This paper, prepared for publication in a professional journal, makes the point that through well-designed used of video, learning outcomes can be better identified and achieved. The authors go on to provide research to support the value inherent in the use of visuals to enhance learning. The examples used are certainly valuable and well thought out; the authors are correct in every case cited. The value of well-designed video in learning is unquestioned.
I did have two issues with this article: First, it is written like a third-year undergraduate research paper, with too much use of pronouns and short, repetitive sentences. I was surprised at this level of writing being published; the message was hard to decipher. They took 25 pages to gives us three pages of information.
Second, the authors decry the lack of research on the use of designed video for classroom or learning use. As a teaching tool, video in some form has been around for 60 years or more, from the days of filmstrips and 8mm short features to the modern student-produced, studio-polished masterpieces we see now. I daresay the use of video in learning is better researched than the authors would lead us to believe. At least they included the research from my favorite learning theorist, Albert Bandura.
In many ways, this article states the obvious. The authors do provide a matrix to identify the steps that depend on each desired outcome, but the matrix is not intuitive, at least not in the circular form they used. As a learning tool itself I found this article wanting.
Wednesday, April 6, 2011
Friday, April 1, 2011
Do Web 2.0 Right - L&L
Article - Do Web 2.0 Right by Daniel Light, PhD. Learning and Leading with Technology. February 2011
The author starts with the premise that "Web 2.0 tools, such as wikis and blogs, are a great way to get students engaged and motivated to practice their writing skills." It's something we've heard for years, but Light demonstrates the best practices by people already successfully incorporating these tools.
Light listed three best practices:
1. Instituting daily practice
2. Carefully considering the audience
3. Teaching and enforcing appropriate behavior
The daily practice of effective users is just what it sounds like - the teachers don't just assign it as a special project, they incorporate into the daily classroom practice, with blogs (both student and classroom) being the primary tool. Users find that it frees up communication between students, teachers and each other because of the less-threatening private nature and the better consideration given to the postings, as opposed to the more spontaneous and intimidating classroom.
Effective 2.0 users also designed systems for the intended audience as opposed to a broader one. Blogs are student-centered and use the language they use, and students are directed toward the proper resources. As additional needs arose, system access could be easily widened.
Finally, appropriate behavior is taught, modeled, and enforced. These users built true learning communities in which this technology plays a key role., so all participants are mutually supportive. Use of the tools was fully understood and regularly used, so proper communication became a natural part of the process.
What he really found was that effective users of Web 2.0 tools plan out and execute the process, making it a key component of their classroom practice. Their success is no accident; they use it every day and become expert. Teachers who want to accomplish the same ends must do the same.
The author starts with the premise that "Web 2.0 tools, such as wikis and blogs, are a great way to get students engaged and motivated to practice their writing skills." It's something we've heard for years, but Light demonstrates the best practices by people already successfully incorporating these tools.
Light listed three best practices:
1. Instituting daily practice
2. Carefully considering the audience
3. Teaching and enforcing appropriate behavior
The daily practice of effective users is just what it sounds like - the teachers don't just assign it as a special project, they incorporate into the daily classroom practice, with blogs (both student and classroom) being the primary tool. Users find that it frees up communication between students, teachers and each other because of the less-threatening private nature and the better consideration given to the postings, as opposed to the more spontaneous and intimidating classroom.
Effective 2.0 users also designed systems for the intended audience as opposed to a broader one. Blogs are student-centered and use the language they use, and students are directed toward the proper resources. As additional needs arose, system access could be easily widened.
Finally, appropriate behavior is taught, modeled, and enforced. These users built true learning communities in which this technology plays a key role., so all participants are mutually supportive. Use of the tools was fully understood and regularly used, so proper communication became a natural part of the process.
What he really found was that effective users of Web 2.0 tools plan out and execute the process, making it a key component of their classroom practice. Their success is no accident; they use it every day and become expert. Teachers who want to accomplish the same ends must do the same.
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