Wireless Technology
Liz Kolb
Tuesday, March 25, 2008
Classroom Connections:Utilizing ReQall, students could use their cell phone as their sole management tool. Besides sending themselves reminder messages with ReQall, it also allows students to send messages to others. For example, students could send messages to their teacher's ReQall accounts. This could be great resource for field trips, when teachers want to check-up on students to make sure they are documenting their learning experience during the field trip. The teacher could ask the student's to ReQall a short message or note concerning different learning experiences, and send the message to the teacher. Furthermore, the message from the student will immediately show up in the ReQall box of the teacher, so the teacher just has to call ReQall from their cell phone. Additionally, all the notes are saved to the students and teacher's ReQall account on the web. All of this can happen in real-time during the field trip.
The following post can be found at the following website:
http://www.cellphonesinlearning.com/2008/03/reqall-phone-management-tool-for.html
Tango's Response
Liz brings up an interesting concept. Educators assume that all of the student cell phones have access to the internet. This is not necessarily true. Using recall will allow the students can use a text message future to create responses to questions on the field trip. The Recall is better than just regular IM because the teacher can go back and verify the information at a later time.
Tango
Sunday, October 26, 2008
Sunday, October 19, 2008
Thomas' 8823 Multimedia Project
Augment Reality Game as a Classroom Learning Tool
Abstract
This presentation discusses augmented reality (AR), in conjunction with video games, to enhance student learning in today’s classroom by focusing on published literature. This paper will investigate AR’s evolution as well as the hardware required to run it. AR technology and video games can be intertwined to work as one cohesive unit. The research suggests that AR and video game technology has the possibility of being implemented in today’s classroom environment but not without including learning theories. However, there are limitations that must be considered when implementing AR and video game technology in the classroom. These limitations are the cost of implementation, professional development of the teachers, and resistance by current administration and teachers.
Abstract
This presentation discusses augmented reality (AR), in conjunction with video games, to enhance student learning in today’s classroom by focusing on published literature. This paper will investigate AR’s evolution as well as the hardware required to run it. AR technology and video games can be intertwined to work as one cohesive unit. The research suggests that AR and video game technology has the possibility of being implemented in today’s classroom environment but not without including learning theories. However, there are limitations that must be considered when implementing AR and video game technology in the classroom. These limitations are the cost of implementation, professional development of the teachers, and resistance by current administration and teachers.
Saturday, October 18, 2008
Week 7 Synchronous Learning
Comparing 2D and 3D Synchronous Learning
Karl Kapp
Friday, July 20, 2007
The video is based on the work Tony O'Driscoll and I did for the e-learning guild's Synchronous Learning 360 Report. For a full discussion of 3D synchronous learning, you want to get your hands on that report, it contains a complete essay describing our view and explains how to create your own interactive synchronous learning as well as providing a maturity matrix of the use of 3D synchronous learning environments within organizations. Also, you can check out a webinar where I co-presented with Steve Wexler and Karen Hyder on the Synchronous report. It is worth taking a look. The webinar is titled Synchronous Learning Report. The webinar provides a great sneak peak into the data contained within the report and shows you the powerful data analysis tool available free to guild members.
The Karl's Blog can be found at the following location:
http://karlkapp.blogspot.com/2007/07/comparing-2d-and-3d-synchronous.html
Tango's Response to Karl
When we talk about synchronous learning environments it has always been in the form of online education and ITV learning environments. However, current technology is also changing even the synchronous environments. Synchronous environment has made its way into the virtual world in where students attend class through having an avatar. Karl Kapp introduces how to use the synchronous platform in a virtual environment. Karl has provided an explanation on when to us 2D versus 3D. I have to say I agree with Karl’s approach that instructors need to not only us 2D. It is easy to have students meet in a location and then present them with a 2D PowerPoint presentation on the course material. One reason for this many individuals are more proficient with PowerPoint than using 3D creating a subject. The 3D environment offers more opportunities for learning because it provides students with an active learning environment instead of a passive one. Using 3D technology inside the virtual world allows students to interact with the lesson.
Karl can easily make this argument because he has the knack for using technology. In other words, Karl and people like him do not have to be persuaded to use or integrate technology in to the classroom and course material. However, there are still a good number of educators as well as their educational leaders out there who are not interested in using this form of technology. As far as these people are concern they are already are using technology by using computers, sending e-mails, using the internet, and using an online system to provide their students with supplemental course information. Karl wrote his blog in July 2007 and today we find many educators are just getting to the point in where PowerPoint is being used in their course material on a daily basis. One reason for this is the learning of new software programs is not as easy as one thinks. This includes learning and using 3D programs. Then to turn the newly created 3D models into an interactive learning environment makes it even more complicated. 3D programs take time to learn which is what few educators have. So for these educators using the 2D PowerPoint in the 3D virtual world, Karl should not knock them. At lease these educators are using the 3D virtual world for their synchronous learning environment. At least these educators are moving in the right direction.
Tango
Karl Kapp
Friday, July 20, 2007
The video is based on the work Tony O'Driscoll and I did for the e-learning guild's Synchronous Learning 360 Report. For a full discussion of 3D synchronous learning, you want to get your hands on that report, it contains a complete essay describing our view and explains how to create your own interactive synchronous learning as well as providing a maturity matrix of the use of 3D synchronous learning environments within organizations. Also, you can check out a webinar where I co-presented with Steve Wexler and Karen Hyder on the Synchronous report. It is worth taking a look. The webinar is titled Synchronous Learning Report. The webinar provides a great sneak peak into the data contained within the report and shows you the powerful data analysis tool available free to guild members.
The Karl's Blog can be found at the following location:
http://karlkapp.blogspot.com/2007/07/comparing-2d-and-3d-synchronous.html
Tango's Response to Karl
When we talk about synchronous learning environments it has always been in the form of online education and ITV learning environments. However, current technology is also changing even the synchronous environments. Synchronous environment has made its way into the virtual world in where students attend class through having an avatar. Karl Kapp introduces how to use the synchronous platform in a virtual environment. Karl has provided an explanation on when to us 2D versus 3D. I have to say I agree with Karl’s approach that instructors need to not only us 2D. It is easy to have students meet in a location and then present them with a 2D PowerPoint presentation on the course material. One reason for this many individuals are more proficient with PowerPoint than using 3D creating a subject. The 3D environment offers more opportunities for learning because it provides students with an active learning environment instead of a passive one. Using 3D technology inside the virtual world allows students to interact with the lesson.
Karl can easily make this argument because he has the knack for using technology. In other words, Karl and people like him do not have to be persuaded to use or integrate technology in to the classroom and course material. However, there are still a good number of educators as well as their educational leaders out there who are not interested in using this form of technology. As far as these people are concern they are already are using technology by using computers, sending e-mails, using the internet, and using an online system to provide their students with supplemental course information. Karl wrote his blog in July 2007 and today we find many educators are just getting to the point in where PowerPoint is being used in their course material on a daily basis. One reason for this is the learning of new software programs is not as easy as one thinks. This includes learning and using 3D programs. Then to turn the newly created 3D models into an interactive learning environment makes it even more complicated. 3D programs take time to learn which is what few educators have. So for these educators using the 2D PowerPoint in the 3D virtual world, Karl should not knock them. At lease these educators are using the 3D virtual world for their synchronous learning environment. At least these educators are moving in the right direction.
Tango
Sunday, October 5, 2008
Week 5 Open and Online Learning Environments
Michael Hanley wrote the following in his blog:
These principles and conditions position the constructivist approach to learning as an appropriate orientation for learning sans frontiers; using technologies like the Internet, websites and virtual learning environments, applying collaborative learning, problem-based learning and goal-based mechanisms, making Open Source Software and Course- and Content Management Systems accessible to learners, and using e-learning applications like online conferencing and collaboration tools could be the foundation for these multiple constructivist conditions for learning. (Duffy & Jonassen 1992, Driscoll 1994; Schank 1994)
Michael’s blog can be found at http://elearningcurve.blogspot.com/2008/05/open-environment-for-e-learning-course_08.html
Tango’s response to Michael:
Michael makes very compelling argument that technology allows the constructivist model to manifest itself. I would have to say that I agree. The constructivist involves constructing learning in a way that builds upon previous levels, or in this case previous knowledge, in order to understand knew knowledge. Textbooks have the ablity to do this but textbooks are design based upon the linguistic learning and every now visual. However, technology will allow an educator the capability to integrate a variety of learning styles. In other words, it may take extra time on the front end when integrating the technology into the course but the technology allows the educator to create a variety of learning environments.
These principles and conditions position the constructivist approach to learning as an appropriate orientation for learning sans frontiers; using technologies like the Internet, websites and virtual learning environments, applying collaborative learning, problem-based learning and goal-based mechanisms, making Open Source Software and Course- and Content Management Systems accessible to learners, and using e-learning applications like online conferencing and collaboration tools could be the foundation for these multiple constructivist conditions for learning. (Duffy & Jonassen 1992, Driscoll 1994; Schank 1994)
Michael’s blog can be found at http://elearningcurve.blogspot.com/2008/05/open-environment-for-e-learning-course_08.html
Tango’s response to Michael:
Michael makes very compelling argument that technology allows the constructivist model to manifest itself. I would have to say that I agree. The constructivist involves constructing learning in a way that builds upon previous levels, or in this case previous knowledge, in order to understand knew knowledge. Textbooks have the ablity to do this but textbooks are design based upon the linguistic learning and every now visual. However, technology will allow an educator the capability to integrate a variety of learning styles. In other words, it may take extra time on the front end when integrating the technology into the course but the technology allows the educator to create a variety of learning environments.
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