Students as Creators of Multimedia Instruction

Posted Thu, 07/08/2010 - 15:08 by barbara

If you were in school during the 1960s, like me, you probably remember the anticipation and excitement when the filmstrip projector was brought out. If you've never heard of or seen a filmstrip, there is a picture below. The projector held the filmstrip, which was inserted vertically in front of the projector. Filmstrips usually came with a teacher's guide along with a 33 RPM record to provide the audio. The person in charge of the filmstrip projector would advance to the next slide when a tone sounded. Even though the content was "educational" and dry, this multimedia device was a welcome diversion from the almost totally text-based classroom environment. Even turning the projector knob was fun. How things have changed.

http://www.governmentauctions.org/uploaded_images/standard-709339.jpg

Now, we have many more options to include multimedia (both static and dynamic) in our classrooms--to enhance a physics lesson, provide pre-reading strategies for a literature assignment, stimulate a discussion or brainstorming session, serve as a platform for research or debate, and a multitude of other options. As a teacher, you have many more ways to include multimedia, both content that you create and content you can locate online.

Of course, Global Grid for Learning (GGfL) provides an easy way for you to locate, organize, and present content to serve any number of instructional strategies and learning objectives you've identified for your students. With over 1 million multimedia resources for teaching, you won't be running out soon. Whenever you can use resources that meet your needs, it will save you a lot of time. But what about when you cannot locate something or you need more specialized content for your classroom? What are your options?

You could: (1) create the multimedia instruction yourself or (2) have your students create it. For many reasons, it is often desirable to have students create multimedia for various applications, such as instruction, research, interviews, and other creative activities. In this way, you can free up your time to help students with the projects, learn along with them, and create an extensive archive of useful instructional and learning multimedia products. Because students create the instruction, they will have opportunities to learn about the multimedia technologies and about content. You will hear me preach this very often--teachers do not and should not create all of the instructional materials for the classroom. Students should increasingly take on this role and become more active learners.

How do you get started? There is no one "right" way, and it really depends upon the students' skills and the instructional product or material they are creating. You may find you and your students need to learn a technology tool together, such as a video editing program (try Windows Movie Maker or Mac OS X iMovie) or a game creation tool (Flipnote studio for Nintendo DS) before you can create instructional content or a learning artifact. Or you may ask them to create a collaborative slideshow to enhance an instructional unit using Google Docs (http://docs.google.com) presentation software in groups, which would require little to no pre-instruction.

You might decide to collaborate using a class channel on authorSTREAM (http://authorstream.com), requiring students to narrate and upload PowerPoint files and comment on other student work. Or students could research YouTube, locating videos that explain and synthesize a concept they are learning and create their own customized annotated playlist along with an introductory video using their computer webcam.

The list of ideas is endless . . . How about students creating cartoons in place of essays, writing their reports or other reviews in this genre? There are many ways they can do this collaboratively, such as Toondoo (http://www.toondoo.com), which allows them to create and share their cartoons online. You might want students to explain a concept through the a video game, which they can also accomplish online, using a game creator called Sploder (http://www.sploder.com).

Students could easily create their own blogs (I like the easy interface of Blogger), upload their videos, and create a video podcast on a semester-long project. Everything involved in this would be free, as blogger hosts videos on Google Video and the blogging platform is also free. Included in this activity would be the necessity to learn about RSS and how to subscribe to feeds, an essential aspect of social media and Web 2.0 tools. Students could share their blogs and create a feed mashup using tools such as Yahoo! Pipes. And if you don't know how to do this, then again, learn with your students. Imagine the empowerment and sense of accomplishment that would accompany this work as students explore, create, share, and yes, teach.

So, the next time you think you need to create new multimedia instruction, think again. Research and use the multimedia already created and easily available online. And encourage your students to create rich and engaging instructional content and products. It's a win-win situation.

Instructors Need Mobile Devices

Posted Tue, 05/25/2010 - 18:28 by barbara

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Technology changes the way we live and work. But don't forget: technology changes too. Take mobile technologies, for instance. It used to be that a cell phone was a cell phone was a cell phone. Then Research in Motion came along with their Blackberry cell phones that would enable the sending and receiving of emails. But people still regarded these devices as mostly phones. Mobile phones evolved to include cameras and other features that made them more popular and functional. The mobile ecosystem is still evolving, with many different types of devices out there with different features, but cell phones are substantially different from my first Nokia phones I had just a few years ago.

For instance, cell phones with Internet access are now called "Smartphones" and we tend to call cell phones "mobile devices" since they are so much more than a phone. In fact, mobile devices today exceed the computing power of a personal computer just a few years ago and should be considered more of a computer with a phone attached to it. Here are some interesting facts: A new CTIA study (May, 2010) reported by the NY Times shows that people use their mobile devices more for sending text messages than for making voice calls. The average number of voice minutes used per consumer in the U.S. has dropped, while the number of text messages sent per user in 2009 grew almost 50%. Additional data usage (email, Internet browsing, streaming video, and other activities) have also exceeded the number of phone calls on a mobile device for 2009. Ninety percent of U.S. households have a cell phone and more people are cutting their telephone landline, substituting their cell phones as their main phone.  The National Center of Health Statistics (NCHS) recently issued a report showing that one of each four American homes (24.5 %) had only wireless phones, an increase of 1.8% since the first half of 2009. Additionally, one of each seven American houses had a landline, but received all of their calls on wireless phones! The chart included in this report is displayed below:

What can we learn from these statistics? Well, they clearly show that people are embracing mobile phones and new technology paradigms, enabled by the sophistication of these devices. Ray Kurzweil, technology visionary and author, tells us in The Singularity is Near: When Humans Transcend Biology, that the overall rate of adopting new technology paradigms is currently doubling every decade. In other words, he writes, "the time to adopt new paradigms is going down by half each decade. At this rate, technological progress in the 21st century will be equivalent (in the linear view) to 200 centuries of progress" (p. 50).

The adoption of the cell phone has proceeded much faster than the adoption of the telephone. It took about 50 years for the telephone to reach significant levels of use in the late 19th century, while cell phone adoption took only about 10 years in the late 20th century. This rate of expansion and change has been initiated by the changing technology paradigms as well as consumer acceptance of the technology.

If we are to believe that mobile technologies are the wave of the future, that people will continue to use mobile devices to communicate, interact, share, and learn, then why aren't we using them more in the schools? We read reports all the time of professors not allowing students to use their mobile devices in class or forbidding the use of laptops in the classroom. In this strange scenario, we are limiting our students' abilities to access and evaluate information, higher order thinking skills. We are also taking away an essential part of their lives and culture, something that they take for granted and are accustomed to using.

Let's look at another technology paradigm that is sorely in need of updating: landlines in our university offices. Each of our offices has at least one landline in it (I counted at least 15 of them, each costing about $30 each, plus expenses for long-distance calls.) Why not ditch our university landlines, with professors using mobile devices? Instead of just having a "phone," instructors would have powerful, mini-computing devices, with access to information anytime, anywhere. The devices would also be more cost-effective, since they also include Internet access and normally no extra charges for long distance. Unlimited calls, unlimited Internet, unlimited texting would be part of the package. And with these features, instructors can be available for their students, an essential aspect supported by research.

Ray Kurzweil tells us that technology is accelerating exponentially, not linearly. However, people tend to think linearly. This is why it is critical to examine current trends, view and compare the technologies currently being used over what can be used, and evaluate these tools on what they can help us accomplish. Instructors need these new tools to keep up with the current paradigm and be poised to accelerate with the changes. It's time to give instructors Internet-enabled mobile devices so they, too, can enter the 21st century.

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Creative Solutions Using Educational Technology: NIH Grant Addressing Childhood Obesity

Posted Wed, 05/19/2010 - 13:35 by barbara

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I recently attended a preliminary discussion to brainstorm ideas for a federal grant proposal aimed at reducing obesity in young children, focusing on schools with lower socio-economic and refuge populations. The reason I was asked to share my knowledge is that the grant also needs to include an "innovative" technology component. Once presented with a challenge to include meaningful and engaging l technology, I'm all over it. But I need to remember that not everyone else shares my unbridled enthusiasm and to come prepared with research to back up my proposals. Just saying, "this would be really fun for the kids," is not enough.

My suggestions for using certain technology tools to facilitate and encourage communication among younger students and their parents were not received with unanimous endorsement. After proposing that these kids be provided with Nintendo DS systems, including relevant games such as "Personal Trainer: Walking," and "Let's Get Cooking: America's Test Kitchen" and classrooms be equipped with a few Wii systems along with "Wii Sports Resort" and that parents should be given a browser-enabled mobile device to stay in touch with the teachers and schools, some eyes actually starting rolling!

This was meant to be a simple, short introduction to my ideas, but in retrospect, I should have brought the gaming systems with me, demonstrated the interactivity and fun these systems can generate about exercise and healthy eating, and how kids are naturally attracted to the size, touch screen, and interactivity. I should have shown them how these systems not only could address the goals of the grant, but also provide rich learning experiences for the students, such as listening to audio books, music, browsing the Internet, taking pictures, voice recording, and the multitude of games that could address learning goals.

I should have also had information about how Japanese schools are using Nintendo DS systems to teach English, how the devices are used in training, multimedia instruction, interactive tour guides, and a list of many other ideas. I could have talked about what the research says about gaming and learning and how this form of learning can be engaging and self-motivating, creating powerful and authentic learning. I could have talked about digital games as being a part of today's culture, how the military is using gaming to teach concepts and engage learners. I could have provided a list of research articles that discuss gaming, how it enhances learning and is critical in today's learning environment. (A few of these articles are listed below.)

Since the parents of these students may not speak English well, a very efficient way to communicate with them would be through SMS, with teachers sending timely updates, using Google Translate to put them in the parents' native tongue. Research has shown that if parents are more actively involved in their child's school, the child will do better. (Just do a search on Google Scholar http://scholar.google.com using the phrase "parental involvement in school student achievement" and you'll get oodles of studies.)

By drawing parents into the educational process (and having a browser-enabled mobile device would allow schools to easily communicate with the parent, through direct messaging, email, school and classroom websites, blogs, and other apps), student achievement improves. However, it's highly likely that these parents would not have Internet access at home or a computer. A browser-enabled mobile device would allow instant communication, asynchronous communication, access to school resources and websites, and a host of mobile apps that could address the obesity issue. Being able to easily communicate with parents using translation tools would open up this line of communication, keep the parents involved in school, and enable them to learn how to use technology to access information, continue to learn, and become part of our technology-infused culture.

It's a huge leap from where we are in schools today, in how we approach learning, and what we will entrust to our students. But if we don't take the leap, how will these children and parents become an active, contributing, and vibrant part of our culture? Let's stop rolling our eyes and come up with creative educational technology solutions that will engage children, involve parents, and bring people together in an evolving, progressive global community.

References

Boocock, S. S., Schild, E. O., & Coleman, J. S. (1973). Simulation games in learning. Simulation & Gaming, 4(2), 204.  

Emery, E. D., & Enger, T. P. (1972). Computer gaming and learning in an introductory economics course. Journal of Economic Education, 3(2), 77–85.  

Facerw, K., Joiner, R., Stanton, D., Reidz, J., Hullz, R., & Kirk, D. (2004). Savannah: mobile gaming and learning? Journal of Computer Assisted Learning, 20, 399–409.  

Garris, R., Ahlers, R., & Driskell, J. E. (2002). Games, motivation, and learning: A research and practice model. Simulation & Gaming, 33(4), 441.  

Gee, J. P. (2003). What video games have to teach us about learning and literacy. Computers in Entertainment (CIE), 1(1), 20. 

Grubb, F. S. (1978). Games for Learning.  

Hayes, E. (2005). Women, video gaming and learning: Beyond stereotypes. TechTrends, 49(5), 23–28.  

Kirriemuir, J., & McFarlane, A. (2004). Literature review in games and learning.  

Nelson, L. E. (1962). Games Motivate Learning. The Clearing House, 400–402.  

Oblinger, D. G. (2006). Games and learning. Educause Quarterly, 29, 5–7.  

Peirce, N., Conlan, O., & Wade, V. (2008). Adaptive educational games: Providing non-invasive personalised learning experiences. In Digital Games and Intelligent Toys Based Education, 2008 Second IEEE International Conference on (pp. 28–35).

Prensky, M. (2003). Digital game-based learning. Computers in Entertainment (CIE), 1(1), 21.  

Prensky, M. (2006). Don’t bother me mom–I’m learning. Continuum.  

Rieber, L. P. (1996). Seriously considering play: Designing interactive learning environments based on the blending of microworlds, simulations, and games. Educational technology research and development, 44(2), 43–58.  

Sandford, R., & Williamson, B. (2005). Games and learning. NESTA Futurelab.  

Setty, D. (2007). Games-based learning. Google Patents.  

Shaffer, D. W., Squire, K. R., Halverson, R., & Gee, J. P. (2005). Video games and the future of learning. Phi delta kappan, 87(2), 104–111.  

Steinkuehler, C. A. (2004). Learning in massively multiplayer online games. In Proceedings of the 6th international conference on Learning sciences (p. 528).

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Nintendo DSi at Walmart for $169 including bonus game and accessory kit

Posted Fri, 05/14/2010 - 17:32 by barbara

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I have the new Nintendo DSi XL, which I really like. The larger screen appeals to me, and I like its high-tech exterior. However, for smaller hands and budgets, the DSi is an excellent alternative. Walmart online has them for sale for $169, including your choice of a bonus game and accessory kit. The bonus games are great for younger kids--one of my favorites is "America's Test Kitchen: Let's Get Cooking." This interactive cooking game allows you to search for recipes, create a grocery list of ingredients you will need, and then provides both text- and audio-based instructions. If a younger child is using this, the voice narration can be particularly helpful. You can assign a head chef and assistants and then start cooking! It's a great way to involve members of the family in preparing a meal and might be just the meal ticket you need to avoid boring your kids to death with the same old meals.

If your child has been begging your for a Nintendo DSi, you might consider purchasing this one or getting the newer and larger DSi XL. Remember, the DSi is not only a touch-screen gaming system, but can browse the Internet, take pictures, record your voice, and is an audio player. You could download a narrated book, for instance, and listen to it on your DSi. I really don't know why more schools don't include activities for the DSi. Kids are naturally attracted to the touch screen, the compact size, and of course, the games. You don't have to take my word for it. Ask any kid.

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10 Ways to Enable Student Collaboration

Posted Fri, 05/14/2010 - 17:10 by barbara

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Well, another semester has come and gone. As always, I've learned so much from my students. One of the things I have started doing in my classes (remember, I teach online) is to make just about every activity and assignment collaborative. That means that students sometimes work together, view each others' work, and/or are included in all class conversations. There are many ways to share information and enable collaboration than ever before, but you need to use the tools and include instructions for your students. Here are 10 ways I created collaborative learning environments for my students this semester:

  1. Google Docs: (http://docs.google.com) Yeah, by now you are probably using Google Docs a lot. I really like the shared folder feature in Google Docs. I create one class folder for the semester, add all of my students to it, and then tell them to place their work in progress and/or assignments in this shared folder. You can add folders within a shared folder (which are then automatically shared) to further refine the organization of your root folder, creating separate folders for assignments, for instance. I use Google Docs for creating online forms or surveys, sharing the results with the class, and have students work together at times using the presentation tool of Google docs. Google Docs can take the work out of commenting, editing, and sharing student work. Plus, the added value of this is easily enabling student self-evaluation. It's very easy for a student to view another classmate's work to evaluate their own work.
  2. WallWisher: (http://www.wallwisher.com) We used this tool to discuss key concepts and ideas, and I embedded the "wall" on a discussion forum page on our Moodle course site. Couldn't be easier and is a great way to share thoughts and view them in an interactive environment.
  3. Twitter: (http://twitter.com/edtech501) I created a Twitter feed for my EDTECH 501 class and told students to follow me. They can even enable the Twitter feed on their mobile devices, getting real-time updates from me, such as class news, new tools, and other tech info. This is a time-saver and helps me stay in touch with my students.
  4. Delicious: (http://delicious.com/tag/edtech501) I told my students to tag anything relevant to our class as edtech501 and then put the delicious feed for this tag in a feed reader block (gadget) on my Moodle course site. New info is automatically updated and students are actively involved in getting information for the class.
  5. Zotero: (http://www.zotero.org/groups/edtech_501) We use Zotero to collect resources on using technology in education, adding information to our shared group Zotero library. Students can access this library online or through their own Zotero Firefox plugin on their computer. This is an excellent way to collect, share, and comment on resources. Why do it by yourself when you can use the power of the class?
  6. Discussion forums/Moodle messaging/SMS: I use discussion forums in Moodle, encourage students to message me through the Moodle interface, and also provide my Google Voice number for them to call or send me a text message. I want them to be able to contact me quickly and efficiently, getting immediate answers to questions so they can continue working. Plus, I am not very fond of email.
  7. Google Voice gadget: (http://voice.google.com) I put a Google Voice gadget on the front page of my Moodle course site, which will dial my number once the student clicks it. Through Google Voice you can monitor your calls, seeing who is calling and deciding if you want to answer or have it go to your voice mail. The voice mail is automatically transcribed, and I receive an update immediately on my cell phone. Google Voice allows my students to be able to contact me without me giving out my personal cell phone number. When will Boise State figure out that all instructors need cell phones???
  8. Feed Links (Google Reader "Bundle): (http://reader.google.com) I came up with the super-cool idea of using Google Reader "bundles" to create a feed for all of my students' Learning Logs they created this semester. That way, they can simply subscribe to one feed and stay in touch with all of their classmates, reading their blog posts, and responding as needed. When I subscribe to the individual Learning Logs my students create, I add each one to a folder in Google Reader. Then, I create a "bundle," which gives you a feed URL for all of the blogs. I even can put a bundle gadget on my Moodle course site. How cool is that??
  9. Technology Teacher Blog: (http://itcboisestate.wordpress.com) I include a block (gadget) on my Moodle course front page that provides updated posts to my Technology Teacher Blog. This is another way for students to stay informed on my whereabouts and what I'm up to.
  10. Cool Teacher Podcast: I provide a direct link to iTunes so my students can access and subscribe to our weekly Cool Teacher Podcast. It's a great way to stay current and have fun listening to my rantings and ravings.

What are some collaborative tools you use in your online courses? Let me know--I'd love to hear from you.

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