Looking into the Future...

... highlight of graduation, courtesy of Paul K. ~~~July 27, 2007~~~

Facebook and Distance Education

In my previous posts, I did not address the issue of Facebook use in distance education directly. It has become evident in my review of the limited literature currently available, that Facebook is not yet the technology of choice in (higher) education.

In considering the place of Facebook in distance education, a few questions come to mind:

1. Does Facebook fill a gap in terms of new features currently lacking in the delivery of content and communication with learners in distance education?

2. As a social playground for college students, would the use of Facebook enhance or diminish the image of a distance education program?

3. What would Facebook offer over and above the current technologies already in place for distance education?

4. Would the 'language of Facebook' naturally spill over into academic rhetoric?

When institutions of higher education are promoting "one-stop services" for their distance education programs, they do not appear (at the moment) overly eager to bring a tool like Facebook in the neatly bundled services currently available through their course management systems (CMSs) such as Angel or Blackboard. Higher education is not yet ready to surrender the shackles of CMSs where students' minds are (theoretically) more attuned and receptive to learning. However, other social networking tools (e.g. blogs, wikis, and podcasts) appear to be more readily adopted in distance education than Facebook. Note that integration rather than replacement of CMSs is the only role that these tools are currently suited for.

Facebook clearly provides a social outlet for college students, a fact backed by the large membership among this peer group. Socializing, however its unintended outcomes, is part and parcel of education of the whole person. Facebook has its place in that sense, but there seems to be a lack of any compelling reason to significantly integrate it into distance education. Students could use it as a secondary information exchange outlet in a cooperative learning mode with classmates that they have invited in their space, to complete group projects, for example. The services offered through Facebook (e.g. chatting, meeting new classmates, arranging for social/academic meetings) can well be attained using the current technologies in CMSs without the risk of security breaches and other legal matters pervasive in social networking websites.

It is possible that current perceptions about Facebook use in distance education could change overnight based on new developments in Facebook, technology integration, and a shift in thinking among distance education administrators about the role of this technology in promoting learning (e.g. time on task) within the envronment that some students spend a significant amount of time.

Social Networking - Facebook PPT

A narrated PowerPoint presentation and brief overview of Facebook is posted here. To hear the audio only without the slide presentation, click on the image to the left. Please note that the commentary is made in the context of higher education.

Social Networking - Facebook Podcast

I interviewed a college student about her experiences with Facebook, a social networking tool that is widely used by her peers. This is a brief snapshot of a personal account from the trenches. As an outsider into the world of social networking, I have learned a bit more about this growing phenomenon among the young and old alike in my readings while completing this project. A culminating product of this effort is this podcast.

Social Networking Tools - Facebook

The term 'social software' is fairly new and is used to describe an emerging genre of tools in many different contexts. The concept embraces a substantial number of technologies which are often integrated. In the context of distance education, Anderson (2005), defined 'educational social software' as :

"... networked tools that support and encourage individuals to learn together while retaining individual control over their time, space, presence, activity, identity and relationship."

Dalsgaard (2006), described social networks as:

"...connections or relations between people engaged in different kinds of communication. Communication can be one-way as well as two-way and synchronous as well as asynchronous."

Social networking technologies were not designed specifically to support academic activities, but some, such as wikis, blogs, and social bookmarking services are easily adaptable for that purpose. Others however, require effort to repurpose their functions for formal learning environments.

Facebook was launched in 2004 as a Harvard University-only site, but slowly expanded its service to include college students with active .edu email accounts. In 2005, it opened its doors to high school students, but they had to be inivited to join. Today, Facebook is open to anyone and its membership is growing at the expense of its closest rival, MySpace.

In the beginning, Facebook members regarded it more like a country club where college students could privately socialize. Today, there is a lot of discussion about online safety, but at the time, some students largely ignored safety measures and freely shared very personal information on the Web. As we now know, such a laissez-faire attitude only escalates certain vulnerabilities including stalking, and facilitates unethical behavior from ill-intentioned users of social networking websites. Now that Facebook is open to everyone, and attention about security is widely covered on campus as well as in the media, perhaps students are more cautious about the type of content they share, and the caliber of individuals they invite to share that content. Unethical behavior in social networking websites does occur, and individuals should be aware of it. An informative report on this issue is "Cleaning Up Their Online Acts" reported in the magazine Inside HigherEd. The author cites a case in which a 'social networker' reported a problem, but nothing was done about it. The article further describes incidents involving students and Web use at various institutions and how they were handled.
This video by the Office of the Privacy Commission of Canada is a fitting illustration of the realities of sharing information on the Web. The sheer number of students who use Facebook regularly begs for a need to raise awareness of real and potential problems, at least for the benefit of the cautious and the novice. Facebook has a number of privacy features, and members should learn to use them.

Today, it is not unusual to see students walking into the campus library, for example, without the usual 'tools of the trade' - book bag, pen and paper. The same students spend alarmingly many hours logged into some social networking website, chatting and sharing information with a select group of friends or even strangers. The popularity of Facebook perhaps can be explained by its capacity to fulfill very basic human needs - to socialize and satisfy our curiosity about fellow human beings.

Although extensively used by college students, Facebook is perhaps regarded as a personal space owned and controlled by the members, who probably want it to remain that way. In spite of its potential to enhance learning, its adoption for educational purposes does not yet appear to be widely reported. This is not say that Facebook has not been considered for use in higher education; in fact it has, as reported in this higher education institution's news release. Furthermore, some in-depth studies on Facebook have been conducted such the one found on this link.

Even though some students already use Facebook for academic pursuits, perhaps the need to invade spaces created for socialization among mutually-constructed social groups may seem unpallatable to some instructors. The majority of students, however, probably use it to escape the rigors of academic work, and would like to see it remain purely as a social outlet, free of any academic activities. It may also be accurate to state that instructor awareness of social networking tools is minimal at best. Those who are aware of such tools, may feel that other less controversial alternatives already in use are more suited for enhancing learning. Facebook is, at the moment, not one of them. The future might hold a different tune for the 'Facebook generation'. In addition, a fresh assessment of current core beliefs about the place of emerging social networking tools in education is imminent.


Further Related Reading:

Heer, R. (2007). My Space in College: Students Use of Virtual Communities to Define their Fit in Higher Education. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2007 (pp. 2357-2363). Chesapeake, VA: AACE.

Lorenzo, G. , Oblinger, D. , & Dziuban, C. (2006). How choice, co-creation, and culture are changing what it means to be Net savvy. Retrieved July 15 2007 from https://www.educause.edu/ir/library/pdf/eqm0711.pdf

Rishi, R. (2007). Always connected but hard to reach. Retrieved July 15, 2007 from http://www.educause.edu/ir/library/pdf/eqm0721.pdf

Author unknown. (May, 2006). MySpace, Facebook, and other social networking tools: Here today, gone tomorrow? Retrieved July 26, 2007 from http://knowledge.wharton.upenn.edu/article.cfm?articleid=1463#

Raptivity Project - Time Management for Online Learners

I created a brief pre-class trivia that can be used as part of an orientation program for novice online learners. Your comments are appreciated.

On Using Raptivity

Raptivity is a tool for developing interactive learning objects quickly.

What I liked in general
-simplicity

-interaction options are numerous

-template layouts are not cluttered

What I did not like using pre-class trivia template

I could not:

-reorder questions if I changed my mind; it can be time intensive to retype new order of questions if items are many

-create a table of contents

-navigate; presentation is sequential

-set time for Answer display; I think the response flashed much too quickly, at times

-type all the information needed; had to abbreviate answers

Note: Using an evaluation version may limit one's appreciation of the robustness of a software package.

I think Raptivity is a worthwhile product, but the price tag would be prohibitive for a number of college campuses. For most, justifying investing in it or similar rapid e-learning tools could only be considered if high levels of usage are predetermined.

I will post the web link to my creative production on the next blog.

Rapid Interactivity, Rapid e-Learning

E-learning is moving into a new phase in its development, thanks to new technologies such as Raptivity.These tools facilitate the development of interactive learning objects quickly and conveniently. Traditionally, integrating interactivity in online classes has been labor intensive and mostly ignored for that reason. Now, instructors can choose from a library of interactions including templates for developing games, quizzes, simulations, puzzles, and brainteasers to create exciting and highly engaging learning activities. The shell for an interaction model is simply customized for the learning unit and is ready to use.

Rapid interactivity tools provide an alternative to the traditional lecture, PowerPoint presentation, or discussion threads, and present learners with enhanced options for knowledge acquisition. They are designed for simplicity and integration with familiar desktop applications, thus adding to their appeal. They fill time-sensitive training solutions and can be readily updated. They empower subject matter experts (e.g. instructors) and make them more effective in the design outcomes of their courses.

A major criticism of these new technologies is that they are more suited for facilitating basic knowledge acquisition, not the higher-level thinking skills in Bloom's Taxonomy (e.g. synthesis and evaluation). As the tools become more feature-intensive, the question of balancing simplicity and sophistication must be considered if they are to retain their current appeal while also providing solutions for a diverse range of learning needs.

Read a white paper on rapid e-learning.

Polling

PollDaddy is a free tool for creating polls suitable for distribution in blogs, websites and social networking environments such as Facebook and MySpace. It is fairly easy to use and does not require any installation or much information to sign up. I have not explored this tool at length, but at first glance, the possibilities for its use may be limited in academia because of existing competing capabilities in course management systems. However, those who readily embrace techonology in academia will find this tool to be a convenient asset, and will use it to administer quick polls in websites, for example, to do pre/post test assessments of information presented. This could be followed by "just-in-time" teaching interventions.

Merits of Group Assignments in Online Education

In spite of the challenges of collaborating online in group activities, learning is a social event and should, as far as possible, be attained in conjunction with others. With new technologies being ubiquitously used in distance education, learners no longer have to bear the isolation that their peers experienced in the past.

When carefully managed, both academic and social needs of the learners can be met in virtual environments. Group activities increase time on task, opportunities for expression, and provide learners with a broader perspective on their learning.

For academic activities, learners probably benefit more when such activities are monitored by the instructor, and the expectations for performance are well defined. The instructor’s role is to be a "guide on the side" and steer learners in the right direction. As Vigotsky put it, a "More Knowledgeable Other" (MKO) may help a learner achieve tasks that may be in one's Zone of Proximal Development (ZPD).

Informal collaboration should be largely voluntary but encouraged for both academic and social exchanges. However, instructors should set the tone and protocols for communication because learners benefit most when the learning environment is cordial and respect for different voices/opinions is expected.

Synchronous Communication in Online Education: The Case of Group Projects

Does synchronous communication further the efforts of online collaboration? At a glance, the answer is definitely "yes" until one looks at the logistics of getting online learners together at the same time. A good number of people choose online education because of the flexibility it affords them, and the ability to continue pursuing their multi-layered daily responsibilities. If we consider Vigotsky's Social Development Theory, much can be gained from collaborative work. Assigning group projects is one way to achieve this. The question is, what are the ideal conditions for promoting active involvement in group projects among online learners? Here, I propose a few strategies:

1. Whenever possible, let the learners select from a group of topics, the project to pursue. When learners are interested in a project, they are more likely to participate with vigor

2. Provide clear guidelines of expectations for each group

3. Have incentives for completing the project

4. Identify a group coordinator

5. Within groups, determine milestones and contributions of each member or sub-group

6. Select the best methods of communicating and brainstorming; determine tools for synchronous communication or whether they should be used at all

7. Set deadlines for reporting to the group coordinator at each stage of the project.

While synchronous communication sounds like a great idea in online education, in reality, it is not particularly convenient or easy for learners to collaborate on projects in this manner. Our own class project (with relatively few team members) has undoubtedly proven this to be so. It is likely that one is able to reach more people who are not in their group than are; these are pehaps people who are ernest about their projects or whose schedules are more aligned, and therefore, should probably have been team members. The temptation to break away and form "side groups" is high but would defeat the premise of the exercise, whose unintended lesson might be to remind us that in real life, the ideal is usually out of reach, but that should not deter action.

Certainly, synchronous communication has its place and should be encouraged in online collaborative activities, but it not the only means through which Vigotsky's merits of social interaction for cognitive development can be attained. As for me, I have learned from others through synchronous communication during these last few days.

Reflections on Google Talk and other Web-based Communication

In looking at technology tools for learning environments, ease of use usually dominates the selection of a particular tool over all others. This past week, it has been interesting using Google Talk, an impressive, easy-to-use tool, to communicate with classmates around the world. One can say that synchronous communication is not revolutionary in education circles, but is in fact the traditional way of exchanging information. Not to diminish the positive impact of modern Web-based technology tools, but they merely make it possible for learners who are geographically dispersed to communicate in real time through chats, voice mail, video conferencing, or file exchange.

It is can be said that distance learners prefer using asynchronous to synchronous communication tools. The flexibility afforded by the former complements their choice to learn online and for some, perhaps, serious dialogue takes place here; they have time to reflect, gather their thoughts, and share ideas in the more self-paced environment. Perhaps, even the quality of the discussions is higher in the 'slower-paced' asynchronous communication.

Aside from the cost factor, Google Talk (although currently limited to two participants at a time) and course management system chat features are fairly similar. Google Talk might be a little easier to configure than some course management chat tools. Both can be used to hold office hours, brainstorm, or even facilitate the completion of entire projects. The popularity of Google and its continuing integration of multiple applications might add to its appeal. It is therefore a positive alternative to accomplishing a desirable aspect of online communication.

Whether synchronous or asynchronous, Web-based communication is an asset in education. It allows those who would otherwise shy away from participation in class to find their voice in the virtual world. For most, however online education is more aligned with the flexibility of using asynchronous rather than synchronous communication tools. Instructors should provide the necessary communication protocols and create a 'safe' environment where learners can openly express opposing views.

Survey Results

My survey Innovative Service in Higher Education: Blending High Tech with High Touch was sent to a couple of faculty and staff. This unscientific survey was really meant to test an online survey application and its capabilities. I found the survey service moderately easy to use with convenient features for disseminating surveys in different ways. However, important features such as the Change Collector Settings and Change Collector Restrictions should have been more prominently emphasized as they determine the look and feel of the survey. I found out that certain options cannot readily be changed once the survey is actively in progress.

The survey (for viewing only; please do not take it) was administered to explore (albeit narrowly), the "high tech/high touch" dimensions of the respondents' daily interactions with those they serve in higher education. Here are a few interesting results:

-To interact with primary clientele, most respondents said that they used face-to-face communication, although their clientele preferred to communicate with them using high tech (e.g. emails, instant messaging and other online communication tools).

-Most of the respondents stated that they were not restricted in how they chose to deliver service.

-The effectiveness of service provided was hindered by technology disparity, with the clientele perceived as having the more inferior technology. Another factor equally as important was the clientele's shortcomings in stating its needs precisely.

-The respondents indicated that they could provide better service if they had more time or different technologies to facilitate the process.

-Surprisingly, only 22.2% of the respondents stated that they always solicited feedback from their clientele after they rendered service.

The online survey service used was not available for stretches of time, which was a grave reminder that, using any technology requires planning ahead in order to minimize stress, accommodate glitches, AND meet deadlines.

Online Survey

I created a survey and distributed it via email, but then decided to give respondents extra time over the weekend and today to complete it. Unfortunately, it seems that SurveyMonkey service is currently inaccessible. Last time I checked, I had six out of ten responses. I will post an update with the details of the survey as soon as possible.

Camtasia Screen Capture

My project is titled, How to Add a Gradebook Item and Student Grades to the online Gradebook in Blackboard Learning Management System. It is a step-by-step demonstration of accomplishing these two tasks. I intend to improve on the product as I learn more about the capabilities of Camtasia and audio/mouse synchronization, among other things. "A little knowledge is a dangerous thing."

Camtasia PowerPoint Project

In continuing my blog theme of technology integration, I decided to look at some possible realities of supporting instructional technology across the campus. Perhaps you may agree with some of the observations, but then again, you might not. Institutional culture and the value placed on instructional technology ultimately determine perceptions, impact, and success of related initiatives. Some suggestions for bridging instructional technology with support are given from the perspective of administrators as well as instructional support staff.

Impatica for PowerPoint

Using Impatica to 'impaticize' a Powerpoint presentation is a fairly easy process. Once the desired options are selected, Impatica does all the work in the background including file compression and producing output that can readily be posted on the Web, in email or in a course management system. The compression capability is particularly significant because bandwidth is often a major concern for some online learners and a major challenge for instructors who use PowerPoint regularly to produce online course content. Embedding sound in the presentation is done within the familiar PowerPoint environment. Instructors certainly embrace the low learning curve in using this technology to produce enhanced, compressed, presentations.

My project, "The Online Class: Supporting Diverse Talents and Ways of Learning" is set in the context of faculty development and focuses on learning styles. I pose some fundamental questions that instructors may have about learning styles, and continue with brief descriptions of a select few learning styles, along with some instructional strategies for supporting them. In closing, I give a summary of choices that instructors can adopt to optimize learner experiences in the online class.

SnagIT Screen Capture

In the classroom context, SnagIT screen shots can be used to call attention to specific information and to orient learners to task processes. It is an easy- to-use tool, therefore, its utility would be appealing to instructors who wish to capture screen shots for integrating into their course materials without investing too much time in the effort. The screen shot to the left is of the Encyclopedia of Educational Technology website.

Video Blog: Web 2.0 Apps and Support for Diverse Talents and Ways of Learning

My experience creating a video has been quite challenging mostly because I was not very familiar with the software packages that I needed to use. The most gruesome yet unaccomplished task for me was balancing video quality and size. One would assume that I would have learned a thing or two from all the early birds who finished this assignment days ago, but... The final product is not perfect, the background noise is annoying, and it looks as though in cyberspace, the quality that I thought I had finally attained was ...well...watch here. Although the original video was heavily edited out, I think I captured both the lighter and serious sides of what I wanted to show and say in the much shorter version.

Web 2.0 applications such as blogs, podcasts, vlogs and wikis, can be used creatively to support diverse talents and ways of learning. Whenever feasible, we should take advantage of the knowledge bases, instructional/learning strategies, and communication capabilities afforded by these applications. They may vicariously promote learning, and also give learners and instructors new avenues to explore, share, and acquire knowledge in innovative and exciting ways.

My Podcasting Experience

The RSS URL for my podcast is http://odeo.com/channel/411943/rss.xml


I really wanted to produce a 'great podcast' as suggested in the readings...add music, interview people, use a better microphone...but quickly realized the limitations of the resources, time, and my own talent as a novice podcaster. Besides, we are in the middle of exams and it was too imposing to ask anyone to participate in this exercise. I think that I chose a universal topic "Time Management", that a good number of people would find somewhat interesting, is relevant to distance education, and did the best with what I had. I found ODEO for recording a bit tedious to use because of its limited editing capabilities. I had to start recording all over if I made a mistake. My final product is far from perfect because of this, but at least now I can say that I am aware of the mechanics of producing a podcast, and what it takes to create a more polished and professional product. The whole experience simply affirmed some of the issues we've been discussing about integrating technology in the classroom. A quality podcast, like any other technology, can be time intensive to produce, requires pre-planning, amassing resources, and a good dose of patience. Perhaps that is why some instructors shy away from integrating technology, if they have to go it alone without adequate support. All in all, it was a great exercise and applicable to the direction of how a new technology is being used to enhance learning.

I liked Pam Miller's podcast on online safety. It was right on target about parents' responsibilities to monitor their childrens' activities on the Internet, along with practical tips on how to do it.

Diane Fulkerson's podcasts are brief and to the point. I like her assessment on when and where podcasts are useful in higher education. It gives novices to podcasting a starting point when considering incorporating this technology.

Reflections on Blogging

A brief reflection on my first posting "Why Blog?"
Listen to the audio file.

Greeting (created with Gabcast)

Converting .wav file to .mp3

I used Audacity to convert a .wav file to an .mp3 format. Being new to this, I quickly found out that I needed an encoder to complete the process. I then downloaded Lame 3.96.1 and unzipped it to get the critical lame.enc.dll file.

All in all, the process was quite simple and well worth it. The file size changed from 160k to 115k after converting!

Listen to the audio file.

Gabcast Overview

Gabcast! Technology Integration #1 - Gabcast Overview

'Just some initial thoughts on Gabcast after using it for the first time...

Audio Discussions

Audio dicussions can be used to enhance classroom interactions on a number of levels. Any time that learners have to present their work for scrutiny by peers, they are extra careful about what they say and do. As a result, more rigorous discussions emerge and learners are more likely to acquire new knowledge from the interactions.

A starting point for gauging the impact of any new tool would be to gather some information by asking:

• What do you like best about the tool?
• What do you like least about the tool?
• On a scale of 1(=Least Satisfied) to 5(=Most Satisfied), rate interaction by this tool.
  

Integrating Audio into Online Courses

Enhancing online courses with audio should be encouraged as it breaks the monotony of reading text. Like other media, audio accomodates the needs of a certain class of learners, in this case, the ones who prefer hearing rather than reading information.

As is often stated, if a technology is NOT easy to use by techies, then faculty buy-in is not to be expected. An easy to-use tool for producing audio such as Odeo Studio, allows instructors to become independent producers of their own audio content. It is important to observe the recommendations for audio length and usage, and obtain learner feedback in order to determine the "best practices" for integrating audio for a particular class.

RSS Feeds to the Rescue of Web Search Fatigue

From the readings about RSS feeds, I have been able to answer my own initial thoughts about "Why Blog?" Among other advantages, blogs provide a convenient space for sharing information and collaborating. When RSS feeds are integrated into blogs, they enrich the process, with their capacity to amass relevant resources from the Web while significantly reducing Web search fatigue.

As I start this Journey....

I composed a list of questions that I need to ask myself (and others) as I enter and explore the world of blogging. The list is not exhaustive by any means.

1. What will readers of my blog value about my posts?
2. Is blogging suited for all disciplines?
3. What disciplines could be highly enhanced by blogging? Why?
4. What disciplines would be least likely to adopt blogging? Why?
5. What parameters should be implemented in order to get the most out of class blogs?
6. What are the Top Five (pedagogical) reasons for blogging?
7. How does anyone ever have time to keep up with blogging activities?

Ready or not, the medium continues to grow.

Let's Start at the very Beginning

Why Blog?

...This could be an important question in the minds of individuals getting their feet wet in the the world of blogging. I may be one of them! What have I learned so far? Blogging is fun and a means to document one's thoughts...from the simple to the most complex ...and a whole lot more. It may be time-consuming to post information on a daily basis, especially if one has other means for doing the same elsewhere. But, blogging is portable and that's significant. The question is...how can isntructors use blogging to enhance learning? I don't know...yet. Is it convenient for students who have to leave the familiar Course Management System or e-mail to access a blog?

These are my initial thoughts...to be continued...