Computer Mediated Instruction
According to Wikepedia .org, Computer Mediated Communication is a form communication between two or more individual people who interact and/or influence each other via separate computers. According to Tim Daniels and Melinda Pethel, Computer mediated communication has created a major shift in how educators and students feel about teaching and learning. Allowing students to learn in more convenient locations and offer classes at more convenient times. I agree that in some cases that computer learning may be better.
According to Daniels and Pethel, Asynchronous Communication allows participants to post whenever they want to and save their posting. The postings are able to be viewed by participants. Asynchronous technology include: blogs, wikis, bulletin boards, chat (online), email, etc. I myself enjoyed the blogs. According to Daniels and Pethel, the primary benefit of asynchronous communication is its flexibility and ability to fit into everyone’s schedule. Individuals can access the system at their own convience, and many kinds of information including documents and file attachments can be shared. According to Hiltz and Wellman (1997) 52% of the asynchronous classroom students reported that they were more likely to stop attending classes. Without strict deadlines in the asynchronous environment, and with no teacher watching over them, many students fail to contribute to the deliverables. I agree that if there are no strict guidelines the student will stray. It is so easy to apply for an online course, but if you do not have anything that is pushing you to focus and apply your self, then you will not. I am the type of student that I may be able to succeed in the asynchronous environment, because I have my children to provide for. However, I know this would be really hard for me. I need one on one teaching.
According to Daniels and Pethel, Synchronous communication requires the learner and instructor being online at the same time and communicating in real time. Synchronous communication tools are: shared whiteboards, live presentation tools, learner control tools including hand raising, approval feedback and audio/video control, etc. Synchronous classroom interaction allows students to obtain real time interactive feedback from their own computers. According to Hiltz, 2002, classes taught by synchronous technologies have a higher motivation and completion rate than asynchronous technologies. If I took an online course, the synchronous technology will work better for me. I need to be able to ask my teacher questions, when I have a problem. This is how I learn, without some form of hands on teaching, I would be lost. According to Daniels and Pethel, implementing Computer Mediated Communications in the classroom can be used to support a variety of learning experiences. The instructor is not limited to one set of services or tools but can use several to create a learning environment which will best suit his or her student’s learning needs. I agree that if the technology is used in the correct way, it can enhance student’s learning abilities.
Overall, I feel that who ever created computer mediated communication learning is a genius.
Monday, April 30, 2007
Monday, April 16, 2007
Information Processing
Information Processing
According to Michael Orey, Information processing also known as (IP) is a cognitive processing theory. IP theory seeks to explain how the mind functions. The basis IP model has three components: sensory register (SR), short –term memory (STM) or working memory, and long-term memory (LTM). Orey states, “short term memory is also know as working memory, and is where consciousness exists. Short term memory is where the world meets what is already known, and where thinking is done. We perceive and attend to stimuli; that information is then actively processed based on information stored in long term memory. Long term memory is the final stage in the (IP) model. It is also known as call memory. LTM is everything we know and know how to do. LTM is catergorized as one of three types of memory; declarative, procedural or episodic. Declarative knowledge can be defined as knowledge needed to complete a sentence. Episodic is memory for specific events in one’s life: a memory of your first kiss of your first kiss or of your graduation. I find the Episodic sometimes difficult. When I try to remember something from the past I can’t. I am good with remembering faces, but I have a hard time putting names with them. I sometimes feel stupid, because I know people who are my age or older that can remember every thing. I often wonder, what causes me to forget things.
According to Orey, there is an analysis of instructional sequence of the CALLA model is comprised of five steps, which are explained below as they relate to the above scenario. Preparation, presentation, and practice may be necessary in a single lesson before the final two (assessment and expansion) are reached. In the preparation stage, emphasis is on bringing out and highlighting student’s existing knowledge. In the presentation, the second phase of the sequence calls for students to deal with an authentic text one that has not been modified for ESL students in this case, the listening text handout of the story. In the practice, here according to O’Malley and Chamont, “learners discuss, investigate, and reflect on the text they have read, listen.” The evaluation process this stage refers not to conventional assessment of learning through tests, but to self-evaluation of learning through dialogue journals, self-checklists of achievement or objectives, which the authors term “Learning Logs.” Expansion, the final phase of the sequence, as its name implies, allows students to use what they have learned in new contexts. An example of this, is having them rewrite or retell a story.
I feel that learning logs are a good way for students to keep up with a process they need to complete a task. For example, creating a children’s book, the students will be given a rubric from the teacher. The students have to implement everything the teacher wants into the book. If while they are creating the book, check off each accomplishment after it is done. The book phase will be simpler and later reward the student with a wonderful grade and feeling of satisfaction.
According to Michael Orey, Information processing also known as (IP) is a cognitive processing theory. IP theory seeks to explain how the mind functions. The basis IP model has three components: sensory register (SR), short –term memory (STM) or working memory, and long-term memory (LTM). Orey states, “short term memory is also know as working memory, and is where consciousness exists. Short term memory is where the world meets what is already known, and where thinking is done. We perceive and attend to stimuli; that information is then actively processed based on information stored in long term memory. Long term memory is the final stage in the (IP) model. It is also known as call memory. LTM is everything we know and know how to do. LTM is catergorized as one of three types of memory; declarative, procedural or episodic. Declarative knowledge can be defined as knowledge needed to complete a sentence. Episodic is memory for specific events in one’s life: a memory of your first kiss of your first kiss or of your graduation. I find the Episodic sometimes difficult. When I try to remember something from the past I can’t. I am good with remembering faces, but I have a hard time putting names with them. I sometimes feel stupid, because I know people who are my age or older that can remember every thing. I often wonder, what causes me to forget things.
According to Orey, there is an analysis of instructional sequence of the CALLA model is comprised of five steps, which are explained below as they relate to the above scenario. Preparation, presentation, and practice may be necessary in a single lesson before the final two (assessment and expansion) are reached. In the preparation stage, emphasis is on bringing out and highlighting student’s existing knowledge. In the presentation, the second phase of the sequence calls for students to deal with an authentic text one that has not been modified for ESL students in this case, the listening text handout of the story. In the practice, here according to O’Malley and Chamont, “learners discuss, investigate, and reflect on the text they have read, listen.” The evaluation process this stage refers not to conventional assessment of learning through tests, but to self-evaluation of learning through dialogue journals, self-checklists of achievement or objectives, which the authors term “Learning Logs.” Expansion, the final phase of the sequence, as its name implies, allows students to use what they have learned in new contexts. An example of this, is having them rewrite or retell a story.
I feel that learning logs are a good way for students to keep up with a process they need to complete a task. For example, creating a children’s book, the students will be given a rubric from the teacher. The students have to implement everything the teacher wants into the book. If while they are creating the book, check off each accomplishment after it is done. The book phase will be simpler and later reward the student with a wonderful grade and feeling of satisfaction.
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