Grosseck, Gabriela. “To Use or Not to Use web 2.0 in Higher Education.” ScienceDirect www.sciencedirect.com Web 8 June, 2010.
In this article, the author, from West University of Timisoara in Romania, argues that educators should embrace Web 2.0 technologies, “because teachers can foster collaborative work not only among their own students, but with colleagues, students, and community members from around the world.”
This article is great for my peers because it includes a comprehensive list of opportunities and challenges that Web 2.0 offers for college-level writing classes. Included in the list of advantages is reduction of costs, quick access to information, a variety of options, sharing experiences and resources, and low level of complexity. Disadvantage include inadequate Internet connections, variations between types of browsers, low quality of actual content, encourages complaints, lack of rules, limited security, and consumer of time.
Grosseck also lists reasons why educators resist new technologies: technological immaturity, indifference, and the erosion of creativity among instructors to name just a few. On the other hand, she realizes that if these tools are not presented properly (not course-objective based or goal based), they may not benefit the learner.
I find it hard for the student not to benefit from learning new technologies in all classes. For example, using the Blackboard discussion board in a math class for students to introduce themselves to each other can be beneficial to the student simply because they are learning and practicing a skill that can be used in other classes. Math teachers, on the other hand, may think that it isn’t their job to teach student how to use Bb. For example, students may actually learned more about the features of Microsoft Word in a freshman writing class than when they take the information technology course that focuses on Word. Purpose and application makes all the difference in the world.
Another point that the author fails to mention is the joy that comes when students (and faculty) learn something by what may appear to be an accident. Jim Gritton calls this “serendipitous learning”. We have all experienced this when browsing online for information or doing research online. I find it is exciting to find a jewel (article I can use) when I least expect it. Yet, just as Gritton points out that scientist find cures by “accident”, I find what I need when doing research because I am doing a great job researching my topic.
When these technologies are properly planned and executed in a writing class, the instructor may still experience resistance and the student may be frustrated initially, but with practice, good writing and communication skills will be developed. Students learn from each other in chats, discussion boards, blogs, wikis, Twitter, and other tools in a way that can feel like serendipitous learning. That is the joy of a well-planned activity or session.
Gritton, Jim. “Can serendipitous browsing lead to serendipitous learning?” FutureLab Innovation in Education. Sept. 2007. Web 7 June 2010.
http://www.futurelab.org.uk/resources/publications-reports-articles/web-articles/Web-Article795
Wednesday, June 9, 2010
Wednesday, June 2, 2010
Blog #4 IM
Blog 4
Kadirire, James. "Instant Messaging for Creating Interactive and Collaborative M-Learning Environments" The International Review of Research in Open and Distance Learning [Online], v8¸9 Jun 2007. Web 31, May 2010.
Although instant messaging (IM) has been around since before the Internet, it has taken on new meaning in the distance learning environment. At the center of this discussion is the fact that faculty need to rethink how they teach so that they can help students, who have not been allowed to use technology in the classroom in high school, learn to learn using the tools they have at their finger tips.
In this article, Kadirire explained the nuts and bolts of mobile learning (m-learning) and argued that IM, “reduces the formality of the learning experience, helps engage reluctant learners and raises their self-confidence, encourages students to become more engaged with material outside the classroom, and helps students communicate better among themselves” (1,2).
First, Kadirire explained the system design: user identity, user profile, directory, presence awareness, instant messages, asynchronous chat, message size, ease of use, multi-user chat, and security, and then he looked at content adaption: informational content, cost, design metrics, and relevance.
Next, Kadirire looked at different types of mobile devices to see how fast the page downloaded, how easy it was to navigate, and how easy or difficult it was to type the message into the message window. He concluded that there are many factors to consider when using mobile devices such as the screen resolution, colors used, stylus, software, and the web browsers. The advantage to IM is that it is inexpensive (free with an Internet connection), and “learners are able to expand their linguistic competence outside the traditional face-to-face environment” (11).
Knowing as much as I can about the technology I plan to use in an online writing class is very important. I think students should be exposed to the information in this article, the history of IM, how it works, and the definition of m-learning. Just like any tool, using IM in an online writing class requires research, pre-planning, and patience.
Speaking of patience, one thing Kadirire fails to mention is that sending a text message to a friend is very different from chatting with a classmate in a virtual classroom. It takes time to build confidence with writing and this type of on-demand writing can be very intimidating.
On the other hand, I think students need to be pushed beyond their comfort zones. In the work place they will be called upon to articulate thoughts on-demand (often in writing) and IM devices give them real world practice.
I agree with the author that having the IM experience in a classroom gives students confidence especially when it come to composing the more formal writing projects later.
In addition, I recommend using IM for the teaching of writing because students have the technology at their fingertips and it provides a vehicle for students to develop critical thinking skills and practice impromptu writing.
Kadirire, James. "Instant Messaging for Creating Interactive and Collaborative M-Learning Environments" The International Review of Research in Open and Distance Learning [Online], v8¸9 Jun 2007. Web 31, May 2010.
Although instant messaging (IM) has been around since before the Internet, it has taken on new meaning in the distance learning environment. At the center of this discussion is the fact that faculty need to rethink how they teach so that they can help students, who have not been allowed to use technology in the classroom in high school, learn to learn using the tools they have at their finger tips.
In this article, Kadirire explained the nuts and bolts of mobile learning (m-learning) and argued that IM, “reduces the formality of the learning experience, helps engage reluctant learners and raises their self-confidence, encourages students to become more engaged with material outside the classroom, and helps students communicate better among themselves” (1,2).
First, Kadirire explained the system design: user identity, user profile, directory, presence awareness, instant messages, asynchronous chat, message size, ease of use, multi-user chat, and security, and then he looked at content adaption: informational content, cost, design metrics, and relevance.
Next, Kadirire looked at different types of mobile devices to see how fast the page downloaded, how easy it was to navigate, and how easy or difficult it was to type the message into the message window. He concluded that there are many factors to consider when using mobile devices such as the screen resolution, colors used, stylus, software, and the web browsers. The advantage to IM is that it is inexpensive (free with an Internet connection), and “learners are able to expand their linguistic competence outside the traditional face-to-face environment” (11).
Knowing as much as I can about the technology I plan to use in an online writing class is very important. I think students should be exposed to the information in this article, the history of IM, how it works, and the definition of m-learning. Just like any tool, using IM in an online writing class requires research, pre-planning, and patience.
Speaking of patience, one thing Kadirire fails to mention is that sending a text message to a friend is very different from chatting with a classmate in a virtual classroom. It takes time to build confidence with writing and this type of on-demand writing can be very intimidating.
On the other hand, I think students need to be pushed beyond their comfort zones. In the work place they will be called upon to articulate thoughts on-demand (often in writing) and IM devices give them real world practice.
I agree with the author that having the IM experience in a classroom gives students confidence especially when it come to composing the more formal writing projects later.
In addition, I recommend using IM for the teaching of writing because students have the technology at their fingertips and it provides a vehicle for students to develop critical thinking skills and practice impromptu writing.
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