Last summer, our ITS cohort participated in coursework conducted entirely online. I was able to take a road trip throughout the southern United States with my fiancee, to whom I had recently become engaged, while actively participating in all assignments. Using email and Blackboard, my team and I completed a variety of projects asynchronously. I also worked with a mentor to finish individual assignments, communicating via email. Overall, there were no major issues with the completion of the coursework. Throughout, though, I wondered...
What if Web 2.0?
What if we had access to more robust web-based tools? Could Edmodo have allowed us to more seamlessly share multimedia in a clear, direct way? What are the affordances of the tools that make one better than the other?
What if we used a Pinterest-type tool for collaboration and sharing of ideas? Could something like eduClipper have been more useful for us?
What if we (in a fantasy world) all had access to iPads or other tablets and could utilize Explain Everything to compile our work and make multimedia presentations?
Whew! Lots of questions.
The bottom line is that our class was fine, if not a bit impersonal. In addition, there were limitations in terms of our ability to manage ourselves because the software to which we had access was a bit clunky. A web app like Edmodo is much easier to use, though it does not necessarily offer a greater array of features.
EduClipper could be great, but boundaries must be set and clear objectives outlined. The same goes for Explain Everything, which would significantly alter course output and dynamic.
What if Web 2.0? If Web 2.0, then the concept of the online course changes. Engagement changes. Student expectations change. Instructor expectation changes. Time will tell if learning increases.
What about Web 3.0??? The future is exciting.
Tuesday, March 25, 2014
Saturday, March 15, 2014
Digital Video Editing: Authentic or Cost-Prohibitive?
Video has existed for well over a century, and editing has developed hand-in-hand with progression made in the visual arts and technology world. From splicing tape, to in-camera editing, to AVID, to Final Cut and iMovie, the options vary widely in terms of technological advancement and complexity. What makes digital video editing so exciting, however, is its newly discovered accessibility and flexibility in school environments.
My father has been a videographer in the DC area for around four decades, working for a variety of government agencies, contractors, television stations, and art professors. He has taught photography and video at multiple universities. He knows his stuff! However, he has started going to classes and trainings frequently in the last ten years. I have asked him why, and his explanation is always the same: The video world is changing quicker than the old geezers can keep up. In a new millennium where anyone can be an iReporter if they have a phone with a camera and creative ideas, the need for sit down, production-heavy interviews is gradually on the decline. In-camera editing has taken on a new meeting with machines like the iPad, which allow users to take video and access quality editing software on the same device. The key, though, is that any human can now become a journalist with the next big break on a story. How do we guide our students to become skilled, effective users of technology to which they are already seemingly native?
I see digital video in the same vein as general internet use: There is not a right way and a wrong way to take advantage of the resources. However, teaching responsibility and ethics are important. In addition, we can provide students with authentic experiences without breaking the budget. What about having students bring their own device? Refurbished Flip Cameras and Bloggies are being sold at reasonable prices. In addition, the multitude of tablet options out there now have cameras and can be used for other purposes. In terms of editing, there are free options (depending on your operating platform) and programs that do not cost much. We need to encourage our students to visually document their world so that they may have the chance to be the next Woodward or Bernstein.
My father has been a videographer in the DC area for around four decades, working for a variety of government agencies, contractors, television stations, and art professors. He has taught photography and video at multiple universities. He knows his stuff! However, he has started going to classes and trainings frequently in the last ten years. I have asked him why, and his explanation is always the same: The video world is changing quicker than the old geezers can keep up. In a new millennium where anyone can be an iReporter if they have a phone with a camera and creative ideas, the need for sit down, production-heavy interviews is gradually on the decline. In-camera editing has taken on a new meeting with machines like the iPad, which allow users to take video and access quality editing software on the same device. The key, though, is that any human can now become a journalist with the next big break on a story. How do we guide our students to become skilled, effective users of technology to which they are already seemingly native?
I see digital video in the same vein as general internet use: There is not a right way and a wrong way to take advantage of the resources. However, teaching responsibility and ethics are important. In addition, we can provide students with authentic experiences without breaking the budget. What about having students bring their own device? Refurbished Flip Cameras and Bloggies are being sold at reasonable prices. In addition, the multitude of tablet options out there now have cameras and can be used for other purposes. In terms of editing, there are free options (depending on your operating platform) and programs that do not cost much. We need to encourage our students to visually document their world so that they may have the chance to be the next Woodward or Bernstein.
Sunday, March 9, 2014
Which Comes First: The Process or the Product?
The chicken or the egg? The age-old conundrum continues to confound us. There are arguments for both the animal and the 3-dimensional object from which it came. There is a similar argument that exists when working to incorporate technology. Which comes first: The objective or the app? Our online world is flush with myriad applications. A technology user has multiple app-based options for essentially anything he or she wants to do. But is that the first step when working to integrate technology?
In my opinion, the answer is no. When planning to expose students to technology hardware and software, we must not use the flash of the iPad, laptop, or engaging application as our means to an end. We must plan as we have always planned: By focusing on the objectives and our curriculum frameworks. Once we have identified what our objective is, only then can we search for an app that meets our objectives. We cannot force the app to meet our goals; we must be clear with out objectives and then determine the app that works best.
By going about this the opposite way--choosing an app before we have establish objectives--we run a variety of risks. If we do not make our objectives clear before we integrate technology, our lessons will devolve in the same way they would without technology. This will snowball into students becoming confused and overwhelmed by the technology, thus not inspiring confidence in use. Because so many students today are naturally gifted when it comes to the use of technology, we must set them up with objective-based lessons for success. Their future success in the 21st century, globally-connected economy depends on it. By modeling the need for an objective first, we are showing our students the best way to go about their work as they move through school and into careers.
We return to the question: Chicken or egg? Process or product? In order to have a successful product and process, the goals (Read: Objectives) must be clearly delineated and the application must be matched to the goals.
In my opinion, the answer is no. When planning to expose students to technology hardware and software, we must not use the flash of the iPad, laptop, or engaging application as our means to an end. We must plan as we have always planned: By focusing on the objectives and our curriculum frameworks. Once we have identified what our objective is, only then can we search for an app that meets our objectives. We cannot force the app to meet our goals; we must be clear with out objectives and then determine the app that works best.
By going about this the opposite way--choosing an app before we have establish objectives--we run a variety of risks. If we do not make our objectives clear before we integrate technology, our lessons will devolve in the same way they would without technology. This will snowball into students becoming confused and overwhelmed by the technology, thus not inspiring confidence in use. Because so many students today are naturally gifted when it comes to the use of technology, we must set them up with objective-based lessons for success. Their future success in the 21st century, globally-connected economy depends on it. By modeling the need for an objective first, we are showing our students the best way to go about their work as they move through school and into careers.
We return to the question: Chicken or egg? Process or product? In order to have a successful product and process, the goals (Read: Objectives) must be clearly delineated and the application must be matched to the goals.
Monday, March 3, 2014
Social Networking: Slippery Slope or Safe System of Sharing?
The world of social networks knows no bounds. Depending on the tool used, users can communicate and share information both synchronously and asynchronously. There are interest groups and forums for just about any topic imaginable. Many of us have used social networks for personal reasons for years. But do social networks have a legitimate spot in the classroom?
An application like Edmodo provides a safe, secure environment for students to communicate online. Teachers can set up groups within which students can have discussions, turn in assignments, and respond to polls. All communication is password-protected. Thus, safety is not an issue. However, teachers must set up groups in a clear manner and discuss expectations specifically with his or her class. Otherwise, conversations will digress. As long as the teacher defines objectives for discussions and assignments, this type of communication can be very powerful.
What about other applications? Facebook, for instance, is another incredibly useful tool. Many of our students are aware of Facebook, having created their own accounts or using older family members' accounts. Security, though, is a serious issue. Students can easily lie about their age, pretending to be older than they are. There are no safety features on Facebook that can keep students from accessing inappropriate information or communicating with strangers.
Do the rewards outweigh the risks? The bottom line is that our students are well aware of social networking outside of school. As with other technology tools, we, as teachers, are often the ones holding students back. There are great ways to provide students with safe opportunities to communicate via social networks. In order to achieve this, we must provide clear objectives and set up groups and prompts in such a way that communication is on-task and relevant.
An application like Edmodo provides a safe, secure environment for students to communicate online. Teachers can set up groups within which students can have discussions, turn in assignments, and respond to polls. All communication is password-protected. Thus, safety is not an issue. However, teachers must set up groups in a clear manner and discuss expectations specifically with his or her class. Otherwise, conversations will digress. As long as the teacher defines objectives for discussions and assignments, this type of communication can be very powerful.
What about other applications? Facebook, for instance, is another incredibly useful tool. Many of our students are aware of Facebook, having created their own accounts or using older family members' accounts. Security, though, is a serious issue. Students can easily lie about their age, pretending to be older than they are. There are no safety features on Facebook that can keep students from accessing inappropriate information or communicating with strangers.
Do the rewards outweigh the risks? The bottom line is that our students are well aware of social networking outside of school. As with other technology tools, we, as teachers, are often the ones holding students back. There are great ways to provide students with safe opportunities to communicate via social networks. In order to achieve this, we must provide clear objectives and set up groups and prompts in such a way that communication is on-task and relevant.
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