Random Observation

Avatars.
I do not use images of myself.
In my various course workspaces, blogs and Skype interaction I use an avatar that is not me.
I am noticing on a lot (not all) of the class blogs we get to see who the person is.

Just a random observation.

Excuse me, my education is showing

Wow. I can definitely say that my previous degree is finally coming in handy. I can say I have applied learning theories in how I have conducted a class. But I'm using the information far more in this round of courses than I think I have in practical application.
Discussions are interesting, and I will say I sometimes wonder if we (everyone in class) all read the same paper. Maybe since I (sort of) know what I am looking for in regards to educational theory and pedagogies I have a slightly different focus when I read.

In Moore's editorial: Web 2.0 Does it really matter? I was reading a commentary warning about getting carried away with new technologies. To me he was taking a very Clark stance, that media does not influence learning. He was saying that teaching methodologies, and course design influence learning. To me Moore was saying keep your focus, and then let the technology fit in as it will.

This is how it makes sense: Ok, lets add a blog to class projects. Why? On the surface it seems that throwing in a blog is simply throwing in a blog. Looks like using a technology just because its there. A lot of the responses to using a blog in class are at this level. Now, lets take a look back at course development and design. Cognitive learning theories that are constructivist and social in nature need some form of interaction in addition to the main lesson, that support the main lesson. In DE, participant interaction in limited, and needs to be "encouraged." A lot of educational encouragement is called an assignment or project, since many students will only do the minimum required of them. So the blog assignment is actually a means of "encouraging" additional interaction between students. So now the blog is a tool to encourage social interaction. By limiting the blog topic to reflections on course work, it becomes a tool in social cognitive learning.


Then again, did I "read" the same paper as everyone else from Duffy?

Duffy states "Such socially-based technologies sit well with the understanding of learning as socially constructed, which has been a cornerstone of recent pedagogical theory. Blogs, YouTube and wikis provide a means to
encourage and make visible the social construction of knowledge which such theory postulates, and it is
incumbent on teachers to embrace such tools where their use is beneficial to learners and teachers alike."

Yes this is in support of social constructivist theories. But I don't think that supporting these learning theories needs to necessarily mean that educational design needs to change to cater to twitchy students.

Yes by all means we need to take into account the learning styles of students. Not all students learn the same way. When Duffy claims the students "absorb information quickly" I see that as extremely limiting. Students from the net generation may expect to receive information in quick bite-sizes bits, but it does not mean they absorb and maintain that information. I feel that Duffy is missing something when he points out what Prensky (2004) described as "twitch speed" in the "net generation." I sensed that Duffy is claiming that these students "absorb information quickly" and they expect ease of access and constant communication as a good thing.

Students who expect instant information have the attention span of a gold fish. If information is not instant they dismiss it as not necessary. They definitely are "twitchy," and after having been in classrooms with this generation I feel this is not a good thing. Students who fit within this generation have not learned how to absorb information that does require lengthy explanations. They have not learned patience. They practically do not know how to function with out being plugged into some device. And act as if they are going through addiction withdrawals if they are not allowed access for a prolonged period of time (2 hours).

Encouraging bad social skills in an educational environment, to me just seems like a bad idea.


Anderson tied social constructivist learning in nicely with social networking: "Each of these pedagogies stress the value of social interaction in motivating, modeling, validating, supporting, challenging and providing new perspectives throughout the learning process. These theories also acknowledge the central role of technologies in supporting human communication and in finding, retrieving and distributing information."


Social networking may turn out to be the next best thing for social constructive learning theories. But I will still believe that MySpace was developed by the Evil League of Evil.


Anderson, T. (2009) Social Networking in Education. A draft paper to STRIDE handbook for The Indira Gandhi National Open University (IGNOU). Retrieved: April 27, 2009, from http://terrya.edublogs.org/2009/04/28/social-networking-chapter/

Duffy, P. (2008) Engaging the YouTube Google-Eyed Generation: Strategies for Using Web 2.0 in Teaching and Learning.The Electronic Journal of e-Learning 6(2) pp 119 - 130. Retrieved January 3, 2009, from http://www.ejel.org/Volume-6/v6-i2/Duffy.pdf

Moore, M.G. (2007). Web 2.0: Does It Really Matter? American Journal of Distance Education, 21(4), 177-183. doi: 10.1080/08923640701595183

The geek in me

Second Life as an educational tool? Really?

Im not exactly sure how I feel about that. I mean The benefits are really geeky cool, but the other implications...They can weigh pretty heavy in the scales.

I didn't look up any studies, and really dont feel like doing the research at the moment, but what are the health risks in long term video world immersion? Are people even looking into this? Glasses are only the tip of the iceberg, and "gamer's butt" or "standard internet body" usually come with a host of other physical health issues. And what about epileptics? Does long term computer usage effect them? I seem to recall hearing something about that when I was a kid regarding epilepsy and video arcade games.

I have other reactionary emotions regarding RPGs, the least of which involve I do not think the same as the programers, and therefore perform horribly at these games.

But thats the cranky me, the geek in me really wants to dive in. Granted I was very upset with my personal Diablo gaming results, but maybe taking this virtual world out of a game, and using it for something else, maybe thats what will lure me in.

I am beyond intrigued with visiting ancient Greece, or Rome or Egypt or Mesopotamia. And I wish there were Renaissance Fairs that were more themed to those cultures. Also at this point in my life, and the world political crap, what are the odd of me getting my wanna-be art historian self over to Bagdad? Will Americans ever be able to safely travel to Persepolis again? I have a student who was stationed in Iraq. He has discovered my weakness and keeps telling me about the art, and the structures. He got to see things I will only ever see in photos.

If Second Life can "take me there" maybe I really want to go with Second Life. Fact is I can really see how this can be used as it directly relates to me. I don't have to project and think, well yes I can see positive implications of using this as a hands-on learning tool for dealing with toxic waste. Thats just intellectual talk. I can really see how this would work in an Art History environment. Yes looking at art in a museum is great. But looking at art where it was made, how it was made, when it was made; looking at art where and when it was for, now thats a learning tool.

Mediaeval Christian art is interesting to learn about (for some) but what if a student could walk into a scriptorium and see what was involved in creating illuminated manuscripts, what conditions the monks were working in? How much more information would be retained? Looking at Gothic cathedrals, sure they are interesting buildings, but how is a student supposed to really understand about the importance of the height of the ceilings, and the stained glass windows, and the sounds of the choir, when they are mostly exposed to lecture and book. But, now, put those students into Chatre, into Saint Chapelle, they will experience it on a whole different level, and their testing over the subject would show improved scores.

Reflections on the reading I did last night.

To be honest most of the reading I did last night started to blur together while I was actually reading. Because I had a goal: searching for pros and cons of asynchronous and synchronous delivery I tended to stay focused on that, and only that. I did take notes as I read, partially to keep the readings straight, but also so that I could accurately reference my comments.

Because of my focused reading, my notes also have focus. Only two documents stood out from the rest. Mostly because these two documents were not directly involved in the asynchronous/synchronous discussion. They did not provide redundant information-redundant to prior knowledge, redundant to the other readings.

What these two had in common for me was to remind me I am only aware of the tip of the proverbial distance education iceberg. The history of technology used and the applied use in other countries (not US) is new to me. I think I don't have such a large understanding because my exposure is limited to the program I teach for, and because when I searched for online learning opportunities for myself there were very few. I am still looking for a distance program for art history that meets my personal needs. However, because of what I have learned through the various readings, I am able to start expanding my search to specific named schools, and to programs that are based outside of the US.


Technologies of Online Learning, McGreal & Elliott

This paper lists technologies past and developing, providing a definition and description, and what its benefits to education are. Links for further information provided.

At first I thought I should skip this paper. But decided to continue to read "just in case" it had that one key comment to support my class discussion.In the end it did not.
It did expand my understanding of distance education, job well done.
I particularly liked the paragraph or two that followed each section that explained the educational benefits of each specific technology.

This really was helpful, especially in the section describing video games. I am aware of educational games "edutainment." I never considered role playing games along the design lines of World of Warcraft to useful in distance education. RPG always seems more like escapism or time black holes. I am not against role playing games, I just think that the online games that put a computer system between you and the person you are interacting with are limiting human social skills. And yes I am aware as someone who is all for distance education, this seems a bit hypocritical. I am currently justifying to myself this way: attaining education is beneficial, playing video games limits social skills. Maybe I just cannot get past personal experience with role playing games, computer role playing games, and watching too much of The Guild.


Education for a Digital World ADVICE, GUIDELINES, AND EFFECTIVE PRACTICE FROM AROUND THE GLOBE, Senior Editor Sandy Hirtz

This collection of papers reminded me that the world is using advanced technologies as well. Sometimes its too easy to fall into the narrow field of vision that happens in the day-to-day of life. It reminded me that in the US we tend to have a very narrow focus even if we claim to be global.
I was particularly interested in the information by Kumar in Virtual Design Studios: Solving learning Problems in Developing Countries. As a designer I was interested in the studio solutions. How to have studio time and space when having a physical studio wasn't practical or cost effective. "The fact that e-learning can deliver more training to more people at more places in less time and at less cost with less supervision makes it worthwhile to explore the possibility of e-designing."

The First Bog Entry

This is not my first blog creation. And I seriously doubt it will be my last. I have blogs out there in the ether that I have forgotten the links to. They were created for a specific purpose. That purpose was achieved. That blog complete. I have a blog that I am trying to maintain on a regular basis, but that really is more difficult than I originally thought. Especially since that blog is very content specific. At one point the content was being repurposed, but I have since corrected that.

So here I am, another specific purposed blog.
I posted the purpose of the assignment, as well as the points to be considered for an A (from the rubric) to help keep me on target.

Do I expect this blog to be followed?
No, well except by my assigned commenter "Hi Jill"
and Dr Rawson, and maybe Jeffry Rand.