This unit required us to study chapters 3 and 5 which each describe different types of software tools that are available for educational purposes.
In chapter 3, the different types of instructional software functions include: drill and practice, tutorial, simulation, intstructional game, and problem solving. Adult learners will most likely gravitate towards tutorials, simulations, and problem solving software. Tutorials allow you to go at your own pace and essentially act as a human tutor. Simulations can model real or imaginary systems and range from weather simulations to flight simulations to physics simulations and much more. Problem solving software will test and challenge adults to apply their total knowledge towards solving a problem. This will be most helpful for facing real-world situations, which are usually very complex.
In chapter 5, the different types of software tools categories include: materials generators, data colleciton and analysis tools, graphics tools, planning and organizing tools, research and reference tools, and tools that support specific content areas. I feel that all of these categories can and will be used by most adult students. Materials generators allow for the creation of documents and forms and are absolutely necessary for courses requiring writing skills. Data collection and analysis tools are commonly used by teachers to keep up with student progress, but students may also use statistcal packages for mathematical homework or for just evaluating themselves. Graphics tools are most commonly used to illustrate documents and web pages and to create visual data summaries. This is a necessity for presentations where the student needs to provide a visual aid to go along with his/her data. Planning and organizing tools are a must for adults in that they assist adults in organizing their thoughts for writing papers as well as provide a means for keeping up with an advanced schedule, which is usually present in older students. Research and reference tools basically describe the Internet and encyclopedias which are a necessity for information gathering. Finally, tools to support specific content areas are for supporting tasks specific to content areas. Many of these areas are highly advanced in such a way that only adults can efficiently perform them, such as the use of CAD systems and GPS systems.
Thursday, October 18, 2007
Tuesday, September 18, 2007
Hello, and welcome to my blogger page. For the next few months, I will use this page mainly for reflecting on my graduate studies. I'm currently enrolled in two courses: Philosophical Foundations of Adult Education, and Teaching and Learning with Technology. This blog will probably only contain reflections from the latter of the two.
In my Teaching and Learning with Technology course (ITED), we've covered a few different topics. In the first week, we were introduced to the course and discussed the basics of technology and how it is used for educational purposes.
For the second week, we had a discussion board assignment where we each had to answer two of the follow-up TIE questions at the end of the chapter. Additionally, we each had to respond to at least two other student's answers. This almost "forced discussion" seemed odd at first, but looking back, I can see the benefit of it and I feel more comfortable doing it. My initial thoughts after the first week are: I feel that with my computer science background, I should be able to easily understand the technology side of this course, however, I do not have any background in educational expertise, so I feel that this course will benefit me the most in that area.
In the third week, we discussed the theoretical side of things in chapter 2, and I must admit that I didn't find this to be very enjoyable. I only say this because it mostly deals with learning theories and the people that came up with them, and I personally find this to be somewhat dull boring. However, I understand the usefulness of knowing the history of learning theories and how it's all needed to develop a successful instructional environment. We also had more online assignments, which included multiple online discussions and individual assignments to turn in. It was unfortunate for me that I found myself trying to complete this assignment in the same week that I had to give a briefing at the ALLC. Needless to say, that week was very busy and stressful for me, so that could have played a large part in me not finding it as interesting as I should have.
For the fourth week and fifth (current) week, we've further discussed the chapter 2 materials and assignments from the previous week, and we have moved on to another chapter, which mostly deals with computer hardware. Naturally, I can't help but find this chapter interesting, but that's because I basically live and breathe computer hardware as a hobby. Having built multiple computers, I'm having little trouble with this material. In fact, the only trouble I'm having is being forced to sit through a lecture where I already know most all of the material. I guess that's just one of the perks of being a computer science major. =P
Anyways, we have another multiple-part assignment due, and I look forward to getting it out of the way with much less worry and stress than I encountered on the second assignment.
For the second week, we had a discussion board assignment where we each had to answer two of the follow-up TIE questions at the end of the chapter. Additionally, we each had to respond to at least two other student's answers. This almost "forced discussion" seemed odd at first, but looking back, I can see the benefit of it and I feel more comfortable doing it. My initial thoughts after the first week are: I feel that with my computer science background, I should be able to easily understand the technology side of this course, however, I do not have any background in educational expertise, so I feel that this course will benefit me the most in that area.
In the third week, we discussed the theoretical side of things in chapter 2, and I must admit that I didn't find this to be very enjoyable. I only say this because it mostly deals with learning theories and the people that came up with them, and I personally find this to be somewhat dull boring. However, I understand the usefulness of knowing the history of learning theories and how it's all needed to develop a successful instructional environment. We also had more online assignments, which included multiple online discussions and individual assignments to turn in. It was unfortunate for me that I found myself trying to complete this assignment in the same week that I had to give a briefing at the ALLC. Needless to say, that week was very busy and stressful for me, so that could have played a large part in me not finding it as interesting as I should have.
For the fourth week and fifth (current) week, we've further discussed the chapter 2 materials and assignments from the previous week, and we have moved on to another chapter, which mostly deals with computer hardware. Naturally, I can't help but find this chapter interesting, but that's because I basically live and breathe computer hardware as a hobby. Having built multiple computers, I'm having little trouble with this material. In fact, the only trouble I'm having is being forced to sit through a lecture where I already know most all of the material. I guess that's just one of the perks of being a computer science major. =P
Anyways, we have another multiple-part assignment due, and I look forward to getting it out of the way with much less worry and stress than I encountered on the second assignment.
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