Learning Technologies Final post

There are many learning technologies that I have considered including into my class as tools for my students to have further avenues of learning.  Our classes presented a number of great tools to research and decide which would fit best with the groups we currently teach.  I have chosen three technologies I think would best enhance my current students learning process.  With this said, I con not predict which learning tools would work for future students because I haven’t had the chance to learn their learning styles, so future technology for these classes could be modified when the time arises. 

The first technology was posted on Rachel Normand’s blog on August 2, 2013, http://rach084.wordpress.com/.  She spoke of game website called http://www.nobelprize.org/educational, stating how it contained many games and simulations about the human body.  Being an anatomy and physiology, and pathophysiology teacher I was intrigued.  When I tried the site out, I found myself, as Rachel did, being extremely competitive and wanting to get every answer right.  It was great and decided to ask our IT department to unblock it for our students so they can have access and enjoy it as well.  This site gives our students another avenue to learn along with Moodle, and AnatomyArcade.com. 

The second technology I chose was from a digital citizenship post on Yvette Powell’s blog  http://tweedsidepa.blogspot.com/, posted on August, 17, 2013.  She explains how it is our responsibility to know where we are when we are on the net.  Language differs from domain to domain and we should act accordingly.  Some language may be accepted on Facebook, but on a school website, it is not.  I agree with Yvette on her assessment of the rule of digital citizenship. 

Lastly, I chose a technology from Candra Sims at http://candrasims.wordpress.com/.  She used Facebook as an emerging technology through social networking and how impacts adult learning.  I like the idea of using Facebook, but had fears of distraction and cyberbullying.  She put those fears to rest when she stated that she would use Facebook to post resources for assignments and discussing course related material.  I also found Edmodo, which is very similar to Facebook to be even more helpful for the students at my institution.  Although distraction is still a threat, it can be held off by making sure students are engaged in their work, and comfortable with using the software.  One last thing about Facebook and Edmodo, students can collaborate with each other and the instructor at anytime from anywhere. 

The ever growing speed and memory of tablet, smartphones and laptops allow for a even flattening of the world making communication quicker faster and more computerized ll day.  Using some of these technologies presented here can only enhance an adult students learning experience. 

Digital Citizenship and Ethics

            Digital Citizenship, ethics, and netiquette are characteristics abandoned for internet users.  The golden rule of, “Do unto others as you would have done to you” should carry over to the net, but rephrased.  MR Villano, the contributing editor of the Technological Horizons in Education Journal states, “Text unto others… as you would have them text unto you” (Villano, 2008). 

            To accomplish this, digital citizenship and digital ethics have been contrasted to aid in humans demonstrating correct behaviors while on the internet.  Digital citizenship is defined as by Mike Ribble is, “The norms of appropriate behavior with regard to technology use” (Ribble, 2013, Pg.1).  There are nine elements to digital citizenship, digital access, digital commerce, digital communication, digital literacy, digital etiquette, digital law, digital rights and responsibilities, digital health and wellness, and digital security.  A site that explains many of these themes is

http://www.commonsensemedia.org/advice-for-parents/be-good-digital-citizen-tips-teens-and-parents, but focuses on digital security mainly.  On this site teens speak about what you should share online, and how to respect the privacy of others while on the net.  Here is a video from the site where teens give personal accounts of things they have experienced while using the internet:

http://www.commonsensemedia.org/video/modal/1248956

What we have to remember, that everything we do on the internet leaves a digital fingerprint, so once it’s out there, there’s no getting it back. 

            Netiquette is where the golden rule comes into play.  Virginia Shea boasts that there are ten rules to internet netiquette.  She states that, “In cyberspace we state the golden rule in even a more basic manor, Remember the human” (Shea, 2011, Pg. 1).  What she means is when we communicate electronically, we don’t see the person on the other end of the chat or discussion.  We do not see their facial expressions, gestures, or even hear their tone of voice.  What we have to remember is that there is another human on the other end that still has feelings and may misconstrue certain phrases or terms as negative, discouraging, or hurtful.  These kinds of behaviors are unacceptable and shouldn’t be done, but unfortunately it happens frequently.  There are some specific questions you should ask yourself before posting something online, for example, “Would I say this to them face to face”?  If the answer is no, rewrite and reread you post.  The website for all ten rules can be found at: http://www.albion.com/netiquette/corerules.html.  Rule two is you should adhere to the same standards of behavior on the net as you do at home.  Being ethical is a major factor in this rule.  Being ethical is really just having good manners.  IF what you’re doing on the net isn’t something you would normally do at home, it’s usually a sign of bad netiquette.  Sometimes being ethical is knowing where you are in cyberspace.  What may be acceptable behavior in one area of the web may not be acceptable in another. 

            Lastly, I feel there has been a decline in computer skills with returning adult students.  Whether that is from a lack of learning computer skills before entering and during the career of these students is unknown, but as they progress through school digital ethics and digital netiquette become vital for each program they are in.  This is mainly due to the ignorance of students who are new to the web and using it for new projects.  It is our responsibility as digital citizens to properly instruct adult students who have weak computer skills what’s right and wrong on the internet, and teach them the ten rules of netiquette, and the nine themes of digital citizenship so that they may be good stewards to other students and people who the encounter on the internet.

 References:

Shea, V. (1994). Netiquette . (1st ed., pp. 1-20). San Rafael, CA: Albion.com.

Ribble, M. (n.d.). Nine elements: Nine themes of digital citizenship. Retrieved May 30, 2012, from http://www.digitalcitizenship.net/Nine_Elements.html

Roblyer, M. D., & Doering, A. H. (2010). Netiquette: Rules of behavior on the Internet. Retrieved from http://www.education.com/reference/article/netiquette-rules-behavior-internet/

open and distance education technologies

Research open and distance learning technologies I discovered that there are two types of open and distance learning technologies, synchronous learning and asynchronous learning.  Synchronous learning denotes to which all students take part in the class at the same time.   Some examples of this type of learning is having students watch a live streaming of a class and take part in an online chat using some kind of learning board such as Blackboard, Adobe Connect, WebEx, or Skype.  Synchronous learning is developed to strengthen the student instructor relationship which we all know is a challenge for all students participating in distance learning.  Other tools for Synchronous learning are instant messaging, live chat, video conferencing, and webinars. 

Conversely, Asynchronous learning involves the ability to maintain communication without having to meet at the same place at the same time (Fisher, 2006).  Again Asynchronous learning is possible through Blackboard, email, and chat rooms.  Again, this provides the student to learn at different times and locations, usually without an instructor.  By practicing this type of learning, students can work at their own pace, yet achieve a high level of learning.   

One site I like is Edmoto.com.  The site resembles Facebook and is a social learning platform for students, teachers, and parents.  Edmodo can be incorporated into classrooms through a variety of applications including Reading, Assignments, and Paper-studying (Wikipedia.com).  Students can use Edmodo to post assignments, create polls, video clips, create learning groups, post a quiz, and create a calendar for events and deadlines.  Teachers can also make annotations on papers and provide instant feedback for students. 

Parents can view this site by creating their own account linking directly to their child’s account to see their assignments and grades.  Teachers can also send alerts to parents regarding school events, and missed assignments. 

I like Edmoto.com because of its resemblance to Facebook.  Many students already have Facebook accounts and have a vast knowledge of the navigation through Facebook.  This is an easy transition for them to make directly into the classroom. 

 

A second site I like is Edutopia.com.  The sites mission is dedicated to improving the K-12 learning process by documenting, disseminating, and advocating innovative, replicable, and evidence-based strategies that prepare students to thrive in their future education, careers, and adult lives (George Lucas Educational Foundation, 2012).  The site collaborates with students, teachers, and leaders to advance the field and increase student learning.  I have researched this site previously and found it to be a great distance learning site to incorporate into the classroom to enhance education and learning alike.

 

References

Fisher, C. (2006, march 13). Asynchronous learning and adult motivation: Catching fog in a gauze bag. Learning Solutions Magazine,

Games, Simulations, and Virtual Environments for Learning

            Anatomy Arcade is a gaming site that, “Makes anatomy come alive through awesome free flash games and interactive videos” (Anatomy Arcade, 2008).  You can access the site at:

http://www.anatomyarcade.com/index.html

When you access this site the first thing you will notice is in the left hand column a section titled Games by the Body System.  When you click on a system, for example, Skeletal, another menu will appear giving you options of games to play under that system.  There are interactive games like Whack-A-Bone, Match-A Bone, Major bones Crossword, Skeletal System Word Search, and Skeletal Jigsaw.  Also there are instructional videos under each system for students to view.

http://www.youtube.com/watch?v=cHiCh0lygE8&feature=share&list=PLF3DF6413D621097B

http://www.youtube.com/watch?v=RLT6oZM7Wrk&feature=share&list=PL6EE8FFBCBDB51F83

            This site is great for interactive gaming for students to have a “Hands on” learning experience.  This is a free site that can be accessed while in the classroom, or on the bus to and from class.  I find this site to be very helpful and plan on adding it to my syllabus as a learning tool along with our Moodle page.  Kurt Squire states, “Game-based learning environments might empower teachers to act as coaches, advisors, and producers rather than content dispensers and police officers.  Once kids are interested in learning and engaged in focused work, teachers’ work becomes much easier and they become resources, rather than obstacles” (Squire, 2011, Pg. 59).  Not only does this site full of games empower teachers, it can empower students as well.  After spending time on the site, students will want to return and learn more as we study each system throughout the body.  I love this site and the games it contains, and can’t wait to introduce it to my students.

A second game I like to use for my students is Speed anatomy.  It is now found on Facebook which ties in with our previous assignments regarding social media in the classroom.  You can link up here: https://www.facebook.com/pages/Speed-Anatomy/107241489347721.  It is also an app for iPhones and Android smartphones.  It can be downloaded by iPads and other tablets as well. By having this app, students can practice anatomy anywhere and at any time.  I like this app, and have included it on my syllabi for my Anatomy and Physiology classes.  You can also use the following site to download Speed Anatomy to your tablet or smartphone: http://appxk.com/apps/1063.html.  

I enjoyed learning about how games can influence my students beyond the gaming console.  Although PlayStation three and Xbox have internet connections and person to person instant virtual gaming, the website and app I showed above allows students to broaden their horizons and take the games with them via smartphones or tablets.  I plan on using both of the games I presented and hope anyone who is an anatomy instructor will as well.

References

Squire, K. (2011). Video games and learning. (1st ed., p. 59). New York, New York: Teachers College Press.

Anatomy arcade. (2008). Retrieved from http://www.anatomyarcade.com/index.html