Learning to teach through video

Jones, Erik

ET

Leeder, K. (2009, Oct. 14). Learning to teach through video. Retrieved from: http://www.inthelibrarywiththeleadpipe.org/2009/learning-to-teach-through-video/

Summary 

Knowing how to use more modern methods of teaching is essential for the growing digital world that we find ourselves a part of. This article does a good job at discussing how teaching though various media platforms allows for a wider diversity of lessons in addition to a larger online audience through video based websites like YouTube. The author goes into the pedagogical theories of instruction and learning which is necessary to understand the framework that a tool such as video can be useful and beneficial to both instructors and learners. The principles for multimedia learning are great takeaways for readers as they serve to set the boundaries and limitations that should be adhered to when lesson planners use this form of instruction to teach students.

Evaluation

Not having much experience with web tools and teaching, I really found this article to be incredibly informative and useful. I had an assignment for another course in which I used a screencast to teach viewers how to use the Disc Cleanup and Defragment tool that comes pre-installed on their computers. It was an eye-opening experience for me that opened up a lot of different avenues for getting lessons, ideas or messages to more people using more modern tech tools. I also enjoy this blog and follow a lot of the articles they post as it is frequented by fellow librarians and assistant librarians.

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Behaviorism, Cognitivism, Constructivism, and Social constructivism

Panneck, Brook

ET

Hung, D. (2001). Theories of Learning and Computer-Mediated Instructional Technologies. Educational Media International, 38(4), 281-287. doi:10.1080/09523980110105114

This article describes the major schools of thought in educational theory, namely- Behaviorism, Cognitivism, Constructivism, and Social Constructivism. The paper proposes a framework for using these theories in online instruction and lists technologies for supporting the different theory implementations. I proposes that all of these theories have a place in the classroom.

Not only does it provide explanations for these theories, but it has a table that shows each of the theories, and explains the instructional design/delivery respectively. It has a table outlining, the processes of learning, type of learning, instructional strategies, and key concepts. Additionally, it has a table showing the different types of learning tools and technologies to support each of these technologies. Lastly it illustrates tools used to support active learning among groups and individualize learning.

This is a great paper for those that want to get a basic foundational understanding of what these theories are, how they can be taught and the technologies that support the teaching. It is also a great jumping off point to learn more about these theories individually. I recommend checking out the references at the bottom of the article to find more great articles that this author used.

Collaboration Trends in Distance Ed

Ortiz, Amy

CO

Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2), 139-153.


As distance education becomes increasingly popular, instructors seek ways of fostering an online environment where students can more easily interact and collaborate. There is a unique pedagogy behind distance education, which requires a distinct approach to curriculum design. Online interactivity will make use of web 2.0 tools such as wikis, blogs and podcasts. Students and instructors will be able to communicate in real time and delayed time. These types of activities will help students feel connected to their learning experience. This connectedness is constructivist in ideology. The more active a student is in his or her learning process, the more likely they are to comprehend the curriculum. Creating information in the form of a wiki or blog and then exchanging ideas with peers and instructors is a great way to raise questions and nurture an environment where discussion is valued. This phenomenon of online social learning processes is a direct reflection of modern society’s fascination with social networking and digital communication. New learning management software is delivering an educational experience that encourages contact between students and faculty, develops reciprocity and cooperation among students, and gives prompt feedback. A bit of information that I found particularly helpful in this article was the distinction between instructional and learning theories: “Instructional theories explain how to achieve the desired learning outcomes, while learning theories describe how learning actually occurs.” This was helpful in my mind because up until this point I had trouble distinguishing between the concepts. Ultimately, technology will influence the way instructors design courses and the theoretical approaches they use to reach students who are separated from the institution by distance. Collaboration is an integral aspect of learning, so it is important that opportunities for interaction and collaboration combat the restrictions of time and space present in distance education.

E-courses and Learning Theories

Ortiz, Amy

ET

Afifi, M.K. &  Almari, S.S. (2014). Effective principles in designing e-course in light of learning theories. Turkish Online Journal of Distance Education. January 2014; 15(1), 128-142.

This was a study performed by Mahammad Afifi at the University of Dammam in Saudi Arabia. The study explored the design of e-courses in light of current learning theories. There is a tremendous increase in distance learning as more and more colleges and universities offer e-courses. There is much more that goes into the design of these courses than simply putting course content on a website. The research revealed several shortcomings of e-course offerings, which included lack of support and feedback to learners, poor site design, absence of real-time interactivity, and poor communication. The author seeks to address these shortcomings by integrating educational theories into the specific design of e-courses. The author sites several educational theories including behaviorism and constructivism. The preferred approach to address the lack of interactivity in online courses is an active constructivist approach. Learners will engage actively with one another and make decisions regarding their own learning in order to achieve desired learning outcomes. I found this article particularly useful because Afifi went into very basic and succinct discourse about behaviorism, constructivism, cognitive-knowledge, and cognitive-perceptual educational theories. This was extremely helpful for me because I am not a teacher and I needed a basic introduction to these paradigms. The author’s explanations were clear and concise, even to a lay person like myself. Findings described the necessity of incorporating educational theories in response to the special conditions of online learning. The design quality of e-courses is distinct from the methodologies used to design traditional curriculum. 

Blended Learning: Working with only one iPad

Sullivan, Maureen
ID

Weller, K. (2014) Blended Learning: Working with One iPad.
Retrieved from: http://www.edutopia.org/blog/blended-learning-working-one-ipad

Summary: Kristin Weller describes how she used the Show-me App to allow students to teach each other ways to solve math problems by way of podcasting. Although she only has one iPad, she has developed a way for students to use the app that is then accessible to all students. After pairs finish recording their podcasts, she uploads them to her interactive whiteboard to review skills and new standards. This process of recording their thinking in a podcast reinforces the students’ understanding, and also solidifies their thinking as they teach the problem to a peer.

Evaluation: I find it encouraging to see how a teacher continues to integrate technology into her class in meaningful ways, even if she doesn’t have enough devices to go around simultaneously. Many teachers are quick to point out the deficits in their classrooms regarding technology, rather than thinking though how to get around those barriers.

Integrating information literacy into blackboard

Blaylock, Solomon


CO, IL


Xiao, J. (2010). Integrating information literacy into blackboard. Library Management, 31(8), 654-668. doi:http://dx.doi.org/10.1108/01435121011093423


Summary
The article discusses the case of a librarian at the College of Staten Island who, finding traditional Information Literacy instruction sessions to be of little evident value to students, worked to develop an in-depth, online resource for nursing students. After seeing positive results, she reached out to faculty members to see about having professors integrate her instructional materials into the very classes they were teaching, through Blackboard. A thorough program of assessment was also devised, and the project has met with success.


Evaluation
The author (the librarian in question) demonstrates a practical and proactive approach to her work that serves as a model for 21st century academic librarians. Rather than being a passive information gatekeeper, she demonstrates her unique value as a librarian to students and faculty by engaging directly with both in curricular/instructional design and assessment, offering a unique contribution to her institution’s teaching and learning objectives. This is the blueprint that successful modern librarians will follow in terms of departmental embedding, capacity building, and role definition in the academy. A very useful, encouraging, and well documented article.

Douthit, Chris


CA


Ferdig, R. & Pytash, K. (2014). There’s a badge for that. Tech & Learning, 34(8), 24-30.                    http://www.techlearning.com/features/0039/theres-a-badge-for-that/54727


Summary: “There’s a badge for that” is an overview of the concept of badges and how they could impact teachers’ realities in terms of their own training and how they evaluate students.  Ferdig and Pytash define badges as “digital recognition for accomplishing a skill or acquiring knowledge after completing an activity (e.g., a course, module, or project)” (Ferdig & Pytash, 2014, p. 24).  Badges have come into vogue because of massive open courses, which often don’t produce credits but need a way to recognize student achievement.   The authors state that badges are good for educators in terms of professional development, teacher education, and as part of teachers’ own assessment of students.  The article culminates with further explanation of how to develop badges of one’s own.  

Evaluation: The idea of using badges of for professional development makes a lot of sense because these environments are fluid in their participation–some teachers take one kind, while others focus on a different kind.  Badges would make assessment and recognition easier within a school and for district accounting.   In the classroom, badges seem to be a very equitable and egalitarian alternative to grades, which are often limiting and do not motivate greatness in students.   Badges could take pressure off students while also developing in them a sense of cooperation and accomplishment, especially in terms of education that is increasingly self-driven.