*Corporate distributed learning-
These environments have an intranet for employees of a corporation. Web-based training is for employees who are able to get training when and where they need it instead of waiting for the next scheduled training session. Employees can log on to a company intranet and take classes they need when they need them. This training is managed by LMS (learning management system) to track who has taken what course, what time, and what objectives have been covered.
*Academic distributed learning-
Universities now offering online learning opportunities range from those offering a few individual classes to those that have moved entire programs and degrees online. This requires a great deal more planning, organization, and resources. Online degree programs require a “virtual campus” with a complete online registration system, a full complement of student support services such as library, bookstore, advising, and financial aid.
Distributed resource support-
The learning environment, learners, domain, and mode are a complicated process but must be done in a way that is effective and easy to use. Advantages are better student learning, accountability, and reputation of school or business. Instructional designs in online learning depend greatly on the designer’s comprehension of learning outcomes, interactions, interactivity, learning communities, and constraints imposed by administrative restrictions or mandates.
Distributed learning based at physical locations-
Distributed learning occurs among people at a single facility.
Synchronous—takes place in real time.
Interactions- is considered activities that involve behaviors where individuals and groups directly influence each other. Standalone computer based training generally features a highly interactive learning environment.
Distributed learning via virtual institutions-
Distributed learning occurs among people scattered across the globe.
Asynchronous-does not take place in real time.
Interactivity-tends to focus on the attributes of the technology system. Threaded discussion in an online course would mandate interactions among learners.
Chapter 29 discusses the concept of reusability. Think back over the courses you've had over your educational career and identify one with poor reusability characteristics. Explain how the course could be redesigned to improve reusability without changing the underlying content.
The most recent poor reusability educational training example I can think of was an in-service training for thinking maps. The maps were not knew ideas created in education as a resource tool for helping students pass state mandated tests. They were designed for use in all curriculum areas to help students attain knowledge. I was given a huge binder with examples of using the thinking maps in all subjects. Some maps seemed to fit certain content better than others. Each teacher received maps that were to be displayed in the classroom so that students would be able to use any map at anytime. It was a great resource and students seemed to like the maps. I have actually found the website for the thinking maps and the content has already been updated to change with the new technologies of today. The website http://www.thinkingmaps.com/ is a great tool for teachers and students to use when subject matter or content seems too difficult to process for students.
“Thinking Maps, Inc. is an educational consulting and publishing company specializing in providing professional staff development for K-12 schools across the country. Our primary focus is the implementation, on a school-wide and district-wide basis, of Thinking Maps®, a common visual language for learning within and across disciplines.”
Chapter 30 takes a look at using rich media. Find or create a visual for instruction describing its surface and functional features.
How to Make a Book Trailer Using Animoto
Technology Presentation Proposal
Animoto is actually a Web 2.0 tool for businesses. It has so many features that technically are designed to support the unique needs that businesses need for promotional purposes. I will be honest; a principal sent me a video he made with Animoto in his superintendent class recently. He created a video using my son’s traveling baseball teams' pictures. It was awesome and I decided that I would use this Web 2.0 tool for my book trailer lesson.
With Animoto, you will be able to create, download, or burn as many DVD qualitiy videos you wish to make. Animoto has a commercially licensed music library with approximately one thousand songs that are free to use for your videos. We are always concerned with Copyright and Fair Use policies in the Media Center. The videos can be half speed or double speed depending on the tempo of the selected song to go with the visual pictures you include in your project.
Animoto can be used to enhance your website, spice up blogs, enhance PowerPoint presentations, create videos to promote books, and upload book trailers to YouTube. As with anything else, Animoto has a free version and is a bit pricey for tighter budgets. I think it would be worth the money for me as District Media Center Specialist. Making professional book trailers would be a great promotional tool for the library.
Directions on How to Make a Book Trailer using Animoto:
1.) Animoto.com will give you an easy transition into the process of creating a multimedia production about the book you will be promoting for the project. It is probably best to explore and read all about the software to be sure to understand some basic concepts before beginning the project.
2.) You will need about 12-20 photos in a jpeg or png format and a sound track. You can buy sound tracks from a place like iTunes, or you can try a sample sound track that comes on most computers. For inexpensive photos, try iStockphoto.com and check out their Dollar Bin. If you plan to distribute the video in any way, be careful to get permissions for images and sound to avoid copyright violations.
3.) A 30-second video is a free service using Animoto or you can pay for different packages if you think the software is worth the money.
4.) Create an account at Animoto.com
5.) Log in and click on Create a Video
6.) Upload your photos. You can drag and drop them to rearrange the order
7.) Add a title page, by clicking on the T-text icon at the bottom.
8.) Upload your sound track; or you can choose from Animoto’s one thousand plus songs available for free in the library.
9.) Choose a speed for the photos to show: ½ speed, normal speed, or double speed. This will be the feature that you will have to really work with. Make sure that the speed seems to match the photos you have selected for your project. Animoto allows you to remix a video numerous times until you feel comfortable with the speed of the video. Choose normal speed for practice and then play with the speed after you create your video.
10.) Click on finish.
11.) Animoto will take a few minutes and create the video.
12.) The video will then be sent to your email so that you can share it with others.
13.) After watching the video, you will see a video toolbox below the video box and this is where you can change the video from normal to ½ speeds or double.
Chapter 31 discusses the future of instructional technologies in the near future from metadata to nanotechnology. Describe how nanotechnology could be used to improve a specific job or task you are familiar with.
Nanotechnology is a multidisciplinary field of discovery. Scientists working in physics, chemistry, biology, engineering, information technology, metrology, and other fields are contributing to today's research breakthroughs.
According to the Education Center, the worldwide workforce necessary to support the field of nanotechnology is estimated at 2 million by 2015. As in other fields, a passion for science is developed while students are young and an introduction to the many facets of nanotechnology will provide the basis for future educational opportunities. Curricula development is beginning and is available for K-12 and undergraduate education. Right now, however, only few degree programs in the field are available nationwide (and worldwide).
An example of a nanotechnology is the electronic paper or flexibility of the first prototype of their affordable, flexible electronic displays announced late last year - now they’ve added touch screen capabilities to the already impressive flexible display with support for real-time user input by either stylus pen or by touch. The following article provides the information for one of the latest examples of nanotechnologies.
ASU adds touch screen capabilities to flexible display technology
http://www.gizmag.com/asu-touchscreen-flexible-display/11094/
And finally! Chapter 32 provides two points of view on the direction of the field - the straight and narrow road and the broad and inclusive road. Which point of view do you agree with and why?
As a media specialist, I think the broad and inclusive road is the one I choose. I agree to some extent with both perspectives but if I have to choose then the broad road would be the one. Instruction is a valuable tool and if the information we are seeking is a moment’s notice away, then we can say that the immediate information though not flourished is for learning and performance then so is it. The value of web sources is the informed perspective of the site itself. Learners will ask instructors or individuals to evaluate information and they rely heavily on the respected perspectives, and personalized, embodied forms of knowledge derived form those close perspectives. According to the text, IDT professionals can benefit from an array of tools and resources based on competing perspectives. Even a community of professionals needs some measure of shared vision and framing of problems and goals. I feel we need a level of freedom and autonomy sufficient to notice and reward the promising lines of thinking while maintaining enough coherence to keep everyone up with the moving forward of technologies. Media specialists fit in the broad and inclusive road because the role has changed with the emerging technologies. A true “librarian” is no longer a true description of the media center’s director. The term media specialist fits better because of the broadness of the field of instructional design.
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