'Programs and Research' Category

Improve Reading Skills With Computer and Video Games

Author: Allison Merlino

Advances in technology have greatly increased the tools we can choose from to assist with the improvement of reading skills.   I am going to focus on computer learning software for kids.  This is of particular interest to me because while the child is increasing his or her attentional capacity by playing a video game he is also fine tuning reading specific skills such as comprehension and vocabulary.  

In ‘Action Video Game Modifies Visual Selection Attention’ published in April 2003 by Shawn Green & Daphne Bavelier a study was conducted to analyze the effects of video game playing on visual attention resources.  Green and Bavelier did find that video-game players do indeed have a greater attentional capacity than non video-game players.  Thus, we can assume that video games do in fact improve reading skills by increasing the attentional capacity. 

Children who have difficulty reading are more likely to drop out of high school and less likely to attend college.  Therefore, focusing on and solidifying reading skills at a young age is incredibly important to an individuals overall success.  Reading can be very difficult skill to motivate a young person to practice.  However, once an agreed upon method or methods are found it is an easy skill to improve and you will see progress quickly.  

I conducted a search for games that would enhance specific reading skills while incorporating the above mentioned increase in attentional capacity and offer the following reviews.  

Reader Rabbit 1 Software by The Learning Company builds early reading skills and is geared for ages 4-7.  Features include match up, sorter, labeler and word train.  Educational benefits include increasing vocabulary by associating pictures with their names, increasing the understanding of letter-sound correspondences with the use of lifelike speech throughout the program and allowing parents to customize their child’s learning experience using graduated levels of difficulty.   

Reading Comprehension Booster by Merit Software allows students to receive practice in using basic reading improvement strategies and is geared for grades 3 through 5.  Students work with interactive exercises to determine main idea, make inferences, and draw conclusions.  Assessments place students in appropriate units of instruction. Students advance as they demonstrate readiness. They receive immediate instructional feedback throughout.

The Jump Start Series by Knowledge Adventure pack extreme fun and exciting adventure into learning.  The game takes you through an adventure for example, solving a mystery while using various skills to navigate through a number of different settings. Skills include Parts of Speech, Spelling and Vocabulary, Addition and Subtraction, Multiplication and Division, Prime Numbers, Fractions, Decimals, Estimation, Science, Geography, Music, The Arts and History.  Jump Start series is available from Kindergarten through 6th grade!

Technological advances have increased the tools that we can choose for reading enhancement.   I have suggested  computer learning software for kids  that I find to be of high quality as well as engaging.  This is of particular interest to me because while the child is increasing his or her attentional capacity by playing a video game he is also fine tuning reading specific skills such as comprehension and vocabulary.

Article Source: http://www.articlesbase.com/education-articles/improve-reading-skills-with-computer-and-video-games-391466.html

About the Author:
I have an extensive background in Finance and Fiscal Procedure.  I also have a web business where I offer  Computer Software Games .  I am very interested in the product itself as well as the subject matter that it involves.    

Please use the link above to visit us at The Software Spot!    
Thank you,  Allison Merlino

Interview with Michael Orey: Interviews with eLearning Professionals Series

Michael Orey, professor in the Department of Educational Psychology and Instructional Technology at the University of Georgia, responded to interview questions on distance learning. Dr. Orey is a pioneer of online education, having developed multimedia learning materials since the 1980s. His insights and core philosophy of online education are valuable for all educators and administrators interested in motivating students and rehumanizing the online learning space.

What is your name, and what is your involvement with e-learning?
My name is Michael Orey and I am a professor in Instructional Technology. I teach online classes and have done so for about 10 years. I also consult with various companies who are engaged in e-learning in various ways. BTW, the photo I have provided shows me sitting on the Veranda of the Jekyll Island Inn teaching an online class using Wimba’s live classroom. This was during a Distance Learning Administrator conference and I believe that my photo was taken at least 5 times during my class because attendees at the conference loved seeing e-learning in action!

How did you get interested in distance education?
It was a natural progression of using technology for learning. I have been in the field of Instructional Technology since the early 1980’s. I was originally interested in Intelligent Tutoring Systems, but my interests just keep evolving as new and more interesting technology becomes available. I was never interested in distance learning when the technology available was postal mail, but as the web has grown, so has my interest in distance learning.

What is your favorite new trend in distance education?
I have been involved with technology for learning for years and over those years I have come to believe that teaching and learning is a very human endeavor. I think that the trends in distance education I think are the most interesting are the ones where closer connections are made between students and between students and teachers. Some of those are live classrooms like Wimba and some of those are 3-D virtual environments like Second Life, but more tailored to the support of collaboration.

What is your favorite technology?
I am a big Wimba user. I have been using a live classroom for nearly 10 years dating back to an early version of Placeware which is now Microsoft’s NetMeeting. I am beginning to believe that some sort of hybrid between Wimba and Second Life would be the next great App for learning.

What kinds of instructional materials do you use in elearning?
I have or are in the process of writing/editing three wiki-based books in my field. I use these in my online classes and make them freely available for others to use. I also have developed things like quizzes and assignments in WebCT to support learning. I use Impatica for recording lectures with Powerpoint. I use Captivate to do software demonstrations. I use videos to support learning as well and have begun to put these on YouTube so that they are freely available.

How do you use textbooks in e-learning?
I have already answered this to some extent with my wiki books. However, I also teach classes where I have not written the text. In these classes, most frequently, I use a collection of readings. These readings I scan into PDFs and provide within a password protected site like WebCT to the students in my classes.

What are your favorite social networks? How do you view them in e-learning?
I am in LinkedIn and Facebook, but I am not a “native”. I seem to only go to these sites when someone wants me to link to them, so I do.

Do you have a few favorite mashups or web applications that work together in innovative ways? Please describe them.
Other than those I just described, no. As I learn new and interesting technologies, I try to weave them in. I did a podcast for a class once, but I did not have a great deal of success with it, so I abandoned it. I have used a wiki to run a class once, that was pretty successful.

BTW, the books I edit online are:
Emerging Perspectives on Teaching, Learning and Technology
http://projects.coe.uga.edu/epltt
This is the oldest book I have. It has evolved over the years to include video, animations, images, narrated powerpoints and other media to support the content of the book.

World Almanac of Educational Technologies
http://www.waet.uga.edu
This book has as a goal to have a chapter from each country in the world so that we can all learn about how technology is being used everywhere. We only have a handful of chapters so far, but we are still hopeful that others will continue to contribute.

Foundations of Instructional Technology
http://projects.coe.uga.edu/ITFoundations/
This book is due to be ready in the fall of 2008. As such, most of the chapters are still just promises.

BTW, the wiki I used for a class can be found at:
http://projects.coe.uga.edu/mikeorey/
This wiki shows some of the ideas I have about Open Resources and Global Issues.

What is your favorite quote? or, what’s a book that caught your eye recently?
Unfortunately, my favorite quote is from my favorite author and not someone in the e-learning world. It is from Kurt Vonnegut:
Those who believe in telekinetics, raise my hand.

Interviewed by Susan.

ZipRoad

By Kyle Collins

ZipRoad (www.ziproad.org) is One Economy Corporation’s innovative education toolthat helps parents, students and caregivers find education-related resources in their communities.

By simply entering one’s zip code, users are quickly on the path to finding information about schools, as well as quality and affordable after school tutoring, homework assistance, and other learning programs in their neighborhoods.  Users are able to comment, rate, and review these services, thereby sharing their own experiences and expertise with the public. ZipRoad is available in English as well as Spanish, and caters to parents, caregivers, and students of all literacy levels.

  •  ZipRoad’s unique features make researching education programs easy. It features:
  • A searchable database of schools and after school, summer, tutoring, and college programs.
  • Resources which are submitted and updated by users.
  • The ability of users to rate, review, and comment on programs and services in their communities.
  • Personalized accounts that allow parents to create a list of programs of their interest

 Please take a look at this groundbreaking website, as it offers many helpful resources for its users.

DyKnow Software Enhances Learning and Minimizes Electronic Distraction for the 21st Century student in Tablet PC Initiative

Submitted by Katie Wolanin

DyKnow Software Used to Supplement Tablet PC 1:1 Initiative

The Presidential Committee of Advisors on Science and Technology has repeatedly encouraged public, private and higher education institutions to assimilate computer-based technology into learning environments. With technologies being integrated into the classroom, educators are concerned about the impact on students. Particularly concerning is the introduction of electronic distraction to the learning environment.

Bishop Hartley High School, a private Catholic school located in Columbus, Ohio, realized the importance of integrating technology and became a pioneer in one-to-one computing.. The school started one of the first one-to-one Tablet PC programs in the nation, placing a computer in the hands of every junior and senior at the school. Students have the computer 24 hours a day, seven days a week for true anytime, anywhere access.

Students carry their Tablet PC with them between home and school where they are free to use their computers as they prefer; however, for some, that freedom became a problem during class. As teachers at Bishop Hartley began to integrate the technology into their lesson plans, they had no way to know if students were working on the lesson, surfing the Internet, or engaging in some other off-task behavior during class.

The teachers appreciated the added value of the Tablet initiative, but were hesitant to take full advantage of the technology because of electronic distractions.

Kenneth Collura, Director of Communication and Instructional Technologies for the Dioceses of Columbus, implemented the Tablet PC program and wanted it to effectively enhance teaching and learning in the classrooms of Bishop Hartley. He recognized the need to provide teachers with a solution to eliminate electronic distraction so they could take full advantage of the technology.

Collura began to focus on software applications that would complement their one-to-one initiative. While researching software, Collura saw a demonstration of DyKnow Monitor®, a software system enabling teachers to monitor and control student computers, ensuring student accountability. While viewing the demonstration of DyKnow Monitor, Collura was introduced to DyKnow Vision, a collaborative note taking application used to improve the learning environment.

Collura was drawn to the DyKnow software applications because of their ability to overcome electronic distractions while creating a more personalized learning experience and utilizing Bishop Hartley’s wireless environment. DyKnow Monitor became the first solution Collura implemented in order to keep students focused during class time.

Foreign language teacher Stephanie Howe believed DyKnow Monitor made a noticeable difference in her class. The thumbnail views of student screens gives her peace of mind knowing that students are participating class and staying on-task. After implementing the software Howe noticed more accountability among students and overall improvement in students’ grades.

Once Bishop Hartley began using DyKnow Monitor, Collura found that teachers appreciated knowing the students were using their computers for educational purposes. He was encouraged by their enthusiasm and decided to focus on the need to deliver improved individualized learning.

“In high school, where students take seven 45-minute long classes per day, each moment of instruction is valuable,” Collura explains. “We needed a way to make every minute of education personalized for each student.”

Collura’s solution was the introduction of DyKnow Vision to his faculty. With this application, the teacher’s prepared or spontaneous class notes are transmitted onto each student’s computer screen. Students can easily add their individualized annotations, creating an electronic notebook. DyKnow Vision allows teachers to insert content from other applications, poll students and share information interactively, as well as many additional capabilities.

Collura realized a need to reach students with various learning styles, including tactile, visual and auditory learners. With DyKnow Vision, teachers can embed a video from the Internet into the electronic notes to reach visual and auditory learners, while tactile learners can use the Tablet PC pen to add notes to the teacher’s lesson. Students can use the different DyKnow Vision tools to get the best results for them individually – and all the various learning tools are captured in one personalized electronic notebook.

Collura did not require teachers to use the software, but he noticed that they were seeing positive results and were using it in class with increasing frequency. Each semester more teachers and students requested to use the software in their classes; DyKnow Vision and DyKnow Monitor were enhancing the learning experience for teachers and students.

Howe noticed that DyKnow helped slower writers capture all the notes. She also observed that students appreciate having a complete and accurate copy of her notes from which to study, making them more confident when taking exams.

Based on positive student and teacher feedback, Collura decided to purchase DyKnow Vision for all participants in the one-to-one computing program at Bishop Hartley. Today over 300 students have access to the software in all of their classes.

Students at Bishop Hartley enjoy using DyKnow Vision and their enthusiasm for learning has increased. Parents have also noticed a difference. In fact, students are doing so well academically that parents are concerned about how their children will perform at college without a Tablet PC and DyKnow software. Collura eases their worries by reassuring them that teachers using DyKnow Vision are also training students how to take notes and improve critical thinking skills.

The successful implementation of DyKnow software at Bishop Hartley prompted Collura to host several workshops allowing educators from around the country to experience their program hands-on. He notes that every school that has attended a workshop has left impressed by the impact DyKnow software is having on teaching and learning in the classroom.

Collura plans to expand the one-to-one computing program throughout the 55-school Dioceses, and he hopes to outfit these schools with DyKnow Vision and DyKnow Monitor.

He also recognizes the need to show the quantifiable results of using DyKnow Vision and Monitor in the classroom. Collura plans on conducting a related study of this technology at Bishop Hartley to obtain meaningful data that further supports the power of the applications with high school students.

“DyKnow Vision and DyKnow Monitor are not only quality technology products; they have a solid education foundation that makes a difference in the classroom. The company’s commitment to the integration of teaching and technology has helped validate the one-to-one computer model for us,” he said. “It would be a dream to have DyKnow software on a computer for each student in our schools.”

 To learn more about DyKnow, check out the official site HERE.

Click HERE for a cool video related to this case study.

The OLPC Project

By Leigh Gautreau, Guest Contributor

It’s an education project, not a laptop project,” according to Nicholas Negroponte, founder of Massachusetts Institute of Technology’s Media Lab, who has made One Laptop Per Child (OLPC) his life’s mission. OLPC hopes to promote the constructionist theory of intuitive learning, laid out by MIT Professor Seymour Papert in the 1960s. The XO laptop created by OLPC features a unique user interface, Sugar, which enables students to collaborate on activities (applications) through a mesh network that provides connectivity even in the absence of Internet connection. The activities on the XO laptop were designed to enable children to harness their innate creativity and to alter underlying code. The XO laptop debuted at the January 2005 World Economic Forum in Switzerland and was heralded as the $100 laptop. In November 2007, the XO laptop went into large-scale production, with a unit cost of $188. However it is hoped that economies of scale will aid in reducing the price, thereby making it more attractive to developing countries.

One Laptop Per Child’s XO laptop hinges on: Constructionism

The visionaries of One Laptop Per Child believe that the most effective way to combat poverty and promote peace around the world is to educate the world’s children. One Laptop per Child is neither a laptop distribution scheme nor a race to sell the most laptops to the developing world; rather it is a project to promote the constructionist learning paradigm. OLPC hopes to encourage children to learn how to learn, to give them a window on the world, to enable them to unleash their creativity, so that they may grow and help their countries to compete in the ever-changing global information economy. A number of technological advancements have been introduced in the XO laptop to foster the constructionist approach to learning.

  • The Sugar user interface
  • The Journal file organizing feature
  • The mesh network
  • The use of open source software

The Sugar interface is a vast departure from the standard ones used today, resulting from the small screen of the XO laptop and the desire to make the XO highly collaborative. Sugar allows the user to share and simultaneously edit files. When a user selects file-sharing, a color-coded icon of the file becomes available on the network (about 400 color combinations exist). A slider key allows the XO user to pan through four different zoom levels that provide the user with information about the status of his or her activities and greater network. The first zoom level pertains to the main activity in use. The second zoom features all opened activities as a ring at the center of the screen, with each as a different fraction of the ring based on size and system requirements. When the ring is full, no additional activities can be opened. The third zoom is the user’s XO avatar surrounded by the avatars of the selected friends in the mesh network. The forth zoom shows a spatial representation of all of the users connected to the mesh network.

The innovative mesh network facilitates the exploitation of Sugar’s collaborative features. In the mesh network, each laptop acts as both a router and laptop. When one laptop is switched on in proximity to Internet connection, it can relay its connection to other laptops within the mesh. Internet connection shared through the mesh diminishes with distance, but even in the absence of Internet connection information can be shared between laptops. One key feature of the mesh network is its ability to disseminate updates to thousands of laptops from a remote location. The network obliterates the need to build an extensive Internet infrastructure in countries where general infrastructure is lean at best, and provides children access to connectivity and collaboration they would not otherwise have.

Another integral part of the One Laptop Per Child’s educational mission is the inclusion of open source software in the XO laptops. Open source software not only represents a cheaper alternative to traditional shrink-wrapped, proprietary software, but also allows for code alteration. This idea of a children’s open source programming language can be traced to the 1960s with Logo, put in practice by Seymour Papert. OLPC’s open source software will focus on the creation of drawigs, songs, stories, games, and programs to foster constructionist learning.

One Laptop Per Child’s XO laptop hinges on: Developing World Needs

One Laptop Per Child aspired to create a laptop to meet the requirements of the developing world, considering the issues of power consumption, durability, and expense. The XO laptop design lacks a hard drive, or any moving parts, making it robust and unique. It consumes just 2W of power compared to the 25-45 W of power of traditional laptops. OLPC chose an AMD 433 MHz Geode LX 700 processor, which much slower than contemporary laptop processors, but saves energy since it does not require a fan and is designed to shut itself down. The WiFi adapter is suited to the developing world as it can operate independently of the main processor through its own built-in low power chip. Its dual antennas (rabbit ears) are capable of boosting the range of connectivity. The laptop screen is a 7.5 inch dual mode display featuring a full color mode which consumes 1W of power, and a ultra low power black and white mode which consumes 0.2W of power and is readable in direct sunlight. This display configuration results in a cost savings from $2 to $4 per diagonal inch over traditional displays. The laptop battery, composed of either 2-4 cells lithium ferrous phosphate (LiFePO4) or 6 cells nickel metal hydride, can hold its charge longer (6 to 20 hours vs. 4 hours) and can be charged more times prior to replacement (2000 times vs. 500 times). The laptops can also be charged with a 18W power adapter, a solar panel, or a manual pull-cord with 10 minutes of charge for each minute of pulling.

Power conservation is not the only concern that must be addressed in designing laptops for children in the developing world. In addition, laptop durability must also be tackled. The laptops must be able withstand possible dropping, submersion, scratching, dust, etc. Durable design features include:

  • Waterproof keyboard
  • Waterproof, dust-proof hard plastic case
  • Antennas’ locking mechanism
  • External port cover

OLPC’s primary strategy to reduce the price of the XO laptop was to leverage economies of scale. The original goal had been to offer laptops to seven countries in lots of 250,000. The base price of the XO laptop at the beginning of production at Quanta Computer, Inc Taiwan was $188/laptop, with a projected scale of 3 million units required to reduce the price to $100/laptop. The first mass production in November 2007 slated to produce only 300,000 laptops. Delays in production caused by Quanta meant OLPC’s production volume was off by 10%. However, even if they would have been able to reach full production volume, OLPC lacked the necessary interest to sell 3 million. When production began the only firm commitment was from Uruguay for 100,000 laptops. OLPC sealed a deal with Peru for another 250,00 laptops on November 30, 2007.

What went wrong?

Late design upgrades in addition to the inability to realize the economies of scale had hurt OLPC’s ability to sell their laptop at $100. OLPC upgraded the XO laptop’s processor (from an AMD Geode Gx2 500 to an AMD Geode LX 700) and its memory (from 128 MB DDR 266 to 256 MB RAM) in late April 2007, in an effort to make the XO faster and more energy efficient, but at the expense of a higher price tag.

Offering the XO laptop at a higher price put it in direct competition with Intel’s Classmate PC and Asus’s Eee PC. Asus is selling its Eee PC for profit in the United States with a price point of $399, enabling it to offer the same laptop to schools in the U.S. and abroad for $199. Asus has also entered talks with various government entities and has looked into diversifying its offerings to fulfill demand at different price points (a $500 model will feature a larger screen, while a $349 and $299 model will be more cost effective). Furthermore, Intel’s Classmate PC is offered to governments in the developing world for educational purposes at a price point of $200-300. OLPC’s founder Nicholas Negroponte has accused Intel of selling the Classmate PC below cost in an attempt to push OLPC out of the market. Intel has maintained that any under-pricing was a vehicle to establish a new market in the developing world. Intel has cannibalized some of OLPC’s market share in the developing world since its inception, selling the Classmate PC to governments in Nigeria, Libya, and Pakistan – all of which had originally spoken with OLPC. In July 2007, Intel and OLPC put aside their differences and drafted a partnering agreement; OLPC will begin developing a laptop based on Intel components in January 2008.

In addition to Asus and Intel, other splinter competition exists. Quanta, the maker of the OLPC’s XO laptop announced in March 2007 plans to sell $200 laptops using the underlying technologies associated with the XO laptop. In India, after the initial rejection of the XO on the basis of fears surrounding the health and psychological impacts of providing children with laptops, two low cost laptop designs have since emerged. When Nicholas Negroponte stepped onto the uncharted frontier of laptop deployment with his $100/laptop vision, his goal had been to educate the developing world’s youth, not to lasso in laptop sales. But because the laptop market in the developed world is so saturated, computer companies are looking to increase their sales in the developing world, further complicating OLPC’s mission to educate children with the unique innovations found in the XO laptop.

The Classmate PC and Eee PC are easier sells than the XO laptop because there is less fear of the unknown associated with them. For one, Classmate and Eee both run Windows, commonly considered the worldwide standard for computing, whereas the XO utilizes the Sugar open source user interface that requires users to break from the familiar. Governments in the developing world wonder why they are being sold laptops with non-standard software, and fail to see Sugar’s technological innovations and the learning paradigm it seeks to instill. They only see value in instructing children on how to use standard global software, which pits OLPC in competition against Microsoft. In fact, Microsoft recently announced that it will offer developing countries a $3 educational software package (including Windows, a student version of Microsoft Office, and other educational programs) and it has already received commitments to buy from Libya, Egypt, and Russia.

Additionally, governments see OLPC as a liability because it is not a traditional computer industry giant that can provide post-sales service. OLPC has never promised post-sales service either. Instead, it has maintained that if and when the computers have problems the children can fix them. Expecting governments to spend a large chunk of their education budgets on laptops to be fixed by children is incredible, no matter how robust the laptop. Libya withdrew its decision to buy 1.2 million XO laptops because of their lack of Windows, service, and teacher training, and bought 150,000 Classmate PCs instead. Governments might also be scared to buy the XO because of associated infrastructure costs not spelled out upfront. A pilot study performed at the Galdima School in Abuja, Nigeria provides a rough price estimate for installing the infrastructure to support the OLPC project:

$5,000 - 15KVa electricity generator (power supply)
$3,000 - VSAT dish (Internet connectivity)
$50 - WiFi access points (connect laptops to VSAT & one another, provided by Accelon)
$100 - electrical wiring of the classrooms (facilitate battery recharging)
$600 - solar panels (alternate power source)
$250 - gang charger
$9,000- total initial installation costs

With an estimated 41,531 primary schools in Nigeria and a $9000 initial installation cost at each school, the cost of XO implementation equals $374 million, equivalent to an additional $24 per child on top of the $100 per child per laptop. Besides installation costs, once the electric generator is installed its associated life cycle costs are not trivial as it requires costly gasoline and repairs.

Dealing with governments has an associated volatility. When Thailand’s Prime Minister Thaksin Shinawatra was overthrown in a military coup, so too was his promise to buy the XO laptop for his people. Not only does OLPC face political uncertainties and competition, but recently a copyright-infringement lawsuit was filed against them by the Nigerian Lagos Analysis Corp of Natick, claiming that OLPC stole its keyboard design, even though the keyboard was designed prior to the Nigerian patent filing. OLPC is operating in a difficult space. Governments are unable to recognize and appreciate its mission, and are buying their competitors products despite lack of the unique developing world laptop tailoring.

In response to lower than anticipated sales in the developing world, OLPC announced a scheme to allow consumers in the United States and Canada to purchase a laptop for themselves for $399, meanwhile donating a laptop to a child in a developing country. This initiative, “Give One, Get One” (G1G1) started on November 12, 2007 and was to last 2 weeks, but as a result of overwhelming response the deadline for the program has been extended to December 31, 2007. In the first 9 days of the G1G1 campaign 45,000 two laptop orders were made, with nearly half of those orders being placed on the first day. Since its inception the G1G1 campaign has received approximately $2 million in orders a day totaling 190,000 laptops (half of which are being donated to children in the developing world).

OLPC has also encouraged countries and charities in the developed world to donate XO laptops to the developing world, where giving 100-1000 laptops each laptop would cost $299/laptop, 1,000-10,000 laptop donations would cost $249/laptop, and 10,000+ laptop donations would cost $199/laptop. Mexican billionaire Carlos Slim has purchased 50,000 XO laptops for distribution in Mexico.

Despite all of the obstacles OLPC faces in terms of selling the XO laptop, it is not in grave danger of folding. According to Robert Fadel, OLPC’s director of Finance and Operations, OLPC has received $16.5 million in contributions from its corporate benefactors this year and it stands to receive $1/laptop to cover its administrative costs. OLPC had $8.7 million on hand in September 2007, its budget for 2007 is estimated at $9.5 million, and its revenues for 2006 (even before the sales of any laptops) were $7.6 million.

 Check out the official One Laptop Per Child Web site by clicking HERE.

Interview with Franklin King: E-Learning Leadership Series

This week’s interview is with Franklin King, Associate Vice President for Distance Education at Jacksonville State University. His leadership has expanded educational opportunities for many individuals from diverse backgrounds and contexts. This interview is a part of a series of interviews with e-learning and distance professionals.

What is your name, and what is your involvement with distance education and/or technology?

My name is Frank King. I am the Associate Vice President for Distance Education at Jacksonville State University, Jacksonville, Alabama . I am also a Professor of Instructional Media.

How did you get interested in distance education?

Our regional university serves a rural area in the northeast section of Alabama . Many of our students are employed and are non-traditional. Some are involved in shift work and require flexibility in their scheduling.

On a personal level, in the early 90s a mother contacted me about her son that had been paralyzed in an accident. She desperately wanted him to continue his education and to feel that he was still a part of a learning community. At that time, there were fewer options. Her desperate cry for help completely changed my attitude towards technology and the need to search for new answers.

Similar requests have come from parents of young men and women who have been incarcerated. I believe that no one should be denied the right to learn and to belong within an educational community based solely upon an unfortunate event or bad decision.

What is your favorite new trend in distance education?

A willingness to explore new options to reach students in which the best use of a variety of technologies is utilized. I remain confident that there is no one best way to reach all students.

What is your favorite technology?

My favorite technology, on a personal level, remains interactive video-conferencing. I feel that it is underutilized and is an excellent augmentation to existing internet based courses that can result in a well balanced hybrid.

What kinds of instructional materials do you use in elearning or distance education?

Like the State of Alabama with its pioneering Alabama Connecting Classrooms and Educators Statewide (ACCESS) initiative, we make use of both the Internet and IVC. We utilize Blackboard as our course management system.

Do you have a favorite social network (LiveJournal, MySpace, FaceBook, etc.)?

FaceBook Its popularity among students ensures its vibrancy.

How do you view them in e-learning?

While not having a personal site on one of the social networks, I see the merit and the benefit of such utilization. It certainly augments the use of e-mail, cell phone usage and other personal formats in a very convenient way allowing for general postings and the sharing of information. In many ways, it is a social eportfolio that can be used effectively, or it can serve as a future detriment to the student when unwisely used.

Do you have a favorite web application (Google Scholar? MapQuest? iGoogle? Del.icio.us?).

I do use Google Scholar. For much work, however, Google is sufficient and the materials are more readily available.

What is your favorite quote? Or, what’s a book that caught your eye recently?

“A perfection of means, and confusion of aims, seems to be our main problem,” Albert Einstein

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Posted by Susan

Conferences in December and January

Coming up: Cognition in the Digital Age (Portugal), Education Technology (Minnesota), Global Knowledge (Malaysia), Virtual Worlds in Learning (online), Diverse Students (Illinois), Technology-Knowledge-Society (Massachusetts), Technology for Intervention (California), Technology in Education (Arizona)

International Association for Development of the Information Society (IADIS) Conference on Cognition and Exploratory Learning in Digital Age (CELDA) 2007
December 7-9, 2007
Algarve, Portugal

The conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. Topics of interest include: Collaborative learning, Exploratory technologies (such as simulations, VR, i-TV and so on), Learning Communities & Web Service Technologies, Virtual University.
Registration is ongoing.

TIES 2007 Education Technology Conference
December 8-11, 2007
Minneapolis, Minnesota

The STEM initiative focuses on preparing students for careers in science, technology, engineering and mathematics. Topics include: Emerging technologies, 21st-century learners and learning environments, Social, legal and ethical issues, and Academic content areas technology integration. Minnesota’s largest technology conference. Over 2,000 attendees expected. Online registration available.

3rd Global Knowledge Conference (GK3)
December 11-13, 2007
Kuala Lumpur, Malaysia

The conference’s theme, “Emerging People, Emerging Markets, Emerging Technologies” focuses on the interplay of issues related to Knowledge for Development (K4D) and Information and Communication Technologies for Development (ICT4D) within the context of evolving societies, economies and technologies worldwide. 2,000 people expected to attend. Online registration goes on until November 30. On-site registration will be possible on December 9 and 10.

Strategies and Techniques for Implementing Social, Collaborative, and 3D Learning (Virtual Worlds)
December 13-14, 2007
Virtual Conference

This Online Forum looks at different types of collaborative and social technology-based learning. It will examine to use these technologies to support your current learning initiative or as stand alone learning environments. You will see how to use different tools to build collaboration into learning, as well as new development techniques. Early registration deadline is November 30.

31st Annual Statewide Conference for Teachers of Linguistically and Culturally Diverse Students
January 8-11, 2008
Oak Brook, Illinois

Topics include: Technology in the classroom, Supposrting literacy through instructional methods, Cultural, social, and emotional issues, Student-centered learning environments. Registration deadline is December 17, 2007.

International Conference on Technology, Knowledge and Society
January 18-20, 2008
Boston, Massachusetts

This Conference will address a range of critically important themes in the various fields that address the complex and subtle relationships between technology, knowledge and society. Online registration is ongoing. Deadline for submission of papers for publication to the journal: February 20, 2008

Technology, Reading & Learning Diversity (TRLD) 2008 – 26th Annual Conference
January 24-26, 2008
San Francisco, California

Educators and administrators from across the country come to participate in interactive workshops carefully designed to address systematic changes in education. Participants learn to use innovative technologies, proven interventions and validated instructional models in an intimate think-tank learning environment. Early registration deadline is December 4, 2007.

Arizona Technology in Education Alliance (AzTEA) - 16th Teaching and Technology Conference
January 26, 2008
Tucson, Arizona

The conference’s theme is: Teaching and Learning on a Small Planet: Transforming Classrooms. Call for presenters closes December 14, 2007

Student Contests in 2007/2008

We searched the web to find some of the biggest student contests with media, creative or technical focus.

2007 Extreme Redesign: The Ultimate 3D Printing Challenge
Organized by: Dimension Printing
Who can enter: high school and college students
Categories: Engineering, Art&Architecture
Deadline: December 31, 2007
Prizes (total): over $10K in cash prizes

C-Span StudentCam 2008
Organized by: C-Span Education Foundation
Who can enter: middle and high school students
Categories: Video Documentary
Deadline: December 31, 2007
Prizes (total): over $10K in cash prizes

2008 iDidaPodCast Contest
Organized by: Alaska Society for Technology in Education (ASTE)
Who can enter: no age limits or age categories
Categories: Public Service Announcement and Storytelling
Deadline: February 8, 2008
Prizes: to be announced

ThinkQuest International 2008 Website Competition
Organized by: ThinkQuest, sponsored by Oracle
Who can enter: students ages 9-19
Categories: Website creation; separate age divisions
Deadline: April 2, 2008
Prizes: laptop computers, cash for schools

2008 Adobe Design Achievement Awards
Organized by: Adobe
Who can enter: full-time higher education students from select countries
Categories: 12 categories within 3 areas: Interactive media, Video and motion, and Traditional media
Deadline: May 2, 2008
Prizes (total): over $60K in cash prizes

SpaceTime Student Competition
Organized by: ACM SIGGRAPH Education Committee
Who can enter: primary, secondary, college, and university students
Categories: Print, Linear animation, and Interactive works; separate age divisions
Deadline: May 15, 2008
Prizes: winning work will be included in traveling exhibit

Imagine Cup 2008: Imagine a world where technology enables a sustainable environment
Organized by: Microsoft
Who can enter: students ages 16 and above
Categories: 9, including Software Design, Interface Design, Photography, Game Development, Algorithm
Deadline: varies by category
Prizes (total): $30K in cash prizes

Conferences in November

Coming up: School board convention (Tennessee), foreign languages instruction (Texas), technical security (Missouri), distance education (Germany), educational technology (Tennessee), effective computer use in education (Louisiana), IT on campus (New York), digital instruction in middle school (California)

Tennessee School Board Association (TSBA) Annual Convention 2007
November 11-13, 2007
Nashville, Tennessee

The conference’s theme is “Successful Students, Endless Possibilities”. TSBA will showcase the successful student achievement programs that are in place across the state, as well as the latest educational trends and innovations. More information and registration

American Council on the Teaching of Foreign Languages (ACTFL) 2007 - 41st Annual Meeting & Exposition
November 15-18, 2007
San Antonio, Texas

The convention brings together more than 5,000 teachers, administrators, method instructors and students of foreign languages at all levels from across the world. The convention features over 600 educational sessions on such topics as: Assessment, Culture, Curriculum, Learner Variables, Literature, Materials, Methods/Techniques, Policy/Issues, Professional Development, Research, Specific Purposes, Standards and Technology. On-site registration is available. More information and registration

2007 Advanced Technical Security Symposium
November 27-28, 2007
Columbia, Missouri

This Symposium brings a diverse group of professionals from across the Missouri public sector who are involved with and interested in computer security issues. Conference attendees are from Missouri state government, law enforcement, community information networks, public libraries, higher education and K-12 schools. Registration is open. More information and registration

Online Educa Berlin 2007
November 28-30, 2007
Berlin, Germany

Over 2000 delegates from more than 90 countries and every continent attend the conference, making Online Educa Berlin the most comprehensive annual meeting place for e-learning and distance education professionals. Participants of the conference are high-level decision makers from education, business and government sectors, the three areas driving e-learning adoption and innovation. Online registration is ongoing. More information and registration

25th Annual Tennessee Educational Technology Conference (TETC)
November 28-30, 2007
Nashville, Tennessee

TETC 2007 will provide a great program including training sessions, one-hour labs, and two-hour workshops, and concurrent interest sessions with other educational technology professionals from across the state. A trade show will showcase over 100 of the newest technologies, related software, and services. An estimated 1,500 teachers and administrators are expected at this year’s conference. Registration is now open. More information and registration

Louisiana Association of Computer Using Educators (LACUE) - 23rd Annual Conference
November 28-30, 2007
Baton Rouge, Louisiana

Sessions will feature accomplished professionals from the education and technology industries who will share their experience and provide insight about the options teachers have to implement effective technological tools and methods to transform the teaching process. Over 1,500 attendees are anticipated. Pre-registration closes on November 14 but will reopen at the beginning of the Conference. More information and registration

CUNY IT Forum
November 30, 2007
New York, New York

The City University of New York and the Center for Digital Education will host its sixth annual all-day conference offering an overview of the University’s key IT initiatives and an opportunity to explore how technology is changing the nature of instruction, research and administration. Online registration is still open. Attendance is free. More information and registration

California League of Middle Schools (CLMS) - Digital Immigrants, Digital Natives: Bridging the teacher-student tech divide
November 29-December 2, 2007
Monterey, CA

Join hundreds of educators at this event to:
- Gain strategies and resources for using technology to differentiate instruction for English learners, special education students, and students who learn differently.
- Learn how technology can transform the use of data in formative and summative assessments to drive instruction and program decisions. More information and registration

Find more conferences through T.H.E. Journal

Online Teacher Training Course for NCLB to Launch in Louisiana

Louisiana will provide teachers with online (or face-to-face) training to prepare them to meet No Child Left Behind requirements and other standards-based education and assessment. The program has been developed by the Louisiana Department of Education and consists of five individual modules, the first of which will launch September 24, 2007.

The program is known as GLEEM, which is an acronym for Grade-Level Expectations Educational Model. The program was developed by the Louisiana Department of Education (http://www.louisianaschools.net/lde/index.html), and is a statewide pilot initiative which, according to its website, is designed to do the following:

• Provide participants with a deeper understanding of the Grade Level Expectations (GLEs) and the state comprehensive curriculum.

• Enable participants to deepen their understanding of effective instructional practices by exploring research-based strategies and instructional resources.

• Broaden participants’ knowledge of standards, benchmarks, GLEs, and technology by applying them in the development of standards-based lessons and assessments.

• Explore the potential of learning communities as they relate to professional development and student learning through collaborative learning experiences.

GLEEM is offered to participants in the form of five learning modules which may be taken sequentially as a series, or standalone. Upon successful completion of each module, each of which requires approximately 2 weeks, if taken online, the student will receive credit for continuing education and professional development.

Module 1: An Introduction

Module 2: Effective Classroom Practices

Module 3: Enhancing a Standards-based Lesson Plan

Module 4: Effective Assessment Practices

Module 5: Making the GLE Connection

While the courses are offered face-to-face as well as via the internet, the online version provides individuals with an opportunity to develop a learning community. Participants may be K-12 teachers in Louisiana, or individuals who are interested in the following:

Obtaining a deeper understanding of the grade level expectations and Louisiana’s state comprehensive curriculum;
Increasing his/her understanding of effective instructional and assessment practices as they relate to the comprehensive curriculum; and
Obtaining a deeper knowledge of standards, benchmarks, GLEs, and instructional technology through applications in the development of standards-based lessons and assessments. (from the GLEEM website, http://www.louisianaschools.net/lde/lcet/2162.html
The GLEEM program is impressive and it correlates well with the stated goals, vision, and mission of Paul Pastorek, Louisiana State Superintendent of Schools, who articulated his commitment to teacher development in his statement issued in July 2007. Louisiana continues to meet challenges in the post-Katrina era, and GLEEM to be an inspiration for all states facing change and challenges.

Posted by Susan Smith Nash