Monday, March 22, 2010
Friday, March 5, 2010
Week 7
CH.9 CSCL 2
This chapter discusses participatory simulations. Dewey’s principles of experience were applied. They took students and had them wear a computer simulation tag that monitored their actions and interactions with the other students. The students were active participants in this experience; it is different because normally I would think of the students as avatars in an onscreen community. A virtual virus was breaking out and it affected the students through their tags. The students were able to interact within the program and utilize active participation. This encouraged the students use critical thinking skills and allowed them to incorporate their own real life experiences into their predictions and conclusions. Because these elements were introduced through this type of learning; you can conclude that the learner took more away from this educational experience because they were able to put tangible meaning and real life experience to the module. The chapter also went into how to implement this type of learning. They mentioned things like why it is important to keep the technology unobtrusive and ensure the rules of the game are easily understood and able to be applied in everyday, real world experiences.
Ch.10 CSCL 2
Chapter 10 looked at how an educational offering was received by students that were able to view only the instructor’s face and students that had multiple views of the instructor in addition to the instructor being able to see the students. The idea here is that if the instructor can see that the students are oriented to what he is referencing and if the two can show cues of acknowledgment then learning and communicating is enhanced. The chapter pointed out the importance of ensuring that the view includes hand gestures, face, and object manipulations when using video conferencing technology.
Ch. 6 Bonk
This chapter was basically an introduction/explanation of various web sites. It starts by introducing the reader to Wikimedia. The go onto talk about everything from YackPack to YouTube. They give the reader monumental moments in on line history. They give you the background on the sites that they discuss and how they were started. They describe the members of the internet community as learners that take an active role and not passive; they challenge these members to be learners and educators that interact and use their “voice” to keep the knowledge growing.
This chapter discusses participatory simulations. Dewey’s principles of experience were applied. They took students and had them wear a computer simulation tag that monitored their actions and interactions with the other students. The students were active participants in this experience; it is different because normally I would think of the students as avatars in an onscreen community. A virtual virus was breaking out and it affected the students through their tags. The students were able to interact within the program and utilize active participation. This encouraged the students use critical thinking skills and allowed them to incorporate their own real life experiences into their predictions and conclusions. Because these elements were introduced through this type of learning; you can conclude that the learner took more away from this educational experience because they were able to put tangible meaning and real life experience to the module. The chapter also went into how to implement this type of learning. They mentioned things like why it is important to keep the technology unobtrusive and ensure the rules of the game are easily understood and able to be applied in everyday, real world experiences.
Ch.10 CSCL 2
Chapter 10 looked at how an educational offering was received by students that were able to view only the instructor’s face and students that had multiple views of the instructor in addition to the instructor being able to see the students. The idea here is that if the instructor can see that the students are oriented to what he is referencing and if the two can show cues of acknowledgment then learning and communicating is enhanced. The chapter pointed out the importance of ensuring that the view includes hand gestures, face, and object manipulations when using video conferencing technology.
Ch. 6 Bonk
This chapter was basically an introduction/explanation of various web sites. It starts by introducing the reader to Wikimedia. The go onto talk about everything from YackPack to YouTube. They give the reader monumental moments in on line history. They give you the background on the sites that they discuss and how they were started. They describe the members of the internet community as learners that take an active role and not passive; they challenge these members to be learners and educators that interact and use their “voice” to keep the knowledge growing.
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