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During this course of instruction (EDUC_8823 “Computer Technology and Multimedia in Education), my eyes have been opened to what has been in front of my face, but beyond my realm of connection. I know that sounds far-fetched, but that is exactly what some of the technologies I have been introduced to, were for me. Now, I can actually “begin” to use the applications, programs and software, which previously seemed so out of my reach. I have definitely been transformed; I hope to use my newly-acquired knowledge to transform my students, as well. I guess that is the point, right? …not to just transmit knowledge, but to aid the individual in transformation. Teaching and learning is progressive and affected by the variables of societal, cultural, and political change. Our society, cultural (even sub-cultures), and politics have been affected by the advent of the technological age. Our educational and knowledge-base, have lagged behind. This has affected the way our students receive, and process knowledge. As torchbearers of education, we must incorporate technology-based instruction into the system. If not we are short-changing our students, and eventually our society.
Enough of the soapbox!
Things I liked; came to understand; and will definitely employ in my classroom, and in my personal life:
1. Skype—“love it!”
2. Blogs—“Love it.” I am using it with my AP English Literature students. They have developed author-study blogs. They love it, and think I am a genius. I love that! I have also begun to use two blogs as online journals of my technology growth and development—my transformation. One is public, and the other is a private—limited view blog.
3. Screen Capture—“Love it.” I am using it with my colleagues during professional development/workshop presentations
4. Voice Stream/Similar Voice-Over programs—“In awe!” I am using it with PD and class presentations.
5. Wiki’s—Oh my goodness! What a vehicle for collaboration, and maintaining an electronic portfolio! I love this, and have gained more concrete understanding of its comprehensive use and application in the classroom; at home; and in the business world. My students have to write research papers and create a Capstone portfolio that incorporates a research component, as well as a presentation. It can all be “housed” within a wiki, and accessed by both the student, and by the instructor. I have also begun to use the wiki as a briefcase, or electronic portfolio for my business and lightly personal documents and presentations. I cannot understand why I never new about this before. Why was I left out of the loop? Grrrrr…
Overall, Professor Toledo, this class was comprehensive, immediately applicable, and personally motivating.
Finally! I have added voice and sound to my previous presentation on The Discussion Board. I realized that I have a lot to learn. But am so very excited at what I have learned so far. I have learned that when there are error, it is so easy to blame the program, and not the user. After checking and back-tracking, I realized that I erred in not uploading my photographs and other media first–then the slides. Something so exhausting, was so simple to correct–yet, it took me two weeks to figure it out.
Brandon Hall Research provides an indepth, but clear discussion of the differences between the Learning Management Systems (LMS) and the Learning Content Management Systems (LCMS). Often, the systems are confused–used interchangeably. They are not the same and have distinctly different functions and uses. While the LCMS may have a function of LMS built within; the LCMS is not found within the LMS, although it is linked directly to the LMS.
One can simply say that the LMS manages learners, within a group, system, or organization; whereas the LCMS manages content created for learners, within a group, system, or organization. Of course it is so much more than that. Brandon Hall Research “demystifies” the LMS and the LCMS.
What does this mean for secondary education, vocational institutions, and institutions of higher learning? It means students and users will have more direct, content-based learning. Content will be specifically designed to target the need of the individual learner or small group. With more focus, targeted instruction and training; it is understandable that more effective and efficient teaching and learning will take place.
Aside from the clear and indepth explanation of the LMS and LCMS models, the Brandon Hall Research site also offers free research downloads. Now, I am definitely a proponent of “free” resources when they can be useful, or saved for later. The free research downloads can serve multiple purposes. They are work the email sign-up. Visit the link provided below, for further insight an discussion on the LMS and LCMS, and for free resources. It will be “illuminated” for you.
Brandon Hall Research: http://www.brandon-hall.com/free_resources/lms_and_lcms.shtml
Located at (click) www.googledocs.com,” this Google application serves multiple purposes for the student, educator, and business professional. With Google Docs, a user can access a spreadsheet, wiki’s, documents, and spreadsheets. Users can also collaborate “real-time,” on projects using Google programs and software. Editing and revision notations are tracked and dated. The team or instructor can revise and edit a document, and leave comments for the student from anywhere. Student work and progress is tracked, on an ongoing basis.
Possible classroom and student applications:
1. Electronic Portfolios
2. Research Papers/Capstone projects
3. Student-designed Power Point (c) Presentations
Take the Google Doc tour (http://www.google.com/google-d-s/intl/en/tour1.html) and enjoy the experience!