Moving Toward Dynamic Technologies
The static and dynamic concept map is a good way to display how different learning tools can assist learning in a distance education learning environment. The static learning tools provide information from a one way prospective at times, but the dynamic learning technologies allows learners to interact in the learning process from a distance. Educators take advantage of the ability to use virtual simulations and games to engage learners. The biggest advantage of virtual worlds is “learners can practice skills and try out new ideas in a safe environment, and thus learn from their mistakes without adverse consequences” (McGreal & Elliott, 2008, p. 157). I have use virtual simulations as part of training with the military.
I continue to use different technologies as part of distance education. I have experienced using static technologies such as Web pages, podcast, and text. I am at the end of the static continuum. Although I do not have experience in all of the dynamic learning technologies, I have experience using many of the dynamic learning technologies with allow learning to be student centered. Walden University provides experience in “wikis, blog, and discussion boards” (Moller, 2008, p. 1).
References
McGreal, R., & Elliott, M. (2008). Technologies of online learning (e-learning). In T. Anderson (Ed.), The theory and practice of online learning (2nd ed., pp. 143-165). Edmonton, AB: Athabasca University Press
Moller, L. (2008). Static and dynamic technological tools. [Unpublished Paper].
Hi Sullus,
ReplyDeleteYour concept map is very clear and visual. I think that some of the content can be both static and dynamic. What do you think? For example, SPSS can be static as an introduction and then dynamic in research usage.
Joy
Nicely organized diagram you got there! I think Joy has an interesting point in that many of the content types are both static and dynamic, depending on the setting. Blogs are one example of content that can be both static and dynamic.
ReplyDeleteAre there many of the content types, either static or dynamic that you use for teaching?
Curt
Sullus: I would agree with Joy and Curt. Many of the tools you list separately can be used in both a dynamic and static way. I feel that eventually all educational tools will be dynamic is some form or other. So the key is to define the level of dynamism and a scale from somewhat dynamic to highly interactive.
ReplyDeleteDr. Powley,
ReplyDeleteI agree. Several of the legacy tools that once may have been static are becoming dynamic. Highly interactive tools with the capability of immediate feedback will become the norm for several distance education learning media displayed in the concept map. I believe that virtual gaming is a good learning media because of my experience in a business management and information technology capstone class.
v/r
Sullus
Hello Curt,
ReplyDeleteThanks for the comments. I agree that many of the learning media for distance education can be both static and dynamic. As a military instructor and instructional designer, I have used virtual simulation, discussion boards, and document sharing. Virtual simulation is one of the biggest training tools for training for the military because of cost efficiency and low resource requirements. Safety considerations are less and creative learning and thinking can be achieved with the use of virtual simulations.
v/r
Sullus
Hello Joy,
ReplyDeleteThanks for your input. I agree that some of the content from the concept map may be static or dynamic. SPSS is a good example for static and dynamic. I used my iPhone to view the VODCASTs of SPSS tutorials. The iPhone also have the ability to do Facetime which could be another of video teleconference.
v/r
Sullus
Hi Sullus,
ReplyDeleteVery nicely done! My background is in the K-12 realm. One of the discussions we've had is how does virtual reality teach students real-life skills? Take Second Life for example. One of the arguments from my teachers is, students are not grasping the difference between the fantasy and real life. How do we ensure students differentiate between a gaming environment and reality? What one can do and say in a virtual world is not necessarily appropriate in real life?
Laurie