EDUC 8848 Emerging & Future Technologies

•Identify a current technology that has emerged in the last few years that shapes learning or productivity in your industry.     

In 2011, advances in tablet computers ignited the imagination of educators nationwide.  The success of iPad, in the fourth quarter of 2011 peaked at more than 3 million units a month, in comparison to Samsung Galaxy and Sony’s Tablet S in a rapidly growing new market.  Tablets, distinctly different from tablet PCs, have come to be viewed as not just a new category, but indeed a new emerging technology that blends features of laptops, smartphones, and earlier tablet computers with always-connected Internet, and thousands of apps personalizing the computing experience (Horizon 2012  Report). 

Tablets portability, large display, and touch screen, makes them ideal devices for one-to-one learning, as well as fieldwork.   Learning institutions are beginning to rely on them in place of cumbersome laboratory equipment, video equipment, and various other expensive tools not nearly as portable or as inexpensive to replace.  Tablets growing number of features, gives traction to other educational technologies—from facilitating real-time data mining to offering a plethora of game-based apps.

•What problems or challenges have been associated with this technology?

As these new devices gain more popularity, and are adopted by the majority, their independency will make them standout from other mobile devices, such as smartphones, e-readers, or tablet PCs.  Their larger screens and richer gestured-based interfaces makes them ideal tools and visually compelling for sharing content, videos, images, and presentations, in addition to their portability.   

 •What societal need does it meet, and what are its benefits?

The societal needs that the tablet meets is its ability to serve as a video player with instant access to libraries of contents, digital readers, newsstands for magazines and new subscriptions with a mere touch.  Real-time two-way video phones, sharable photo viewers and cameras, easy email and web browsers; and rich, full-featured game platforms — all in a slim, lightweight, portable package that fits in a purse or briefcase — but which significantly omits a traditional keyboard.     When the iPad was introduced, it was described as a “lean back” experience as contrasted to the “lean forward” experience of typical computers.   One of the great benefits of this innovation is how they are used: a swipe, a tap, or a pinch allows users to interact with the device in completely new ways that are intuitive and simple.  They require no manuals or instructions. 

The Horizon 2012 Report stated that the tablet itself encourages exploration of its capabilities, simply by placing the device in the hands of a small child.  A custom-configured keyboard can be purchased for those must have.  Screen technology has already advanced to the point that tablets are exceptionally effective in displaying content such as photographs, books, and videos.  What makes tablets so powerful is that students already use these or very similar devices outside the classroom to download apps, connect to their social networks, and immerse themselves in informal learning experiences. The rate of adoption for the tablet is almost assured by the fact that students are already quite comfortable using similar devices in both academic and social settings.

 A sampling of tablet computing applications across disciplines includes the following:

Chemistry. Students also use the iPads throughout the chemistry courses to clarify experiment set-up and answer other procedural questions.  http://www.go.nmc.org/hjjvi

Lecture Capture. Tablet apps, such as McGraw Hill’s “Tegrity,” are used by the University of Colorado, Georgia Tech University, Fordham Law School, and many others as a campus-wide solution for recording and deploying class lectures.   http://www.go.nmc.org/zmgnp

 Tablet Computing in Practice:

The following links provide examples of tablet computing in use in higher education settings:

 Solar-Powered iPad Devices--In partnership with Apple, the Zimbabwe government is bringing solar-powered iPad devices to rural institutions across Africa that have not had consistent — or any — computer access in the past due to lack of electricity. http://www.go.nmc.org/ctjzq

 The iPad Replaces University Textbooks--The University of Adelaide will replace textbooks with Apple iPads for first year students in its Science program. The University sees this as a way to allow the evolution of student learning environments to augment individual student growth.  http://www.go.nmc.org/vblpb

•What would make this technology even better, avoiding the pitfalls you identified?

Perhaps what makes this technology great, is the fact that its pattern after the mobile phone.  Both iOS and Android-based tablets were designed with the app model in mind and with hundreds of thousands of specialized apps available to extend the functionality of the tablet.   Apps that have many features in common with mobile apps, allows for more detailed interfaces or viewing area.  Additionally, apps for tablets are inexpensive and very easy to add to the device, using same tools and online stores as mobile apps use.

Reference:

Horizon Report 2012 Higher Education Edition. NMC2012 Horizon Report (2012). http://www.nmc.org/pdf/2012-horizon-report-HE.pdf

 

Keywords: iPads, tablets, smartphones

EDUC 8848 - Emerging & Future Technologies 2012

 

Learning in a Digital World

I posted to Jennifer Robinson   http://jenniferbethrobinson.blogspot.com 

I posted to Amanda Darling    http://darlingtonsblog.blogspot.com


What impact do you believe technology has on the way you learn?

My educational experience both online and in face-to-face learning environment has affirmed my beliefs that technology incorporated into the curriculum presents a decided different learning experience not only for me but learners of ages.  The on-line experiences has enabled me to examine and align my personal assumptions about learning and instructions using technology, evaluate that knowledge in view of prior learning and examine new personal theories of learning through the use of integrated technology.  Social tools (course management system, social learned networks, instant messaging, wiki sites, podcasts, etc.) have emerged that permit rapid exchange of knowledge and high levels of dialogue (Siemens, 2006, p. 15).  The learning process no matter how obtained is neural (internal).   However, the on-line classroom experience enabled me to create networks of nodes (external) where I can connect and form information knowledge sources to help me stay current and continually acquire, experience, create, and connect new knowledge (p. 29).  This experience using different technologies has exponentially strengthened my resolve to continue to use educational technology for learners of all ages.   One of the many highlights of this experience were being able to collaborate globally (The Caribbean, Abu Dubai, Africa, Egypt, & Israel) with classmates using social learned networks and course management system learning software.

In what ways do you learn differently in an online environment from the way you learned in a face-to-face learning environment?

In a face-to-face learning environment, the challenges of having access to the internet for instant research capability, was not readily available.  Also most classes consisted of lectures with exams at the end to see how much one had retained.  In the online environment, I have the flexibility to engage personally in each assignment.  Most of my learning takes place via research of scholarly material and collaboration with my cohorts in discussion post, on how best to apply the theories and information just learned.  In the face-to-face environment, we seldom had the opportunity to collaborate or discuss material being taught, but was required to learn mostly by repetition of lectured material and required reading.  In the on-line environment, each assignment builds upon a connecting construct (cognitive information processing, situated cognition, schema and mental modes) which allows me to see how the theories relates to other learning modalities (Driscoll, 2005).  I can  then discuss the pros and cons of these theories via Google Docs, wikis, Skype and social networking sites. We had the opportunity to create and maintain wiki space learning environment, portfolio, and blogs to further our understanding of how best to use the knowledge acquired.  I received my Masters (GPA 4.0) and will soon have completed the requirements for my PhD in an on-line learning environment. I recommend it highly to disciplined learners.   

keywords:  on-line learning, technology, social learned networks

References: 

Driscoll, M. P. (2005).  Psychology of learning for instruction, (3rd Ed.).  Boston, MA: Pearson

Siemens, G. (2006). Knowing knowledge. Retrieved from http://www.lulu.com/

New Technologies

I responded to Vaughn Bradley  http://vaughnswalden.blogspot.com/

Some people have positive attitudes toward experimenting with new technologies in the workplace, and some people have low self-efficacy in experimenting with new technologies. Keller’s ARCS model suggest that knowing and identifying the elements of human motivation will help you introduce new technology into one’s workplace with maximum buy-in or participation. 

I recall being part of a management team on a job related assignment documenting the system process for provisioning and maintenance of business customers’ internet protocol connectivity in one of our field operation centers.  Little information was shared with the field team technicians as to why headquarters selected their work center.  Upon our arrival at the job site, we briefed the work center technicians on the task that we would be performing, primarily that several team members would be assigned to shadow and record the different processes entailed.  On our second day, we were met with a union-led work stoppage order.

Management's efforts to upgrade new technology in the work center were met with resistance and disappointing results.   Management and the Union had to negotiate through a situation that perhaps had management included some of Keller’s ARCS motivational process could have been avoided.

Keller’s ARCS motivational design process suggested that knowing and identifying the elements of human motivation, and then identifying characteristics of processes that could have stimulated a different outcome would have been more effective.  It appeared that had our team taken the initiative to inform the workers of the upcoming changes; identify how the upgrade in system technology would enhance their job performance, and what the process to upgrade the system would entail would have had a different outcome.   

Mind Maps Blog - Connectivism

I posted to Jennifer Robinson:  http://www.jenniferbethrobinson.blogspot.com 

Andres Anzaldua: http://learningtheoryaanzaldua.blogspot.com

How has your network changed the way you learn?

Due to the rapid emergent of social tools (blogs, podcasts, video logs, wiki, and webcconferencing) that permit rapid exchange of knowledge in shared spaces, my network has totally revamp how I learn.   Network learning provides three levels that can be tapped into: neural (artificial intelligence) allow real time interaction and content delivery.  The second level (schema theory or schematic structures) permits ideals to be conceptually connected, and the third level, social knowledge--allows connections to data, information sources and other people.

This networked learning allows me to create networks where I can connect to, form information and knowledge sources in collaborative efforts.  

Which digital tools best facilitate learning for you?

Social software (wiki, blogs, ecollege, weblogs, computers, skype, webconferencing) are tools that allow me to connect with others to share ideas and to collaborate.   Network learning is comprised of a network which feeds into organizations and institutions, which in turns feed back into the network, and then continue to provide learning to individual.  This cycle of knowledge development allows learners to use digital tools to remain current in their field through the connection they have formed (Siemens, 2004).

How do you learn new knowledge when you have questions?

I use my social knowledge and learning network to connect to informational resources, learning communities, instructors, and other people that forms my network to gain better understanding.  Sometimes, I join chat groups via Skype, and other times, Google Docs for clarity on class projects.

Reference

Siemens, G. (2006). Knowing Knowledge. Copyright 2006 by George Siemens. Used by permission.

Siemens, G. (2004). Connectivism: A learning theory for the digital age. Retrieved from http://elearnspace.org/Articles/connectivism.htm

Collaboration as an Effective Learning Tool

I posted to Toni Duke http://MomTech-eBlogger.blogspot.com
and Rachel Bell   http://rachelbell33.blogspot.com

 

I do believe that humans have the basic instinct to collaborate as indicated by Rheingold in his discussion of the evolution of Wikipedia and the building of the pyramids. Differences in groups’ cultural makeup can improve the level of knowledge and understanding in the collaborative efforts. The availability of collaborative technology (Google Docs, Elluminate, Skype, Web conferencing, etc.) allows for group discussions regardless of members locations. There can be some dissension among collaborative group from time to time as pointed out by Rheingold.  But unless someone is looking to gain all the credit, by discounting other members’ contribution, then the group can, and will work cohesively together.

 My experiences with collaboration has been primarily in corporate and it is oftentimes a key driver in companies performance and return on investment. During my career with a cutting edge technology driven company, as a Product Manager, I conducted weekly collaborative team meetings to assess newly deployed product dynamics, product performances, market strategies, customer satisfaction and sales growth.  During discussion, we expressed varying opinions; however, we found common area of agreements that helped move our collaboration forward.

·         How can technology facilitate collaboration among learners based on constructivist principles?

 Several team members resided in 5 difference geographical locations which made teleconferencing an effective communication technology for the group. Through the use of other collaborative technologies (hypermedia data base, system, process, and product data bases) the collaboration efforts facilitated, augmented and in some instances helped redefine interaction among members of the workgroup.  Another advantage of collaborative technologies is how Web-based technology provides virtual access to knowledge expert and on-line support. In our case, it provided us access to our lab scientists, system engineers and senior management when needed.

 ·         Find a current research study that has been conducted in the last 5 years that supports collaboration as an effective tool for learning. Include the link and reference for this study in your blog.

 I found this current research study conducted by Verizon Business and Microsoft that supports collaboration as an effective tool for learning and performance in the business community.   http://newscenter.verizon.com/kit/collaboration/MAW_WP.pdf.

Keywords: collaboration, collaborative technology

References:

Driscoll, M. P. (2005).  Psychology of learning for instruction, (3rd Ed.).  Boston, MA: Pearson.

Rheingold, H. (2008, February).  Howard Rheingold on collaboration  [Video file].

http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html

Frost & Sullivan,  (2006). Meetings around the world: The impact of collaboration on business performance.  A Frost & Sullivan White Paper Sponsored by Verizon Business and Microsoft.  http://newscenter.verizon.com/kit/collaboration/MAW_WP.pdf.

I posted to Linda Hutchinson blog: https://hutchinsonedt550.blogspot.com and
Rachel Bell blog: http://rachelbell33.blogspot.com