Connect with Dr. Jennifer Miller-Ray

About Dr. Miller-Ray

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  • Constructionism Approaches Within Canvas LMS

    Based on your experience putting your lesson into the Canvas LMS, what do you feel are the benefits of using such a structured space for teaching and learning? How well does the structure of an LMS fit with your theory of online learning?

    Creating a professional development spaces within a Canvas LMS supports my approach to online K12 STEM professional development. Canvas is a free LMS system that proves to be user friendly, integrates nicely with third party web tools, and includes excellent multimedia capabilities that are lacking in many other free LMS enviornments. Discussion tools can be used to create a social experience and allow for users to attach video feedback or embed external content and share experiences within a learning community in a very meaningful way. However, the space is only a tool and the content of the instructional activity itself, along with participants, and instructor encouragement must all be present for the lesson to be a productive and meaningful experience. The module component allows for clear organization. Pages offer customization approaches to allow for increased flexibility. The record and upload media feature within Canvas discussion tools will prove to be an effective tool to increase participant engagement. Collaboration tools to include Google Docs and Etherpad provide a layer of collaboration not found in many other LMS environments. Users can use Google Docs, for example, to create reflections or “artifacts”, to share with a larger community within Canvas. It is nice that Canvas works well with other media tools. Media used as a reflection tool provides the learner with the ability to produce a more meaningful perspective in which they can share within the online environment. However, Canvas does lack the embedding of social media tools, which I would find useful. I am embedding links and suggesting a community hashtag to utilize within the course to tap into social media components. The LMS can be utilized within a constructionism approach to online learning as it allows for connectedness. However, teacher presences along with clear directions and organization within the LMS must be present for the lesson within Canvas to be successful. Canvas LMS does have the ability within the learning environment to provide a means for learners to connect, share, and present alternative viewpoints. The ability for media to be incorporated as video to produce such collaboration is an added benefit to employing Canvas LMS. The following websites have assisted me in learning more about features available within Canvas.

    http://guides.instructure.com/

    https://github.com/instructure/canvas-lms/wiki

  • Constructionism Research Approaches

    How hard is it to develop a research method that both matches your theory and created curriculum? What was simple and what was difficult? It is difficult to consider how to best employ a research method to study a constructionism approach to online learning. The difficulty lies in the ability to provide a flexible or free approach to learning and at the same time foster increased engagement. Ackermann’a (2011) analysis of Papert’s theory of constructionism focuses on the “art of learning.” Improved communication technologies foster an increase in the ability for an audience to feel a sense of connectedness, which provides depth to the overall learning experience. Creating an environment that provokes discourse and produces a variety of perspectives promotes a change in thinking or knowledge transformation, improved cognitive presence. It is necessary that an instructor of facilitator to assist a community in exchanging perspectives or experiences. A mixed methods research approach would best accommodate a study related to my theory of learning. During the last week, I have developed an improved understanding of the differences of constructivism and constructionism. I believe in the importance of community and the role of energy that such a community produces to improve the overall cognitive experience. From a research perspective, measures in frequency of communication within the social learning community, video reflections, and interviews could provide an in depth look into how an online community best serves to meet professional development needs of teachers. Many MOOCS in existence fail a way for learners to express their ideas to a larger community. What are the perspectives of K12 teachers Ackermann (2004) correctly points out that knowledge transformation occurs as learners express or reflect using media to a larger community. Media does matter, and how that media is used within an online course also matters (Ackermann 2004). Papert’s Instructional Software Design Project utilized a mixed methods approach with fourth grade math course. A mixed method approach would best explore how learners create personal meaning through reflections shared within a social environment. The frequency and richness of such artifacts could be explored in greater depth.

    Ackermann, E. K. (2004). Constructing knowledge and transforming the world.A learning zone of one’s own: Sharing representations and flow in collaborative learning environments, 1, 15-37.

    Ackermann, E. (2001). Piaget’s constructivism, Papert’s constructionism: What’s the difference. Future of learning group publication, 5(3), 438.

    Harel, I., & Papert, S. (1990). Software design as a learning environment.Interactive learning environments, 1(1), 1-32.

    Stager, G.,S. (2007). Towards the construction of a language for describing the learning potential of computing activities.Informatics in Education, 6(2), 429Image

  • Digital Fabrication (DigiFab) Technology as an Instructional Tool in K-12 Professional Development

    A course was designed for current K-12 teachers and instructional technologists recently as part of our PhD research towards our personal learning theory. With modification, this course could easily translate to instruction for pre-service teachers.

    The purpose of the course was to provide professional development (PD) training regarding DigiFab technology and potential instructional uses for quick and efficient implementation.

    The following problem was explained by my partner Jared Vanscoder and I. A resurgence of the constructivist approaches to teaching and learning has created a demand for a solution that requires little knowledge of manufacturing processes, aids visualization through tangible representation, and speeds prototyping. Digital fabrication technologies, such as 3D printing, are garnering much attention as they afford users to simply create tangible artifacts from digital model files. This capability is enticing as an tool for teaching and learning in K-12. Given the newness of this technology, very few K-12 instructors (or even instructional technologists) are aware of how these technologies can increase engagement and instructional impact on learners.

    The format of our course is designed as stand-alone instruction to be delivered in two separate formats: face to face (F2F) and online. The option of hybrid (components being delivered both F2F and online) should also be considered.

    How hard is it to develop a research method that both matches your theory and created curriculum?

    The activity allows learners to create order or reorganize information to construct new meaning. Learners construct knowledge, as a builder would begin building a structure. Fabrication technologies facilitate concepts of abstraction, allowing the learner to build or fabricate an actual object or model. It was not hard to match my personallearning theory to fabrication curriculum. After all, fabrication does lend itself to modeling and objects created with such a technology provide for a more meaningful approach to learning. Allowing participants to choose a “real world” scenario or object to reconstruct also fosters an active learning event, which provides further depth and richness in cognitive presence.

    What was simple and what was difficult?

    Creating an online instructional PD approach via problem based learning instructional design model within an e-learning context proved to be challenging. However, Jared and I are committed to being pioneers in the field of Learning Technologies and Cognitive Systems met challenges head on and worked to overcome. The overall product is very strong, with instructional goals met. However, time spent to accomplish learning goals online proves to be more intensive then a face-to-face environment. The overall learning potential I feel is greater in an online e-learning format as it forces the learner to seek solutions and not rely as heavily on an actual face to face community of learners. We suggested a reflection piece of the assessment component. Motivating teachers to complete a reflection at the end of the assessment piece may prove to be challenging. In addition, not seeing a 3D printer and only sending an STL file to post in a blog or learning management system may not be as effective as actually having access to a 3D printed product. Equitable access may prove to be a limitation within the online learning environment for fabrication PD approaches. I feel this activity challenged both Jared and I to think outside the box. As two educators and online students, we understand difficulties presented within the e-learning environment. However, the benefits of the e-Learning activity far outweigh disadvantages. Teachers are exposed to the very learning theory and instructional design methods proven to provide a rich learning experience using learning technologies that foster abstract thinking or cognitive development. Overall, I am very proud of our product. Hopefully, we can test our approach in a qualitative case study.Image

  • Personal Learning Theory Reflection

    Write a reflection on the feedback you received from peers and instructor. What do you agree with? Why? What do you disagree with? Why? How has this experience changed or not changed your perspective on your theory? 

    After presenting my personal learning reflection, I realize the importance of distinction between  constructivism versus constructionism. Constructivism, internal in nature,  centers on Jean Piaget’s theory of knowledge is presented from learner’s previous learning experiences. I believe that knowledge is  built from previous learning experiences, which is a deeper cognitive process from behaviorist theories. Social situations, external in nature or social constructionism, promote active learning environments assists in aiding learners to build upon previous experiences. It is important to introduce learners to the real world. It is important that I clarify the definition and importance of Piaget’s teachings. This perception is diversified, individualized, during reflection. Construcutivism is more cognitive, and  constructionist is to social construction or social awareness and centered on collaboration. As a result of the prior experience, I will agree with the instructor and present a clear distinction between the two terms. I realize that I need to be clearer towards my approach to explaining my outlook to personal learning. 

     

  • My Viewpoints Towards Personal Learning

    How well supported does your personal theory feel? What research could you do in order to support your theory? What methods would you employ?

  • Perspectives On Personal Learning Theory

    To best engage students, learning should be a collaborative experience, where ideas are shared, debated, and possible new perspectives formed. Online experiences must include meaningful exchanges, where clear goals and expectations of outcomes are shared. Reflections should be public. Blended approaches offer advantages, using both asynchronous and synchronous tools to build a continuing dialogue of conversation promotes active learning within the virtual world.  This type of exchange can be just as effective as a face to face interaction, as long as the energy of the instructor and students continue through meaningful dialogue and conversation. In my opinion, learning is most effective when students are able to take information from a virtual environment and apply information to their physical or real world. Reflections capturing this activity and sharing the outcome to the online community via social media allows for a deeper and rich learning experience.

    Interested in learning more about second life? As with any resource, it is important to investigate worlds within second life. Many locations within second life are very interactive, providing students with a simulated and collaborative experience. However, many locations lack interactive components mentioned above. The following resources are useful to instructors interested in introducing secondary students.

    Second life has been around for over a decade and results from research provided in this world continue to stress the importance of collaboration within a virtual experience.  However, users often find themselves lost within the environment and users often choose not to explore within the environment.

    Will second life continue to be an important virtual space within the education community? Some believe that second life will be revived and given a second chance. I found perspectives on the future of second life interesting.

    http://gigaom.com/2013/06/23/second-life-turns-10-what-it-did-wrong-and-why-it-will-have-its-own-second-life/?post_id=648965742_10152146772235743#_=_

    http://singularityhub.com/2013/11/12/second-life-founder-philip-rosedale-is-quietly-creating-a-next-generation-virtual-world/

    Further research in how to best provide choices to students regarding TBLE input and output along with the frequency of interactive components is needed. In addition, instruments measuring assessment of the virtual post secondary environment from a student perspective is lacking within the academic community.  Qualitative approaches to include experimental case study approaches could assist in providing valuable insight on student perspectives regarding the effectiveness of an online learning environment.

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  • Building Online Learning Communities: Synchronous vs. Asynchronous Tools

    Synchronous (i.e. Connect) vs. asynchronous tools (Forums): Which is better at fostering online learning? Why? What are your reasons and evidence for this?

    Stodel, Thompson, & McDonald (2006) stress the importance of maintaining and modeling a “social and cognitive presence” within the online learning community. Results from research cited in the above study indicated that learners engaged in interactive activities focusing on synchronous activities set the stage for a deeper learning experience. Linear asynchronous activities lessened the desire of participants to engage in learning activities. Face to face video using Skype, Google Plus, Adobe Connect, or GoToMeeting activities provide an opportunity in which the learning communities can foster a deeper collaboration experience, building a highly social and interactive exchange of energy. Questioning, reflection, and activities to encourage dialogue deepen the learning experience when utilizing a synchronous approach. Instructors should rely less on the lecture format when using a synchronous tool.  Again, it is important to foster interaction and social dialogue, which is easily accomplished using synchronous technologies.

    Is there a place for asynchronous activities? The above study also found that a creative text dialogue used within the introduction discussion board using a poem improved the social experience within the learning community. It is important to note that advantages do exist using asynchronous tools to include flexibility and improved written communication techniques. Perhaps, asynchronous actives could embrace text based social media tools to improve the overall learning experience. Professional learning discussions are often highly engaging using social media collaboration tools such as Twitter and Today’s Meet. Searls (2012) encourages online learners to reach out using asynchronous tools along with social media can lessen the feeling of isolation.  Often instructors are absent from discussion tools, which leads to an isolated learning experience.

    A blended approach to online learning using a balanced mixture of synchronous and asynchronous tools is the best option to building a rich and interactive learning environment. Instructors must be present and model social engagement consistently and frequently synchronously and asynchronously. Including an organized schedule of expectations and timeline of synchronous and asynchronous tools provides structure to improve the overall effectiveness of a learning exchange.

    Searls, D. B. (2012). Ten simple rules for online learning. PLoS Computational Biology, 8(9), e1002631.

    Stodel, E. J., Thompson, T. L., & MacDonald, C. J. (2006). Learners’ perspectives on what is missing from online learning: Interpretations through the community of inquiry framework. The International Review of Research in Open and Distance Learning, 7(3).

    Wang, F., & Hannafin, M. J. (2005). Design-based research and technology-enhanced learning environments. Educational Technology Research and Development, 53(4), 5-23.

    http://academictech.doit.wisc.edu/blend/facilitate/communicate

  • My Limited Understanding of Rubrics

    Tom Whitby @tomwhitby's avatarMy Island View

    My career as a teacher began way before the introduction of Rubrics to education. As an English teacher I was required to assess students’ writing and convert that assessment into a grade for the student. Back in the 70’s the most progressive grading method I was exposed to was giving a grade over another grade  (85/95). The top grade was for the piece and the bottom grade was for the effort exhibited. The entire grade was almost totally subjective, and dependent on the good will of the teacher to attempt to be as objective as possible. I always considered the effort grade a way to clear the conscience.

    I thought that this subjective method of grading was pretty much gone until I had a recent conversation with my daughter about her college writing class. It would seem her professor was old school and assigned grades on assignments using the holistic…

    View original post 951 more words

  • Considering Online Course Delivery: A Graduate Learning Technology Student Perspective

    Why have we moved so many courses online?

    Mobile platforms provide flexibility to a growing global market of adults seeking to improve skill sets needed within a 21st century workforce. Cellular applications used to access online learning content, along with the deliver of MOOCS, offer students convenient approaches to learning online. Globalization combined with an emerging demand from a previously absent third world population within the post secondary market will continue to push for increased access to online learning. Improvements in communication technologies along with increased access in rural environments allow for new markets and platforms to fulfill an ever increasing demand to online education.

    Online learning platforms include the following choices to training and higher ed institutions.

    Canvas is a free, very sleek and is attractive to users.  It is a very user friendly, providing simplicity.  Social media can be integrated within the system, which is very appealing to students and instructors.

    Schoology is an excellent approach to online learning and offers many advantages to students to include a simple and collaborative user interface.  Did I mention that it is also FREE?  Mobile applications are limited with this feature.

    Moodle includes a great new mobile app platform and continues to offer access to quality LMS to a growing online learning population. Moodle’s layout and mobile features has greatly improved and continues offer quality LMS options  globally for FREE.

    Blackboard has upgraded services and is offering a free online course management system, CoursSites.  However, unlike Moodle you are limited to 5 courses per log in.

    As students, do you feel like online courses are as good as face-to-face courses?

    As a student, having an instructor, human, actively participating within the course is a must.  The relationship between a teacher and a student is the most important factor in determining success.  Online courses can be as good as face to face courses when the instructor encourages online dialogue and communication within the course environment.  Video face to face weekly meetings, along with a simple and organized approach to delivery can provide this option.  A true learning community must exist in either learning environment.  This is why MOOCS will not completely replace instructors as students need a quality learning experience.

    What are the major differences between online and FTF courses for you as a student?

    A major difference between online and FTF courses is the frequency of interaction within the learning community.  Again, a MOOC does not provide frequent quality dialogue.  Students must be more disciplined when participating in an online environment, questioning and seeking solutions.  It is easier to do so within a face to face environment.  Learning curves exist when trying a new LMS platform or when updates to existing platforms occur.  Instructors can mitigate these issues by posting help features within the course.

    Whether you have taught one or not, what do you think the differences are for the instructor? How do we know if the formats require different skills or result in different learning outcomes? Do we?

    Instructors should choose features and integrate files that work across mobile platforms.  In addition, providing recordings to assist students who may need to refer back to information during the course is helpful.  Learning curves are perhaps larger for instructors, as technologies and LMS platforms change constantly.  University and corporate institutions should consider providing support and training options regularly to share best practices within the organization.

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    Some links that I found  interesting regarding the growth of online learning are located below.

    http://www.uis.unesco.org/education/Pages/international-student-flow-viz.aspx

    http://edition.cnn.com/2013/06/21/business/opinion-koller-education-petersburg-forum/

    http://harvardmagazine.com/2013/12/harvard-mit-online-education-views-changing

     

  • #TXEDUCHAT STEM and STEAM Collaboration Sun. Sept. 29, 8-9 PM

    Join me this Sunday as we discuss STEM and STEAM initiatives on Twitter at #TXEDUCHAT. Non-Texas residents, we want to hear from you! Let us know how you are incorporating STEM in your state. http://lnkd.in/bkU7tWY