As an instructor, I feel that I am more on the static side of the “static-dynamic continuum”. Static technologies help learners capture information while dynamic technologies stimulate knowledge building (Moller, 2008). I get very comfortable with the tools I currently use with my students, including email, discussion boards, and Google Docs. I truly believe I can stimulate further communication, collaboration, and content access with my students if I adopt more dynamic technology.
Blog involving use of dynamic technology: Virtual Distance Learning Classroom lets students congregate online in virtual reality
Choosing educational tools on the dynamic end of interactivity engages learners on a cognitive level (Moller, 2008). I am currently designing a simulation game in my Intro to Broadcasting course in order to take advantage of reinforcing cognitive learning. Games reinforce learning by providing immediate feedback and repeated fulfillment of goals (McGreel & Elliot, 2008). By dedicating time and taking a risk on developing an educational game, I will create something new and dynamic.
Blog with more information on simulation games: The Educational Possibilities of Games and Simulations
Collaboration using dynamic technology is another way I will begin to move toward the dynamic end of the continuum. The use of “whiteboards” in web conferencing allows teachers and learners to create, manipulate and update information online in real-time (McGreel & Elliot, 2008). I am considering using programs like MindMeister and Campfire next semester to help increase productive collaboration in my video courses. This course has pushed me investigate new ways to present and curate learning materials, and increase communication and collaboration in my classes.
Blog insight on MindMeister and Campfire: Team Collaboration – Tips and Tools
References
McGreel, R., & Elliot, M. (2008). Characteristics of interactive online learning media. In T. Anderson (Ed.), The theory and practice of online learning (2nd ed., pp. 143-165). Edmonton, AB: Athabasca University Press.
Moller, L. (2008). Static and dynamic technological tools. [Unpublished Paper].
Hi Marc,
ReplyDeleteI don't know if you remember me but we met in the Atlanta residency. If my memory serves me correctly you teach theater art. My question then to you is that in your line of work you work with a lot of technological tools don't you think that the use of Static tools can lead to meaningful learning as well. I had some issues with the article in terms of how Static technological tools were viewed.
Najele,
DeleteI teach video production in digital media arts, but I do see a need to stick with some static tools.
From your response to module 5 I can see I have a long way to go before I get to the designing my own game. What is your background in game design? What kind of game is it? I would love to know more. I suppose that is as dynasmic as you get.
ReplyDeleteDeborah Stripling
Deborah,
DeleteI do not have any experience in video games. I saw an opportunity to work with our learning innovations team, and I took it. They asked for proposals for ideas the faculty had for games and I suggested a game that would involve learning broadcasting history in a stimulating way.
-Marc
Marc, your image displays the communication, content, and collaboration tools in an eye catching way. Did you us Bubl.us or another medium? You stated that you lean more towards the static side. In your courses, do you find that your students are more static or dynamic? If dynamic, do they encourage you to move over to the dynamic side? I have found that as I lead into the dynamic technologies, the students align with me. They are overwhelmingly excited and this definitely helps with focus, engagement and classroom technology. April
ReplyDeleteApril,
DeleteI used Pages, Apple's version of Word. I tend to think students embrace the lessons more when presented with materials in a dynamic way. I am still learning though, and I hope I can fulfill these goals.
-Marc