Educ 638 Reflective Blog

This is a short blog about some of the reading the Picciano (2011) text, chapter 7-10 that are apart of liberty university's Leadership in Educational Technology Class #638. We were to reflect upon how this class and these chapters effected our prior thinking and how it aided what we are currently teaching or managing. I am reminded of the Bible verse that says in my English that all thing work together for the good of those that are called according to the purpose of God. I.m so sure of this because I can see this class being used for God.s purpose in my life and especially in those that we are teaching. Whether it be synchronous or asynchronous, blended or online live classes, they all can work for God's calling in Christ Jesus. Most of what is now being taught in this class pertains to the fullfilling of individual needs to model Christlike learning and teaching.Curriculum integration is a big factor in online education says Hall (2008). this all seems to happen better in 21st century technology and E-learning.Technology is helping to transform African education. Kiplagat (2014) "When students have access to information they have access to possibilities they did't have before."


References;

Hall, D.(2008). The Technology director's guide to leadership.Eugene, OR.: ISTE

Kiplagat, R.(2014). Technology Helping to Transform Education in Africa. from          www.agilelearning.com,: Microsoft Corportion

Picciano, A.(2011). Educational Leadership and Planning for Technology.Boston, MA: Pearsonenglishinactin@mail.com

Vocaroo Voice Message

Vocaroo Voice Message

Webibligraphy Blog

Webibliography Blog

Verne Wortman

Liberty University

Bibliography Blog

Chapter 7, E-Learning and the science of instruction, Clark and Meyer (2011).

            Outline: Redundancy Principle 1: Do not add on–screen text to narrated graphics.

A. Psychological reasons for redundancy principle

                                                                        B. Evidence for omitting redundant on-screen text

Redundancy Principle 2: Consider adding on-screen text to narration in special                                                               circumstances

A.    Psychological reasons for exceptions to redundancy principle

B.    Evidence for including redundant on-screen text

This discussion of redundancy involves the idea that we should not in most cases overload the senses of hearing and visual. The idea stems from the idea that more than one source into the same sensory part of the brain, overloads that sense and causes confusion, overload, and slow down of that particular brain intake. Examples are seeing graphics and words at the same time seems to overload the sense of visual intake. The same would occur if more than one sound were heard at the same time, confusing auditory intake. This was proven by Kaluga, Chandler, and Sweller (1999, 2000) in their study of animation with and without text when used with narration. Cognitive theory indicates that channels must not be overloaded but separate channels can exist at the same time feeding information to the brain from separate inputs such as simultaneous hearing and visual each helping and accommodating each other. Clark and Mayer (2011)

There are other problems that could exist with redundancy of information. These include more time needed for presentation and waste of time and space with too much information. Mayer and Moreno (2002). They say that overall this redundancy effect hurts and sometimes prevents learning.

The exceptions to the rule do occur. One of these is when one has a disability such as a hearing loss. In this case, printed text is very helpful and does serve help that disability to learn. Another would be if we slowed down the pace of presentation or left time gaps in between the information, then the brain could catch up. Native speakers of another language are helped when they can see visual words as narration is happening. Sometimes keywords are important to put in the text along with an auditory-visual presentation. Clark and Mayer (2011)

More research needs to done in the areas of kinds of learners, kinds of materials, and kinds of presentation methods. This would help to identify better certain situations to use simultaneous on-screen presentation of text along with graphics and sound. Also the disabilities act needs to be addressed further for this class of students.

I agree that this idea of redundancy is very important as we proceed to develop new learning materials and methods. Confusion in e-learning is not needed as the mind and its processing of input and how it is inputted is one of the most important factors in learning. We should always design or course work with the learner’s input and development speed in mind. Slowed-down learning could happen if we are redundant in audio, visual multi=media presentations. This very relevant to my work here in Rwanda with second language teaching. It is very confusing for my students to even see and hear at the same time, Redundancy of the same sense would slow them down even more.

I had always thought that the more media we could flood the student with, the better and faster would be their learning. This is not true and I have changed my mind set to a more coherent teaching style that combines senses, including touch, but does not overload any sensory input.

References:

Clark, R. and Mayer, R. (2011). E-learning and the science of instruction, San Francisco, CA:            Pfeiffer

Kaluga, Chandler, & Sweller (1999, 2000) Studies mentioned in:  Clark, R. & Mayer (2011).            E-learning and the science of instruction, San Francisco, CA: Pfeiffer

Moreno, R. & Mayer, R. (2002a). Verbal redundancy in multimedia learning: When reading            helps listening. Journal of Educational Psychology, 94, 151-163.

EDUC 638 MOD 4 BLOG

EDUC 638 MODULE 4 BLOG

Breaking Points is a comprehensive program for school improvement written by and published by NAASP (2011) The National Association of Secondary School Principals. It trains schools and leadership to use collaborative leadership to personalize environments to give students a sense of belonging and ownership in the school. It encourages collaborative instruction, leadership and assessment that identifies essential learning and skills across all grade levels. It challenges all to relevance and energy.

Shared vision is the keyword for this development and for effective change in the school. It looks to trained and involved leadership within the school to effect change and improvement in all the aspects of learning, individualized with student input into the process. It organizes abilities and utilizes team communication. Team development of its members is encouraged to bring about results in understanding team and student strengths and weaknesses. It imposes a framework of collaborative leadership that involves all students, teachers and administration. These are taken into account in six connected steps.

The relationship of Breaking Points to constructivism is striking as it involves high student participation and student centered guidance in each student’s learning process and learning style. The relationships develops student participation, real situations, good communication, and excitement in the students’ adventure with learning. It brings all students, teachers, administration and community together for collaborative improvement and planning for needed changes in the school(s). Collaborative planning is at the heart of this system.

I think leaders of the district should all take the training provided and adopt it to the needs of each school or school district.

Personalization is a key as each school meets its challenge for each student. This seems to be a great tool that could be used in many schools.

References,

Hall, D. (2008), The Technology director’s guide to leadership, Eugene, OR: ISTE

NASSP (2011), Breaking Ranks: The comprehensive framework for school improvement, ISBN-10:             0882103662, ISBN -13 : 978-0882103662: NASSP

NASSP (2006), Breaking Ranks in the middle strategies for leading middle level reform, NASSP

www.nassp.org/school-improvement

EDUC 633: Assrssment Blog

EDUC 633: Assessment Blog

Mobility and on-line education has changed the evaluation process somewhat. Early tests and evaluations on-line were all paper and made-up tests like those used in face to face classrooms. They could be objective and machine scalable or subjective with learner written responses like essays and short answer questions. Simonson (2012)

Today, as in some articles I’ve read, a new direction taking a constructivist, problem solving, activity driven, and use of authentic assessments approach is a real world task. Expressions are now from individuals and group collaboration. Shen (2007) One sees both formative and summative evaluations in the process of on-line learning. Use of portfolios, academic papers, multi-media projects, wikis, blogs, power point presentations, and published responses are seen as constructivist in nature and student driven realities.

Problem based and project based activities take the lead in evaluation procedures prepared by students and teachers. Horton (2012) Measuring growth from where the student starts to where he ends is more important than measuring growth against a set of standards. Miller-Whitehead (2005) Peer evaluation is a good on-line assessment tool. Zhi-Feng (2013) Collaborative projects are a great way to involve students in active, real learning, and evaluative tasks. Students become involved on-line with project based learning that allows them in depth investigation and collaboration of a worth while learning topic.

 One other new development that is in line with the literature reviewed is“E-fact”, which gives students a chance to evaluate their learning half-way through a module and use cell phone . Berridge (2012) These are power shifting devices for adjusting teaching methods for students enrolled in a class. Another new development that is used for assessment is a graphics organizer, putting together visuals and sound in real life. On-line participatory exams are now being used and show high social engagement with constructivist and collaborative  makeup.

Constructivist activities in education give us new ways to evaluate a student’s ability and knowledge using on-line technology. These three main methods that can be used are portfolios, projects, and on-line self and pure assessments. All of these can be collaborative.

The constructivist view that is part of the author’s personal theory allows students to construct knowledge for themselves while building upon what they already know. Socially, this learner is affected by all those around him, and culturally, it involves all the tools that are in common use including computers, cell phones, video cameras, TV, etc. To the author, on-line learners should be assessed mainly by the methods he just relayed, as well as, new ones being developed and the student selecting his own learning theory.

Biblically constructivist testing is the reality that God has given us to be the person who is responsible to use his mind, heart and body and God,d word to develop God’s purpose.

References,

Berridge, G. (2012). eFACT: Formative assessment of classroom teaching for online classes.                    Turkish Online Journal of Distance Education, 13(2), article 4, ISSN 1302-6488.

Horton, W. (2012). E-Learning by Design, San Francisco, CA: Pfeiffer

Miller-Whitehead, M. (2005). Why measuring growth is especially important in evaluation of                   English language learners, Annual Meeting: AMTESOL, Florence, AL: self -published

Shen, J., Hiltz, S., & Bieber, M. (2007). Group Collaboration and Learning Through Online                    Assessments, New York, NY: New York Institute of Technology

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and Learning at a                   Distance, Boston, MA: Pearson

Zhi-Feng, E. (2013). Using peer feedback to improve learning via online peer assessment, The                 Turkish Online Journal of Educational Technology, 12 (1).