After so many difficulties, here is my final video presentation

http://youtu.be/6ZMio5QFQ38

Module 5: Great links to find great static and dynamic technologies concept maps

This static and dynamic technologies concept map is a great graphic organizer. It contains lots of

 information and the graphics are unique. I like the fact that Penny used a different type of template to

 create this fantastic concept map.

Another great concept map! This one has been color coded in order to make it easier to read. Very resourceful. There are so many tools listed for each of the categories. This Walden student put a lot of effort and time to create this detailed concept map. Well done!

Links:

http://pennyfree.blogspot.com/2010/05/static-dynamic-technologies-concept-map.html

http://durffsblog.blogspot.com/2012/02/concept-map-static-versus-dynamic.html

module 5 static and dynamic technologies

Please review my concept map. Thanks. Diana

http://www.slideshare.net/slideshow/embed_code/13881940

Static and Dynamic technologies concept map

Please review my concept map. Thanks

http://www.slideshare.net/dabsatz/static-and-dynamic-technologies-concept-map

Moving Toward Dynamic Technologies (Module 5)

There is no doubt that effective static and dynamic technologies can be used in any classroom at all

 levels to engage learners. These technologies are helping instructors to develop content ideas across

 a variety of curricular areas. “On the static end we see technologies such as podcasts or video casts,

 Web pages, and text. These technologies, while efficient at broadcasting information, do little to help

 learners build their own knowledge. At best, static technologies allow learners to capture

 information”(Moller, 2008). As an educator, I believe that I am in the middle of the static-dynamic

continuum because I use constantly static technologies to broadcast information in a way that will

 engage the attention of my Kindergarteners. I also feel that I am right on the middle of the dynamic

 continuum because my young students are always encouraged to use the virtual learning tools

 available at the school’s district website. My students navigate and interact with several instructional

games, virtual manipulatives, websites and software in all subject areas. In order to move to the end

 of the static continuum I often provide my students with assessment tools like online quizzes and

 surveys in order to promote their critical thinking skills and assess the acquisition of new knowledge.

 “The dynamic end of the interactivity continuum includes tools that involve learners on a much

deeper cognitive level” (Moller, 2008). Unfortunately, my students are too young to be able to

 participate independently in simulations, collaborative activities on the web and video conferencing.

I strongly believe that only virtual primary educators are the ones who can actually find themselves at

 the end of the static-dynamic end of the continuum. Online educators are able to provide their

 students with easy access to static and dynamic visual representations of the content of their courses.

 Some of these technologies include digital study guides, video streaming, computer-based

multimedia, simulations, cognitive support software (e.g. statistical software), internet based libraries

 and databases, video conferencing, and web 2. collaborative tools. Those are very dynamic

technology tools don’t you agree?

References:

Anderson, T. (2008). The theory and practice of online learning. Edmonton: AU Press.

Moller, L. (2008). Static and dynamic technological tools. [Unpublished Paper]. Anderson, T. (Ed.). (2008). The theory and practice of online learning. (2nd ed.). Edmonton, AB: Athabasca University Press.

Module 4: CCC Graphic Organizer

Group 1,
Please review my 3 C's graphic organizer. Thanks
Diana

http://www.slideshare.net/dabsatz/ccc-graphic-organizer

Module 4: Engaging Learners with New Strategies and Tools

Engaging Learners with New Strategies and Tools:

It is a fact that students in a traditional face to face learning setting have numerous opportunities to interact with their instructor and classmates. Being able to create similar if not the same opportunities for collaboration in an online course is one of the biggest challenges of teaching in a virtual classroom. There are plenty asynchronous and synchronous learning tools such as threaded discussions boards, web conferencing and educational blogs that play an important role in humanizing online courses by simulating the face to face classroom experience where students  exchange information and build learning communities between themselves and instructors. Blogs and discussion boards provide great opportunities for interaction in online courses. Blog posts are usually longer than discussion board prompts and can include multimedia. Discussion boards differ from blog entries because they focus on the feedback to an initial prompt. Discussion boards have typically short introductions and the prompts tend to be more specific. In addition, discussion boards can have a broader range of questions more than just comments. Effective communication between students and instructors is one of the most successful instructional strategies in the online learning setting “A strategy that encourages more in depth participation is to ask students questions directly related to their postings. Instructors can phrase questions in such a way that all students are encouraged to respond, not just the student who posted the original comment. For example, focus on one point that a student makes and build on it, or offer a contrasting viewpoint. Then challenge students to do further research and share what they find. When instructors respond to students’ postings in these ways, it demonstrates that student comments are valued and encourages them to participate” (Durrington, Berryhill & Swafford, 2006).  Computer-supported cooperative work (CSCW) is a groupware that supports collaborative activities and their coordination. Software products such as email, calendaring, text chat, wiki, slide-share and bookmarking belong to this category. A Wiki standing alone or as Media Wiki might include the following groupware: workflow management, blogs, image and file galleries, chat, calendaring and surveys. Wikis facilitate collaboration among community members of a learning community who are small groups of students focused on the educational site content. Visitors are encouraged to edit content posted by other users' contributions and to create new pages to improve the educational content of the site. Effective online course design and delivery of content is extremely necessary to achieve good student learning outcomes and satisfaction. In an online learning environment different strategies need to be used while designing content. Students’ motivation, learning styles, structured instruction, instructional strategies, online lectures and presentations need to be carefully addressed. The introduction of using discussion as a means of promoting classroom dialog is an important part of the online course design. In an online environment, students need plenty of guidance. Explicit instructions must guide the studying and learning process.  Formative feedback can be used to assess teaching, student learning and course design. Moodle is a free and very popular course management system that allows instructors to design a course for thousands or only a few students and gives access to creating forums, wikis, databases, etc. Blackboard Learn is used by many institutes of higher learning institutions as a source of online classroom management. Successful online instruction merely depends on learning experiences appropriately designed and facilitated by knowledgeable educators.

References:

Anderson, T. (Ed.). (2008). The theory and practice of online learning. (2nd ed.). Edmonton, AB: Athabasca University Press.

Durrington, V. A., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190−193

Siemens, G. (2008, January). Learning and knowing in networks: Changing roles for educators and designers. ITForum.