Week 6 Online Learning and Academic Integrity

Educators have a responsibility to foster and maintain standards of academic integrity, which requires engaging students in the development of moral reasoning (Jocoy & DiBase, 2006).  Academic integrity in the online learning environment is possible through the use of plagiarism detection software.  Unfortunately, dishonesty, whether intentional or accidental, occurs in virtually any learning scenario and online learning is no exception to plagiarism.  Educators have always been concerned with upholding standards of academic integrity among individuals engaged in a scholarly pursuit (Jocoy & DiBase, 2006).  Through the implementation of plagiarism detection software the task of identifying plagiarized work becomes more accurate and systematic.  Presently, instructors can use internet tools such as plagiarism detection programs such as Turnitin.com or the search engine Google to search for text that has been copied from other sources without providing proper credit. 

The manner in which assessments are designed can help to prevent academic dishonesty.  As stated in this week’s resources, academic integrity can be jeopardized by a lack of knowledge about plagiarism and through explicit instruction plagiarism can be avoided (Jocoy et al, 2006).  By having students complete assignments  that do not encourage just copy-paste information from the internet the rate of plagiarism would be likely to decrease.  Additionally, by contrasting assignments prepared by students with minimal plagiarism instruction to assignments completed by those receiving explicit instruction, the rate of plagiarism decreased (Jocoy et al., 2006). 

As an instructor and future facilitator of adult learners, I would design assignments that do not encourage the practice of copy and paste to complete assignments.  I would also include in my instruction academic integrity and the importance of giving the original writer credit for their work.  So many students are under the impression that citing another person’s work lessens their own work when in actuality including reliable sources to support your own ideas strengthens the writing.  As the instructor, I would establish my presence early and often, beginning with a brief course overview and a short biography.  By establishing my presence, the students will be able to identify with me (as a human) and not just think of the course as just an online course.  Also, when grading student assignments, I would use a plagiarism detection tool such as Turnitin.com  or Google to search for identical text.  Lastly, by designing assignments that require citations, students will learn the significance of providing credit to the original writer.

In an effort to deter plagiarism from semester to semester I would stagger or alternate assignments.  I would also include a variety of course assignments with a mixture of individual and group assignments.  Also, if I were able I would alternate the course material from semester to semester so that the students would not be able to use someone else’s papers from a previous semester.

Reference:

Jocoy, C., & DiBiase, D. (2006). Plagiarism by adult learners online: A case study in detection and remediation. International Review of Research in Open & Distance Learning, 7(1), 1–15.
Retrieved from the Walden Library databases. 

Week 5

In a world that is ever changing and advancing, the impact of technology can best be exhibited in our growing dependence upon it on a daily basis.  Society is becoming ever dependent on technology from cell phones to broad band mobile networks connecting users virtually round the globe.  The impact of technology on adult learning is just as profound.  Adult learners enjoy taking on the responsibility of their own learning, and when properly guided and prepared for a learning experience they are quite capable of achieving a high level of competency (Johnson, nd). With the integration of technology, those once inhibited by barriers preventing them from continuing their learning are now liberated and able to increase their learning opportunities.

Before incorporating technology into the online learning environment, online instructors have several factors to consider including the adult user’s comfort level with the necessary technology.  Prior  to the incorporation of technology, one should be familiar with the learner and their ability to access and benefit from it. As stated by EducationWorld (2013) most educational technology experts agree that technology should be integrated, not as a separate entity or as a once-in-awhile project, but as a tool to promote and extend student learning on a daily basis.  Online users should be given the time to gain experience in using and integrating technology.

For the adult learner participating in online classes, usability and accessibility of the necessary technologies is paramount to their continued success and attendance in such an experience.  It has been through my own trials and tribulations while taking online courses that I have discovered a wealth of sites as well as uses of technology that I otherwise would never have put forth the effort to learn how to use.  Currently, I am working on completing my third degree from an online school and have, through these courses, been exposed to a plethora of internet technologies. 

When first attempting to integrate the new technologies I was often frustrated and doubtful, which I now attribute to the learning curve as I was trying to learn and utilize these technologies all at the same time with little previous knowledge or hands-on practice.  Because of having to collaborate in a virtual environment to be successful in specific courses, I am now confident and comfortable in using the internet and tools such as Skype, Google docs., wikis, blogs. Additionally, I have learned the importance of integrating technology and teaching users how to use such tools and I incorporate technology into my lessons as much as possible so that the students I teach learn how to use the tools provided through practice and hands-on projects.

The one area I feel limited in is having students work in online collaborative groups as we meet daily face-to-face and several students do not have access to internet or a device to use to connect.  While in an adult learning setting, I can expect the learners to solve this by using the local library or school computer labs, my current students are only middle school age, and would have to rely on others to get to places so they could collaborate online.

EducationWorld (2013).  Integrating technology in  the classroom:  It takes more than just having computers. Retrieved from http://www.educationworld.com/a_tech/tech/tech146.shtml.

Johnshon, M. (nd).  Adult learners and technology:  How to deliver effective instruction and overcome barriers to learning.  San Jose State University.

Week 4 Games

Mezirow (2000) and Brookfield have both argued for a greater need in adult education to go beyond the normative challenges of helping learners engage in educational learning and one way to encourage this is through the incorporation of newer technologies in the classroom. Game based learning seems to be a large part of the future of educational learning with the facilitation of students who are accustomed to learning from games, either digitally or traditionally (Anderson, Anderson, & Taylor, 2009).  There are more hands-on and practical application-based approached to using games in education that could allow for more personalization of learning, self-directedness and team or group learning (Anderson et. al, 2009).  With the influx of learning on the go and mobile technology, the incorporation of gaming, virtual worlds and simulated learning are changing the way adults can approach the learning environment.

SplitWords

http://braingames1.aarp.org/splitwords.html

The game has various skill levels that help to train the brain in memory, attention, language, executive and visual-spatial functions.  I selected this game because of its ease of use.  In working with struggling readers, this game is beneficial as the purpose it is build words from word parts beginning with 2 word parts, becoming more challenging as the user progresses.  While this is not something that I would incorporate in a regular level college course, it is a game that I would have adult learners use to improve word recognition and vocabulary in a variety of categories.  Adult learners could also use this game on a mobile device during down time, further increasing their knowledge base.

Writing in the Stars

http://braingames1.aarp.org/writing_in_the_stars.html

This challenge word game provides practice with problem solving and using the skills of logic, mental visualization, working and short-term memory.  In the adult learning environment, this game challenges the learners to connect and overlap letters in words.  It provides both those proficient as well as those less proficient with language practice.  For the ESL or struggling language learner, this game is an excellent way  to practice and become more familiar with words.  It is also able to be accessed on mobile devices allowing learners to challenge themselves on the go, making learning barrier free.                                                                                                                                 

As an educator, my primary concern when incorporating multi-media, interactive websites, or gaming technology is the ability of the user to gain access and be able to use/learn from the sites provided.  Additionally, all learners may not have prior experience with experiential learning so as an instructor, one would need to be familiar with each student's knowledge level and experiences in order to introduce games or simulations in a manner thst will reduce the potential fo student discouragement (Conrad & Donaldson, 2011).

References:

Anderson, B., Anderson, M., & Taylor, T. (2009).  New territories in adult education:  Game-based learning for adult learners.  Retrieved from:  http://www.adulterc.org/Proceedings/2009/proceedings/anderson_etal.pdf.

Brookfield, S. (1994). Adult learning: Overview.  The international encyclopedia of education (2nd ed.) Vol. 1,163-168. New York: Pergamon.

Conrad, R., & Donaldson, J. A. (2011). Engaging the online learner: Activities and resources for creative instruction (Updated ed.). San Francisco, CA: Jossey-Bass.

Mezirow, J. & Associates. (2000). Learning as transformation: Critical perspectives on a theory in progress. San Francisco, CA: Jossey-Bass.

Week 3 Effective Online Classes

When setting up an effective online learning classroom one must consider a variety of variables and factors that will ultimately determine the fate of the course.  Having participated in both face-to-face learning situations and online learning scenarios, it is essential to create a learning environment that creates a community, including all the participants.  Within this community the participants should be comfortable and feel respected so that each may share openly, without fear of embarrassment or condescending comments from other learners.  As stated by Boettcher and Conrad (2010) one of the best ways to start an online course on the right foot is to focus on social presence, getting to know each other in a three-dimensional manner.  As participants become more familiar with each other through social interactions, a level of trust is created and an understanding environment for reaching out and taking risks in content discussions begins to emerge. 

In an effort to set up an effective online learning experience there must be a positive social presence as well as teacher presence and  cognitive presence which is defined as “the extent to which the professor n the students are able to construct and confirm meaning through sustained discussion in a community of inquiry” (Boettcher & Conrad, 2010). In an effort to build this community of learners, the facilitator must be prepared and hit the ground running.  To conquer this task, the course instructor should have completed a course syllabus, course requirements, etc. so that the first week of class is not spent reiterating something that is accessible to all learners via  the class page. 

Equally essential is getting to know the students in the course either through online ice breaker activities and a brief biography or other form of introductory procedure.   In doing this type of introduction, both teacher and students will learn about each other which will open the lines of communication.  Teaching and learning are all about relationships nurturing the growth of a learner’s knowledge base (Boettcher & Conrad, 2010). 

It is necessary to communicate clear expectations to online learners because of the lack of face-to-face interaction.  In the online learning environment, learners can not “read” a person’s body language or gestures and require a clear expectations that can be followed throughout the course.  As most online learning is done without the assistance of others, having a syllabus that states clearly the course expectations helps to eliminate uncertainty  and feeling of helplessness.  Additionally, having the ability to contact fellow students as well as the instructor via a discussion board or email will aid in positive communication and interactions among the participants.

When creating an online learning course for the adult learner it is imperative to consider the diversity between the learners and to respect the individuality of the learners.  By creating an online learning platform that fosters individuality within a secure environment the adult learner will have the opportunity to share and learn. 

Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.

Week 2 Introduction to Course

 

      Welcome!  

I am Jane DeWitt, your facilitator for this course.  I live in Forked River, New Jersey, which is located in between two very popular summer resort locations; Seaside and Long Beach Island.  I am a special education instructor focused on continuing education and the adult learner.  I am an avid reader and writer that enjoys spending time at the beach with good friends and an interesting book. 

My professional time consists of research in the area of educational technology as well as Web site design and maintenance.   I earned my BA and teaching certification in the traditional brick and mortar Jersey City University and both my MS and Ed.S, utilizing the online learning environment of Walden University.  Since graduation from NJCU, over two decades ago, I have been involved in the area of education in one format or another and as a result have amassed a plethora of information and resources that I will be sharing with you throughout the course.   When I am not involved either teaching or researching, I am drawn to the ocean and find solace in the time I am able to spend there with my family.

My teaching experience started as a middle school special education instructor which evolved into my current position at the Community College where I am a full-time faculty member.  Depending on the term, I have taught all aspects of composition including teaching argumentative and persuasion classes for the college’s speech department.  Of the literature course, introduction to fiction and poetry, are a passion of mine.  I am one who is fond of words and what they do for us as humans in whatever form we find them.

Teaching is both a vocation and avocation for me and I value the connections made within the classroom.  I structure my teaching and interactions to afford my students the same enthusiasm of discovery that makes learning a life long journey for me.  Throughout this course, we will form connections with each other through active class discussions online in this virtual learning environment.

For those of you who have only taken face-to-face courses prior to this, welcome to the world of online learning!  I am hopeful that you will find this course intellectually challenging, informing, interactive, and fun.  If you have any questions, please contact me using either the email or number provided.  My virtual office hours are Monday-Friday 9:00 a.m. – 1:00 p.m. EST.   Additional conference time is available upon request. 

I look forward to getting to know each of you through your words and work in this class.  Please share with the class a brief, personal biography that will enable the class to better know you.  Feel free to include your personal and professional achievements and what you hope to accomplish from this course.   

This course aims to foster a sense of community, promote engagement in the curricular assignments, and to assist students in the development and application of critical thinking skills, and to help students continue to clarify their purpose and meaning utilizing the written language.  The goals and learning outcomes for this course were carefully formulated to ensure a relevant, sustainable and dynamic course design.  The learning goals and outcomes are tailored to meet the individual  needs of the students and to  strengthen the academic experience of the learner as well as  challenge the expertise of the instructor.  Please review the performance goals and learning outcomes for this course and then prepare performance goals that are specific to your academic endeavors.  Upon completion of your goals, post this information to the course discussion blog which is can be accessed with the following address:  www.course101blog.com.  Additionally, review the responses of your colleagues.

Goals and Learning Outcomes:

1.  Foster academic success

2.  Prepare students for responsible lives in a diverse, interconnected, and changing world

In an effort to assist each learner in their individual, educational journey it is helpful to know what your reasons for enrolling in this course and the context you intend to use the knowledge, skills, and perspectives obtained from this course. Provide a brief explanation of what you hope to achieve upon completion of this course and of where you see yourself in the next five years, the next ten, and the context of the changes you hope to incur. 

Looking forward to learning about you and beginning this class together.

   

Online Community Building

Online Community Building

Learning in an online environment can be challenging as well as rewarding. Similar to the traditional face-to-face classroom, online learners need to interact with each other, as well as with the facilitator to establish a meaningful relationship in which participants can respond openly and without judgment.  As Palloff and Pratt (2012) described, learning communities support one another in the learning process, co-construct knowledge, and professionally support and correct, or professionally give feedback to further enhance the learning.

 Online community building should begin as soon as the course begins with introductions including as personal biography to assist in each member being able to make a connection on a personal level with one another.  It is essential for the facilitator to include their introductory bio as well.  Having experienced courses in which the facilitator was actively engaged throughout and others where the teacher interaction was minimal, I feel as though I gained much more from those that were actively monitoring and participating. 

The significance of online learning communities and the impact on an individual’s learning and ultimate satisfaction with the education would seem to vary from learner to learner.  Palloff and Pratt (2012) discuss three main elements that come together to form the online community which include the people, the purpose and the process.  In order for online learning to be deemed successful, participants need to be able to exchange ideas and suggestions.  Without the actual face-to-face connection, online learners need to rely on human conditions and likenesses as evidenced by the dialogue that will build as each becomes more confident and trusting in the online interactions of the online learning classroom.  Even though interactions will take place in a virtual classroom, the human element is still an essential component to the continued success of the course.

Having experienced both positive, motivating online communications and others that were on the cusp of unprofessional or judgmental, I can empathize with those who become disengaged and lose sight of the purpose of the course.  In an effort to limit unproductive, negative interactions the facilitator must monitor and participate in class discussions as well as assist in the creation of guidelines or an online protocol that delineates acceptable interactions. 

Online communities can be sustained through communication and collaboration of the members.  In an effort to connect, members can create a wiki or blog that will provide a platform for discussion.  The integration of these must be done so as to not overwhelm the learner but rather in a manner that allows them to be comfortable with the technology.  As many learners are considered to be digital natives, many others have little or no experience with online learning or technology and will need additional time to become proficient.  For a facilitator who is involved in the course interactions, the ability to determine such things is easy and will benefit the progression and success of the course.

 

References:

Laureate Education, Inc. (Executive Producer). (2012). Online learning communities. Baltimore, MD: Author.

 

Online Instructional Strategies for the Adult Learner EDUC 6179

Introductory Post....

I am continuing on the same blog page as I feel that the information is similar enough to do so.  Upon completion of this journey I hope to teach adult learners in an online learning environment.  Becasue of my prior educational experience I tend ot connect much of my learning to struggling learners.

Week 8

MERLOT

http://www.merlot.org/merlot/index.htm

I selected this site from Erica Roark’s February 15^th posting about open education technologies and resources.  I chose this site because I am intrigued by the increasing advancements in the area of open classrooms.  In reviewing many of the resources that forecast the emergence of new technologies, open sourcing for resources, even from prestigious universities is the wave of the future for education.  The MERLOT (Multimedia Educational Resource for Learning and Online Teaching) site is from California State University and provides the users with a wide variety of peer-reviewed journals.  Having found the search for specific topics of research often ambiguous or boggled down with extraneous other information, the MERLOT site provides reputable sources that can be used to substantiate further research.  MERLOT also provides learning materials that span the globe that can further enhance lessons I may be presenting.  In viewing open source resources I think of the lives that can be changed because of what is shared via the internet and through this exchange of information who else may be impacted.  The outlook is quite optimistic for the continued growth of such sites.

Netiquette

www.networketiquette.net

Bradley (2009) stated, netiquette includes the principles of good electronic communication through computer conferencing essential due to a lack of visual cues that can often cause information to be misinterpreted.  This website was from R. Kyle Kennedy’s posting, dated February 21, 2012 covering the topic of internet etiquette.  Having participated in internet discussions and group collaborative projects via the internet, I find this topic to be of utmost importance.  I selected this particular site because it was very user friendly and could be adapted for a variety of users.  I currently teach middle school and can see myself working with adult learners struggling with English and the entrance assessment for college.  This particular site explains the importance of interactions via the internet in which the ability to read another’s facial expressions is missing.  For so many new to the internet or even texting, knowing that something could be misinterpreted is essential to one’s continued successful interactions.

GCF Learnfree.org

http://www.gcflearnfree.org/computerbasics

This site is from Corleyn’s February 21^st blog posting about computer literacy.  While for many younger adult learners this site may be too basic or simply just irrelevant but for many adult learners this is a perfect starting point.  This site provides basic information about computers, types, names, functions etc.  For adult learners embarking on a new journey of schooling, computers are something they will be required to use proficiently.  Unfortunately, for many the last “computer” any of them used efficiently was an ATM machine or word processor.  This site provides access to a plethora of useful materials that can be viewed on a computer or printed for future reference.

Bradley, S. (2009). The impact of netiquette on online group work: A study of UK Open University students. In O. Kallioinen (Ed.), Learning by developing—New ways to learn 2009 conference proceedings (pp. 152–167).Espoo, Finland: Laureate University of Applied Sciences.

NetEtiquette or Not

NetEtiquette ot Not

 

NetEtiquette

http://www.albion.com/netiquette/index.html

This informative web site provides the core rules of netiquette as well as a multiple choice quiz to test the reader’s knowledge of proper online behavior and actions.  This comprehensive site would be a beneficial introduction for anyone unsure of how to interact in web based communication.  Upon completion of this program I hope to teach in an online environment in which proper internet interactions would be a critical component of the course.  In creating a course syllabus, I would include this type of information so that students could be more informed prior  to beginning interactions with one another in an one line class.  As Bradley (2009) stated, netiquette includes the principles of good electronic communication through computer conferencing essential  due to a lack of visual cues that can often cause information to be misinterpreted.

Digital Citizenship and Creative Content

http://digitalcitizenshiped.com/default.aspx

This website requires the user to register, for free, to access the curriculum units.  Once registered you may select a specific curriculum area as well as grade level taught.  The units cover topics that protect both the user as well as the facilitator.  What is most helpful is how the units explain how to be a conscientious digital citizen.  The program addresses a variety of uses including music, videos, writing, software, games, images, virtually anything that could be transmitted via the internet is covered.  This site would be an essential incorporation as a professional development workshop for staff as well as any internet user. Since the program is self-paced and available online it is easily accessible, anywhere and anytime.  I would include this as an introduction to the course so that all stakeholders were aware of the responsibilities that are associated with interacting, communicating, or sharing via the internet.

Bradley, S. (2009). The impact of netiquette on online group work: A study of UK Open University students. In O. Kallioinen (Ed.), Learning by developing—New ways to learn 2009 conference proceedings (pp. 152–167). Espoo, Finland: Laurea University of Applied Sciences.

Jane

Open Source Technology

Moodle
https://moodle.org/
Moodle is a Course Management System (CMS) or a Virtual Learning Environment (VLE) that is a free web based tool that can be used by educators when creating an online learning site.  The educator creates a web sites(s) that are used by the students .  Moodle does require the internet to access, but is quite user friendly, for both the educator and the student alike.  Moodle has features that allow it to scale to very large deployments and hundreds of thousands of students, yet it can be used for a primary school or education hobbyist (moodle.org).  Moodle also incorporates forums, databases and wikis making it a one-stop-learn site. 

Moodle which is an acronym for Modular Object-Oriented Dynamic Learning Environment.  When Moodle was developed it was designed to support a social constructionist framework of education where people can actively construct new knowledge as they interact with their environments. Everything you read, see, hear, feel, touch is tested against your prior knowledge and your knowledge is strengthened if you can successfully use it in your wider environment (GNU, 2012).
Moodle is used by a variety of institutions including:

• Universities
• High schools
• Government departments
• Military
• Homeschoolers
• Independent educators

If I were to incorporate Moodle as a VLE, I would be one of 1,259,537 registered users, that speak over 78 languages in 220 countries (moodle.org).  In seeking a position as a distance educator, Moodle provides an excellent learning platform to post course events and class discussions.  Students can collaborate via the wikis as well as demonstrate proficiency with online quiz/tests. One area in particular, Moodle for Language Teaching, is something that I could access and use for those students in need of language acquisition or the ESL learner.  The Moodle platform is really only limited by the creator’s imagination.

 

Distance Learning Technology
Technology plays a prominent and increasing role in everyday life and at work. Access to it and connectivity to the Internet are growing rapidly, even among low‐skilled adults. Despite the higher costs of broadband, 63 percent of all Americans have broadband connectivity at home, some 77 percent of adults have a computer, and 84 percent have a cell phone (McCain, 2009).  Although access is growing among all categories of users, the digital divide remains problematic for certain categories of potential learners, especially those at the lowest skills levels and most in need of services. Whether an adult has no experience using computers or the Internet or is well versed in computer skills technology offers an entirely new environment and learning experience that adds to or can go beyond the traditional classroom experience of instructor led text-based formats (McCain, 2009). Research shows that self study through distance learning – where materials are delivered through a variety of media – holds high promise in terms of learning gains, and persistence and motivation are markedly better than in traditional classroom only settings, even for low skilled learners (McCain, 2009).

TokBox

http://www.tokbox.com/

This free application is ideal for chatting with people over the internet.  It is used with your current online messenger system (AOL, Yahoo, MSN…) to hold a face-to-face conversation.  Users can send recorded messages to a participant’s email as well.  Another facet of this web-based browser VoIP (voice over IP) is its ability to hold a video conference session for up to 6 participants and it is still absolutely free. 

This service is managed in real time 24/7 availability making it an ideal application for adult learners working form different time zones or during off hours.  Users can engage in conferencing from computers, iPhones, or iPads, making this type of communication completely mobile, providing true anywhere/anytime contact.

This type of connection would be beneficial to the adult learner participating in a distance learning course as it offers flexibility and 24/7 opportunity to connect with group members.  This free service provides collaboration for up to 6 members of a team.  Lastly, one is not tethered to the desktop or laptop to contribute to conferences as this service is available on the iPhone or iPad.  Having used other forms of online collaboration tools, I can see the benefits of incorporating TokBox in the adult learning platform.

 References:

General Public License (2012). Moodle philosophy. Retrieved from:  http://docs.moodle.org/24/en/Philosophy.

McCain, M. (2009). The power of technology to transform adult learning:  Expanding access to adult education and workforce skills through distance learning.  Council for Advancement of Adult Literacy retrieved from https://www.vcn.org/careerladder/Resourcespdfs/POWER_OF_TECH.pdf.

Gaming, Simulations, and Virtual Environments

Mezirow (2000) and Brookfield have both argued for a greater need in adult education to go beyond the normative challenges of helping learners engage in educational learning and one way to encourage this is through the incorporation of newer technologies in the classroom. Game based learning seems to be a large part of the future of educational learning with the facilitation of students who are accustomed to learning from games, either digitally or traditionally (Anderson, Anderson, & Taylor, 2009).  There are more hands-on and practical application-based approached to using games in education that could allow for more personalization of learning, self-directedness and team or group learning (Anderson et. al, 2009).  With the influx of learning on the go and mobile technology, the incorporation of gaming, virtual worlds and simulated learning are changing the way adults can approach the learning environment.

SplitWords

http://braingames1.aarp.org/splitwords.html

The game has various skill levels that help to train the brain in memory, attention, language, executive and visual-spatial functions.  I selected this game because of its ease of use.  In working with struggling readers, this game is beneficial as the purpose it is build words from word parts beginning with 2 word parts, becoming more challenging as the user progresses.  While this is not something that I would incorporate in a regular level college course, it is a game that I would have adult learners use to improve word recognition and vocabulary in a variety of categories.  Adult learners could also use this game on a mobile device during down time, further increasing their knowledge base.

Writing in the Stars

http://braingames1.aarp.org/writing_in_the_stars.html

This challenge word game provides practice with problem solving and using the skills of logic, mental visualization, working and short-term memory.  In the adult learning environment, this game challenges the learners to connect and overlap letters in words.  It provides both those proficient as well as those less proficient with language practice.  For the ESL or struggling language learner, this game is an excellent way  to practice and become more familiar with words.  It is also able to be accessed on mobile devices allowing learners to challenge themselves on the go, making learning barrier free.                                                                                                                                

 References:

Anderson, B., Anderson, M., & Taylor, T. (2009).  New territories in adult education:  Game-based learning for adult learners.  Retrieved from:  http://www.adulterc.org/Proceedings/2009/proceedings/anderson_etal.pdf.

Brookfield, S. (1994). Adult learning: Overview.  The international encyclopedia of education (2nd ed.) Vol. 1,163-168. New York: Pergamon.

Mezirow, J. & Associates. (2000). Learning as transformation: Critical perspectives on a theory in progress. San Francisco, CA: Jossey-Bass.

 

 

 

 

Here to stay...Mobile Technology

Mobile technologies are here to stay and will not be going away any.  As more students begin to tap into using mobile technology directly from the classroom more and more teachers and schools will need to take advantage of these cost effective, portable devices that allow users to connect, learn, and share anywhere.

Mobile technologies offer teachers and students a more flexible approach to learn than the more traditional computer labs because students now use technology in the classroom, in the school garden, in the study hall, in the gym, and on field trips (Wylie, 2013).  Teachers need to change the manner in which information is accessed.  The students now entering the classrooms have grown up with technology at the fingertips making them digital natives able to navigate technology with ease.  Unfortunately, the educational system we work in is not always known for its speed at latching on to new ideas and methodologies, but with mobile learning, it is catching up quickly (Wylie, 2013). 

Mobile learning devices can enrich the learning process for students because they are versatile, motivating, and active learning tools that can assist in bridging the gap for students with learning differences as they allow them to feel more like their peers and foster a sense of normalcy (Wylie, 2013).  By allowing students to use the mobile technology already in their possession, students will likely be more engaged in the learning process.

As Jeff Dunn (2012) stated mobile technology has come up as a popular means of adult education in recent times because these devices have been used so long for sending/receiving calls, writing messages, listening to music and taking photos that adults are comfortable with their use. With mobile devices, the educational event or activity follows the learner, instead of the learner having to arrive at a designated place in which to acquire it (Bonk, 2009).

 Smart phones in the classroom

http://www.teachthought.com/technology/40-simple-ways-to-use-a-smartphone-in-the-classroom/.
Smartphone technology puts a virtual mini computer in the hands of each user with internet capabilities, apps, video and image recording to name just a sampling of the possibilities.  Even though, upon immersion into the educational setting, smartphone devices were deemed a distraction and were often discouraged in the classroom, the technology is here to stay.  As educators we need to embrace this technology because the possibilities these devices hold are endless.  In the learning setting, smartphones can be used as e-readers, note pads, recorders of lectures/conferences, podcasts,  alerts, etc.  This site provided lists 40 ways that smartphones can be used in a classroom to motivate and engage the learner.  Many adult learners use a smartphone daily so it is a technology they are comfortable using.

12 Top eLearning Tools for 2012 and  Beyond

http://gettingsmart.com/cms/blog/2013/01/12-top-elearning-tools-for-2012-and-beyond/

10 Tips to Kindle in the Classroom

http://gettingsmart.com/cms/news/10-tips-for-kindle-in-the-classroom/

Adult literacy continues to be a serious educational and economic issue in the United States. Currently, there are an estimated 32 million adults living with such low-level literacy skills that reading a children’s picture book or understanding the instructions on a medicine bottle pose a challenge (Lipschultz & Figueroa, 2011).  By using the Kindle or comparable  e-reader, learners have access to a plethora of reading materials as well as apps that assist with spelling, writing, translation.  In the classroom the Kindle allows adult learners who struggle with reading to download materials at their specific level, alleviating the need for a course text, which may not meet the needs of each learner.  Additionally, applications can be downloaded to the Kindle to strengthen writing and text to speech for pronunciation.

References:

       Bonk, C. J. (2009). The world is open: How web technology is revolutionizing education.        San Francisco, CA: Jossey-Bass. Retrieved from the Walden Library databases
Dunn, J. (2012).  How mobile technology ushered in a new era of adult education.  Retrieved from Edudemic http://edudemic.com/2012/01/mobile-adult-ed/. 
Lipschultz & Figueroa (2011).  Placing adult literacy front and center.  Retrieved from http://americanlibrariesmagazine.org/inside-scoop/placing-adult-literacy-front-and-center
TeachThought Staff (2012).  40 simple ways to use a smartphone in the classroom.  Retrieved from http://www.teachthought.com/technology/40-simple-ways-to-use-a-smartphone-in-the-classroom/.

Wylie, J. (2013).  Mobile learning technologies for 21^st century classrooms.  Retrieved from: http://www.scholastic.com/browse/article.jsp?id=3754742.

Social Networking

Social Networking in the Classroom

New technology forces the 21^st century learner to process and apply information in a very different way and at a very different pace from any other time in history (Davis, Edmunds, & Bateman, 2008).  The span of time between learning something new, being able to apply it, and finding that it is outdated and no longer useful continues to decrease making how people connect to the information and knowledge a vital concern (Davis, Edmunds, & Bateman, 2008).  With the incorporation of social networking sites, users are able to access and share information at a much quicker pace and to a larger population of participants.  All roads now point to a Web where little is done in isolation and all things are collaborative and social in nature with the ability to share, connect, and create with many, many other of like minds and interests (Richardson, 2010).

                                        Social Networking Technologies

Twitter

URL:  https://twitter.com/

Twitter or more aptly, Twitterverse, is a “microblogging” tool that has grown by leaps and bounds since first being introduced in 2006, now being implemented by online educators as a powerful professional development and communication tool ((Richardson, 2010). Twitter was developed by Jack Dorsey and Biz Stone as a free microblogging service.  Users of Twitter can tweet up to 140 characters at a time and include links to other content in their tweets.  The users have the option of making their tweets broadcast publically or kept private.  Twitter users include celebrities, politicians, journalists and companies wishing to influence their customers. 

Incorporating the use of Twitter in an educational role provides the users a virtual network at their fingertips that can be accessed to find answers, link to blog postings, resources, or share ideas for projects as one progresses through the day (Richardson, 2010). 

Edmodo

URL:  Edmodo.com

Edmodo is another free site that provides services similar to that of Twitter but in a more secure setting that would be more appropriate for the K-12 environment.  In order to join, the user needs to create an account, which can be linked to the school you teach in.  One feature that I found to be beneficial is the ability to select which groups to follow, for example one could select language arts, special education, college readiness, etc. which will make the search for information more streamlined.

In an effort to provide learners with a place they can connect and share ideas, project information, or other academic related resources, both Twitter and Edmodo offer a free, easy to access service.  As an educator attempting to instill in my learners the importance of 21^st century learning skills, I would establish both a Twitter account and an Edmodo page.  Members of the class could then join and conversations, links, and additional sources could easily be shared with all those following our tweets. 

Technology Integration in Education

URL:  http://www.technologyintegrationineducation.com/
 
This site provides a plethora of blogs and postings by those striving to integrate technology in the learning scenario.  Through its ease of use, one can access blogs by topic of interest as well as join and participate in a learning community focused on specific areas of interest.  As an educator the integration of technology and keeping abreast of innovations and new ways to utilize existing technology is an essential component to being a successful educator.  This site would benefit not only the educator but also the leaners as well, especially if they are interested in becoming an educator, speaker, presenter, or consultant.

References:

Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Connectivism.

Mashable.com/category/twitter

Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms (3rd ed.). Thousand Oaks, CA: Corwin Press.

Educational Technologies

Canvas: A learning management system
http://www.instructure.com/higher-education

A learning management system (LMS) is a software application that can be used to document, track, report and deliver educational courses, training programs, and webinars. A LMS is web-based allowing for portable access to information quickly and easily. LMSs provide online learning, assessment, and management of courses. Users are also able to particpate in collaborative learning by sharing applications and responding to discussion threads. Canvas by Instructure is a LMS that offers the user, both instructor and learner, a variety of options to assist with enhancing the online learning experience. Canvas offers flexible pedagogy that supports a variety of learning styles as well as a speed grading option that can even be accessed with an iPad. Canvas can link to social media sites, SMS text messaging, and other communication channels so that the user can be notified postings etc.

Pinterest
http://pinterest.com/
Much like David Cavallo (2012) stated, technology can be used to improve the learning environment, not by making it everybody does the same thing at the same time, but really making it such that every person is an individual, building on what that person knows and loves and is interested in, using technology as an expressive, constructive medium, such that they can express and make things that are important to them, but really help explore particular area. Pinterest is generally related to the younger generation that use it to share photos and videos with their peers, but it is beginning to receive attention for the role it is taking on in the classroom. Pinterest uses pinboards which are ideal for group collaboration necessary for completing a project. Group members can pin photos, videos, and other resources to the group's board so that all members have access without having to meet at a specified time or place. Additionally, Pinterest has lesson plans that can be accessed by teachers and incorporated with ease into the existing curriculum. As teachers discover the power of using Pinterest as a teaching tool, there is an increase in the site being used for homework and classroom assignments (Walsh, 2013).

References:
Laureate Education, Inc. (Executive Producer). (2012e). Using digital media for learning. Baltimore, MD: Author.

Walsh, K. (2013). Three ways pinterest is getting used by teachers. Retrieved from http://www.emergingedtech.com/.

Emerging Technologies

Tablet Computing According to the Horizon Report (2013), tablets have captured the imagination of educators around the world, being led with the incredible success of the iPad. This year, the administration approved a new technology agreement that has permitted student use of hand held electronics with the ability to connect through the school wifi. Students have since been using their tablets, Kindles, iPods, etc. to assist in the completion of their assignments. From the available options, I would consider the tablet, a form that does not require a mouse or keypad, to be viewed as an emerging technology. The Horizon Report (2013) states that these devices have become more used and understood as distinct and independent of other mobile devices such as smartphones, e-readers, or tablet PCs. My rational for selecting the tablet is because of its ease of use and adaptability. In the adult learning environment, the tablet could provide many of the necessary applications previously attainable from the “home computer”. The tablet is portable and is conducive to learning outside the classroom as well, providing the adult learner the ability to learn in virtually any scenario. Mobile Apps Coupled with tablet integration is the ability to download and use mobile apps to assist with research, composition, interfacing etc. Many disciplines now have mobile apps dedicated to deeper exploration of specific subjects, from the periodic table of elements to histories of art movements (Horizon Report, 2013). The use of apps in the adult learning environment will provide up to the minute information as well as further increase the ability to learn on the go. Mobile apps are particularly useful for learning as they enable people to learn and experience new concepts wherever they are, across multiple devices (Horizon Report, 2013). Jane Reference: The New Media Consortium (2013). Horizon project short list: 2013 Higher education edition. Retrieved from: http://www.nmc.org/pdf/2013-horizon-higher-ed-shortlist.pdf.