Interviews

Hello,  I tried to be an overachiever in this assignment. I was so excited to try to use technology that I did both a video and a podcast.  However, it was a challenge. I am not an expert editor nor did I like the l-o-n-g editing process. So, as you listen please excuse a few of the hiccup you might hear or see. This was my first attempt at doing this.

I am sure that if I do use this technology for any of my classes, I will not worry about having a 5 minutes maximum criteria.

It is my pleasure to introduce you to the two instructors that I have interviewed to talk about technology.

1). The first is a video interview with Dr. RoyceAnn Collins. Dr. Collins is a professor at K-State University, as many of you may know. She is gracious and kind and very receptive to using technology in her classes. This interview was done with a really cool and small video camera. I owe a huge thanks to Chad Roberts for helping me charge the battery.




2). The second interview was with Dr. Pam Arlund, aka "Dr. Amazing" (my personal nick name for her). She is the Director of Training for All Nations Family, Inc. which is a foreign missionary board.  Pam is one of the most technologically savvy people, I know. She has an IPhone, IPad, Mac and I don't even know what else. She is super smart and incredibly humble. I truly admire and respect her lifestyle and dedication to teaching people. This was done as an audio file recording and edited in audacity.

Notes about instructors

You will notice that they both like technology and would chose to use it. But, their educational purposes are very different. Dr. Collins teaches in academia and uses technology for more student centered learning activities. Dr. Arlund teaches in short term practical classes where technology is an extra boost to the content centered learning activities.

Notes about process 

This project was a major process. I edited the interview for hours and hours in audacity. I finally got it to under 5 mins. But, then when I went to upload to YouTube the format was not accepted. I tried to export it and I downloaded a bunch of stuff such as an audio converter but I still couldn't get to work. I got lots of junk programs, like funmood (??) as my browser, on my computer that came with trying to download the needed program to convert the audacity file.  So, I had to uninstall a bunch of programs. Then I email for help.

Thank you, Dr. K. for helping me. You are GREAT, the YouTube video link was just what I needed to figure out how to solve the problem. 

I AM SO HAPPY TO HAVE SUCCESS WITH THIS ASSIGNMENT!!

So, what have I learned? Here is a list of things I have learned in this assignment:

• Videos are not as hard as I thought they were. I found editing the video was faster and easier than editing the audio in audacity.  I think I could do some kind of video for teaching purposes.
• YouTube is not to be feared or avoided. I always thought YouTube was just for cute, funny video you want to add to serious content. Now, I think I will explore its contents more. It was great helping in learning how to do the audio to the podcast. 
• Next time there is a problem, search for solution on YouTube. :)

Pod, Aud, & Vid

Greetings, friends. I have a busy busy week so no chit-chat this week.

 

This week assignment is to write about the "Pros and Cons of using Audio/Video/Podcasts for Adult Learner".  I have enjoyed reading the readings in the King & Cox’s (2011) book “The Professors Guide to Taming Technology”. I especially like the step by step how to start to use podcast, audio and video recordings. I will use this wonderful book of reference in the future. Much of the following summary of Pros and Cons were taken from the King & Cox (2011) book.

The Pros of using Podcasts/Audio/Video in Adult Education that I can see are:

+ current generation has grown up with computers so they are ready and able to use these technologies

+ inexpensive, simple, potable, and global

+ student has control of how much, when, and where to learn

+ can tap various learning styles that are not related to reading such as auditory or hands on learning

+ focuses on student centered learning rather than teacher centered learning

+ fosters collaboration, interactivity and a sense of community

+ increases student enrollment and retention

+ promotes creativity and gives students a voice

The Cons of using Podcasts/Audio/Video in Adult Education that I can see are:

- time consuming. It takes LOTS of time to prepare, edit, and create lessons plans with this technology

- generally used for lecturing (podcast)

- difficult to assess (grade) student’s projects

- difficult to control when on the world wide web (security & plagiarism)

Well, that is all for now. I am looking forward to posting one of these types of technologies next week. I am working on the process.

Reference:

King, K. P., & Cox, T. D. (Eds.). (2011). The Professor's Guide to Taming Technology: Levering Digital Media, Web 2.0, and More for Learning. Charlotte, NC: IAP ( Information Age Publishing, Inc.).

 

Wiki for Critical Thinking

Oh My!!! 

I am kinda wiki-ed out. I think too much of a good thing is still too much.

I really struggled with this week's assignment. I wasn't sure how to really describe in this blog what I want to do. Sometimes, you really do need verbal and hands-on instructions to communicate. I also felt that I put tons of explanation in the last assignment that I had a pretty good lesson plan so this assignment was redundant. With that said, I did learn some new technological things (the whole reason for this course) doing this assignment, like how to do do screenshots. I had not done that before,so that was cool.  I look forward to your feedback on this assignment.

This week's assignment is about using a Wiki to help the students to engage in critical thinking. Probably easier said than done. I am going to continue to think about my non-English speaking students and how to challenge them: to think critically; use a Wiki; and how to write an essay for the GED.

I think the best assignment I can use to help them with their writing skills is a Frame-Based Writing. Frame Based Writing is basically similar to the scaffolding phases of  assignments that I used last time but the focus is on their skill to express "opinions, justifications, compare and contrast, interpretations, and persuasions" (West & West, 2009 pg. 94).
 

In 2014, there is a new GED test coming out. It will be computer based and it will have different skills that are needed to complete it. I have taken a sample constructive response item from the GED Language Arts test.

Title: 2014 GED English Essays Practice

Population: ABE/GED/ESL students who are preparing to take the GED test. The participating students need to improve their English Essay writing skills.

Instructional &Learning Procedure: Student will work in pairs to complete the Wiki. 

http://adultlearnersandintegratingtechnologyintocurriculumfa2012.wikispaces.com/dw+blog+example

Assessment:  Students will be assess on their writing skills using Edited American English (EAE) and group participation of the face to face discussion that will be held in class.

West, J. & West, M. (2009). Using Wikis for Online Collaboration: The Power of the Read-Write Web. San Francisco: Jossey-Bass.

Writing Wiki

Ok. I am kinda getting the hang of this blogging thing. And I am starting to like it. This posting I would like to do something cool like embed a video or something. I hope I can figure that out.

This week's assignment is to create or revise a lesson plan using a wiki. OH MY!!  I love teaching, I mean really love teaching. I feel that it is my vocation in life. But lesson plans, not so much. My favorite subject to teach is Algebra. I enjoy being zany (standing on chairs to explain inequalities) and creative (like the polynomial song with finger movements) to engage the students to understand a topic that most adult learners dread. 

 

So, how am I going to get away from a teacher, albeit a good teacher, approach to a constructive learning approach? How can students learn about mathematical principles without instruction? I don't know. And this week, I do not have time to try to figure it out. I will. I just need more time to do research and see what is out there. I did look at some wikis regarding Algebra but it wasn't as collaborative as I would like. Most wikis I saw used them as common location for documents such as answers to test and such. I think that it would be easy to assign a history of Math assignment. But, students do not need that for the GED. So, I will need more time to come up with a wiki lesson for Algebra that relates to GED test.

As I posted last time, I would like to have a wiki for our non native speakers to practice their writing skills. West and West (2009) state that the intensive writing that is involved in creating a wiki will be "more of a challenge for ESL students, people with writing deficiencies and students with reading or learning disabilites" (pg. 27). Therefore I have broken down the assignment into different phases. 

 Here is the Major components of the lesson plan.

Title: English Essays Practice

Population: ABE/GED/ESL students who are preparing to take the GED test. The participating students need to improve their English Essay writing skills.

Instructional & Learning Procedure:

Phase 1: The instructor will post an essay with multiple errors; she will make a note of how many error are in the essay. Each student will copy the essay and correct the errors. Instructor will give feedback to each student on how they did.

Phase 2: The instructor will pose a writing prompt on the wiki for the student to write. Please click here to see the daily writing topic sheet. http://www.scribd.com/doc/106421820

Each student will write the 1 paragraph of at least 5 to 7 sentences first by hand on paper. Then the student will type the paragraph onto the wiki. Each student will edit another student’s paragraph. As they edit the paragraph, they will provide reference from website or book to state why the change needs to be made to the paragraph. 

The instructor will begin to facilitate the students to transition into writing 1 paragraph to a 5 paragraph essay by having students take turns writing a continuous essay. One student will write one sentence, then other will build on it, then another and so on. Then the instructor will demonstrate combining ideas, determining main idea, and putting paragraphs together to form a 5 paragraph essay.

Student will view the embedded instructional video about the 5 paragraph essay.

Phase 3: Students will work in pairs to write a 5-paragraph essay that includes an introduction, body and conclusion. They will brainstorm, outline, expand ideas, edit and refine their essay together (West & West, 2009). Then another pair of students will edit the first teams essay and vice versa.

Phase 4: Each student will write a 5-paragraph essay on their own on the given prompt. They should be aware of the 45 minute time limit in which to write the essay. Then another student will edit the essay and evaluate according to the GED essay rubric. http://www.scribd.com/doc/104813101/null

Learning Objectives:

• The student will write a paragraph of 5 to 7 sentences. They will use standard English grammar. 
•  The student will examine another students writing and identify grammar errors and grammar rules. 
•  The student will participate in collaborative teams to do writing assignments. 
•  The student will understand part of the 5 paragraph essay.  
•  The student will evaluate another student’s writing according the GED rubric.

Materials:
- Computer & access to the Wiki
- Daily Writing prompt paper
-GED Essay Rubric
-paper & pencil

Evaluation:
Our program does not use grades or credits to evaluate our students. Students will have their final essay compared with their entrance essay. They will also be assessed based on how they perform on the GED test. 

So, What do you think? I am not sure what to add to this lesson plan. Although, right now, it is late and I am going to bed. Please give me suggestions or feedback about this lesson plan.

West, J. & West, M. (2009). Using Wikis for Online Collaboration: The Power of the Read-Write Web. San Francisco: Jossey-Bass.

Wikis, What???

So, the first thing that I realized since last week's post, is that I need to spend more time working on my blog for my academic class. My last post was probably below the expectations of the professor.

1st response to Blogs

But, my first blog was very much typical of my character; my first reaction to something new (in this case blog technology) is to have a huge intense emotional response, usually screaming "Awwwww!!!" (see picture). Then my second response is less intense, but by the third interaction with change, I am much more accepting. Hopefully, my blogs will get progressive better as the weeks go on.

This week's topic is Wikis. Last year, my response was "Wiki, what?" I had never heard of a Wiki before I started grad school, but now I am somewhat more comfortable with them. I do think that the formatting is somewhat cumbersome.

I never thought that I would be an advocate for Wikis or any other technology, remember the screaming response. However, Wikis and other Web 2.0 technologies are great advances in andragogy. These technologies act as catalyst to change from the old style of education being teacher/content focus to a learner/process focus of education. 

Wikis have many benefits and challenges.

• The best thing about Wikis is the collaborative learning. All participants can edit,create,comment,and work on the Wiki simultaneously (West, J. & West, M., 2009) (King & Cox, 2011). This allows people from different global locations to work together. Wow! How is that for making the world a small place. But, let me tell you from personal experience, working out logistics of the project and the group dynamics of who is going to do what, is such a pain. It is the one aspect of the Wiki that I find difficult. I love working with people but it is hard to do a project without the face to face contact. At least, that is my opinion. 
•  Wikis are very versatile, that is that a Wiki can be used for many educational activities. Hazari, North, & Moreland (2009) citing Hsu(2007) say that some of the different types of assignments can be brainstorming, group discussions, and collaborative writing. King & Cox (2011) also add Higdom’s (2005) ideas of journaling, personal portfolios, research coordination, cross disciplinary coordination, and organizing academic conferences. There really is an unlimited number of creative educational activities that Wikis can be used for. However, it is a big challenge to grade those creative projects. As an instructor, it is important to investigate and consider the purpose of using a Wiki and how it can incorporate the curriculum before actually doing it (West, J. & West, M., 2009).
• Wikis are very easy to use. Technically, Wikis have evolved into a user-friendly version, much like using Microsoft Word. Wikis are located on the Worldwide Web so they are easily accessible to anyone with computer (King & Cox, 2011). However, many students are concerned about having such a public audience and there are opportunities for hackers to get in there and cause havoc. This difficulty can be overcome by making the Wiki private so that only people with passwords can edit or create in the Wiki (West, J. & West, M., 2009).
• Wikis are technically easy to use, that is there is no need for knowing a computer language to use it. Wikis actually are very much like using Microsoft Word and other word processing software. King & Cox (2011) cite Kirkpatrick’s (2006) opinion that wikis need very little technological knowledge. However, there are some difficulties. I was frustrated trying to paste a table into the last Wiki that I worked on. I finally left it out.

So, you can see there are many advantages to using a Wiki in educational setting.

OH NO!

I guess I am attracted to technology because I am attempting to create a Wiki or Blog for my students. I have many students who are non-native speakers so writing an essay (essential part of GED test) is difficult for them. I am thinking of creating a Wiki or Blog so that students can post practice essays and then volunteers or instructors can edit them. I also hope that by allowing students to view each others work they can help each other. I firmly believe that the best way to learn is to teach or assist someone else. It could also allow them to collaborate to generate ideas on how to pass the GED writing test together. Right now, this is in the idea and approval phase. I will let you know if it actually happens.  

Works Cited:

Hazari, S., North, A., & Moreland, D. (2009). Investigating Pedagogical Value of Wiki Technology. Journal of Informational Systems Education, 20(2), 187-198.

King, K. P., & Cox, T. D. (Eds.). (2011). The Professor's Guide to Taming Technology: Levering Digital Media, Web 2.0, and More for Learning. Charlotte, NC: IAP ( Information Age Publishing, Inc.).

West, J. & West, M. (2009). Using Wikis for Online Collaboration: The Power of the Read-Write Web. San Francisco: Jossey-Bass.