Technoloy Podcast Interview

Today I completed my first podcast. This was a difficult assignment for me since I really wasn’t exactly sure what a podcast was before I did the readings and assignments for Module 4! I didn’t realize that podcasts are primarily audio and had never even heard of the term vodcast for video! I was unsure if I had the proper software available to complete my assignment. Therefore I did a lot of preparation for this assignment. I am so grateful that I did. For me this was a true active learning experience. Not only did I learn quite a bit from my discussion with Dr. Eileen Roark, Biology Professor at Lincoln College of New England,  whom I chose to interview for my podcast, but also by experimenting with new software which I downloaded and discussions with fellow classmates as well. Thank you to Shandi and Lynn who highly recommended Camtasia. It was fun to experiment with new software. I didn’t end up using it, but I want to experiment with Camtasia and hopefully create a future project utilizing it.

When I first met with Dr. Roark we quickly discovered some of the pitfalls of technology integration. We met at the college library. We found that the server was down and neither of our laptops was able to connect. Since the internet wasn’t necessary for the interview, we decided to move on to the interview part of the project.  Dr. Roark wanted to demonstrate some of the technology she uses but we found since she uses a Mac and I have a PC that some of what she wanted to share with me was more difficult than anticipated.  Frustrating though some of this was, I’m actually quite grateful for the experience and the knowledge that I obtained from hands on learning.

I also learned a lot from the interview portion of the assignment as well.  I found myself at first needing to erase and record again constantly because I didn’t like the way I sounded, -funny how that works. I was self-conscience about what I would sound like, yet when in a classroom setting I trip over my words all the time and don’t think anything of it! Hmm? I found that to be an interesting observation. I think I let my nerves get to me and ended the interview too abruptly. Next time I would try to find a better way to gently glide into the end. I think the whole thing sounds a little too scripted. Over all I am so glad that I had this experience and am excited to find ways to make it better and hopefully implement podcasting into the courses that I teach.

King, K. P. (2011). In The professor's guide to taming technology. Charlotte, NC: Information Age Publishing.

Click below to listen to my very first podcast:

TechInterview.podomatic.com

  

Podcasting Pros and Cons

As I toy with creating my own podcast for the first time this week, I am inspired to see that this type of media offers many benefits to adult learners. There are a wide variety of free or affordable options that can help one develop an audio/video podcast with limited if any difficulty. I downloaded Camtasia at the suggestion of classmates and am looking forward to trying this editing software. It came as a 30 day free trial with full use of the product. Not bad!

Students today are comfortable working in a digital world. They have done it most of their lives! This type of media is a part of their day to day life. Podcasting provides an opportunity for students to use media they already know and are comfortable with to think critically and create new knowledge.  They may download the podcast to their smartphones, mp 3 players, Ipods and more devices. This creates a convenient opportunity for one to learn when and where ever they choose.

One can create a podcast on almost any topic imaginable. This provides students an alternative to passive book learning. Through podcasting, students gain opportunities to use other strategies to learn. Statistics show us that the most popular form of podcasts are those created for educational purposes. Lecture podcasts, though popular, are just the tip of the iceberg. Unfortunately these seem to be the most widely used form of podcasting in education. The drawback to Lecture podcasts is that they remain passive and do not provide learners with an opportunity to create. Educators need to be careful not to provide too much material using this format. Keeping ppts brief forces students to not just read everything they need to know.

Educators may find podcasting assignments useful in obtaining valuable information as to how well students are mastering the content. By allowing students to create their own podcast, instructors can evaluate learning from their peers.

Unfortunately, since podcasting is still fairly new and growing rapidly, patent laws are still being created to cover publishing rights of individual creators. Therefore instructors must be aware of what is permissible and what is not in the classroom.  Though podcasting can provide so many new and innovating ways to teach and learn, one must remember to search for reputable resources.

King, K. & Cox T. (2011). The Professor's Guide to Taming Technology. Charlotte, NC: Information Age Publishing.

Felix, I., Stolarz, D. (2006). Hands-on guide to video blogging and podcasting. NY: Elsevier.

Using A Wiki As a Learning Strategy

Using Wikis for Collaborative Learning and Knowledge Construction Assignment

 

This 8 week plan gives first year Dental Hygiene students enrolled in a Dental Anatomy class an opportunity to work in one of six small groups creating a comprehensive review that the class may use as a study guide for the final examination.  This eight week project is part of a fifteen week course sequence and is intended to begin in week seven of the semester. Each group will be assigned one of the following topics:

·         Anatomy of anterior Teeth

·         Anatomy of posterior Teeth

·         Bones of the Head and Neck Region

·         Muscles of the head and neck region

·         Nerves to the Oral Cavity and Associated Structures

·         Arterial Blood supply to the head and neck region

Project Title: A Comprehensive Review of Oral and Facial Structures

Target Audience: First year dental hygiene students

Student Learning Outcomes: Each group will work on one specific outcomes so that by the completion of the project a Wiki will be created that will include each of these areas.

1.       Demonstrate an understanding of basic tooth morphology.

a.       Identify the location of each permanent tooth.

b.      Using the correct terminology, describe the general and specific characteristics of each tooth in the permanent dentition.

c.       Compare and contrast the features of the primary and permanent dentitions.

d.      Using the correct terminology, describe the general and specific features of the primary dentitions.

e.      Discuss how the Dental Assistant’s understanding of tooth morphology directly relates to patient care and an understanding of dental treatment plans.

2.       Identify Head and Neck Anatomy, along with Landmarks of the face and oral cavity.

a.       Recognize the regions of the head and bones of the skull, and the face.

b.      Locate muscles, nerves, lymph nodes, and joints of the head and neck region.

c.       Locate and identify the salivary glands and the ducts associated with them.

d.      Describe an understanding of the blood supply to the head and neck region.

e.      Discuss anatomical considerations for local anesthesia.

f.        Describe and locate the divisions of the trigeminal nerve.

g.       Integrate knowledge of the head and neck anatomy in to clinical practice.  

3.       Recognize the general clinical features of normal oral structure, tooth development, and tooth anomalies.

a.       Demonstrate knowledge of the three types of tooth numbering systems.

b.      Identify teeth using the three types of tooth numbering systems.

c.       Recognize and discuss the terms occlusion, centric occlusion and malocclusion.

d.      Explain Angle’s Classification of Malocclusion

e.      Explain the  stabilization of the arches

f.        Discuss the clinical considerations of the primary and permanent dentitions.

g.       Locate and describe the functions of the taste buds.

Materials Needed to Complete This Project: 

·         The course text book

o   Fehrenbach, M. (2012). Anatomy of the Head and Neck. St. Louis, MO. Saunders Elsevier.

·         Each group will find at least three additional resources using peer reviewed journals and evidence based research websites to compile a reference bank that will serve as a reference for the class.

Instruction Procedure:

• The instructor will provide a Wiki page with preset topic areas for each group to build upon.

Learning Activities: Each group will provide the following,

• A discussion of key terms
• Sample diagrams of anatomical structures

Grading Rubric:

Wiki Collaboration Project: A Comprehensive Review of Oral and Facial Structures
CATEGORY	4	3	2	1
Cooperative Work	Partners show respect for one another's ideas, divide the work fairly, and show a commitment to quality work and support for each other.	Partners show respect for one another's ideas and divide the work fairly. There is commitment by some members toward quality work and support of one another.	Partners show respect for one another's ideas and divide the work fairly. There is little evidence of a commitment toward quality work in the group.	Partners argue or are disrespectful of other's ideas and input. Criticism is not constructive nor is support offered. The entire group does not appear to have been involved in the Wiki development.
Content Accuracy	All information provided by the student on the Wiki is evidence based with references and all the requirements of the assignment have been met.	Almost all the information provided by the student on the Wiki is evidence based and all requirements of the assignment have been met.	Almost all of the information provided by the student on the Wiki is evidence based and almost all of the requirements have been met.	There are several inaccuracies in the content provided by the students OR many of the requirements were not met.
Layout	The Wiki has an exceptionally attractive and usable layout. It is easy to locate all important elements. White space, graphic elements and/or alignment are used effectively to organize material.	The Wiki has an attractive and usable layout. It is easy to locate all important elements.	The Wiki has a usable layout, but may appear busy or boring. It is easy to locate most of the important elements.	The Wiki is cluttered looking or confusing. It is often difficult to locate important elements.
Links (content)	All links point to high quality, evidence based research.	Almost all links point to high quality, evidence based research.	Most links point to high quality, evidence based research.	Less than 3/4 of the links point to high quality, evidence based research.

This project demonstrates the strengths of a Wiki by offering opportunity for group collaboration to build upon topics discussed in lecture. The final project will benefit the entire class by serving as a study guide to review for the final examination. The target population for this activity is comprised of mainly millennial aged students who understand and work well with this type of technology.  “Most millennial learners prefer to learn by doing, and are impatient with passive activity. They typically enjoy exploring new tools, especially alongside peers. They are rarely intimidated by a new technology or tool."  (West, pp.24) This type of project allows students an opportunity to learn from one another using a learning source that is already comfortable to their lifestyle.

References

West, J., West, M. (2009). Using Wikis for Online Collaboration. San Francisco, CA. Jossey-Bass.

 

 

 

Wiki Pros and Cons

The Pros and Cons of the Wiki

Wikis provide an opportunity for students to collaborate on the learning experience. Instead of just reading and reporting on facts, students can use a Wiki to add knowledge to the lesson, and also edit or comment on existing text. Graphics and hyperlinks can be utilized as resources as well. I greater body of knowledge can develop through students’ thoughtful contributions to the learning. This creates a more active learning environment.  In a tech savvy 21^st century, learners are comfortable exploring various forms of information. Passive reading assignments are only a fraction of the ways that they are used to finding answers. Wikis provide an opportunity for everyone to contribute and build upon the learning. This creates a learning environment that is less transmissive and more facilitated. Students take a basic framework and build upon it themselves. Wikis can be very useful in distance education because it allows students the opportunity to contribute on their own schedule. Others may then comment, edit or build upon existing thoughts. Wikis provide instructors with methods of following the wiki and tracking each member’s contributions. This makes it easier for the instructor to see that all members are contributing.

The greatest negative that I find with Wikis lies in the fact that one never truly knows how reputable the sources of information might be. This is due to the fact that ALL are welcome to contribute. Let’s look at Wikipedia for example. One can find answers, definitions, videos, illustrations, pictures etc… regarding ANYTHING on Wikipedia. It has become a quick reference replacing the old fashioned encyclopedia. Though there is valuable information that is very helpful on this site, the learner must be careful not to use it as a credible reference. It cannot replace peer reviewed journals that provide evidence based research.  Well-meaning though contributors may be, they don't always have their facts correct. Just this week a discussion arose in one of my classes regarding a particular scientist who had made a significant contribution to health care. A student reported on the scientist, including his date of birth and supposed death. In reality, the scientist is still today VERY MUCH ALIVE!! When asked, the student reported her source was Wikipedia! Therefore when using wikis in education, one must careful to check the accuracy of the information.

Conrad, R., Donaldson, J. (2011).  Engaging the Online Learner: Activities and Resources for Creative Instruction.  San Francisco, CA: Jossey-Bass.

King, K., Cox, T. (2011). The Professor’s Guide to Taming Technology. Charlotte, NC:  Information Age Publishing.

Pratt, D. (2005).  Five Perspectives of Teaching in Adult and Higher Education.  Malabar, FL: Krieger Publishing Company.

West, J., West, M. (2009).  Using Wikis for Online Collaboration: The Power of the Read-Write Web.  San Francisco, CA: Jossey-Bass.

Well, this is my very first attempt at creating and using a blog. After reviewing the videos for Module 2, I managed to create my blog with minimal difficulty! I am still not too familiar and will need to play with many of the different settings available.

I think blogging can be similar to discussion boards, but it provides an opportunity to  attach many other types of media and links easier than just a discussion board. One may also personalize their blog providing readers and responders a better understanding of the writers expression. It also opens the writer up to a much wider audience.Blogging allows the writer a greater freedom of expression than other forms of written communication and provides a platform for the writer to state their opinions, personal thoughts, and views. In the educational setting, blogging provides increased opportunity for students and educators to communicate back and forth in a fairly easy setting. Blogging can be useful especially in an online learning environment. Younger students may find blogging more natural and less cumbersome than traditional writing assignments. This may increase motivation to participate in written assignments.

The biggest negative that I see to blogging is the fact that it opens one up to the entire world. There is more safety in a school discussion board because only those viewing the post are fellow classmates and instructors. As one who hasn't grown up with technology but has learned to live in a tech savvy world, this type of discussion format creates some apprehension. Who is reading my work? Care must be taken not to provide too much personal information to anyone who may be able to view a post. Since anyone may say anything, it may be harder to regulate credible information from less substantiated works. Thus there is the potential to quickly spread false information to a worldwide audience.

Though blogging has its advantages, I would like to learn more about it before applying this type of practice within my educational setting.

Oravec, J. (2002). Bookmarking the world: Weblog applications in education. Journal of Adolescent   and Adult Literacy. 44, 616-621.

Santos, A. ((2011). Blogs as  learning space: Creating text of talks. Contemporary Issues in Education Research. 4, 15-19.