ITED 521: Last week, we had a week off from coming to class, but that didn't keep me from forgetting and coming anyway. =/
Most of what we're doing is pretty easy to me, but it just takes a lot of time to complete the assignments. My time management skills (or lack thereof) are definitely being tested.
Speaking of time, I've put a considerable amount of it into how I want to redesign my e-portfolio. A part of me wants to go all out and make the major parts of it database driven, but at the same time I'm afraid that I won't have enough time to feasibly do this without suffering in other classes or on other assignments. At least I'm only worrying about changing the professional development section, as I am happy with the overall layout and navigation that I constructed in our previous course.
Today, we've talked some more about our studio time and how we're going to carry it out. Basically, during our scheduled week, we're supposed to schedule a meeting with the studio guy. Also during that week, we're supposed to complete about 10 minutes of video footage and about 5 minutes of audio. Each of these is free to be on whatever topic we want. My current ideas are: funny commercial, fake news report, or a computer hardware review. For my final instructional video, I'm thinking of showing how to build a new computer. Of course, this is just a thought and I'm not even sure if the topic will fit the assignment.
After we talked about the studio time, Dr. Bosede showed us what our WebCT tests will look like. I was worried all day that our test would be in class today, but thankfully it's going to be online later. =D
Finally, we talked about chapter 3 and chapter 4 stuff.
Tuesday, February 12, 2008
Tuesday, January 29, 2008
Weeks 2 & 3
ITED 521: Today in class we recapped some things from Chapter 1, and then we talked more about the time we'll spend in the film studio for our future multimedia project. Basically, we'll rotate weeks that we spend in the studio to learn how to use the equipment and ultimately produce and edit a short video about a topic of our choice. We then viewed some videos from previous students for example purposes.
Next, we reviewed Chapter 2 concepts, and I really didn't do a good job at taking notes here.
As is evident...
Notes: Static vs dynamic
...
Next, we reviewed Chapter 2 concepts, and I really didn't do a good job at taking notes here.
As is evident...
Notes: Static vs dynamic
...
Tuesday, January 22, 2008
Spring Semester
Now that we're back from our break, we're beginning a new semester. With this semester comes three new courses at A&M:
- ITED 521 - Instructional Video and Multimedia: Production and Utilization
- AE 528 - Instructional Methods in Adult Education
- ITED 530 - Research Fundamentals and Technology
ITED 521: In the first week, we've covered the basics of multimedia and how it has many different forms and implementations. Our discussion covered the concepts in Chapter 1 which include (1) the definition of multimedia, (2) benefits of multimedia, (3) web-based multimedia categories, and (4) careers in web-based multimedia. The homework activities for this week required that we evaluate certain web sites and detail the different multimedia aspects that are contained within them.
Thursday, October 18, 2007
ITED 511 - Unit 5
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.
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.
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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