Motivating The Adult Learner

• Chyung, S. Y. (2007). Invisible Motivation of Online Adult Learners During Contract. The Journal of Educators Online , 1-22.
• Kennedy, R. C. (2003). Applying Principles of Adult Learning: The Key to More Effective Training Programs. SIRS , 1-5
• Siebert, A. (2000). Adult Student. Retrieved Febraury 19, 2010, from Teaching Adult Students the Way to Learn: http://www.adultstudent.com/eds/articles/teaching.html
• Thomas, D. K. (n.d.). St Cloud State. Retrieved February 19, 2010, from They're Not Just Big Kids: Motivating Adult Learners: http://frank.mtsu.edu/~itconf/proceed01/22.html
• Wlodkowski, R. (1993) Enhancing Adult Motivation to Learn: A Guide to Improving Instruction and Increasing Learner Achievement. San Francisco: Jossey-Bass

Module 5-Technology and Media Distance Education

Click on the concept map below to see a larger view.With several innovative technologies, it is challenging to determine which ones effectively allow learners to capture information and ones that increase cognitive learning. "Static technologies allow learners to capture information while dynamic technologies are tools that increase cognitive learning" (Moeller, 2008). The technologies that are popular in the 21st century help students capture information and gain new knowledge. From my own observation as a high school educator, these technologies also increase higher level thinking and promote critical thinking. Since distance education has become popular multi-media approach and utilization of advanced communication technologies is intrinsic to the distance education universities
(Agarwal).
Static Technologies (Communication)
The technologies that I assumed were static (allows learners to capture information) were:

1. Teleconferencing
2. Electronic Mail (E-Mail)
3. Skype

Teleconferencing is electronic communication between two or more people at a distance. Teleconferencing is used mostly on the college and university level and facilitate interactions between students and teachers. Electronic Mail (E-mail) is the most widely used communication and allows students in interact with each other and with their instructors to capture information. Lastly, a Skype is a form of social network that allows for communication. It literally allows you to make calls over the Internet. Skype is a fairly new innovation technology and has been used in college and university as communication tools for students and teachers.

Static Technologies (Content)

1. Internet
2. Video Podcast (YouTube/Teacher Tube)
3. Audio Podcast

The Internet has had major impacts on student learning and retention. In my opinion, it is the most widely used form of technology used inside of the classroom and in education. Students and teachers from all over the world are learning from audio and video programs on desktop computers, laptops, iPods, Pocket PCs, Palm handhelds, and other devices(Learning in Hand:Podcasting). Video Podcast such as youtube and teacher tube have helped student capture information as well. Web sites like TeacherTube.com let educators post instructional videos and share thoughts and lesson plans with colleagues across the globe in a format similar to YouTube (Cardine). I have used audio podcast in my classroom before to help students capture information as well. Audio podcasts are usually an MP3 file and are the most common types of podcasts(Learning in Hand:Podcasting).

Static Technologies (Collaboration)

1. Wiki Spaces
2. Websites (Instructional)
3. Search Engines (i.e Google, AskJeeves,Yahoo, Bing)

Wikis have been around for a substantial amount of time, however it is recently that they have been used in the education field. According to Gant (2006), “Wikis have been heralded as one of a number of new and powerful forms of software capable of supporting a range of collaborative ventures and learning activities.” Instructional Websites such as Brainpop, Cool Math, and USA Test Prep are the most common sites used at my school that helps students to capture information daily. Sometimes when my students get done with their work early, they log on to these sites to use their time wisely. Search engines such as google, askjeeves, yahoo, and bing also help students capture information however, they must be used correctly for the best results.

Dynamic Technologies (Communication)

The technologies that I assumed were dynamic (tools that increase cognitive learning) were:

1. Discussion Boards
2. Social Networks
3. Instant Messaging
   

From my usage of discussion boards while enrolled in my Master's Degree courses and currently, this form of communication has increased my critical thinking. It allows me to understand how my peers feel about certain topics and get their opinion on my way of thinking. It allows for ideas to be shared and higher level thinking to occur. Social networking and instant messaging is also a form of communication that allows for peer communication for ideas to be shared.

Dynamic Technologies (Content)

1. Electronic Books (E-Books)
2. Online Journals (i.e. Galieo, GalNet)
3. Digital Storytelling

Electronic Books also known as e-books are portable, electronic "reader" device that is substantially smaller and technologically simpler than the average laptop computer (STUDENTS SWITCH-ON ELECTRONIC BOOKS IN). It is a challenge trying to get students to read, but there is something about technology that makes students want to learn. Since the eBooks are portable, students can take them anywhere and learn on an individualized level. Online Journals Databases such as Galileo and Galnet as also virtual text that increases cognitive learning. I encourage and require my students to use online journals on the high school level so that they do not just rely of the results from their search engines to enhance their knowledge. Digital storytelling is also another type of virtual text that increase cognitive learning as well.

Dynamic Technologies (Collaborative)

1. Video Conference
2. Blogs
3. Power Point Comments (from students)

Video conferencing for schools can also ignite an interest and enthusiasm for learning that traditional teaching methods sometimes can't(Horton). I have used blogs inside of my classroom every year and I post a question a question on the boards for the students to blog about to increase their cognitive thinking. They read each others post and share their ideas. I also allow my students to open up each others Power Point and post comments on them as another form of collaborative technology.

Works Cited

Agarwal, Rajshree. "The Impact of the Internet ." Research in Economic Education (1998).

Cardine, Sara. "Is Education Ready for YouTube." ED Tech (2008).

Grant, L. (2006). Using Wikis in Schools: A case study. FutureLab , May 2006.

Horton, Jennifer. How Classroom Video Conferencing Works . 7 Feburary 2010 http://communication.howstuffworks.com/classroom-video-conferencing1.htm.

Learning in Hand:Podcasting. 7 February 2010 http://learninginhand.com/podcasting/.

STUDENTS SWITCH-ON ELECTRONIC BOOKS IN. 7 February 2010 http://www.franklin.com/pressroom/news/arch99/03sep99.asp.

Module 4-Graphic Organizer

Click here for a larger view of my Graphic Organizer

“New technologies offer wonderful promises for a better, brighter tomorrow” (Sapp). This statement holds true in every aspect of the learning process. Worldwide technologies are meant to be used to enhance the learning process and should be used inside of the classroom when appropriate. The Internet one technological tool that can add to the educational process. The net provides expanded opportunities for learners to plunge deeper into knowledge. This aids students and teachers alike. Teachers can use the Internet to find useful lesson plans to engage students in learning and students can use the Internet to research answers when they do not understand, play educational games to build their content knowledge, and collaborate with their peers in an educational setting. Blogs are another technological tool that can be used as a tool for educational purposes. Blogs can be effective technological tools and for learning. There are several useful blog-based activities for learning such as (1) reading blogs of others (2)receiving comments and (3) previewing tasks of others and reading feedback receive in relation to these(Churchhill, 2009). Lastly, Wikis are another technological tool of many other tools that can be used for educational purposes. Wikis are a "quick and easy way to energize reluctant learners, promote classroom synergy, and encourage authentic learning ” (Grant, 2006). It is a powerful tool in my opinion that increases participation because students love to work on the computer to post their thoughts and respond to their peers and teachers. Blogs, Internet and Wikis can get students actively involved, along with a host of other technological tools.

References:

Churchhill, D. (2009). Educational applications of Web 2.0: Using blogs to support teaching and learning. British Journal of Educational Technology , 179-183.

Grant, L. (2006). Using Wikis in Schools: A case study. FutureLab , May 2006.

Sapp, S. G. (n.d.). Diffusion of Innovations: Part 2. Retrieved December 26, 2009, from The Sociology of Technology: http://www.soc.iastate.edu/sapp/soc415Diffusion2.html

Below are useful sites for:
Wikis:

• http://www.emints.org/ethemes/resources/S00001969.shtml
• http://wikisineducation.wetpaint.com/page/Wikis+in+the+Classroom

Blogs:

• http://www.glencoe.com/sec/teachingtoday/educationupclose.phtml/47
• http://www.21classes.com/

Internet Usage in the classroom

• http://www.internet4classrooms.com/
• http://www.thirteen.org/edonline/ntti/resources/internet1.html

Collaborative Assessment

"Assessment can be seen as the engine that drives students course activity; online or off (Swan, Shen, & Hiltz, 2006). Assessing students correctly and effectively can be challenging for individual students, however, group collaboration has been a challenge to assess for a while. According to Siemens (2008), collaboration is not the issue; the issue is how you change an assessment on a model based on collaborative learning. Simenens suggested that students should access their peers which can take a minor load off of instructors and allow students to interact and share experiences through online discussions (Laureate Education, 2008). The peer to peer assessment will not only allow students to participate with each other and gain knowledge from each other, it can become a significant part of their course grade. Students should be assessed in a collaborative learning environment by participation alone. There are several technologies used today for group members to be able to communicate and work collaboratively. Wikis, blogs, and online discussions are networks that allows for students to participate with their peers. If students are not participating, then it should reflect in their grade. I believe that what matters most if whether the students have actually learned something despite their skills or knowledge that is brought to the learning environment. I am uncertain if knowledge or skills should affect an instructor’s ability to equally assess learning in a collaborative learning environment. It may be an assumption that during collaborative learning, students bring some sort of knowledge or skill to their group no matter the varying levels of skills. Roles in the learning community should be delegated by skills and knowledge, the instructor should be informed on these skills so that they can assess effectively. Students could possibly fill out a self-aptitude test which is used to determine the strengths and weaknesses of an individual’s capability. This test could aid the instructor in determining what students are strong in what areas so that they can be assessed in that area.

If a student does not want to network or collaborate in a learning community, others in the learning community should inform the instructor about the student's lack of participation and continue to collaborate among the students that wanted to be involved in the learning community. The instructor should then inquire about the student's lack of participation because he may have a justifiable reason. A justifiable reason could be a student's lack of knowledge associated with the use of online communication tools. For example, I was unfamiliar with how to use Wikis to interact with my classmates in the learning community, and that was the cause of my lack of participation. I did not participate because I was unfamiliar with how Wikis worked, however, I finally figured it out! The choice not to participate in a learning community would have a major impact on an individual’s assessment plan because assessment is not being allowed to be utilized because of the lack of participation. Also, an instructor is not able to determine if the students is understanding the course content if he or she is not participating with peers online.

References:
Siemens, G. (2008). Assessment of collaborative learning. Vodocast. Laureate Education, Inc

Swan, K., Shen, J., & Hiltz, S. (2006). Assessment and Collaborating in Online Learning. Educational Technology Center .

Useful Links:
http://teaching.berkeley.edu/bgd/collaborative.html
http://www.aln.org/publications/jaln/v10n1/pdf/v10n1_5swan.pdf (GREAT ARTICLE)
http://www.computer.org/plugins/dl/pdf/proceedings/icce/2002/1509/00/15090262.pdf?template=1&loginState=1&userData=anonymous-IP%253A%253A71.199.168.58 (GREAT ARTICLE)

Motivating Adult Learners (Stroyboard)

Click the link to view my storyboard for Motivating the Adult Learner