It was not my first time participating in a video conferencing, but it’s the best experience with high video and audio quality I never had before. Dr. Bonk used live video conferencing to meet with us because at that time he was at Maryland. BTW, I think Dr. Bonk has a pair of good eyes so he can easily call our names correctly. I believe there must have so many sensors in our classroom that Dr. Bonk could listen to us clearly when we talked without microphone. Few of slides in his presentation, “Podcast, Wikis, and Blogs, Oh My” are screenshots of our blogs as a prove that eLearning is in Bloomington.
It’s getting clear for me to understand the differences between Web 1.0 and Web 2.0 through weeks of readings. It is particularly clearly understood through Steven’s study, “Applying multiliteracies in collaborative learning environments…”. He gave a comparison between Web 2.0 and Web 1.0. He also points out the concept of Distributed learning networks can enhance his professional development through following the blog and podcaste of Stephen Downes (http://www.downes.ca/) Not only teachers or professors can benefit from this concept, students can also freely adventure and search online on their own because knowledge is distributed. It’s quite true that “formal learning is the source if only 10% to 20% of what we learn at work”. The majority of discovering know-how of our jobs is through informal learning. I was wondering as an educator, what can we do to better utilize online technology to formal and informal learning, how to manipulate technology, and how to enhance the multiliteracy of those communications channels? This paper likes an alarm bell for teachers. He conveys this concern about the trend to peer-to-peer distributed network and asks teachers to try and see the training at their fingertips. Start to meet peers online, join community online, you will surprisingly find out how progressive and innovative our students are.
The article I taught this week was written by Brittain at al. they combined the instructional design and formative evaluation (collected in four ways: self-reporting, observation, tests, and records) to prove that Formative evaluation strategies helped identify a solution to a learning dilemma. I made up a diagram to simplify research questions, methods and results of Formative Evaluation-Pilot studies as following:
1.Best Media format- from video, audio synced with PPT, and audio only / Pilot study 1 / By students survey, focus groups,
and server logs- audio-only
format.
2. Best method to acquire1 / Pilot study 2 / Method- Ipod--> Computer.
(By self-reporting and records)
3.Best way to disseminate1 / Pilot study 3 / Use of MP3 & AAC(advanced
Audio Codec) files equally
4. Which courses benefit / Pilot study 1 2 3 / Difficult materials and courses
presentor that spoke fast
5. Support costs of staff time and workflow / Pilot study 1 2 3 / 1.Automated process
2.The course management
system- CTools
3.Notification system-e-mail
6. Warrant the cost of the project / Pilot study 1 2 3 /Low cost solutions
The lesson learned from this pilot study is the importance of involving clients into activities and using proven instructional design and formative evaluation techniques. By doing so, we might always find the unticipated results of our projects.
About podcasting, it’s important for me to know the ideal time of podcasting is 6 to 10 minutes by others’ presentations. In Lane’s article, she points out the most common refrain within students’ comments for future podcasting was that it should be available in more courses especially for those classes with over 100 students. I need to say as an international student, having a podcasting for reviewing courses not only provides me sense of safety but also gives me chance to review when I found some information unsure or ambiguous. As for podcasting applying to kinds of language learning courses, I see the value and potential need in it. Because people nowadays tend to have more needs to learn from other countries, and people can learn on their own through online learning community or programs. When learning and practicing different language, it’s so so great to have podcasting with me since I can listen to it by repetition in everywhere I like, I can ask anyone about the content I was confused with a podcasting without constrains of time and place.
Reference:
Stevens, V. (2006, October). Applying multiliteracies in collaborative learning environments: Impact on teacher professional development. TESL-EJ, 10(2), Retrieved October 5, 2006, from http://www-writing.berkeley.edu/TESL-EJ/ej38/int.html
Brittain, Sarah, Glowacki, Pietrek Van Ittersum, Jared, & Johnson, Lynn (2006). Podcasting lectures: Formative evaluation strategies helped identify a solution to a learning dilemma, 29(3). Retrieved July 10, 2007, from http://www.educause.edu/apps/eq/eqm06/eqm0634.asp
Lane, Cara (2006). UW podcasting: Evalution of Year One. Retrieved July 10, 2007, from http://catalyst.washington.edu/research_development/papers/2006/podcasting_year1.pdf
BBC News Online (2005, May 20). Podcasting could be a revolution. Retrieved July 10, 2007, from http://news.bbc.co.uk/1/hi/technology/4566059.stm
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This was my first time with video conferenceing and, like you, I was very impressed. I had no idea had that high of video and audio. I also liked the scarecrow outfit.:)
Podcasting length I never knew but it makes sense. After recently starting to listen to podcasts my mind does start to wander after 10 minutes. This is not so for entertainment podcasts like shows on National Public Radio but definitly for intruction or informational material.
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