EDU 6250 Blog Post 3: A Learning Object Evaluation Scale for Students

Summary

How do we know which interactive web-based tools are best for our student learning? So many of these tools are quickly popping up and they look so neat, but are they really “enhancing, amplifying and/or guiding the cognitive process of learners?”  This would be part of Kay and Knaack’s definition of a Learning Object.  The other part is “an interactive web-based tool that supports the learning concepts.”  They note most people who evaluate the effectiveness of these learning objects are the ones who develop or design the learning object.  This study, along with other studies, is trying to come up with ways to evaluate how the learning object measures knowledge.  Kay and Knaack’s study created a list of key factors to evaluate with each learning object: interactivity, accessibility, a specific conceptual focus, reusability, meaningful scaffolding, and learning.

Reflection

The data is very complicated and difficult to read.  It also states there needs to be more research before users implement the Learning Object Evaluation Scale for Students, but it does offer some great guidance when evaluating a tool. 

Since learning objects are changing ever so quickly, will we be able to use an evaluation tool and get enough data from students with it before the new version, or the better learning object is out?  Logically, it seems like an evaluation scale would by key to a district. 

A quote that really stuck out to me from this article, “No technology will transform the learning process.  Learning objects are simply tools used in a complex educational environment where decisions on how to use these tools may have considerably more import than the actual tools themselves.” (p.161).  

References

Kay, R. & Knaack, L. (2009). Assessing learning, quality and engagement in learning objects: the Learning Object Evaluation Scale for Students (LOES-S). Educational Technology Research & Development, 57(2), 147-168. Doi:10.1007/s11423-008-9094-5

EDU 6250 Blog Post 2: Teacher Talk

Summary

As most teachers know, it is very demanding to integrate technology into teaching.  Since technology companies want teachers to use their products, they are asking for teams of teachers to be volunteers to help design educational programs.  Through this study they researched teacher conversations and the in-depth meaning to it.  First, they discussed what teacher talk looked like, noting that all conversations are not deep or thought provoking.  When creating a team of teacher designs (TDT) is was important for each individual to be an expert in the common subject matter.  From one sub-study they found out that most teachers draw from their own experiences with designing programs.  Another sub-study found that content knowledge (CK) played a significant role during designing programs.  Moreover, another sub-study found out knowing how and why both experiences and content knowledge play an integral part in designing the program. 

Reflection                                                                                                                          

The findings from the studies seemed to be pretty basic and understandable.   This article brought to light a perspective for me that I never thought of, teachers going into design technology especially for specific apps for them or other teachers to use.  The studies did illustrated that during collaboration it’s important for each person to be a piece to the puzzle, asking tough questions and not automatically agreeing with one right away.

Reference

McKenney, S., Boschman, F., Pieters, J., & Voogt, J. (2016). Collaborative Design of Technology-Enhanced Learning: What can We Learn from Teacher Talk?. Techtrends: Linking Research & Practice To Improve Learning, 60(4), 385-391. doi:10.1007/s11528-016-0078-8

EDU 6250 Blog Post 1: Future PD

Summary

 Providing professional development (PD) to all of the teachers in a district has been a problem for many years due to the cost and time.  In recent years studies have also shown that receiving continuous PD is more valuable compared to one-time workshops.  There are many benefits that come from PD- resources, skills, knowledge, and experiences.  Many teachers receive PD from their PLCs, since they are comfortable with sharing new thoughts and ideas.  When trying these new ideas in their classrooms, teachers often times feel more confident and empowered since it comes from a familiar place.  Now, school personnel are realizing learning communities can be expanded outside of each school. 

Since districts cannot afford an individual coach per each set of teachers, these creators are thinking that it may be beneficial having a virtual coach within an online setting to meet the PD needs of the teachers.  This was the beginning of the research which started with a survey to see what teachers would benefit most from a virtual coach.  After the survey and analysis, it seems like the number one reason for a virtual coach would be for resource sharing.  Individuals are looking for resources from news, sharing free lessons and other resources, and technical support especially since education is changing so quickly.  The article also discussed creating a profile to easily find the best materials that are suited for each teacher’s needs.  This research has been insightful to virtual reality coaches, but also technology coaches as well.  To end, more studies need to be conducted and analyzed to bring this PD to (reality).

Reflection

Overall, virtual PD is a great idea.  There are an endless number of resources and social sites available on the web for teachers.  But if something more personalized and more streamlined can be created, I can see more teachers using a tool like this.  Some teachers don’t use social sites or resources sharing tools as PD, so offering a personal coach will help ease some of these fears for teachers who often do not participate on the web for PD.

Reference
Sugar, W., & Tryon, P. (2014). Development of a Virtual Technology Coach to Support    Technology Integration for K-12 Educators. Techtrends: Linking Research & Practice To Improve Learning, 58(3), 54-62. doi:10.1007/s11528-014-0752-7