Why I drive 55 and what it means to you



Image Source: Fotolia

 

 

 

Yep, I admit it, I drive the speed limit. I know a lot of you out there don’t, but here is my reasoning:

1)     It’s the law I picked up on say…ah…a generation ago

2)     I don’t have enough money to pay for a ticket or higher car insurance costs

3)     My father always told me I was supposed to

I look to the subject of academic honesty in much the same way so it can be difficult for me to understand why a student would choose to plagiarize. In considering the idea of constructivist learning theory, one might say that my choice to become a rule follower has been constructed from meaning and experience tied to the notion of being obedient to higher authorities. If that is where I draw my source of societal law abiding, how come my children and grandchildren view rules and authority from another angle?  Perhaps, my words and actions are inconsistent?  Perhaps their experiences differ greatly than mine or perhaps I’m missing the boat all together. 

If as 21st century scholars we propose to value the balance of free speech, social learning and citing sources, how come we find it such a struggle to translate the notion of just how wrong it is to plagiarize to the millennium generation?

Technology for learning is here to stay

Source: Microsoft

I was talking with my older sister the other day and she asked me how my classes were coming along.  As the discussion continued, she commented that her favorite college activity was looking up dusty reference books at her favorite uptown library.  Right there and then I realized how different our experiences were.  Through the use of technology, I have never set foot outside my little rural town to find a current literary resource.

Presentation goes well beyond PowerPoint

I’ve had a love/hate relationship with PowerPoint since I first heard the term.  I was leading a training session and an outside consultant was taken with my methods, however she wondered why I didn’t include PowerPoint’s.  My response, “What’s a PowerPoint?” 

Later on I signed up for a small PowerPoint training workshop.  By the mid-afternoon break, the instructor asked me to train one of the older students because, “you’ve got this thing down anyways.”  If it was such a simple program that I could be proficient with ½ a class introduction, then I wondered if how it could be really as good as people were saying.

Successfully launching an online learning community takes presence



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Whether it is your first of fortieth time facilitating an online course the launch period can make or break the flow for the rest of the term.  What an instructor does just prior and during these first few days sets the participation level for learners to follow.

Social presence is the process of getting to know one another on equal footing through safe disclosure.  The online instructor sets the tone to guide learners into a community in which trust, respect and learning objectives come together (Boettcher & Conrad, 2010).  Within the first days of class, it is important that the instructor directs the learners to all the online support tools needed throughout the course.  Additionally, students appreciate clear communication lines that offer structure and outline expectations. 

Online but not alone

Image Source: Marie E. Arriaga



Attending college online has several advantages. You never have to fill up the tank, bunny slippers are encouraged and commute times are decreased significantly. With all great things, the benefits outweigh the disadvantages, but in a chosen academic environment when is it OK to discuss the inherent difficulties without seeming too whiny?

And so we begin again



Image Source: Marie E. Arriaga

Welcome to my blog for course 6179.

As I stumble through the jungle of blogging I welcome your comments, feedback and ideas. Learning is a collaborative effort and together we can wade through the process of eLearning to become the effective educators of tomorrow.

Let the journey begin!

Endings lead the pathway to a new beginning

Well this 8 week journey has ended and a new one begins.  With the completion of course 6177 I have completed one item on my bucket list -- blogging.  A new course calls for a new template and new ideas and ways to transmit my message.

I will try to expand my capabilities to add images, reference links and MUCH less text.  My challenge for the next blog page is to stay under a set word limit.....wish me luck!

And the winners are...

After reviewing the tremendous resources submitted by my peers over the past couple of months I’ve begun to realize that without being hooked into a supportive online learning network, an educator will find it difficult to keep up with the new options arriving daily. There are many great resources to choose but the three technologies that stood out for my intended future practice are Zondle, EveryoneOn, and Ko-Su.

Be mindful what you post…your words are here to stay

There are many schools of thought on digital literacy and netiquette but for me, a new blogger, the most pressing issue of late is responsible digital communication skills. It seems simple enough, choose a platform, decide on your message and start blogging. The realization that there is much more to consider begins as the entries start rolling off the assembly line. 

Adults can learn from K-12 too

Ok, I admit it...I have a gripe about all the good online learning sites narrowing their user base with the title, K-12.  Adults wanting to differentiate themselves from a being identified within the traditional youth school system, but hey...there's some good stuff out there with the K-12 name on it that anyone might want to browse.

Knowledge is as far as the click of a mouse

The distance in distance learning has shortened quite a bit since the advent of the digital age.  Years ago, a teacher might pack up her students, permission slips in tow and head off to the museum to expand their horizons.  Today, the museum comes directly into the classroom.

Social change through games

This week I explored gaming and simulations in regard to social change issues.  The two games chosen were both located through the blog site, Purposeful Games for Social Change. 

Wait...there's an app for that

I've never considered myself to be a technical expert, but I can usually find what I need.  In relating the idea of technical knowledge levels to other adults, I usually relate technology expertise to knowing how to drive a car. 

Race car drivers are experts at driving a car.  Mechanics are experts at fixing a car.  Automotive designers create prototypes and most of us know enough just to get around safely everyday.  The same logic can be applied to technology. I support learners in understanding the basics in using technology and then watch how the user applies the knowledge so I can share it with others. 

When I am teaching a technology workshop learners will often express their misgivings about using technology because they have fears about safely using the internet and trouble remembering all the different types of passwords.  Here is how I help them overcome fears and find their own level of trust with the medium:

Does Facebook really deserve the bad rap?

The more that people use a technology tool, then the more ways the tool can end up being used.  Sometimes for good and sometimes for not so good. 

Facebook clearly falls in this category.  Ask anyone over the age of 40 and a good portion will say that Facebook can be a waste of time and addictive.  Ask anyone younger than 30 and Facebook can be a way of life.  In the edutechinnovations blog, the question is posed...could Facebook be "a valuable learning tool after all?"

Is there no end to the types of social media sites available?

There used to be a time when I could count on one hand the types of cars I saw on the road.  According to my dad there was Fords, Chevys and a handful of Dodges.  Now the options seem to be limitless, but they all share the same purpose...to get you from here to there.

LinkedIn to education

Social networking is a must do for job seekers, but for the educator working with adults who are unsure of which future path to take, LinkedIn is a wonderful jumping off tool for collaborative visualization exercises.

Flip the classroom with Sophia

I first learned about Sophia Learning a few years back while reading the Sunday paper.  The premise was to offer a social engagement platform focused on learning.  From a learner standpoint, there was a great deal of tutorials that one could review at their own speed and from the educator's perspective there was an easy to use application to incorporate into the classroom.

Fun with Flickr

I’ve thought about using Flickr for quite some time for my personal digital photo’s but it hadn’t occurred to me that the platform could be useful in the classroom until I read blogger Kamala Mukerji September 12, 2013 posting on her Emerging Educational Technologies Blog this week. 

She presents a several great ideas for using the medium including enhancing course content, compare/contrasting two differing photo’s, a virtual field trip and a storyboard starter.  One of the reasons that I believe this medium can enhance the adult learner environment is through the use of exploring digital skills.  

Considering Qwiki in the adult learning classroom

I recently had a chance to learn about a new media app that can be useful in an educational setting. In the September 12, 2013 Educational Technologies blog posting, edutechblogger addresses how struggling readers can benefit through exploring Qwiki videos alongside online journal entries.

The writer brings in a good point how visually stimulating it can be to pair imagery alongside written text. While I hesitate to use this medium as it stands, I can see the possibilities as the media evolves. Right now the app offers a music backdrop for photograph collages in a presentation form. What is missing for me is the opportunity to add in simple descriptive text to make it more like a movie format.

Learning as your alter ego

Never in my life did I think I would ever express my ideas through a cartoon character...but then I found Voki.  Here I could create a cartoon image of myself without the need for pen or paper or even artistic talent! 

Why would I want to do this you ask?  Why not I say in response!  Who wouldn't want to showcase themselves online as a younger self, superhero or even bunny rabbit?

Digital storytelling brings the campfire to the computer

In considering mediums to utilize in connecting generations in the current Web 2.0 world, nothing comes closer to the old fashioned stories around the campfire than the digital storytelling process.  One part of the Engaging process for the 4E Educational Outreach mission is to find new ways to motivate learners.  Sharing oral histories though multi-media meets this criteria well.

I have followed The Center For Digital Storytelling  advocacy
mission for quite some time and I have to say that I am intrigued by how they tie the storyline creation process to community and civic awareness projects. Although I still have not yet to created my first digital story, I am very excited to include this instructional design into my teaching practice soon.



For me, the idea of promoting community engagement along with technology will be created through a digital literacy and service learning program for young adults and senior citizens.  Through the platform of creating a digital story the intergenerational learners will not only build upon technology skills together, but also develop an understanding of how aging plays a role in the learning process.


One great source I've found that explains further on the use of digital storytelling in education is through the University of Houston Education Department.  Here, educators can not only begin to understand how the medium can be used in a classroom for learners of all ages, but can also access lesson plans.

Another slightly simpler version of digital storytelling can be found at Cowbird.  On this site, users start with a simple photo image and then add in a brief story that defines the human experiences that accompanies the photo moment.

 In the new Web 2.0 world, oral history can be passed between generations in a much stronger collaborative environment to wider learning audiences through the use of content creation and sharing (Richardson, 2010). 

Older adults do not need to feel like they are left out of the story process for they ...ARE the stories.  Younger adults do not have to feel like they have nothing to share because they haven't lived a full life yet...THEY own the skills.  Digital storytelling outreach between the generations brings both pieces of this puzzle together for all to enjoy.  Wasn't that the real reason behind the campfire stories in the first place...sharing information, wisdom and a little bit of lively entertainment.

Reference

Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms (3rd ed.). Thousand Oaks, CA: Corwin Press.
 

And so it begins...

As a deep thinker and creative writer, in the back of my mind I always wanted to write a blog. I've even made a couple of attempts, but each time the overwhelming thought of having to come up with something important enough to share with the world stalled me. Today I find myself back here again, starting a blog but this time it is different --- I have to write a blog for a course assignment.

In an effort to overcome my angst, this time I plan on just writing for me.  If the world wants to weigh in or critically review my ideas - so be it.  For the next 8 weeks, I am opening up my mind to sharing my perspective and bracing myself for any backlash that may occur.

And so who am I and why do my thoughts matter?