Have you ever wanted a customized map for a special trip or event? Give Google’s “My Map” feature a try. Here’s a quick video that explains how to create a customized map in Google Maps.
What applications do you see for customized maps in education? Post a comment with your ideas for how customized mapping can be utilized in education.
From time to time I’m asked what books I recommend for someone interested in learning more about Web design. For those interested in a bit more step-by-step guidance with the basics of Web design, here are two books that I have in my personal library and I highly recommend.
Learning Web Design: A Beginner’s Guide to (X)HTML, Style Sheets, and Web Graphics (3rd ed.). ISBN 10: 0-596-52752-7
This thoroughly revised edition teaches you how to build web sites according to modern design practices and professional standards. Learning Web Design explains:
Learning Web Design starts from the beginning — defining how the Web and web pages work — and builds from there. By the end of the book, you’ll have the skills to create multi-column CSS layouts with optimized graphic files, and you’ll know how to get your pages up on the Web.
The book includes exercises to help you to learn various techniques, and short quizzes to make sure you’re up to speed with key concepts. If you’re interested in web design, Learning Web Design is the place to start.
The Non-Designer’s Web Book: An Easy Guide to Creating, Designing, and Posting Your Own Web Site (3rd ed.). ISBN: 0-321-30337-7
If you think web design is beyond your reach, or if you want your existing web site to look more professional, this thoroughly updated classic is the place to turn! In these pages, best-selling authors Robin Williams and John Tollett share the creative ideas, useful techniques, and basic design principles that are essential to great Web design-all in the context of the most current technology, software, and standards. Throughout, the authors’ aim is to inspire you and spark your creativity rather than sedate you with pages and pages of code. To that end, you’ll find loads of real-world examples, interesting illustrations, and the simple instructions you need to implement the techniques and concepts described in these pages.
How do you define Web 2.0? Here’s a quick video that provides an insightful perspective…
I’d love to hear your definition of Web 2.0. Leave a comment with your definition!
Google Wave is a
…web-based application that represents a rethinking of electronic communication. Users create online spaces called “waves,” which include multiple discrete messages and components that constitute a running, conversational document. Users access waves through the web, resulting in a model of communication in which rather than sending separate copies of multiple messages to different people, the content resides in a single space. Wave offers a compelling platform for personal learning environments because it provides a single location for collecting information from diverse sources while accommodating a variety of formats, and it makes interactive coursework a possibility for nontechnical students. Wave challenges us to reevaluate how communication is done, stored, and shared between two or more people
(7 Things You Should Know About Google Wave).
Google Wave is currently only available in a limited preview but I’ve been fortunate to receive access. I’m personally using Wave to design a new online social networking course that I am working on developing for the Illinois Online Network and am finding the tool to have a lot of potential! More about that project in another post.
I have received a few invites that I can give out to others who would like to try to Google Wave. If you’d be interested in giving Google Wave a try, please leave a comment here with the email address you’d like to have the invite sent to and if I still have an invite available, I’ll send one your way!
Below I’ve included the summaries submitted by each group of their discussions for Module 4. Each group is to be commended for a great week of discussions. Groups will continue to share summaries of their interactions and conclusions reached during the final group discussion activities in Module 6. ~ Dr. J
What is the most important design component in the 4C/ID model?
Group one exhibited three reactions initially to the 4C/ID model: one individual felt that all components were equal, one individual felt that JIT was the most important component, and three felt that the learning task was certainly the most important of the four. Crowe notes that the 4C/ID model is somewhat different from other models: 4C/ID focuses on the integration and coordinated performance of task-specific skills rather than knowledge types, context,or media delivery of presentations and the model makes a critical distinction between supportive information and JIT (Just in Time) information.
Cohorst succinctly states that “this first component is essential, because it is the foundation upon which the other design elements are centered around. The learning tasks are created to promote schema construction and also sequenced in such a way to be the backbone of any training or learning” (Van Merrienboer, Clark & Croock, 2002). However, Carrillo noted that JIT is really a part of all components because a learner must be given constant feedback. Crowe and Carrillo agreed that without just-in-time feedback/information a learner would always be a learner and not a master.
Although components 2, 3 and 4 are vital to effective complex learning, they are all centered around the “learning tasks”. Since the learning tasks could be seen as the goal or product of the blueprint for these other complex learning components, it seems to be the most important aspect of design.
In the end, everyone did agree that a learning task is the foundation of the whole design. All of us note in our responses that it is hard to separate these parts because all four components play such an important role in any kind of e-learning; Carrillo notes that all parts fit hand-in-glove and Ankenbrand noted that all the components interrelate.
Do you agree with Jochems, van Merrienboer, and Koper’s definition of “learning technologies”? Why, or Why not?
Our group cautiously agrees with the Jochems, van Merrienboer, and Koper definition of learning technologies: that they are a bridge between the design and the actual implementation of both the skills and the cognition of e-learning. I say “cautiously” because other factors, as noted by our group play an important role: involvement and motivation (Crowe), the instructor (Cohorst), and the objectives themselves (Ankenbrand).
References
Jochems, W., van Merriënboer, J., & Koper, R. (2004). Integrated E-Learning: Implications for Pedagogy, Technology and Organization (Open and Flexible Learning). New York: RoutledgeFalmer.
Van Merrienboer, J.J.G., Clark, R.E., & Croock, M.B. (2002). Blueprints for complex learning: the 4C/ID model. Educational Technology Research and Development, 50(2).
Question 1: What would be the most important design component in the 4C/ID model?
In this module, we learned that the 4C/ID model is made up of four components: 1) learning tasks, 2) supportive information, 3) procedural information or just-in-time information, and 4) part-task practice. In order for learners to grasp complex learning, all four components are necessary (4C/ID – EduTech Wiki, 2009; (van Merrienboer, Clark, & de Croock, 2002).
We also learned that we were split when considering this question regarding the most important design component. Two members felt that the learning task itself was the most important. At its core, it is what makes this design process different considering the “whole-task” and the relationships between smaller task procedures. In addition, von Merrienboer and Kirschner (2008) cite that using this holistic approach resolves three common educational problems.
Although the learning task is needed to learn, other members felt that the just in time information provides the building blocks needed to learn. The Just In Time component means just what it says, presenting a segment of information at the right time to help the learner to pull it all together so that it makes sense to him. In other words, you would not teach a young learner to read a micrometer that measures in thousands of an inch if he could not read a twelve inch ruler.
Also important, is the fact that learning tasks need to be ordered with the simplest tasks first, leading into more complex tasks. The model categorizes these tasks into “task classes” organized according to whether a task can be completed using the same information or whether more information or “elaboration” is needed to complete the task.
Even with the varying opinions, very valid points were made and the group would agree that all components are very important in complex learning.
Question 2: Do you agree with Jochems, van Merrienboer, and Koper’s definition on “learning technologies” on p. 7? Why or why not?
With the advancement of e-learning, educational communities are facing a new innovative approach to educational methods, approaches and competencies. With the advancement of technology, new educational opportunities are becoming available at work, at home and in education. Jochems, van Merrienboer and Koper, 2004 are discussing “how an integrated approach to e-learning can cope with the societal and technological changes and move in the direction of complex learning, high flexibility, and integration of learning and working” (p. 2). The authors concerns seem to be from the standpoint that technology is a useful tool but it should not be used just from a technological standpoint. The pedagogical methods and organizational methods of instruction should be considered first and the technologies that will enhance the pedagogical methods and organizational methods should then be chosen. The authors also discuss three approaches regarding the use of technology as follows: (p. 5-6)
The group overall agreed with the authors and their definition of learning technologies. Learning technologies do play an important role in education today – whether that education is face-to-face or online.
References
4C/ID – EduTech Wiki. (2009, April 20). Retrieved November 27, 2009, from EduTech Wiki: http://edutechwiki.unige.ch/en/4C/ID
Jochems, W., van Merrienboer, J., & Koper, R. (2004). Integrated e-learning: Implications for pedagogy, technology and organization. London: RoutledgeFalmer.
van Merrienboer, J. J., Clark, R. E., & de Croock, M. B. (2002). Blueprints for complex learning: The 4C/ID-model. Educational Technology Research and Development, 50(1), 39-64.
What is the most important design component in the 4C/ID model?
The 4C/ID created by van Merrienboer is comprised of four components being learning tasks, supportive information, procedural (just-in-time) information, and part-task practice structured for the design on complex learning (Wikibooks, 2009). According to van Merrienboer, Clark, and Croock (2002), complex learning is “involved with achieving integrated sets of learning goals – multiple performance objectives” (p 40). The concept is that real-life task performance (the whole) is the main aspect with organizing learning skills (the parts) around achieving that task. This model takes care of three shortcomings in previous models (p 39):
Learning tasks (Component 1) are considered the backbone of the 4C/ID model. These can either be handled as real or simulated environments. A key aspect is that the sum of the tasks lead up to the whole task and should be structured as engaged learning activities versus studying about those skills. Learner support is the piece where scaffolding comes into play. The tasks are arranged or group with tasks with a group typically being of similar complexity. The tasks are scaffolded in a way that learner support diminishes as the learner progresses through that task group. Learner support is once again raised for the next task group and this pattern is repeated. The learner support is comprised of these four elements (p 45):
Supportive information (Component 2) is commonly referred to as “the theory.” It is considered the connecting bridge between what a learner already knows (experience) and the work that they must complete. Therefore it must include information that allows the learner to productively work on the task and be able to truly learn from the task. Important pieces of this component are mental models (how the world is organized), cognitive strategies (why it is organized in a way), and cognitive feedback (create reflection by the learner on their processing).
Just-in-time information (Component 3) is dealing with recurrent aspects of the series of tasks. This would be ways it relates to different problem situations. A term called fading is applied with JIT information where it is reduced as the learner achieves more expertise in the learning process. JIT incorporates information displays (small amounts of information to prevent overload), demonstrations and instances (allows seeing the current skill within the whole-task), and corrective feedback (immediate right-wrong response).
Part-task practice (Component 4) is necessary when a “high level of automaticity of particular recurrent aspects is required.” This is when the learning tasks themselves aren’t enough practice to support the learning. This includes practice items (practice makes perfect idea), JIT information for part-task practice (accurate performance of a recurrent task), and overtraining (extensive training to make task automatic).
Having one set component within our group was not easy on this one. Zack was partial to learning tasks and Lisa was partial to supportive information being the most important. Lastly, Bob viewed it more from the point that the pieces (listed components) are not enough individually but the whole is what was important meaning that the unmentioned component of balance between those four main components is the most important. We could see each other’s views and relate to the reasoning. Below are the specifics on the first two options of learning tasks and supportive information.
Seeing as the 4C/ID model begins with concrete, authentic tasks designed to construct schema that enable learners to apply the learning to new scenarios, I vote for “learning tasks” as the most important design component. Learning tasks are those things that are most essential, for example, “How to create a lesson plan” is a whole task that can be taken in many pieces, some of which can be dealt with by stressing automaticity (your plan needs to include standards, goals, rationale, and outlines of lessons, etc…) and others that fit the non-recurrent aspects (while structure of individual lessons is relatively recurrent, the actual content is case-specific, or non-recurrent). The other elements are very important; you wouldn’t get far without connecting new learning to some existing schema; but without the overall context of a given task it would be very difficult to do anything meaningful with it.
As Merrienboer, Clark & Croock (2002) stated, “supportive information provides the bridge between what learners already know and their work on the learning tasks” (p.46). Bridging what the learner already knows and being able to provide support that will allow them to apply to another task or build upon that knowledge is the goal. Supportive information helps students develop and connect the new and old knowledge together to provide a better over all understanding. To help build the new relationships this component uses mental models, cognitive strategies, and Cognitive feedback.
References
Instructional Technology/Models of Instructional Design. (2009). In Wikibooks, collection of open-content textbooks. Retrieved November 29, 2009, from http://en.wikibooks.org/wiki/Instructional_Technology/Models_of_Instructional_Design
Merrienboer, J. J. G., Clark, R. E., & Croock, M. B. (2002), Blueprints for Complex Learning: The 4C/ID Model. Educational Technology Research and Development. 50(2).
Do you agree with Jochems, van Merrienboer, and Koper’s definition of “learning technologies” on page 7? Why, or why not?
Jochems, van Merrienboer, and Koper (2004, p 7) stated that learning technologies “can be considered as a means of formalizing pedagogical and organizational thinking in such a way that it can be implemented in a technical solution.” They really are speaking more on the approach to eLearning by the balance between (learning) technology, pedagogy, and organization. Glynn (2001) presented on technology relating to pedagogy. He summarized similar ideas clearly distinguishing the valuable role it plays with its needs to be used appropriately (speaking to organization and instructional design) and that pedagogy is supported by its use. This goes directly into ideas presented by Jochems, van Merrienboer, and Koper (2004) where they present the balance between pedagogy, technology, and organization and provided this pictorial representation.
They further state that “the development and use of learning technologies” can allow for higher levels of pedagogical implementations and efficiency within the organization while allowing for greater interoperability with respect to technical aspects.
In our opinion, Jochems, W., van Merrienboer, J. & Koper, R. (2004) took a “systems” approach to the definition of learning technology which seems to place such tools in the hands of designers more so than learners. Our default perspective is that of a learner, so my initial thoughts on the definition of learning technologies lean more towards something that learners directly use to assist in learning. We don’t so much disagree with them as question their seemingly narrow definition. History has taught me to be weary of narrowly defined concepts in a field full of unknowns (The Earth is the center of the universe). There was also the feeling of negativity around the concept base with their use of “So-Called” to begin the discussion. Overall they did fall into line with one theme we have heard before, pedagogy then technology. In this respect, they focused on learning technology must always be implemented with thought and consideration to organization and pedagogy.
References
Glynn, G. (2001, July 8). What is the Role of Technology in Pedagogy. Retrieved on November 29, 2009 from http://gaps.cpb.ouhsc.edu/ebir/meeting/talks01/GG.ppt
Jochems, W., van Merrienboer, J. & Koper, R. (2004). An introduction to integrated e-learning. In Wim Jochems, Jeroen van Merrienboer, & Rob Keper (Eds.) Integrated E-Learning: Implications for pedagogy, technology and organization (p. 1-12): Routledge Falmer.
For those looking for additional demos for KompoZer, here’s a quick demo I found that shows creating a simple 2-page site using KompoZer in under 10 minutes.
Josh Thomas, who made this video, has some additional videos available at http://www.kompozerhowto.com. Numerous other KompoZer videos are available on YouTube.
Have you found any other KompoZer demos, tutorials, documentation, or other resources? Please post a comment and share what you’ve found with the rest of us!
Here are a few videos that I’ve come across regarding gaming in education that I thought you might find of particular interest during this module as you explore educational games and implications of instructional design.
Clip from “Rise of the Videogame”
Educational Gaming for K12 Classrooms
No Gamer Left Behind: Excerpts from the George Lucas Foundation’s documentary on educational gaming. The original article is at: http://www.edutopia.org/1794
Consolarium on BBC News – Gaming in Education
Learning and Teaching Scotland’s Derek Robertson explains new gaming in education projects with the Nintendo DS which are motivating, engaging and improving the attainment of Scottish students.
Marc Prensky draws this distinction between simulations and games:
The difference between computer simulations and computer games is subtle but important. At the core, the distinction is that simulations are about things (or systems) and how they behave, and games are about a fun user experience.
That distinction may be a bit too rigid, however. Because pure simulations are often quite dry and unpalatable, and the simulations we know and love are often quite fun, a category known as the rong>simulation game, which combines the best features of both, has evolved. When game features are combined with a simulation, the results can be powerful. Games such as Civilization III (and now IV) and Rise of Nations have such a strong educational hold on players that they spend years playing these games, in school or out. In the meantime, they’re also learning a lot.
Unfortunately, the word game often has such a negative connotation for educators that it is difficult to get them to look past their prejudices. But those who dismiss today’s games as an educational tool do so at their peril. For one thing, games have changed. Good games are now both teachers and motivators. The newest “complex” games offer scores of hours of challenging problems of great complexity and sophistication — often much harder than schoolwork — that a player typically has to learn many skills to solve.
Games, unlike traditional school study, also offer students be-a-hero goals that encourage players to persist in their efforts. In addition, games offer “leveling up” with rewards that encourage players to practice extensively. Finally, games offer second-by-second decision making that takes players over and over through the loop of decision, action, feedback, and reflection that is the basis for all learning. Complex games also adapt on the fly to each player’s ability, making them feel like they want to continue and struggle, because they feel like they can win despite the challenges.
Click here to read more of Prensky’s distinctions between simulations and games. Do you agree with Prensky? Leave a comment stating why or why not.
Reference:
Prensky, M. (2007, March). Sims vs. games: The difference defined. Edutopia. Retrieved July 28, 2009, from http://www.edutopia.org/sims-vs-games
Beyond simply embedding a YouTube video clip into a blog posting or web page of your choosing, did you know that you can actually specify where a particular video clip should begin playing? In episode 224 of Tekzilla Daily, Veronica Belmont explains the steps to specify the beginning point for either an embedded YouTube video or one that is linked to.
For the Web-based Learning Technology Repository (WBLTR), at the end of Module 4 and Module 8 you’ll be your compressing (aka: zipping) the site you are developing and submitting for grading via the dropbox in D2L. Both the Mac and Windows operating systems have the built-in capability to create compressed .zip files for submitting. Below I’ve provided short video tutorials illustrating the process for both Mac or Windows.