Module 12 Final Course Project: 11 SWS Scheduling and Leave Tutorial

The captivate project embedded in this blog was created in response to a scheduling and leave issue occurring in the 11 Space Warning Squadron (11 SWS) at Schriever Air Force Base. Currently, the 11 SWS Department of Training (DOT) is struggling with scheduling errors due to improper leave requests. Improper leave requests stem from new crew members failing to learn how to access the Shift Tracker resource provided by the DOT, as well as a failure to follow proper leave request procedures.

In an effort to address this issue, I created a tutorial video that walks the new crew members through each step of submitting a leave request. This tutorial was fashioned after the formatting, style, and direct nature of many existing military briefs. It was also important that this tutorial be short enough to fit into a standard in-processing briefing that also encompasses tutorials and PowerPoint slides on medical and personnel information. This importance was expressed to me during my conversation with the Training Section Chief. Therefore, this tutorial is short enough to fit in with the others while still presenting detailed information.

Reflecting on this assignment and this course has left me with some very intriguing and important take-away notions for consideration. The first take-away is that designing TEL initiatives or on-demand learning objects requires careful consideration of the intended audience. In the case of my 11 SWS tutorial, I struggled with the simple nature of the concept in a complex design forum. Wanting to implement more items, such as interactive or quiz elements, did not align with the goals of the organization. Instead, the organization wanted a simple presentation of the information that would fit in a small timeslot. Knowing the presentation had to be simple made me ever more aware of how to properly present the simple information. Many of the new crew members are college graduates who might take offense to an incredibly simple presentation. Therefore, I had to consider how to give my client what they wanted without offending the viewers.

The second take-away comes from this course in general. Prior to this class, I was under the impression that social learning networks were mostly focused in online school settings. However, my opinion on this matter has drastically changed. I now recognize that social learning can happen through many technology platforms. These platforms include YouTube, blogs, Facebook, and many others. Having interacted with all of these technology forums gives me a greater sense of worldwide socialization and learning.

The final take-away I gained from this class was how to instill confidence in my abilities to try new technology related activities. New activities included blogging and using computer programs like Captivate 8. While I still struggle with many of the features in these activities, I feel far more confident than I did at the beginning of the semester. I also know, now, that I do not have to be great or entertaining as a blogger, because the important feature is the information I share. That information could influence one of my readers and enhance their learning. Improving the learning of those I interact with has become the greater goal for my blogging efforts. I think this is a great way to practice my blogging skills while attempting to achieve a worthwhile, socially positive goal.

Overall, I plan on taking all the skills I gained from this course and apply them to my professional and personal life. Continued use of TEL practices will further my understanding on the subject and make me an active participant in the technology enhanced social learning networks across the world.

Module 9 Captivate Practice

This presentation was taken from a power point assignment created in EDOD 692A. The purpose of the initial power point was to create an on-demand learning activity that demonstrated construction of activity programming and elements. In EDOD 692A, the assignment focus was on developing classroom lesson plans, through TS Gold, for a child development center I worked for.  The power point has activity and programming slides that demonstrate the on-demand activity design process. In the narrated presentation presented above, information is provided as design element narration and programming information.

Responsive Projects in Captivate 8

As a seasoned learner, I have experienced my fair share of responsive quizzes and tests. In my most recent learning experience with the Online Plus program, I have completed numerous online quizzes. During my quiz interactions, I have often wondered how these types of interactive and responsive features are created. Fortunately, our class work with Captivate 8 has allowed me a glimpse into creating these types of responsive activities.

In Captivate 8, the activity designer can create a quiz by selecting the responsive project option. Once the necessary themes load, the designer is presented with a screen that looks very similar to power point. From this initial point, the designer can create multiple question and answer slides simply by clicking on the quiz tab. From there, the designer can add any type of question they would like with immense amounts of detail. These details contribute to the various functional components of the quiz itself.

Captivate 8 Screenshot, 2014

After seeing and attempting to use this feature in Captivate 8, I have gained a much greater understanding of how online quizzes can be created. In fact, I now understand how one of my professors was able to integrate differing types of questions (multiple choice, short answer, multi-answer, etc.) into the same quiz. Understanding the quiz development process has given me a new level of respect for teachers who use this type of responsive coursework. Captivate 8 makes the development process a little easier, however it still demonstrates the complex nature of responsive activities. In an online learning environment, teachers must anticipate and make decisions regarding every feature of the quiz. This includes the types of questions, how many points those questions are worth, what captions will appear as questions are answered, how many attempts are acceptable, and even what color the test will be. This is a stark contrast to traditional paper quizzes that require far less advanced question development options.

As my work with Captivate 8 progresses, I look forward to developing greater understanding regarding other learning features that I have interacted with in the past. I also look forward to using these features in my career as I attempt to teach and interact with others.

Development Strategies for Training

The development of training is a very detail oriented process. Prior to any training development, 5 basic questions should be asked. These questions are who is the training for, why is the training necessary, what are the intended goals of the training, when will the training be provided, and how will the training be provided? In my professional opinion, I believe all five questions rely on the single premise of alignment. Alignment, in this case, refers to a cohesive manner in which training is developed that provides clear links between the questions and organizational objectives. All too often training development fails to achieve a state of clarity and alignment which downgrades the potential for success (Actimpact Consulting Team, 2014).

As one can see from the following visual image, clarity and alignment provide a more cohesive picture when attempting to move in a particular training direction.

(Actimpact Consulting Team, 2014)

That is not to say that arriving at the same destination is not possible without alignment, however results will differ greatly. Regrettably, most training designers focus on the results without taking the time to recognize the steps necessary to achieve those results.

 

Many of us have heard the phrase, "old habits die hard." As a response to this common phrase I would suggest a method of adaptation rather than "death." Developing training can still begin with the examination of the desired results. After all, knowing what the trainer and organization want to happen is a major point of training. However, results fixation should be shifted to the five guiding questions. Focusing on these questions will provide an outline for the training process that can continually be referred back to the desired results. If the answers to the questions are not meeting the results then changes can be made. This type of development process allows for constant alignment between the guiding questions and the intended outcomes. As a result, the training program will consist of clarity and unified direction, leading to increased probabilities for success.

 

References:

Actimpact Consulting Team. (2014). Clarity and alignment produce results. Retrieved from http://actimpact.com/leadership-solutions/leadership-teams/

The Benefits of Learning Analytics

Learning analytics can be described as the practice of selecting, capturing, and analyzing data related to learners and their specified contexts (Elias, 2011). In the case of online learning, there are vast sets of educational data related to learning patterns, interactions, and achievements. In order to manage and understand this data, researchers have turned to a learning analytics methodology. Using learning analytics allows an individual to recognize apparent learning patterns and use them as an educational advantage. For example, a distance education instructor may use videos as part of their curriculum. When checking the analytics of a specific video, the instructor may notice a higher volume of views than other videos provided. Based on the level of analytic software being used, the instructor can determine if the increased viewing of the video is due to different individuals, or if the same individuals are viewing the video multiple times. If different individuals are watching the video, it could demonstrate a shared interest in the subject material contained in the video. If the same individuals are repeatedly watching the video, it may mean that the material is confusing and necessitates multiple views prior to understanding. Regardless of which path is correct, the instructor can use this information to enhance their curriculum and make the online learning experience more beneficial for the learners (Zaiane, 2001).

In our current online learning environment, we are exploring similar ways to enact learning analytics and improve our interpersonal interactions. As many discussions in this class have demonstrated, the students sharing discussions, blogs, and videos are also some form of teacher. Therefore, we must be conscientious of how our shared material effects our learners. One way to do this is to use blogging analytics.

For this class I chose to use Google Blogger. Blogger has built in analytics that can help me understand my learners. These analytics can be found on the main page, as well as under the stats icon. The stats demonstrate pageviews for the day, previous day, and month. 

Pageviews today

3

Pageviews yesterday

0

Pageviews last month

112

Pageviews all time history

112

Also included are the locations for my learners. This is a very interesting feature because it allows me to see how far my digital interactions are occurring. In the case of this class, my interactions are predominantly in North America. This is most likely due to the fact that all of our classmates are located in the United States.

Another interesting feature of the analytics is which of my blogs are getting the most traction. As a "teacher" this is incredibly important information. I can determine which blogs are of interest to my learners and focus my efforts on those subjects. This way, I am enhancing my learner interactions and providing material that is of interest to them. As many digital learning proponents argue, online learning is about learner interest and ability. Therefore, it is crucial to play to those features.

The final analytic feature that I found fascinating was the mention of page referrals. Page referrals show how individuals are connecting with my blog and how they are sharing it with others. As a first time blogger, I was always curious how my information would reach those in the vast digital world. Seeing this link between pages demonstrates the broad connections that can be made and the numerous interpersonal interactions that may be had through a simple blog post.


References
Elias, T. (2011). Learning analytics: Definitions, processes, and potential. Retrieved from http://learninganalytics.net/LearningAnalyticsDefinitionsProcessesPotential.pdf

Zaiane, O. R. (2001, June). Web usage mining for a better web-based learning environment. Paper presented at The 4th IASTED International Conference on Advanced Technology for Education (CATE'01), Banff, Canada. Retrieved from http://oro.open.ac.uk/36374/1/IJTEL40501_Ferguson Jan 2013.pdf

 

Review of Shum and Ferguson's "Social Learning Anlaytics"

Citation:
Shum, S. B., & Ferguson, R. (2012). Social learning analytics. Education Technology and Society, 15(3), 3-26. Retrieved from http://www.ifets.info/journals/15_3/2.pdf.

Summary:
This article discusses the emerging popularity of learning analytics in educational and social technology contexts. The authors postulate that as technology driven data becomes more available, the potential to improve learning outcomes through this data will become more evident. Since the social aspect of technology has become so prevalent, Shum and Ferguson propose an exploration and implementation of Social Learning Analytics (SLAs) as they relate to Technology Enhanced Learning (TEL). SLAs are grounded in learning theory and focus on elements of learning in a participatory online culture. In order to explore and implement this proposal, Shum and Ferguson establish, what they call, three important respects. The first important respect examines the current learning landscape and propensity to rely on social applications and communications to present and review information. The second important respect is the need to identify the different types of SLAs, their associated technologies, and their uses. In order to do this, Shum and Ferguson discuss five different categories of SLAs. The third important respect is implementing analytics that have ethical integrity and pedagogy which combats the power centered nature of present data control. The authors pose the argument that SLAs are a subset of learning analytics which demonstrate new skills and ideas that are developed and shared through collaboration and interaction. As Shum and Ferguson conclude, SLAs may provide ways to evolve and move forward, but there will be many changes as SLAs grow and mature.

Discussion:
After reviewing this article, it is clear that the information presented expands upon existing literature and provides a new perspective on the topic of TEL and social learning. Shum and Ferguson (2012) discuss the basic principles of learning analytics which provides clear foundational evidence for the importance of their topic. From the foundational evidence, the authors move on to discuss how the notion of learning analytics can be adapted to fit the current digital learning age. As the authors explain, there is a heavy reliance on social interfaces that influence and encourage collaborative learning. Proof of their discussion can be seen in our current technology driven society in which Facebook, Skype, blogging, online higher education classes, Youtube, and Black Board Collaborate have become the main platforms for digital learning and interaction. In order to understand how these social mediums are influencing learning, Shum an Ferguson (2012) propose an exploration and implementation of SLAs. Through this exploration and implementation, information will be revealed regarding what types of SLAs are available, how they are useful in digital learning, and how they can effect the independent digital learning pedagogy of our time. This discussion of pedagogy is arguably the cornerstone of Shum and Ferguson's (2012) new perspective and presentation of learning analytics in a social context. This new pedagogical perspective is supported by Behren's (2014) notion of a digital ocean in which assessment takes a back seat to the process of information sharing and learning.  Based on this cornerstone and support, I would say that practitioners in the learning analytics realm will possibly reconsider their positions on this topic or, at the very least, pay closer attention to its importance.   

Conclusion:
As a reader, I thought this article was very clear, concise, and interesting. During other assignments in this module I developed a different view of digital learning and analytics. However, this article broadened my understanding and actually gave me a deeper insight into the varying facets of learning analytics. This insight stems from Shum and Ferguson's (2012) initial discussion of learning analytics and how those analytics have evolved. As an active member in the digital learning environment, I have come to realize how vital social interactions have become. However, I never truly fathomed how those social interactions effect educational processes and learning. Reviewing the types of SLAs, their uses, and influences has broadened my understanding of the topic and provided relevant practice strategies that directly relate to our current society. Shum and Ferguson (2012) were also very successful in their demonstration of how learning analytics have evolved and how this evolution must also occur within our research. As the world is in a constant state of change, so too is our educational processes and interpersonal interactions. Therefore, we must evolve our methods of understanding to meet the current state. This will always require additional research and practice in order to maintain credibility and provide an explanatory scope on the current state of affairs. Presently however, there may need to be additional research conducted on how to link this idea of SLAs to other foundational digital learning principles in order to provide a more detailed picture.  

After reading this article I can see a distinct connection to our course content. SLAs are ways to assess learning in formal and informal educational contexts. In the case of digital learning spaces, SLAs allow a practitioner to see how the choices a learner makes effects their ability to learn. For instance, a learner may choose to use Youtube as a mode of learning a new skill. Youtube would be considered a TEL in which a specified technology platform is used to enhance learning and actions. Included in this platform is the ability to directly interact with other leaners and the instructor. Through the use of comments, the learner can pose questions, get answers, and even add their own information that may improve the initial presentation. This interaction would be examined under the SLA lens and provide valuable information on how that TEL succeeded or failed in enhancing the learning. In our class, we have very similar TEL and SLA interactions which describe our learning experiences. The most common would be our discussions related to module videos and presentations.

Additional References:
Behren, J. (Performer) (2014, 4, 14). Impacts of the digital ocean in education. mediasite. [Video podcast]. Retrieved from http://mediasite.colostate.edu/Mediasite/Viewer/?peid=5bff1df72e994eb3a5bb8fbac31dd3941d

 

Review of McLoughlin and Lee "Social Software and Participatory Learning: Pedagogical Choices with Technology Affordances in the Web 2.0 Era"

McLoughlin, C., & Lee, M. J. W. (2007). Social software and participatory learning: Pedagogical
          choices with technology affordances in the Web 2.0 era. In ICT: Providing choices for learners
          and learning. Proceedings ascilite Singapore. Retrieved from
          http://www.ascilite.org.au/conferences/singapore07/procs/mcloughlin.pdf

            In this article, McLoughlin and Lee (2007) discuss the current diffusion of information via technology, and how that information has increased the demand for new educational approaches which foster lifelong learning. The suggested new educational approaches would focus on knowledge acquisition and the development of skills necessary to engage with social and technological changes. Presently, McLoughlin and Lee (2007) observe that the expansion of technology enhanced learning is more focused on creating communities of learners in which collaboration and knowledge are the central focus. In the high speed world we live in now, it is posed that we need to move from traditional educational practices to a method of more active student participation regarding content and learning. Since each learner is different and possesses diverse goals and needs, there should be a more participatory learning style that aligns with these goals and needs.
          Further review of the article reveals a focus on Web 2.0 based social software tools and how those tools leverage learner choice and autonomy. McLoughlin and Lee (2007) describe Web 2.0 as a more interactive version of the internet that allows individuals to participate in information sharing rather than simply receiving. Web 2.0 applications include blogs, wikis, podcasting, social networking sites, P2P media sharing sites, and many more options. The social software in Web 2.0 supports group interactions and allows individuals to collaboratively remix content (i.e. take it, reshape it, repost it, and let someone else do the same). My favorite part of this article was the description of a Web 2.0 feature called "prosumers". In the present state of the internet, individual learners can become "prosumers," which is simply a producer and consumer of content. This description from McLoughlin and Lee (2007) is an accurate representation of the multidimensional nature of todays learners.
         The final bit of information discussed in this article is the process of incorporating collective intelligence and cooperative idea sharing into present educational practices. Todays learners in higher education want greater autonomy and ability to socially experience learning concepts (McLoughlin & Lee, 2007). Although many schools have moved from traditional modes of lecturing online, they still sit within the safety of their framework encompassed by coursework and lightly speckled with learning network opportunities. McLoughlin and Lee (2007) suggest that the most important aspect of redesigning the online educational process is to include new pedagogical methods of teaching that allow a learner to better meet their personal needs and interests.
          This article provides, what I deem to be, a new insight into the topic of Personal Learning Networks (PLNs) in social media contexts. Most of the current podcasts and articles that I have seen or read regarding this topic broadly discuss the basic elements without delving deeper. This article discusses what defines a PLN in social situations, why they are necessary, how they benefit educational contexts, and how they have evolved over time. Discussing evolution allows the reader to see where we have come from and potentially, where we may go in the future. Providing an evolutionary view on this topic may cause other practitioners and learners to reconsider the possibilities and constraints of PLNs as they attempt to integrate them into their social or educational forums.
          Overall, I would say that this article is very well written and detailed. I greatly appreciated the discussion about evolution in web processes and PLNs. I also valued the level of discussion surrounding technological affordances. McLoughlin and Lee (2007) explained that technological affordances are "can do" statements demonstrating an action an individual can perform in their environment by using a particular tool. An example of a particular tool was blogging which enables the affordances of idea sharing and interactions. After reading this section regarding affordances, I felt better equipped to determine what social interfaces are tools and what affordances those tools may provide. Providing this level of detail allowed me to become immersed in the article without fear of misunderstandings. This elevated my comfort level and interest with the presented information.
          As I move forward in my education and career, I will be sure to keep the key features of McLoughlin and Lee's (2007) article in mind. More specifically, I will pay closer attention to whether or not my interactions via classroom blogs are providing the affordances of idea sharing and interactions in order to foster a participatory learning environment. I will also consider my personal needs and goals as I continue to work through the material in this course. Most importantly, how will I promote technology enhanced learning through interesting technology mediums related to course materials. Additionally, I will also be sure to consider the evolution of social media tools as I incorporate them into my PLNs. For instance, giving careful consideration to using podcasts to communicate information rather than a more evolved technology application.
          As mentioned previously, I would guess that the notion of PLNs in social media contexts will continue to adapt and evolve as the world progresses. Based on this assumption, it could be surmised that continual research would need to be conducted to see how the technology advances are effecting and contributing to the use of PLNs. Presently, I believe that McLoughlin and Lee have represented as much information as possible, through their work and the work of others, regarding this topic.

         

Technology Enhanced Adventures (TEA)

 My husband and I absolutely love to travel. When our travels began, we relied on what is now referred to as the traditional map method of navigation. In typical tourist fashion, we would pull those paper maps out regardless of where we were in order to find our next destination. As our travels continued year after year, we began to realize how impractical paper maps were, not to mention how goofy they made us look. As a response to this issue, my husband decided to try something new before one of our trips.

In 2012, we planned and executed a trip to Ireland. During our planning we knew that this trip would be different than any other we had taken in a foreign country. This time we would drive rather than travel by train between cities. For this trip, our driving was not limited to two or three cities. Instead, we planned to drive across (from Dublin to Galway) and all around (down to Limerick, Kenmare, Cork, Waterford, Kilkenny, Cashel, and back up to Dublin) the country to see as many areas as possible. In order to do this, we knew we needed a more applicable way to navigate. As we thought about this possible new method we tried to consider what we already had that could be useful. Finally, we realized that our Garmin Nuvi GPS was the most advanced navigation device we possessed. Immediately my husband scoured the Garmin website and discovered that we could order a special SD card preloaded with maps of the entire country of Ireland. Purchasing this card gave us a fearless sense of ease in terms of getting around Ireland.

 

(Odhekar, 2008)

Once in Ireland, we broke out the Garmin and SD card to begin our adventure. Initially, the GPS appeared to work far better than any map we could have purchased. As the trip progressed however, we found that there had been recent changes in some of the road systems which failed to appear on the GPS. This was a technology feature that my husband and I failed to explore prior to our trip. As a result of putting so much faith into a form of technology that was flawed and unresearched, my husband and I did inevitably get lost a few times. However, we treated this technology experience as an opportunity to learn from our

                                                                                       mistakes and improve upon future trips.

            The trip to Ireland helped my husband and I prepare on a deeper technology level for our most recent travel adventure. This year we travelled to Brussels and Paris. During the planning for this trip we attempted to incorporate a more holistic navigational approach. The decision was made to use traditional paper maps and new technology applications as we attempted to find well and lesser known sites. Prior to this trip however, my husband conducted ample amounts of research on different technology apps in order to ensure we were more prepared.



(Ulmon, 2014)

           Through his research he found an app called Ulmon City Guides. Ulmon City Guides rely on smart phone GPS settings to provide real time navigational maps (Ulmon GmbH, 2014). Since the application uses GPS there is no need to be synced to the internet or use roaming features. This is an incredibly handy feature when travelling through multiple European countries while using a U.S. linked smartphone. After reading the application information, downfalls as mentioned by Ulmon, and the reviews, we agreed that this application was what we needed. So with our paper maps and app, my husband and I forged ahead.

 

We hit our first snag during the second day in Paris. The first time we attempted to use the app we were unable to get it to load. Thinking back to Ireland, I thought that this was another piece of technology that we relied on too much which ended up failing. Luckily, my husband had read all of the information he could find regarding this app so he was extremely prepared for this problem. Within moments he had the app up and running, and we followed suit. From that point on we were able to navigate the streets of Paris every single day without the use of the “touristy” paper map. I will admit that we still got lost a time or two, but with the real time map changes we could immediately see that we needed to alter our course. I saw these small detours as a success rather than a failure. In my mind, we could have had the exact same experience with a map, yet a map would not be able to tell us we were going the wrong way before we walked twenty blocks.

As the trip progressed, I became fascinated by the city guide app. We were able to find well known sites such as the Eiffel Tower and Notre Dame, while at the same time answering the standard, “What is that” question. In the past, I would have asked someone what a specific building was in order to identify the place and establish a sense of location. This effort of attempting to communicate in broken French was avoided through the use of the app. Instead, I would ask my husband what a certain place was and he would be able to see right on the map where we were and what was nearby. In fact, if it was not for this app, I would have never known (so quickly) that this lovely bridge connecting archway is another entrance to the Louvre. Having this information readily at our fingertips provided us with a sense of autonomy in an otherwise dependent travel situation.

(Glasgow, 2014)

 

The more we used the app, the more we were able to learn about our surroundings. While reflecting on this trip I realized that learning was a critical piece that made it so special. We had to learn what methods of navigation were the most appropriate and when to use them. We also had to learn how to adapt to the forward momentum of the cultural world in which we were exploring. The use of the Ulmon application allowed us to adapt in a timely manner and find information as we needed it.

Based on our experiences, it has become apparent that technology can be a very useful tool for travel. However, it is important to find the appropriate mode of technology based on the needs of the traveler. Accomplishing this task requires that the traveler conduct quality research on different modes of technology, their uses, and the associated reviews. Additionally, it is important to avoid sole reliance on technology as there are always things subject to change. Technology, at its best, is a tool for guidance and instruction. Failing to realize this can lead the traveler astray from the initial goal of having an adventure in which you occasionally get lost. In some cases, allowing ourselves to get lost opens us to the possibility of finding untapped wonders.  

 

References

Glasgow, R. (Photographer). (2014, August 15). Louvre Entrance [Print Photo].

Odhekar, D. (Photographer). (2008, April 30). Garmin Nuvi 660 001 [Web Photo]. Retrieved

from https://www.flickr.com/photos/dhan/2454569568/in/photolist-4JUj1Y-4JQ5Ze-4JUjDd-79sjeA-79sjcq-79sjh1-9pZ5UP-4u6HnA-5TuDCo-5UwrcX-68yFZf-4r5hbb-4r1coT-6Xitwn-4r1cgF-4r1cmp-4r1cj2-4r5h8J-4r5hd9-4r1cei-9wUNvu-wBDvE-wBD9P-wBDdt-wBDav-wBDtU-wBDfC-wBD6Q-wBDpt-wBD7t-wBDmu-wBDrT-wBD6d-wBDnZ-wBDed-wBDbG-wBDhC-wBDcK-5QszCs-aiwa8X-4T4koA-aaSJj5-bzN6sW-8xX3WH-wBDf7-wBD8k-wBDbb-wBDjp-6YKjeV-zmN1S/  

Ulmon GmbH. (Designer). (2014). Ulmon Apps for Smart Travelers: Paris [Web Photo].

            Retrieved from http://www.ulmon.com/

 

 

Current Interactions and Self-Guided Learning amidst Blogging

           Self-guided learning in relation to technology. This was the first and most prominent thought that came to mind as I watched the videos for the module this week. Listening to the stories told by Richardson (2011) about his daughter’s method for learning a Journey song on the piano and the 17 year old cinematographer who never attended a formal class started me thinking on how I used to practice self-guided learning. The earliest memory I have of self-guided learning can be traced back to this image:  

For those readers who were children of the eighties, there may be a hint of recognition emerging from the far reaches of your memory. This image is a screen shot of the Sesame Street Letter-Go-Round computer game. I have included a YouTube link in the references section of this blog for anyone interested in seeing this game in action (I recommend watching up to the 1:45 mark to get a basic understanding). This game taught letter recognition, case matching, and simple word formation with the help of the entire Sesame Street gang. As a child I absolutely loved this game, even though I knew I was learning. My favorite part of the game was the instant gratification I gained from getting an answer correct. Of course, I was not always able to get the right answer. Most often, this was due to my inability to follow directions. While I understood the basic premise of the game, I failed to pay attention to how to actually play. I would identify the matching letter and immediately click the computer mouse. Unfortunately, the correct letter would not drop into the spot on the teeter totter and I would be forced to try again.

At an early age, I found that asking for help was not an option and I would have to instead rely on my own abilities to solve this problem. As I watched Richardson’s (2011) podcast, I felt an immediate connection between my fear of asking for help and his wife’s response. His wife felt that their daughter was not ready to tackle a Journey song on the piano (Richardson, 2011), and I was afraid my parents would say the same thing. If couldn’t figure this game out, they may take it away from me and say I was not ready. Since reading the directions was also not an option at my age, I reverted to my click until it works methodology. I began clicking on various parts of the screen until I finally realized that in order to get the right letter to drop into place I had to wait for it to circle around to the bottom of the ferris wheel and then I could click on the letter. From that point on, I knew that I could tackle any issue that Letter-Go-Round threw my way. I also knew that I enjoyed learning in my own manner and at my own speed.

            Through my progression in age and experience, I have found that I still learn best in this self-guided technology manner. As an undergraduate student, I struggled to achieve a real sense of learning. I was able to attend class, read text books and lecture materials, and eventually provide that information on a test. However, I never really developed a connection to what I was learning. Failing to develop a connection meant that I quickly forgot the material and was unable to apply it later. Learning in this manner is a great example of Richardson’s (2011) notion of school learning equaling test prep. I was filling my head with information simply because I would be tested on it, not because I was interested in it. As a graduate student, I honestly expected to have the same experience which would ultimately be unfulfilling and unsuccessful. As I have found over the course of my four semesters in this graduate degree program, this is not the case. In addition to traditional methods of readings, quizzes, and papers, students are given the opportunity to independently explore the material. Explorations include internet and library searches based on topics of personal interest, as well as discussion forums. Recently, I have been amazed by the amount of times my opinion on a topic has been changed or improved based on the discussion postings of my classmates. In a sense, each classmate has become my teacher because they all have something valuable to add to my understanding of the material.

            In order to increase this level of peer driven instruction, the members of EDOD 692B have been asked to create a blog. As a new member of the blogging community I faced this assignment with fear and skepticism. I was afraid that I would not be able to meet all of the criteria set forth in the assignment and that I would not be a very interesting blogger. These fears were somewhat abated after viewing Godin and Peters’ (2009) video on blogging. Godin (2009) mentions that it does not matter whether or not you are an interesting blogger at first. What matters are the levels of thinking, reflection, and humility represented in that blog that helps the writer become part of the conversation (Godin & Peters, 2009). After hearing this information I felt a sense of relief and appreciation. I am relieved that I do not have to be fantastic at blogging on my first attempt, rather I just have to do try. I am appreciative of the fact that if I am not good at blogging, I can rely on my audience and fellow classmates to provide me with feedback and suggestions for improvement. My audience can be my guide and gauge for learning as I explore this non-traditional method of educational interaction. So with this sense of relief and appreciation, I submit my first blog for peer review. I am incredibly eager to join my classmates in this new community setting as we attempt to redefine our local and global learning interactions.

References:

Godin, S. & Peters, T. (Performers) (2009, March). Blogging. OPEN: Inside the Entrepreneurial Mind. [Video podcast]. Retrieved from https://www.youtube.com/watch?v=livzJTIWlmY#t=37

Richardson, W. (Performer) (2011, ). TEDxNYED. [Video podcast]. Retrieved from https://www.youtube.com/watch?v=Ni75vIE4vdk#t=30

Sesame Street Letter-Go-Round video. Retrieved from http://www.youtube.com/watch?v=YTRHY0V-Hcc