Week 9: A brave new world

 
Final class reflection

In some ways this class has validated goals I had already set for myself.  I had already decided that I need to better understand and use technology in my work as a community-based educator. I saw the opportunity to reach new audiences and reach them move efficiently and effectively with Web 2.0 tools. This class has definitely expanded my knowledge and confidence in using new tools, many of which I didn’t know about. I had also concluded that it would benefit me to develop a Personal Learning Network (although I didn’t know there was a name for it), which I have been doing using Google+, Communities of Practice, and Twitter over the past 12-18 months. This class has validated that goal as worthwhile and offered new resources to expand my PLN and new ways of thinking about it.  My “colleagues” are from all over the country and have many different experiences from which I can learn.  I have appreciated learning what other members of the class are doing with technology in their classrooms.  Those ideas have been inspirational. I have also appreciated the long lists of resources that have been part of the class “lectures.”

My future goal for using technology is to keep learning and trying out what I have learned. In terms of my professional relationships, I will definitely find ways to encourage others to use technology and reach out to collaborate on new projects. I have, in fact, seemingly emerged as a leader in the technology efforts within my organization. Although I’m not usually the person who knows the most, I am often the person who is willing to try something new and look for the opportunities represented in the learning.

In terms of course objectives, the following is an explanation of how I have met objectives.

• Provide instruction and modeling regarding digital etiquette and responsible social interactions related to the use of technology and information.  In addition to learning and using digital etiquette and appropriate social interactions through the class requirements related to blogging, I have met this objective in my work.  I teach a financial literacy class using webinars; I spend several minutes reminding participants how to communicate with each other respectfully, how to mute themselves to avoid background noise, and how to use the chat room feature to ask and answer questions and contribute to discussions.  

• Promote and demonstrate effective use of digital tools and resources. Familiarize students with Web2.0 tools that may be used professionally or within the classroom environment to establish deeper learning experiences through proper curricular standard driven development. Through class requirements I have promoted and demonstrated effective use of digital tools and resources. I have learned to use Google Docs, Animoto, AudioBoo for podcasts, GarageBand, blogs, wikis, Diigo, SlideShare.  In addition I have promoted and demonstrated effective use of Twitter, Google+, Google+ Hangout, Pinterest within my work environment. By taking this class I have expanded what I know and what I am aware of, in terms of tools and resources.  In terms of familiarizing students, I have used webinars to help my students understand the value of using Web 2.0 tools; I have also shared what I have learned in this class about Web 2.0 tools with colleagues.

• Become familiar with current technology issues, trends and technology use within the K- 12 environment. Discuss how technology use impacts student learning outcomes.  I have used the resources provided in the class, along with resources I’ve found in my own explorations, to increase my familiarity with current technology issues, trends and the use of technology, not only in the K-12 environment, but also in the higher education and workplace learning environments. By keeping bookmarks and lists on Diigo, I am able to go back to resources I have found.  I am following new contacts on Twitter and also have new followers on Twitter and Google+. In terms of student learning outcomes, with technology, learning can be more student-driven. Technology gives students the tools and resources to develop their own project-based learning.  It gives students the tools and resources to directly explore, without waiting for the teacher to teach; students can be empowered to own their learning.

• Design and implement digitally-based learning experiences with multiple and varied formative and summative assessments.  With the use of many of the tools I’ve used for this class, I have started looking for more ways to expand the use of technology in my classes.  Many of my students have had limited involvement with technology, so, although the main objective of my classes has nothing to do with technology, the fact that we are using various tools (webinar, excel spreadsheets, Survey Monkey, and now SlideShare) makes technology part of the learning environment. I have started exploring ways in which to expand this use of technology to develop more formative and summative assessments for learners.   

• Establish a core personal learning network of technology leaders to follow. Utilize this new network of educators as personal professional development. Since my midterm reflection I have continued to identify and follow technology leaders using Twitter, bookmarking in Diigo, RSS feeds, and Google +.  In addition to colleagues I identified in my midterm reflection, I have found a wider range of technology and education leaders using resources in class and exploring on my own. Twitter is my favorite source. I am following and reading tweets from @SNBeach, @teach1tech, @edudemic (and website), @theipodteacher, @wfryer, @MrJFawson (and blog), @MarkWagner (and blog), @schwier (and blog), among others. It’s not just education and technology leaders I follow. I also use Twitter, Google+ and RSS feeds to follow leaders in other areas of interest: marketing, financial education, workplace issues, politics, wellness, parenting, public health, nutrition, child care. I find great information and resources I wouldn’t have found otherwise.  I also contribute resources I find.  In addition, I’m working to more actively engage and share ideas in blogs and posts in social media.

• Use knowledge of digital tools and technology applications to facilitate experiences that advance learning, creativity, and innovation in both face-to-face and virtual environments.  Learning about and using SlideShare in my final project will definitely be something I can use for other situations in both face-to-face and online work.  In addition, in my midterm reflection, I mentioned developing a greater use of social media as an education tool.  I said, “One idea I have is to create a social media campaign as a type of lesson plan to educate learners on a specific learning topic with specific educational objectives. I would use social media to reach a larger audience ….”  I have done this by collaborating with UNH Health Services to promote the use of an online financial education resource for UNH students called CashCourse.  We used Twitter to encourage students to find information on the site and then tweet what they found. A prize was offered for the best tweet, encouraging more students to explore the site, find information, and tweet about it. In the process of exploring and tweeting, students were also hopefully learning new information and finding new financial resources they could use and go back to in the future. Social media seems to be somewhat controversial, even among those to whom technology makes sense in the classroom.  Using social media can also enhance learning. Here is a recent blog post from the Association of American Educators about the value of social media in the classroom.   In my midterm reflection I also mentioned fully embracing the concept of curation as a result of this class and the learning I have done.  I intend to continue using that concept in my work.

• Evaluate, adapt, and reflect on emerging tools and trends by participating in local and global learning communities and by reviewing current research and professional literature. In my midterm reflection, I mentioned “two of my sources for current research and professional literature are Shelley Wright, a teacher, and Jane Bozarth, an expert on eLearning. Shelley Wright recently wrote a blog post called “The Flip: End of a Love Affair," a commentary that demonstrates an evolution of thinking on emerging tools and trends.  Jane Bozarth shared a recent post at Learning Solutions Magazine on storyboarding, a discussion of an emerging tool."  I continue to read those sources.  In addition, I am following other blogs and RSS feeds that include current research and professional literature.  Such sites include “The Journal”, and “Learning. Change. Design.”, “Blogging about the Web 2.0 Connected Classroom” and “Remote Access” .

Final project reflection

I created this project for a community-based program I teach called Making Money Work for You. It's for adult learners who often have financial or credit issues. It's offered in both a face-to-face and webinar format.  I have wanted to create some type of tool that will give participants instructions for completing the homework they have to do each week.  We go over the worksheet in class, and although I tell them to call or e-mail if they have questions between classes, they don't always do so. 

Originally I considered doing a video to provide web-based instructions, but using a presentation format on slideshare is a solution that will be easier to implement for students. It's simple for them to access and simple to use.  Moreover, I don't have to worry about someone not having the right software/hardware to access the tool.

I've been wanting to try slideshare as a tool for other situations, as well, and it was extremely easy to use for this project.  I will definitely use it again.

My lesson plan link.

My final project artifact on slideshare

Mmwfy mimo instructions class from extteach

Week 8 It’s all about connecting

“Everyone you will ever meet, knows something you don’t.” Bill Nye

I have been an advocate for Personal Learning Networks for a while, well before taking this class; although the class has validated my interest and commitment to the practice of nurturing a PLN.  The class has also offered me new connections and challenged me to look for new connections on my own.  I read class assignments, but also end up following tangents while completing assignments; in the process, I find new PLN members.  I’ve also realized I’m a collector.  I collect new names of authors, bloggers, educators using technology, and educators whom I consider subject matter experts (SME’s) in disciplines for which I have professional needs or just a passing interest.  I include still others in my PLN for no obvious reason, except that they have a unique perspective.  I find names by reading blogs, tweeting, and by attending conferences and workshops. I follow names because others with similar interests follow them.  Some I follow for an extended period, and some I follow just for a few days.  Some I eliminate because my learning needs or wants change, and some have been part of my PLN for months or years.  One could say that I have multiple PLN’s, as my learning interests are broad and diverse.  I once had a PLN focused on the Civil War, a period of our history I find intriguing, to say the least.

I mainly use Twitter and Google + for my PLN.  I have two Twitter accounts, one for my personal use, and one to which I contribute professionally.  I use them for different purposes, but in both cases I find things I wouldn’t have found without Twitter: new information, new resources, new opinions.  I hope I also offer valuable tidbits to others.  Twitter tends to be for following connections whom I don’t personally know.  I use Google+ to connect with colleagues in New Hampshire and around the country; we share resources and ideas, often on subjects related to learning and technology. 

Recently I saw an example of how effective social media can be in making connections, not necessarily for a PLN, but to use knowledge to respond to other needs as well.  I recently attended a national conference with several New Hampshire colleagues and colleagues from around the country.  Many of these contacts were or have become part of my PLN.  We connected using various social media tools after the conference. We use those contacts to expand our learning and to access new resources.  One of my NH colleagues is Dr. Shane Bradt, who teaches and consults on using GIS. Another colleague, Megan O’Neil teaches personal finance in Maryland.  The area in which she works was hit hard by Hurricane Sandy.  Using Facebook, she sent out a plea from a volunteer coordinator looking for support for a small Maryland town.  As someone in her PLN, Shane responded, offering GIS tools to help create a system to match volunteers with specific needs.  Because they are part of each other’s PLN contacts, Megan had learned enough about Shane’s expertise to link him with someone who needed that expertise fast.    

In his blog post, Miguel Guhlin references Christopher Parsons’ four things to do with the “overwhelming amount of unorganized content” each of us finds online: read, evaluate, critique, and write.  Outside of this blog for class, I haven’t arrived at the “write” stage.  Posting to Twitter and Google+ is a somewhat less intimidating (and faster) way to share ideas and content.  But I see the value of intentionally building and using a PLN.  Moreover, I like Guhlin’s gentle encouragement to try blogging. Two comments from Guhlin’s blog especially resonate with me; “We need to think of learning as an experience that happens when we connect with others.” And the second comment,  “Whenever there is contact with other educators, I find my enthusiasm and energy for education renewed.” I totally agree.

Week 7: Thoughts Regarding Learning in Hand Videos

Again, I work in a nontraditional educational environment primarily with adults. The subject of mobile learning has really just emerged in our discussions; we haven’t fully figured out how to effectively use computers yet!  It’s exciting that so many apps are available to use and exciting that we have the option of using them on handhelds.  In addition, Tony Vincent’s ideas were helpful, both from a technology and project-based learning perspective.  Moreover, the video serves as a great reference to go back to in the future to consider new ways to incorporate technology.

In terms of my work, I would probably not use a project based learning lesson.  My classes typically don’t include any type of project.  In addition, my class participants don’t all have access to handhelds; a few have Smart phones, and iPads and iPods are also limited.  Some don’t have computers. However, I could use the video’s ideas for myself as an alternative to other delivery methods or to enhance learning.  For example, I teach a six week financial education class that requires participants to complete a “money in money out” sheet each week, keeping track of income and expenses over the six week period.  The final class requirement is completion of a spending/savings plan for a month that incorporates “data” gathered from keeping track of spending habits.  Typically there are class participants who struggle with understanding how to complete both the “MIMO’s” and the spending plans. Based on what I learned here, I could develop a video that details the process of filling out the forms and post it online.  Those participants with access could watch it between classes to review the form and hopefully get answers to their questions.  

My overall reaction to the videos is an increased awareness of the broad range of teaching and learning opportunities presented by technology.  The variety of apps/tools is both awesome and challenging, even overwhelming.  The videos give me ideas to start exploring.

Webinar: Interactive Learning

Is Your eLearning Interactive? (Kineo webinar)

During the past year I have become aware and taken advantage of a number of professional associations, businesses, and institutions that offer free webinars to anyone who wants to listen. I work for an organization that primarily targets nontraditional adult learners and is working to increase learning access through technology. Therefore, I often listen to webinars related to elearning and training. Through these webinars and their associated blogs, I have become aware of leading experts who regularly offer learning opportunities. I consider these experts as part of my personal learning network and use these learning opportunities as part of my professional development (ce5160 course objective number 6). I add to this network as I become aware of new resources.

 One of these experts is Cammy Bean, who works for an elearning company in Massachusetts. She writes a blog (which I follow in my RSS feed) and offers free webinars, which are also archived. Rather than focusing on a K-12 environment, these blogs and webinars are more relevant in a context of organizational training and adult learners. For this assignment I listened to an archived webinar called “Is Your eLearning Interactive?”. 

Elearning refers to training/learning that is offered online or using technology. As organizational training moves to more technology-based solutions, there are increased challenges to engaging learners. Moreover, technology offers opportunities to enhance and improve older modes of learning and content. According to the webinar, interactivity can use human-to-device interaction or human-to-human interaction. Interactivity is on a continuum that goes from passive learner control (such as watching TV) at one end, to complete user control and freedom (such as immersion in a simulation or game) at the other end of the spectrum. Increasing the interactivity of elearning away from the passive end, also potentially increases the attention of the learner, improves retention and can be more fun and engaging. The webinar discussed various tools and strategies for incorporating interactivity into elearning, including polls or quizzes, using Twitter hashtags, simply asking questions that elicit responses, using learner reflection, engaging learner emotions, using scenarios that call for action, and other techniques. Examples were shown from actual elearning training programs.

Coincidentally (or maybe not so coincidentally) I teach using webinars. So this webinar was very relevant to how I teach. I will use the ideas discussed in the webinar in my own webinars. Webinars are challenging to get learners to interact; it’s very easy for them to be passive, and it can be hard to engage them. When I teach in person, I feed off the energy of the class and use body language and learner actions as feedback for how I am teaching. Webinars are challenging because I can’t get visual cues from learners, and it can be hard to get verbal cues. So interactivity is a big deal. Having new ideas from this webinar that in turn spawn other new ideas, will enhance what I do in my teaching, both in webinars and face-to-face classes. I have colleagues who also use webinars, so I will share the webinar and ideas with them as well.

In addition to course objective number 6, the webinar pertains to objectives 7 and 8. “Use knowledge of digital tools and technology applications to facilitate experiences that advance learning, creativity, and innovation in both face-to-face and virtual environments.” “Evaluate, adapt, and reflect on emerging tools and trends by participating in global learning communities and by reviewing current research and professional literature.” Taking the opportunity to listen to webinars taught by experts in the training and elearning field is often part of a global learning community. These experts in turn connect with other experts, both industry and academic, and follow the current research, trends and discussions. Technology through webinars and elearning enables easy access to all of this current research and professional literature.

Animoto video - Our Greek Adventure