Module 5: Static vs dynamic technologies Part II

Before answering the question of where I fall on the static-dynamic continuum, I would like to first point out that many tools fall on both ends of the continuum. It is their use and implementation which determines on which side they fall. For example, when a Prezi is created by the instructor to deliver content, it is static; the learner passively watches and reads the content. On the other hand, when multiple students use Prezi to organize and display learning collaboratively, it becomes a dynamic tool. When I use Prezi in my classroom, it is a dynamic tool for me, as I constantly return to it, editing and updating the content. For my students, many are static, as they passively get the information (example of a static to students Prezi). On the other hand, my IB Psychology course develops Prezi for notes and conceptual understanding (example created in-class). As a class, we develop them over time by adding discussions, new links, and resources making it more dynamic for these students.

In regard to the question at hand, where do I fall as an educator? Since I have never taught a distance education course, this is pure assumption, but I feel I would fall in the middle, leaning towards the dynamic side. I like the curatorial model provided by Siemens (2007). In order to maximize the advantages of online education, I think it is important to provide many options to students. I feel this is true regarding both content access and mastery demonstration. One way of providing a variety of ways for students to access content is to provide many options which all bring the learner to the same point. Text, application journal articles, video, webquests, and even direct instruction, allow students to access the concept from multiple entry points. In my face-to-face classes, I like to provide students with a variety of ways to demonstrate mastery. For example, I use choice boards and tiered assignments to allow students a variety of methods of demonstration (see the end of this post for an example of each). As noted by Fahy (2008), the key component to the efficacy of online education lies with the instructor's knowledge of and experience with technology. I feel this is the most effective way for me to move all of the way to the dynamic end: to learn more about the available tools. The more technology tools I incorporate into my class, the more options I provide to students. An example of this is my recent adoption of Xtranormal videos. I use them in my classes as an alternative to providing content (example introducing statistics and this one introduces my IB Psych course), and have my students create them to demonstrate mastery. A year ago, I would not have known what Xtranormal was, and definitely would not have known how to use it in my classroom effectively.

Reference:

Fahy, P. J. (2008). Teaching in an online learning context. In T. Anderson & F. Elloumi (Eds.),Theory and practice of online learning, 2nd ed. (pp. 441-472). Alberta, Canada: Athabasca University.

Siemens, G. (2007, September 20). Curatorial teaching [Video podcast]. Retrieved from http://learnonline.wordpress.com/2007/09/20/10-minute-lecture-george-siemens-curatorial-teaching/

choice board as a tic-tac-toe

tiered geometry assessment: