From Chapter 28 locate 5 examples of distributed learning.
• One example of the Hybrid classes, is like a course I took two years ago in which we met every other week in person, and on the off week's we met online and discussed what ever the readings and assignments for that week had been. It was half online and half internet. I enjoyed the class because I seemed to create a closer bond with the students in the class, however I enjoy on-line classes more.
• For corporate distributed learning, I can see that as places such as Wal-Mart, and other retailers I'm sure, and their training systems. Wal-Mart calls their training courses CBL's (Computer Based Learning) and it is how they update employees on any changes etc. In the same instance, for managers and employees of higher responsibility there is an intranet e-mail system in which messages are dispersed to specific employees.
• Virtual Classes would be like the course we are taking now, in which all of our learning and information sharing is done in an on-line environment. I have one class in which even our book is on-line.
• An Academic distributed learning example would be like the blog I utilize with my classroom in which I post summaries of what we've discussed in class and link to external sites in which the students can continue to explore.
• I also would consider sites such as Brainpop.com in which students can watch videos on academic topics to add some 3D to their 2D knowledge an academic distributed learning example. StudyIsland would also fit into this category in my opinion.
Chapter 29 discusses the concept of reusability. Think back over the courses you've had over your educational career and identify one with poor reusability characteristics. Explain how the course could be redesigned to improve reusability without changing the underlying content.
A course I took that would not be considered reusability would be the course in which we learned how to categorize and code library books. This is only used in the circumstance referring to media and such. It would be a hard concept to take and apply to other circumstances outside of a library setting.
Chapter 30 takes a look at using rich media. Find or create a visual for instruction describing its surface and functional features.
An example would be the videos that BrainPOP.com shows to explain concepts. For instance thinking about today's events. Here is a video on Tsunami's. It's surface features include animations that will appeal to student age viewers. It's functional features include: a user initiated streaming video that can be paused at any time, a clock to track the length of play time of the video, it includes features such as being able to show closed captions and make it full screen size.
Chapter 31 discusses the future of instructional technologies in the near future from metadata to nanotechnology. Describe how nanotechnology could be used to improve a specific job or task you are familiar with.
Nanotechnology is like our SIM cards in our telephones that act as rolodexes of our information. We could apply this to our school systems holding lesson plans that are easily accessible. We could even use it to hold student testing data to be easily shared within teachers at one school or across schools; even for our transient students who frequently move due to monetary situations or housing needs.
And finally! Chapter 32 provides two points of view on the direction of the field - the straight and narrow road and the broad and inclusive road. Which point of view do you agree with and why?
I think I lean more towards the Broad and inclusive road because it allows for more views and theories to be combined and apply to each other. With this we are allowing ourselves more opportunity for growth and possible solutions to problems. Though this may take longer and be a "messier" process we have the opportunity for variety. Though the Straight and Narrow is quicker and may get to a desired outcome quicker, it does not allow for opportunity.
