Blog 3 - Best Assessment Framework?

ELN 122:  Blog 3

In your blog, choose one type of assessment discussed in this chapter that you feel is the best assessment for eLearners. Describe why you think it is the best. Use the reading to help defend your answer.

 

Great, I’m the educator responsible for several students but I’ve never met these individuals face-to-face. That’s because the class is done in the virtual world. As an educator in an e-Learning environment I must be a facilitator of the learning, not directly leading the class. I do not directly teach the material, but rather monitor – making sure that all students clearly understand their roles and responsibilities, students are conducting themselves in the class, and watch students’ progress to ensure that no student falls behind. I must monitor the student’s progress through assignments, postings in discussion sites, blogs, podcasts, e-mails, or other communications. It is important that the eLearning session always keeps students informed; this constant contact is essential. Sharing the student’s assessment results is one way to maintain communication.

For a teacher-created test, unlike a statewide standardized state (such as AIMS) or a college entrance (SAT) exam, the educator creates formative tests to drive instruction or a summative assessment given at the end of a unit of student (Bergan, Burnham, Bergan, Callahan, & Feld, 2014). Formative assessments are on-going tests given through a unit of study and allow the educator to check for student’s understanding and adjust instruction as need; they are diagnostic in nature. Summative assessments are sometimes referred to as “end of unit tests,” “mid-terms,” or “finals” as they are given at the end of a class, course, or school year to measure the student’s learning outcomes. There are different characteristics of formative and summative assessments, which are not covered in this blog.

According to Churches (nd), a summative assessment is not ideal for the eLearner. Because formative assessments gives the educator a way to monitor and measure student’s learning. Additionally today’s students are dramatically different than students from years. The 21^st Century learner does not have one job their entire career, but rather a variety of jobs. Learners “…expect and demand transparency, adaptability, contextual and collaborative learning, and the opportunity to use technology … [therefore educators] need to employ and motivate our learners” (Churches, p. 7).

It’s great that I’m consistently assessing the student’s progress but the interpretation of the assessment data should have a frame of reference. Without this reference, the data is meaningless. I can look at the student’s performance a number of ways. Did the student do as well as was expected based on their ability with the subject? How did the student do in comparison to other students who took the same assessment? Did the test score represent the student’s growth in skills between two tests? Did the test inform the educator specifically what new skills the student has mastered?

In order to answer these questions, I must determine which of the various assessment frames should be used -- ability-referenced, growth-referenced, norm-referenced, and criteria-referenced. Each of these test interpretation frameworks has their pros and cons and an educator needs to identify the one that should be used in the administered based on the measured observation/assessment. For an eLearner, the criteria-referenced assessment framework is one that works the best.

Criterion-referenced interpretations deals with “…comparing a learner’s performance with a well-defined content domain” (Oosterhof, Conrad, & Ely, 2008, p. 72). The educator is comparing the learner’s score to a preset standard. Using criterion-referenced measurements I can identify students who do not know a skill and need instruction; students who do not know the skill performs poorly and those that know the skill perform well.

The advantage of criterion-referenced test interpretation is that the educator has clearly identified skills that the learner has mastered – it is informing all involved parties how well a student performed against a skill or standard, as opposed to against another student. For example, a math learning objective is 'learner should be able to correctly add two sets of two-digit numbers.' The criterion-referenced score tells the educator if that student successfully met the objective.

In order to give a formative (or summative) criterion-referenced test, it is very important to clearly define the domain that the test is addressing. To do this, I must create measurable objectives that can be measured on an assessment. Tests should be designed to include objectives that are appropriately covered. As defined in the Standards for educational psychological testing (1999) criterion-referenced interpretations includes “…comparison to cut scores, interpretations based on expectancy tables, and domain-referenced interpretations” (American Educational Research Association, American Psychological Association, National Council on Measurement in Education, 1999, p. 174). So it is very important that the domains (objectives) are clearly defined and that I have identified the cutscore for meeting that objective. If I, as the educator, am a poor instructor, then the student is penalized since they’ll do poorly on the assessment, and therefore, have poor grades. To address this disadvantage I am held accountability to deliver good instruction and tests. In Arizona, as with many other states, SB 1040 outlines that there be a model for a teacher’s “…evaluation instruction that includes quantitative data on student academic progress…” (Senate Bill 1040, 2010, p. 5).

Using a criterion-referenced test provides the student a better idea of how well they performed in class (Van Blerkom, 2008). This interpretation frame also is non-competitive since the student’s test scores are not reliant on how well other learners performed. In other test interpretation frameworks, such as ability-referenced which assumes the student had the same developmental experiences as other students (Van Blerkom, 2008). Learners in poverty or disabled leaners often score too low on ability tests; test scores for English language learners are often low since it does not reflect the student’s true ability (Van Blerkom, 2008). In a norm-referenced assessment I would be comparing the student to a group of similar students. In an eLearning environment, it may be difficult to clearly identify and define the norm group. I don’t have to be concerned with these factors in a criterion-referenced test.

An eLearning environment should be student-centered, since it promotes active learning, collaboration, mastery of course materials and the students have control over their learning process (Simonson, Smaldino, Albright, Zvacek, 2009). According to Beverly M. Klecker (2005) when a criterion-referenced approach is used, it allows the students to obtain mastery of the assignment or task at hand.

I do need to realize that not all testing situations are suitable for the criterion-referenced approach. Criterion-referenced assessments of complex concepts are difficult to determine through the use of one score on an assessment. A formative test on a single chapter with few objectives or a test covering six chapters with several dozen objectives are not ideal for the criterion-referenced approach. In these situations, I should use the norm-referenced interpretation approach.

So, with all the decisions I have to make as a teacher, using a criterion-referenced approach I can feel confident that I am accurately measuring my students’ success in mastery of the identified objectives. This will also help be confident and better prepared for the new teacher evaluation system implemented in Arizona.

References

American Educational Research Association, American Psychological Association, National Council on Measurement in Education. (1999). Standards for educational and pscyhological testing. Washington DC: American Educational Research Association. Retrieved January 28, 2013

Bergan, J. R., Burnham, C., Bergan, J. R., Callahan, S. M., & Feld, J. K. (2014). Composition of a Comprehensive Assessment System. Retrieved from Assessment Technology Incorporated: http://www.ati-online.com/pdfs/researchK12/CompositionComprehensiveAssessmentSystem.pdf

Churches, A. (n.d.). Retrieved from 21st Century Fluency Project: http://aadmc.wikispaces.com/file/view/Assessment.pdf

Klecker, B. M. (2005). Assessing Learning Online: The Top Ten List. The Society for Information Technology. Phoenix. Retrieved 30 2014, January, from http://files.eric.ed.gov/fulltext/ED490208.pdf

Oosterhof, A., Conrad, R.-M., & Ely, D. P. (2008). Assessing Learners Online. Upper Saddle River: Merrill/Prentice Hall.

Senate Bill 1040. (2010). Arizona: State of Arizona Senate. Retrieved January 28, 2014, from http://www.azleg.gov/legtext/49leg/2r/bills/sb1040h.pdf

Simonson, M., Smaldino, S., Albright, M., Zvacek, S. (2009). Teaching and Learning at a Distance. Boston: Pearson Custom Publishing.

Van Blerkom, M. L. (2008). Measurement and Statistics for Teachers. New York, New York, USA: Routledge. Retrieved January 27, 2014, from http://sufiahnursimawall.yolasite.com/resources/measurement%20and%20statistics%20for%20teacher.pdf

Blog 2 - Education vs Training

Describe what the difference is between training and education as it pertains to assessment.

The goal in training is for the learners to perform a particular task, such as learning to drive a car. The learner develops competency in driving specific skills that guarantees consistent and successful performance, which is no accidents.  The goal in education is to give the learners a framework for further learning and provides the foundation for a variety of situations. The learner is provided the foundation what to do in different driving scenarios. Education encompasses broader domains of knowledge and attitudes. In most situations, instruction is a combination of training and education. Both training and education are used for assessing.

The skills assessed are more defined in training than those skills assessed in education; education requires a broader domain of knowledge. It is important to select samples of knowledge and sample skills that are to be assessed. It is not possible to test every skill in driving, for example, so the assessor must select skills that are essential to measure within the identified timeframe and resources.

The degree of confidence is another important consideration. Testing is fine but if the instructor (and learner) does not know how to interpret the results of an assessment, the test is worthless. The greater number of observations is required for higher confidence. Assessing the learner for specific behaviors gives the instructor an indication of what the learner thinks and/or knows.

Testing format is another type of capability that must be considered for testing. Declarative and procedural knowledge can often be measured with written assessments. Skills that require extensive motor skills (hands on skills) might be difficult to assess in a written test. However, measuring problem-solving situations is not ideal for a written assessment. Additional time and requires are often required for performance assessments.

Using their professional judgment, the instructor and/or instructional designer decides what to teach and what to assess. They should focus on two goals:  (1) distinction between education and training to aid in identifying what to assess and (2) recognize limits of what can be assessed in an eLearning environment.

When education, rather than training is involved, selecting content to assess it is important to follow three steps:

1. Select a focus within the goal
2. Select specific content to assess within that focus
3. Determine the number of observations for each area of content to be used in the assessment

The first step involves the instructor selecting the focus; the focus may not be the same one that learners eventually will use (e.g., after graduation). Education supports a basis for problem solving and later learning. The focus provides the foundation of knowledge that is beneficial to learners and identifies the resources the learners and instructor accesses during the learning process.

In the second step, the instructor focuses on specific content within the focus (from step 1). As previously mentioned, assessments can only cover small samples of skills identifies from small samples of content defined in step 1. The instructor must use their professional judgment to identify the subset of content in which most learners are proficient. The instructor, at the same time, must decide the type of capabilities involved (e.g., declarative knowledge, procedural knowledge, and/or problem solving). Using different testing formats can be helpful in using the different types of capabilities.

The last step is to determine the number of observations that are to be used in the assessment. How many test items are included in the written test? How many tasks does the learner have to perform in a performance assessment? Using a table of specifications can help an instructor with this step. A table of specifications is a table includes the testing topics and the number of test questions for the specific topic. The table of specifications, sometimes referred to as a test blueprint, helps instructors with an “outline” of the concept, weight of the concept (e.g., how many test items or percentage of an assessment is for that concept), and it should include the Bloom Taxonomy of Learning Domains,  Gagne’s Capabilities, or Webb’s Depth of Knowledge. It basically gives the instructor a detailed outline for the assessment’s content. (Templates and examples of table of specifications can be at The University of Kanas, California State University San Bernardino, and University of Malaysia Sarawak.)

It is important to remember that the assessment doesn’t have to be a formal paper/pencil or electronic assessment. Informal assessments can be just as beneficial in identify a student’s mastery of the skill, behavior, or content. In a traditional classroom, the instructor can use the learner’s visual cues to identify if the student is “getting it.” That is not always the case in an eLearning environment. Homework, assignments, and/or activities can be used as an assessment tool in both the traditional and eLearning environments. In an eLearning environment, the assessment can be the quality and frequency of online class postings. Is the still able to electronically upload a file or send an e-mail in a technology class? If the student can successfully submit their assignments to the instructor electronically, and this is a skill that was to be assessed, the act of doing an assignment and submitting the assignment, measures the success of the uploading skill.

Test security, whether in a traditional or eLearning environment for training or educational purposes, is an important consideration. The educational institution should have in place testing protocols and that all educators and learners should be aware of these protocols. The lack of testing protocol and security can jeopardize the validity of a test and thus the ability to interpret the results with confidence. Test security protocol should include test creation, management, and administration. Do summative tests and formative tests have the same testing security level? Should screening tests and benchmark tests have different testing security levels? What about progress monitoring assessments? These should all be considered within the educational institution, whether the traditional, eLearning, or a hybrid environment (Developing District Test Security Protocols).

ELN 122:  Lesson 1, Blog 1:  Learning Outcomes and Performance Objectives

In your own words, describe the difference between learning outcomes and performance objectives. Make sure to include the different categories of learning outcomes and types of performance objectives. What are their roles in assessment?

Although the terms learning outcomes and performance objectives are often used interchangeably, there is a difference between these two terms. Learning outcomes are what the students should be able to demonstrate at the conclusion of the instruction. The focus of a learning outcome is on what the learner should know and be able to realistically perform at the conclusion of instruction. Learning outcomes can include tests, portfolios, surveys, rubrics.  Learning outcomes are broader in nature than performance objectives. A performance objective is the description of exactly what the learner is asked to do; it describes the observable event to inform the instructor that the learner achieved the targeted knowledge. The performance objective clearly states what the learner has to do to demonstrate that learning has been achieved.

There are three different types of learning outcome capabilities – declarative knowledge, procedural knowledge, and problem solving.

Learning Outcome Capability	This Knowledge the Learner is able to…	Example
Declarative knowledge	verbally state the knowledge, such as recalling specific facts.	Factional information Explanation of principles, procedures, and trends Recall word definitions, physical/chemical characteristics of elements and compounds
Procedural knowledge	Do something	Makes discriminations Understands concepts Applies rules that govern relationships Classify pictures of clouds as cumulus or cirrus
Problem solving	Use the existing declarative and procedural knowledge to reach a goal. One goal was identified; the other goal not.	Math and writing activities Determine which pitch to throw next in a baseball game

Bloom’s taxonomy referred to declarative knowledge as knowledge; Gage referred to as verbal information. In assessments declarative knowledge just asks the learner to state what they know. For example, an assessment item might ask the learner to describe the difference between cumulus and cirrus clouds.

Comprehension, application, analysis, synthesis, and evaluation are terms used in Bloom taxonomy to categorize procedural knowledge. Discriminations, concrete concepts, defined concepts, rules, and higher-order rules are terms Gagne used to categorize procedural knowledge.  

The most basic procedural skill is discrimination. This is the reaction to stimuli (visual images); learner is involved in classifying physical or abstract objects are the concrete concept. In an eLearning environment, abstract objects have advantages since the learner can access audio files illustrating the abstract concept (e.g., Renaissance music). In an assessment, the learner is asked to identify differences in some way between objects.

A rule encompasses the principles that regulate the relationship among events or classes of objects. A student may be able to state Boyle’s law describing the relationship between pressure and volume of a gas. A learner may be able to state the principle (declarative knowledge) but not apply the principle. In an assessment the learner is provided with relevant but previously unused example, and is asked to apply a rule.

Using strategies in order to find a solution is problem solving. Problem solving and rules are not the same. In problem solving learners must transfer their knowledge of rules, concepts, and information to the given situation, such as determining which pitch to throw next in a baseball game. Administering a typical multiple choice or essay assessments may not be the best option. Instead, the instructor should be observed in controlled conditions is a better assessment option, such as determining when the International Space Station is and is not visible from Earth. The learner uses the rules to calculate when the space station will disappear within the Earth’s shadow. The learner, however, also must also locate the station with its orbit, establish the time of day (daytime or nighttime at a particular point on Earth), and where the station’s orbit intercepts the Earth’s shadow.

As previously stated a performance objective is the description of exactly what the learner is asked to do; it describes the observable event to inform the instructor that the learner achieved the targeted knowledge. There are four components to a performance objective:

1. Type of capability being assessed,
2. Behavior the learner is asked to perform to indicate that the capability has been mastered,
3. Situation in which the assessment occurs, and
4. Special conditions that should exist for the learner’s performance to indicate satisfactory.

The type of capability is information, discrimination, concept or rule. Behavior is states in such a way that can be directly observed. For an assessment, it is important to think in terms of the performance objective’s behavior. For example, the student is able to verbally state the names of all the planets in our solar system.

The situation component of a performance objective specifies the context in which the behavior occurs. This component is not always included in a performance objective; it might be obvious or not judged to be significant to defining the skill. “Given sentences spoken in English” can be included in a performance objective to show the situation to orally state the equivalent sentences in Spanish.

Special conditions specify conditions that have to be present for the learner’s behavior in order to decide that the targeted knowledge was learned. Special conditions are not always included in a performance objective. Students must be able to solve 100 multiple problems (using 0-10) within 5 minutes. The “5 minutes” is the special condition.

In education, it is important to have both defined learning outcomes and performance objects to determine if the learners accomplished the targeted learning. The instructor must clearly state for the learner (and themselves) what the learners to do at the conclusion of the instruction (that’s the learning outcomes). These learning outcomes help with the design of assessments that measures whether or not the student has learned what they were supposed to learn. The performance objectives are used to identify and control the tool used in order to ensure that learning has occurred.

Blog #8 - Reflection

Reflect on what you have learned in this course. How will you apply the things that you have learned to your professional practice?

I have always tried to incorporate technology into my classroom and this course gave me new ideas on how to use technology that I have access to in new ways. The course also got me interested in finding out more about technology and media mentioned in the readings. Even though the educational environment I’m in is the traditional classroom model, I can now begin to envision what a hybrid or even an entire “digital” classroom would look like.

I need to focus my learning objects to be more student-centered and less teacher-centers. This can cause some trepidations of “giving up” control over certain learning objects. By having a more student-centered environment, students should take control over their learning. Yes, I still will have to guide them to ensure that they stay on-task but once they learn those skills (e.g., proper Internet research, determining appropriate sources, how to create videos or podcasts), the learner will become engaged with their learning. I found the instructional strategies (e.g., presentation, demonstration, drill-and-practice, tutorials, discussion, cooperative learning, games, simulations, and problem solving) for teacher-centered and a student-centered helpful. The textbook provided me a starting point of when to use each strategy in the instructional situation as well as the potential technology and/or media for the selected strategy. It was good to learn about the advantages and limitations of each of these strategies.

Teaching doesn’t happen in a vacuum or content is not compartmentalized; it is important that a teacher doesn’t teach in isolation. A teacher doesn’t just teach reading; they should incorporate world or scientific events into the reading time. (This concept is one of the key elements of the new Common Core State Standards, http://www.corestandards.org/.) Having the Internet resources to be able to connect to other learners across the globe allows students to learn from the experts. Students can chat with scientist, have pen pals in another nation, and read about events happening in another country all in real time. The communication can take place using auditory and/or visual media and supplemented with printed text. Students can blog with students within their school but also with individuals in another city, state, or country.

There are challenges that an educator must face with an eLearning environment. The Digital Divide, where some learners might not have the technology or access to the media due to bandwidth, outdated equipment, or resources. Yes, it would be great to have interactive live video conferences with other learners, educators, and subject matter experts, however, it may not be realistic to have that type of educational experience every day due to technology resources.

As a classroom teacher it is sometimes difficult to set time aside to differentiate instruction for all 30+ students. Today’s technology and media can help me meet the students’ educational needs. Technology and media can help students with different learning styles, get students actively engaged with the content, and provide students with immediate feedback. The various tables in the textbook gave me specific guidelines and examples of when to use different approaches, media, and technology. I do plan on referencing these tables in the future.

I plan on using the guidelines for designing visuals not only for myself but also for my students. I knew some visuals displays were easier to read than others, but now I understand why. Giving these guidelines to the students ensures that the student creates not only eye-appealing visuals but ones that are sequenced appropriately and readable.

I also plan on using the rubrics for selecting printed materials, audio materials, and videos. Instead of the reaction of “yes I like it” or “no, I don’t” gut reaction, I now am able to put a score to the materials I’m evaluating. The rubric allows me to identify the strengths and weaknesses of the resource in additional to other measurable aspects such as alignment to standards, age-appropriateness, ease of use, and technological quality. Having co-workers use the same rubrics means that the bias is removed and the score dictates the quality. There are a number of resources referenced in this course that I plan on exploring further (e.g., www.voicethread.com, http://www.bitstrips.com, www.glogster.com/edu, www.sounlearning.publicratio.org, www.teachertube.com, and several virtual field trips web sites to mention a few); of course, I plan on using the rubrics to help me with my decision to use it or not!

Accessorizing lessons was mentioned in several of the videos as part of this coursework. I loved the analogy that media is like jewelry. One needs jewelry to make the outfit a whole; adding media “jazzes up” and enhances the lesson and increases the student’s interest and engagement levels. Now I have a statistics from studies by Levie and Lentz showing that test scores increased by 36 percent when visuals are utilized. Richard Mayer’s study has shown that test scores increased by 42 percent (Supporting Research). When sights, sounds, and text are combined the learner’s retention level can be up 80 percent (Supporting Research)! The accessory can begin slowly by just adding images to existing material, replace a lecture with a video (or two), and add games and simulations for students to become more engaged in the materials. However, I must seriously look at the materials I’m teaching and simply now make it digital but look at how the course/unit is designed. I might have to scrap a unit I love and start from scratch on the “new and improved” unit to make the unit more student-centered.

The future of eLearning is changing and will continue to evolve as additional technology is developed, the Digital Divide gap closes, and awareness of the strengths of this educational delivery method is spread to the consumers. So it was good to have the last lesson of this course focused on the future and how a number of professional development organizations can help me after the end of this course. Some of these I was aware of; others were new.

Works Cited

Supporting Research from Integrating Media into the Classroom: Theory and Research [Video File].
     Retrieved from http://digital.films.com/play/6ER6PE)

Blog #7 - Implementation of Audio and Video Resources

Discuss challenges with the implementation of audio and video resources in K-12 eLearning.

There are many challenges an educator and learner faces in using audio and video resources in the K-12 eLearning environment. A teacher just cannot locate audio or video media based on the title and assume that the media addresses the learning concept or that it is appropriate for the learner. It takes time to evaluate the media. Video might not be the best way to present abstract, nonvisual information. Leave that to text. Evaluating the media once is not enough. The educator must preview the media, have a good understanding of the information presented, and be aware of the appropriateness for the learner. Once the media is used it is important to get feedback from the student to evaluate the effectiveness.

It is important to find the right pacing; this can be challenge. Audio or video cannot be skimmed over but rather must be listened to or watched from the beginning to end. Yes one can fast forward or rewind but it is not as easy as reading a book. Each student learns differently. An auditory learner might love to have an audio or video component incorporated into a lesson; a physical or social learner may not learn with this learning component. It might not be appropriate for all the students to watch the video or listen to an audio clip at the same time, but rather when the student is developmentally ready to do so. Watching a 30 minute video might not be as effective as a 3 minute clip. As referenced in the Choosing Media video, a child’s attention span is equal to their age. Therefore, a 9 year old has an attention span of only 9 minutes.

The author of the video also should be considered. Is it appropriate to watch an environmental piece presented by an environmental group? A documentary? Is there bias or propaganda involved? Is misinterpretation by the learner possible? In addition to the author, one must consider the design. Are there “talking heads” or is the video engaging enough for the learner?

Using audio and video media in an eLearning environment one must always be concerned with copyright issues. It is important to do due diligence to make sure that the materials are not copyrighted and if they are that the appropriate permissions are granted.

Knowing the learners is a key to evaluating the appropriate media. Younger students may not understand time lapse video, such as showing a budding of a flower, or slow motion such as the movement of a hummingbird. Manipulation of time and space might be better for older students. If time and/or space video is used with younger students the educator needs to take the time to explain these concepts to those students.

The learning disabled have a disadvantage with the audio and video media. Students with visual impairment may need to rely on descriptive video. The visually impaired student is able to hear a soft-spoken voice description of a scene, thus allowing the student to clasp the idea of what is being presented visually. For the hearing-impaired student the audio should have closed-captioning. Again, that is why it is important to know your learners.

Another challenge that is faced is the Digital Divide. The learner’s computer may not have the necessary bandwidth, necessary equipment, or appropriate software to receive video and/or audio media. How computer savvy is the learner? Might they accidentally erase or delete the file? Logistics is tied to the Digital Divide also. Instead of having to store a DVD and wait to ship it to a student, it might be better to use a MP3 player for large audio files or WAV audio files. An educator should consider streaming audio and/or streaming video, podcasts, or compressed video instead of a physical DVD or CD. Therefore, it is important to have alternative plans to communicate the information to the student. Having the text for the video or audio is one such alternative.

A student watching a video or listening to an audio clip is not teaching. Educators must prepare the student to take notes prior to watching or listening to media. There should be pre-activities to set the stage, have learning activities to aid the media experience, and have activities to use with the students after the media presentation. In addition to just one audio or video clip the educator should extend the learning experience by having a variety of clips. Perhaps having the written Martin Luther King’s I Have a Dream speech, listening to the audio, and watching the video all are ways to enrich and help reinforce the learning experience.

Just this week NBC Nightly News had a story about have YouTube EDU channel is exploding. There are more educational videos than entertainment videos (The Daily Nightly, 2013). The next “wave” of viral videos are educational videos! Educators are broadcasting lessons (from biology, foreign language, to history) on the Internet. People are finding that these online mini-lessons are more inspiring than the ones in a traditional classroom. So even with all the challenges in using audio and video in an eLearning, there are great opportunities to help increase student learning.

Works Cited

The Daily Nightly. (2013, July 11). Retrieved July 11, 2013, from NBC News: http://dailynightly.nbcnews.com/_news/2013/07/01/19237728-exploring-youtubes-education-channels?lite&ocid=msnhp&pos=9


Choosing Media [Video File].
      Retrieved from http://digital.films.com/play/RGHWDN)

Blog 6 - Auditory Technology

How can instructional technology and media help the teacher to meet varying learning styles and preferences in K-12 eLearning? Provide specific examples in your response. 
Instructional technology and media can help teachers meet the varying learning styles and preferences in the eLearning environment. Having an auditory element can expand and deepen the student’s learning experienced. Instead of reading Martin Luther King’s I Have a Dream speech, they can listen to it. The printed version is great for the student to follow along and interact with the text; however, having the auditory experience allows the student to listen for King’s nuances and tone. The speech is part of American history. To expand even further instead of having the students just read King’s speech, they can listen to it, but to add another learning style by adding video. A student can watch a video recording of King’s famous speech. Now the student can increase their learning by having a multi-sensory experience in the topic.

It is important that the educator know their students, including the student’s learning style. A student should have a good match to their learning environment. A linguistic learner will probably not do well in a course that is heavily kinesthetic (virtual kinesthetic does exist). Presenting the information all in one format, let’s say printed text, might not meet a student’s learning style. The student should be engaged with the material. That is the reason for having a variety of resources – text, podcast, video, virtual manipulatives, discussion groups and forums, and even conferencing such as Skpe.

Section 508 of the US Government Rehabilitation Act, passed in 1998, states that Federal agencies had to make their digital information accessible to people with disabilities. Educational institutions are also applied this concept to their courses. Section 508 suggests that along with auditory components, such as video and podcasts, that a written script be provided. This allowed users to read the auditory component, thus allowing disabled people, people with slow down technology speeds, or no speakers could still receive the same information. Closed caption television also allows individuals with disabilities to “listen to” television. On the positive side of closed caption, people can increase their reading by reading the closed caption at the same time they are listening to the television. So the idea of closed caption is not just for the hearing impaired.

There are a variety of resources available for the visually impaired as well. The National Library Service for the Blind and Physically Handicapped (http://www.loc.gov/nls/) provides Braille and recorded books.

Listening Centers in a traditional physical classroom utilize cassette and CDs to help the students learn to read and help with their comprehension skills. An eLearning student can have the same experience with the use of podcasts and other auditory books and CDs. The student can listen to a book or text and at the same time follow the text.

Instead of the student having to read pages of text about a complex topic, they can instead listen to a podcast. Podcasts can help a learner revisit a topic, re-listen to an educator’s lecture, or help a learner stay up-to-date due to an extended absence.

As mentioned in the Building a Better Podcast article (Villano, 2008) (http://thejournal.com/articles/2008/01/01/building-a-better-podcast.aspx) the use of podcasting in education begins with a standard lesson. Students need to research the subject and work collaboratively to finish the podcast. The research process is important component in using podcasts in education. Podcasting, like speechwriting, it is important to know the audience, select a theme, conduct proper research, and practice. The focus is not on the technology but rather on learning. The students are actively engaged in their learning.

Auditory media is very versatile, especially in today’s MP3 environment. An educator’s lecture, for example, can be downloaded, and the student can listen to the lecture while they are at the gym or doing laundry! The student can listen to the proper pronunciation of a foreign language using auditory technology. Even better would be the ability to “converse” electronically and have the ability to make sure that the student is saying the word correctly. Auditory media allows learning to occur at any time!

Educators need to keep in mind the Digital Divide. Audio and video files are often be very large and may not be able to be transferred electronically without much buffering. If someone has a slow Internet connection, it might be frustrating enough for the learner to “tune out.” The educator needs to make sure that the learner has the correct technology – can the student listen to a MP3 file?

Just having a student watch or listen to audio media doesn’t mean the student is learning. Using a variety of media can help increase student learning. An educator must monitor student’s progress through auditory media as the student’s attention may wander. Engaged students experience increased learning. I’ve mentioned it in earlier blogs, having different types of media such as podcasts, videos, animations, and simulations, can help with student learning as it can address all the different learning styles. Studies by Levie and Lentz have shown that test scores increased by 36 percent when visuals are utilized; Richard Mayer’s study has shown that test scores increased by 42 percent (Supporting Research). When sights, sounds, and text are combined the learner’s retention level can be up 80 percent (Supporting Research).

Works Cited

Supporting Research from Integrating Media into the Classroom: Theory and Research [Video File].
     Retrieved from http://digital.films.com/play/6ER6PE)

Villano, M. (2008, January 1). Building a Better Podcast. The Journal.

Blog 5 - Electronic Instructional Materials

What are the benefits and challenges of using electronic instructional materials and media in K-12 eLearning instruction? Consider infrastructure and instruction in your response.
Instructional materials include anything that is used within a lesson to influences student learning. That is a very broad category as it can include manipulatives, computer software, printed material, displays, and exhibits. Each of these categories can be broken down even further; displays, for example, can include chalkboards, whiteboards, electronic whiteboards, bulletin boards, cloth boards, magnetic boards, and flip charts. A benefit of instructional media is that there are many choices. Having a variety of options makes the lessons more realistic and engaging. However, at the same time the variety can present a challenge. The educator must be careful to select the appropriate material to help influence student learning. Not all material is created equal. The educator must also consider the environment. In an electronic environment, one cannot use a chalkboard. However, they can use an electronic version of a chalkboard – an electronic whiteboard.

The “digital divide” must be considered when using electronic instructional materials. If the student has a slow Internet connection, a dial-up modem for example, they may not be able to use an interactive simulation program or a streaming video. Older computers might not be able to run the appropriate version of software, such as QuickTime or a Java plug-in to access an online manipulative.

An educator needs to make sure they know their learners and the learning environment. If the students are going to be in one central location, are there sufficient computers for everyone? Are all the computers operational? From an administrative point of view, there should be a computer replacement plan in order. This is often a large budgetary consideration for school districts. For an educator of distance learners, is the computer the distance learner accessing operational? Does it have the minimal requirements for accessing the eLearning material?

Manipulatives are great for the kinesthetic learners; they also can hold a learner’s attention and interests. Physical manipulatives can become expensive in terms of purchasing and storage. Electronic manipulatives one might not have the storage expense, unless the electronic file must be saved on a computer or server with limited space. There are many electronic manipulatives that are free of charge such as the National Library of Virtual Manipulatives (http://nlvm.usu.edu/en/nav/vlibrary.html), while other manipulatives must be purchased from vendors. There might be licensing, copyright, and technology issues involved when distributing the manipulative within an eLearning environment.

An ILS (integrated learning system) can be very beneficial in an eLearning environment as it allows the learner to move through the material at their own pace. Assessments are incorporated periodically throughout the system thus allowing the learner to check for understanding but at the same time providing the educator the necessary checkpoints and assessment results. The nice thing about an ILS is that it is an integrated instructional package, including all the necessary learning objects to meet the stated standards. The drawback, however, is that it might include standards that are not applicable for that learner or not cover the material in deep enough depth. Having an ILS can save an educator hours since the curricula is already created. The educator must use caution since there might be technological problems connecting, it might be too challenging for the learner, or even worse, not challenging enough. Webb’s Depth of Knowledge (http://dese.mo.gov/divimprove/sia/msip/DOK_Chart.pdf) stresses that an educator needs to delve deeper into the materials and not just do everything at level 1 (recall) and level 2 (skill/concept); we need to get to level 3 (strategic thinking) and level 4 (extended thinking).

Having electronic instructional materials is great for the learner as they can experience current material – have real time learning opportunities. The learner can access events that are happening in the news today! The challenge however to keep the links current; it seems that links to web pages and Internet resources have to be constantly monitored and updated. Another challenge for the educator and learner is just because the information is on the Internet doesn’t mean it is true. One needs to make sure that there are credible and reliable sources. Some web sites might not be appropriate for students, educational institution firewalls might block sites, and advertisement might interfere with the opportunities for learning. Some people don’t like to do much reading on the computer and prefer instead to read a print out. Is there a printer-friendly site? The eLearning materials must keep the student motivated in their learning, but at the same time the student should be learning. A web page might be very flashy and interactive, but is there an opportunity for learning to take place?

Printed material can still be used in an eLearning environment. Printed material is economical, easy to access, and self-paced learning can occur as students read and interact with the text at their own pace. In an eLearning environment printed material may not be as portable as one hoped. A challenge with printed material is that the vocabulary and reading level might not be appropriate for the student. There may be interactivity with the material unless there are embedded hyperlinks in the electronic media. Copyright issues might also present a problem.

A virtual field trip is an excellent way for the eLearning learners to experience firsthand the sights and sounds of a distant location, such as the National Zoo. There is no expense to visit the virtual zoo; in the traditional classroom there would be an expense of transporting the students and all the paperwork involved. eLearning students can have a similar experience, and even sometimes better. eLearning students can visit the zoo at different times of the day thus allowing them to experience the animals at different times of the day. It is important to have follow-up to a virtual trip to assess the success of the trip.

There should be a variety of instructional materials. The learner might need to have some drill activities and games for review, or a tutorial for re-teaching, or learn new information. Having different types of media such as podcasts, videos, animations, and simulations, can help with student learning. Studies by Levie and Lentz have shown that test scores increased by 36 percent when visuals are utilized; Richard Mayer’s study has shown that test scores increased by 42 percent (Supporting Research). When sights, sounds, and text are combined the learner’s retention level can be up 80 percent (Supporting Research).

Any educator must always ask “does this learning object really work as I predicted it would?” If it doesn’t then don’t use it or make adjustments. If it does, do adjustments need to be made to make it even more effective? The learning experience does boils down to good teaching practices. Just because there is technology it doesn’t mean that good learning is happening.

Works Cited

Supporting Research from Integrating Media into the Classroom: Theory and Research [Video File].

                Retrieved from http://digital.films.com/play/6ER6PE)