among students is encouraged (blogs do not allow more than one person to add ideas or make changes).
In general, we agreed that blogs changed the nature of classroom participation. We agreed that blogs can be used as a tool which allows students in an e-learning course to elucidate ideas in writing after an initial face-to-face discussion in a classroom setting. One of my classmates said that blogs can bring out the personality of a student; a generally shy student can be quite aggressive in their blogging.
I would add that blogs can also be used as a tool for students with limited English skills to share their ideas with the rest. For instance, even though I am not an ESL student, I do have problems with expressing my ideas in a classroom situation at times. As much as I hate it, I have to structuralize my ideas prior to expressing them through words, and this process requires time (I might sound strange if I don't do it). It is rather a cumbersome process to keep up with who's saying what and what their ideas are in a regular classroom setting. However, blogging can remedy the problem because it allows me extra time to figure out a way to say something prior to posting my ideas.
Thursday, September 18, 2008
Learning advanced courses in the digital age
One philosopher once said that “learning is more than the accumulation of facts” and I believe that this is quite true. Learning is how we make sense of the knowledge that we are provided with. Hence, to some extent, I agree with John Brown that the traditional way of learning, which compasses listening to the lectures provided by the instructor and take assessments of the supposedly learned materials, is rather impractical. What we learn in class has little bearing on really life, since the materials we absorb in all academic subjects are only models of real life situations. It is not naïve, as John mentioned, that we are trying to make learning less of an elitist activity and more compatible with the learners. Our ways of learning has shifted from abstract to more concrete; part of this is driven by technological advances which require a person to be able to apply his knowledge to situations that has fuzziness. As a result, the emphasis on learning has taken a new dimension. And to some extent, the new ways of learning make more sense than the traditional way.
What I don’t agree with John Brown is this. We are not yet at a stage in which we can create a new learning environment that utilizes technology to serve a student's need for advanced level courses. He gave a few examples that involves universities (such as Rennselaer Polytechnic Institute and Massachusetts Institute of Technology) modifying the teaching of science and mathematics courses. The idea of learning science and mathematics through the way he described seems quite attractive, but it is more of a concept than a reality. Many science and mathematics courses are quite abstract, especially at the advance levels. Educational technology would not do much when it comes to learning the mathematical equations that provides a model for quantum mechanics. The idea of learning through hands on experience probably is more suited in certain areas (such as engineering) and at the introductory level only.
What I don’t agree with John Brown is this. We are not yet at a stage in which we can create a new learning environment that utilizes technology to serve a student's need for advanced level courses. He gave a few examples that involves universities (such as Rennselaer Polytechnic Institute and Massachusetts Institute of Technology) modifying the teaching of science and mathematics courses. The idea of learning science and mathematics through the way he described seems quite attractive, but it is more of a concept than a reality. Many science and mathematics courses are quite abstract, especially at the advance levels. Educational technology would not do much when it comes to learning the mathematical equations that provides a model for quantum mechanics. The idea of learning through hands on experience probably is more suited in certain areas (such as engineering) and at the introductory level only.
Sunday, September 14, 2008
Biased Ideas
At our September 11, 2008 class meeting, we discussed how learning can be facilitated using technology so that people from different geographic regions can participate, and the problems associated with this form of learning. One of the comments that intrigued me was that such learning can be quite confusing since we cannot absorb everyone’s opinion at the same time and that some will get filtered out. As a result, we might become more biased in our ways of thinking.
As of currently, I do not think that our education curriculums at the secondary level are designed to counteract one-sided learning. I think that there should be more courses at the high school level that train students to think critically, in particular, the ability to assess the creditability of the information.
By the way, great job with the presentations today. I like the visual aspects in your presentations.
As of currently, I do not think that our education curriculums at the secondary level are designed to counteract one-sided learning. I think that there should be more courses at the high school level that train students to think critically, in particular, the ability to assess the creditability of the information.
By the way, great job with the presentations today. I like the visual aspects in your presentations.
Thursday, September 11, 2008
George Siemans Ideas
As I was reading the article by George Siemens, I thought of what my high school science teacher told me, which is that “50% of your intelligence comes from your ability to find information.” At the time, I did not understand what he was saying. His idea makes it seem as if intelligence can reside outside of a person’s mind.
After I read the article, I realized that knowledge can actually be in the technology we use or in the social learning networks. This idea, which was developed through Connectivism, was quite profound for me. Still, the idea that we might one day design a learning environment that is heavily depended on the “material” knowledge outside of us worries me, so this prompts the question of how much should we develop our knowledge database by weaving them to the new technologies and social learning networks. Will reliance on learning cues outside of us be as effective as those that we develop internally? What happens when we as humans can no longer think for ourselves, but that our overall knowledge is a mere product of the social infrastructure?
After I read the article, I realized that knowledge can actually be in the technology we use or in the social learning networks. This idea, which was developed through Connectivism, was quite profound for me. Still, the idea that we might one day design a learning environment that is heavily depended on the “material” knowledge outside of us worries me, so this prompts the question of how much should we develop our knowledge database by weaving them to the new technologies and social learning networks. Will reliance on learning cues outside of us be as effective as those that we develop internally? What happens when we as humans can no longer think for ourselves, but that our overall knowledge is a mere product of the social infrastructure?
The New Learning Environment
At our gathering on September 4, 2008, I listened to Kim’s review of the key theories from ITEC 800: Behaviorism, Cognitivism, and Connectivism. What fascinated me the most is the lecture on how Connectivism explains our current information boom and that a single person would find it difficult in acquiring a large amount of information without the help of his or her peers.
As I was listening to the lecture, I couldn’t help but question whether Connectivists (and the idea of a social learning network) believe that formal learning environments (such as a classroom) would become obsolete one day, and that they would be replaced by e-learning. Perhaps, once technology advances to a higher level, learners would prefer teleconferences and virtual learning over regular classroom environments; there is no need for a classroom environment when learners can interact with their classmates and other people around the world on their own time and at their own place.
As I was listening to the lecture, I couldn’t help but question whether Connectivists (and the idea of a social learning network) believe that formal learning environments (such as a classroom) would become obsolete one day, and that they would be replaced by e-learning. Perhaps, once technology advances to a higher level, learners would prefer teleconferences and virtual learning over regular classroom environments; there is no need for a classroom environment when learners can interact with their classmates and other people around the world on their own time and at their own place.
Thursday, September 4, 2008
Fuzzy Web
What is Fuzzy Web?
It was my first day in the class and I found the concept of Web 2.0 quite difficult to understand. Even though we have went through all of the possibility for the meaning of it, I still don't know if I have fully grasped it yet. I wonder if the idea of Web 2.0 is a conceptual model that organizes the new way of learning, or more likely, an actual definition for the different ways of learning that can be found over the web.
Moreover, I am excited to be able to read the textbook for the course because I want to learn how to think in the new age. The name of the book relishes on the idea of creativity that I have heard from another author, Richard Florida, who wrote the Rising of the Creative Class. Richard Florida emphasizes that we are in a transition into an age where people rely on creativity, a mostly right-brain activity, more than ever.
Hung To
It was my first day in the class and I found the concept of Web 2.0 quite difficult to understand. Even though we have went through all of the possibility for the meaning of it, I still don't know if I have fully grasped it yet. I wonder if the idea of Web 2.0 is a conceptual model that organizes the new way of learning, or more likely, an actual definition for the different ways of learning that can be found over the web.
Moreover, I am excited to be able to read the textbook for the course because I want to learn how to think in the new age. The name of the book relishes on the idea of creativity that I have heard from another author, Richard Florida, who wrote the Rising of the Creative Class. Richard Florida emphasizes that we are in a transition into an age where people rely on creativity, a mostly right-brain activity, more than ever.
Hung To
Subscribe to:
Posts (Atom)
