Culmination of Technologies

This blog has been dedicated to new and up and coming technologies that are beneficial for educational purposes.  Each week new technologies were explored and incorporated into any training or learning setting.  This week we will consider technologies related to digital citizenship, ethics, and netiquette that were explored and blogged about by my classmates.  There are two specific technologies that have a direct impact on me as an adult educator that can be incorporated in my teachings. 

Since technology is becoming a huge part of the classroom, all students should have some knowledge of proper netiquette.  Technology will only continue to advance and have an even greater presence in the lives of students and educators.  As such it is good to begin with ensuring that all students have base-level knowledge of netiquette and how to use the selected technology.   The technology selected, was presented from a classmate, and is Carnegie Cyber Academy.  The technology can be found at http://www.carnegiecyberacademy.com.  The tool is a game-based learning in which learners work through different scenarios to better understand netiquette and how it should be applied in the classroom.  This tool is great for learners in a formal educational program or even for professional organizations that want to provide employees with more resources related to technology use. 

One example for implementing the selected technology into the classroom is for the educator to come up with different scenarios that the learner must work through either individually or as a team.  Learners have the opportunity to make incorrect selections and go back to the beginning and start again.  The educator would then be able to follow-up the gaming scenarios with a classroom discussion.  Learners would be able to share with the class what they learned in the game, how they can apply what they learned real-world situations, and when they made a mistake what their reasoning was for making that particular selection.  This particular technology was of most interest to me as I have spent the last eight weeks researching game-based learning.  Game-based learning creates an inviting and engaging learning environment for the learner. 

The second example of incorporating the technology into the classroom is for the educator to project for the class the different scenarios.  The educator would walk the learners through each scenario.  Learners would discuss in class what the right decision should be and their reason for making that selection.  Learners are able to discuss among themselves this reasoning.  Together as one the class would be able to learn about netiquettes while working through proper application via the gaming technology. 

The second technology selected is the Digital Citizen (http://ecitizenship.csla.net/) website hosted by the California School Library Association (CSLA).  This website, selected by another classmate, provides useful information for any adult learner about eCitizenship.  As an educator, I think it is first important for learners to have a proper understanding of digital citizenship and netiquettes before the learners begin to work with any technology.  If the learner does not understand digital citizenship then the student and the educator run the risk that the technology is misused.  The main purpose of having technologies in the classroom is to help improve the learning process.  If students do not fully understand about digital citizenship then there is the risk that the technology may only hinder the learning process and make it more confusing and frustrating for the learners (Ribble, n.d.). 

One example for incorporating the website into the classroom is for educators to begin any course or semester program in which the first lesson is for learners to gain a better understanding of digital citizenship.  The CSLA website hosts tutorials and learning modules that learners would be able to complete.  Learners would then present to peers two to four new factors and important considerations related to digital citizenship.  The presentations are useful so that learners in the class are able to see and hear about all aspects of digital citizenship and why each factor may be important to them.  The second example is for students to work together in teams to first determine what digital citizenship means to them and how they would apply it in their professional and personal lives.  Then the learners would again create a presentation for classmates to highlight the different uses of digital citizenship.  Each learner is unique and comes from different backgrounds and has different careers.  However, it is beneficial for learners to be able to see digital citizenship highlighted in different fields and careers.  This will make it easier for students to apply the information to their own profession.

References:

Netiquette Game. (n.d.) Retrieved on October 23 from http://www.carnegiecyberacademy.com.

Ribble, M. (n.d.). Nine elements: Nine themes of digital citizenship. Retrieved October 23, 2012, from http://www.digitalcitizenship.net/Nine_Elements.html.

Digital Citizenship

Educators teach students about specific topics and areas of interest.  The educator provides students with information and knowledge that can be applied to professional or personal situations.  However, the role of the educator is more than just providing learners with specific information and knowledge about one topic of area of interest.  This day in age, educators must also teach students about net-based information and the concept that this information is considered property of someone else, the author (Downes, 2011).  This net-based information is the result of hard work and it is and will continue to remain that of the author or creator unless otherwise clearly indicated.  Many authors or researchers are eager to have educators use their information in the classroom.  The same goes for students using the author’s information in reports and homework assignments.  However, it is important that the educator and learners have proper permission to use the information or it has been properly sourced (Downes, 2011). 

One tool that was found to be beneficial for educators and learners is Permission Template.  The rationale for selecting this tool is that the educator or learner will be able to gain approval rights from the author to be able to use the author’s work in class presentations, research reports or homework assignments.  Using the tool Permission Template, the student populates select fields, such as the author’s email address, the student’s name, information, the title of the web page, and the information that the student would like to copy or download.  The tool can be found at the following website: http://landmark-project.com/permission1.php. 

The first example for of how the tool can be incorporated into the classroom is that the educator could assign a research project to the learners.  Learners would do their independent research on their selected topics.  However, each learner would be required to use Permission Template to receive permission of the author of at least one piece of work that is then included in the learners final project.  The learner would turn into the educator the Permission Template email that was sent to the author along with the author’s response.  Educators will be able to ensure that work included from another author has been obtained legally and has properly been sourced in the research paper. 

The second example is that educators would demonstrate to the learners how to obtain proper permissioning and referencing.  Educators need to lead by example.  If the educator is improperly referencing sources in their work then how can we expect the same from our students?  During lectures and presentations, the educator would demonstrate to the learners their Permission Template, where the information was used in the lecture, and that the source was properly referenced.  Learners will have a better understanding of how to source references and will be less apt to plagiarize.

The second tool for incorporation is Citation Checker.  Citation Checker is a website where students are able to enter a sentence or phrase in the search box and then is able to search the web for the source of that information.  The website can be found at: http://www.2learn.ca/kids/backpack/kidscitation.html.  The rationale for selecting this tool is to ensure that learners are properly citing sources.  One doesn’t need to copy a whole sentence or paragraph for it to be considered plagiarism.  For learners, one is able to search the web for the source of their information.  How it works is that students paste a phrase, sentence or portion of a sentence into a search box.  They then select the search engine they wish to use, such as Google, and then the system performs a search.  There are multiple search engines available for the learner.  All matches of the information will appear and the learner is then able to cite their source properly. 

One example for incorporating this technology into the classroom is for the educator to select a sentence or phrase from the learners paper and test it in the Citation Checker website.  The educator is able to verify that the source is properly referenced.  Secondly, the learner would be able to use Citation Checker to show the educator where their sources came from that were used in assignments and research papers.  Citation Checker helps to support the idea of digital security.  Ribble (n.d.) tells us that we need to protect our information so that others do not steal it.  This does not mean that others can’t reference and properly source the information; it means that learners and educators must give credit where credit is do.  It is important for an educator to teach learners that using someone’s work or ideas as their own is the same as stealing and can have severe consequences.  Additionally, users of digital information must follow the laws of society, even in the online world (Ribble, n.d.). 

References:

Downes, S. (2011). Free learning: Essays on open educational resources and copyright. Retrieved from http://www.downes.ca/files/books/FreeLearning.pdf.

Ribble, M. (n.d.). Nine elements: Nine themes of digital citizenship. Retrieved October 17, 2012, from http://www.digitalcitizenship.net/Nine_Elements.html.

Open and Distance Learning

For many individuals, technology has changed the way we think, learn, and do business.  One may say that had it not been for the internet the sharing of information and knowledge across the globe would be a much slower process.  The ability to reach multiple people in various geographical locations at the same time would not be possible.  It is with technology that these things are possible.  Look at where we are and what we are doing right now, each of us in some way are collaborating and corresponding with each other via the internet.  Many of us are enrolled in a course that is based in the online universe.  It is what we do with these technological advancements is the key to technology successes.  Online and distance learning has grown as a result of technology expansions.  Distance education allows an educator to teach multiple students at the same time in which no one may be in the same physical location (Bonk, 2009).  Open education is creating an opportunity for learners to access knowledge that would originally be presented in a course and putting that information on the internet and essentially at the fingertips of the students (Perraton, 2010). 

One example of distance learning that can be incorporated into the classroom is something that the Army currently uses to train their soldiers is called eArmyU.  The Army understands that to ensure the highest safety for their soldiers, everyone needs proper training.  Additionally, soldiers are given the opportunity to complete college courses while enlisted in the Army.  The rationale for selecting eArmyU is that it provides learners the benefit of being able to collaborate with other learners that are interested or being trained in the same content or knowledge area.  The same exact system may not be appropriate for all classrooms; but rather the general concept or idea.  eArmyU is  common place where all members of the Army can go to take various training or college courses.  eArmyU partners with various universities throughout the country to offer Army personnel college courses.  The courses are done in a distance learning setting. 

For any educator or educational institution, the same format can be followed.  Regardless of where learners are physically located, one would be able to enroll in courses for professional or personal interest.  The learners would attend courses like they were in a normal classroom but the classroom may be their office, kitchen or some other location.  The educator and learners would be able to see each other and hear each other through the use of web cams and microphones.  The educator could present course lectures or hold group discussions the same as in a classroom; however, the learners are all just in different physical locations.  Learners would be able to collaborate with the educator and other students, share experiences, and participate in normal classroom activities.  There is also the potential that the educator is in one location with a group of students and other groups of students via distance learning software would join the class.  Everyone would still be able to see and hear each other. 

The second example of open or distance education that can be incorporated into the classroom is an example of open education called Creative Commons.  Creative Commons helps to share knowledge and creativity with the world.  Creative Commons is a platform for which an individual can share, use or even build upon work that you or someone else may have created (Forward, 2012).  The other benefit of using Creative Common is that the world published on the website is protected by copyright.  Additionally, the website gives you flexibility to who can view your work, such as you may limit your work to only be accessed by non-commercial users.  The rationale for selecting a site such as Creative Common is that it provides one simple location for learners to be able to access information that is posted by educators and professionals within the same field of work or interest (Forward, 2012). 

How Creative Common can be used in the classroom is twofold.  First, the educator can post work for learners to access and build upon.  The educator can start by presenting a simple thought or idea that learners are then required to collaborate on and build upon what was started by the educator.  Learners are able to share thoughts and ideas with each other and can be posted directly on the website.  Secondly, prior to a course or training class, educators can locate content or information posted by others on the website that may be valuable information for the learners.  As part of the course requirements, learners could search the website for content or work that has been posted by other educators or professionals.  This would then be incorporated into the learner’s work or course discussions.  Creative Commons creates a pool of content that can be copied, distributed, edited, remixed, and built upon, all within the boundaries of copyright law (Forward, 2012). 

References:

Bonk, C. J. (2009). The world is open: How web technology is revolutionizing education. San Francisco, CA: Jossey-Bass.

Forward, M. L. (2012). Using free and open educational resources to support women and girls in science, technology, engineering and math. Creative Commons. Retrieved on October 9^th from http://creativecommons.org/. 

Perraton, H. (2010). Teacher education: The role of open and distance learning. Retrieved from http://www.col.org/PublicationDocuments/pub_TeacherEd_Role_ODL.pdf.

Gaming in the Classroom?

The learning process has expanded over recent years to incorporate new and changing technologies.  Player gaming is a wide spread activity in homes today in which more than 45 million homes have video game consoles or systems (Feller, 2006).  Consider in a given year how many hours are spent playing video or computer games on either consoles or mobile devices.  Now imagine if that time playing games was for educational purposes.  Learners engaged in gaming in the classroom would have the added benefit of already being familiar with gaming. 

The first gaming technology selected is one called Civilization.  The game originally appeared in the early 90s as an off-the-shelf commercial video game (Brady, 2004).  However, subsequent changes to the game have created the opportunity for educators to customize the game setting to better meet the needs of their learners.  The rationale for selecting this particular game for incorporation is that it requires learner collaboration and strategy.  The game creates an opportunity for learners to team together to complete the goal or objective of the game. 

One example for incorporation into the classroom is that the game was created with the goal of having learners successfully build an empire.  The learner is required to work with peers to create their empire.  Decisions need to be made the empire such as where the city should be build, should the city be expanded, and what is the society of the city.  Learners battle against other learners to create the best empire or city with the underlying goal of having a society that is not in poverty.  As an educator, the incorporation of the game would allow learners to make decisions that will impact more than just themselves.  Building and running the city, every decision that is made may have a positive of negative impact on the city and the people of the city.  Learners are able to make decisions without actual consequences.  Learners are forced to think about their decisions prior to action and to think about all the affects that follow after their decision.  This is the same in the professional setting; every decision that is made will have some sort of impact on the organization and the employees.  Whether you are the CEO, a manager or employee, being able to understand the weight of your decisions is vital. 

The second example for incorporation is to have learners evaluate either other’s cities.  After learners completed the game of building their city, peers would sit with the learner to discuss the decisions made and the supporting rationale.  Their peers would be able to learn, do directly from the game, but rather as a result of the decisions made in the game.  Sometimes the best learning is to be able to see what someone else did and determine if you agree or disagree with their course of action.  Learners would be able to evaluate each other’s cities, along with their decisions that went into building the city.  As adult educators, we know that adult learners bring with them to the learning environment prior experiences ().  These experiences are factors in the learning process in which others are able to learn from the experiences even if they are not their own. 

The second gaming technology augmented reality simulations.  These simulation games were developed to engage learners in scenarios that use real world experiences.  Learners use handheld computers or mobile devices to gain additional information for the simulation to help the learner navigate to the completion of the scenario.  The rationale for selecting the augmented simulations is that it creates an opportunity for learners to apply experiences and classroom knowledge to real-world situations.  Learners are more engaged in the learning process when the learning is directly relatable to them and allows the learner to apply their own judgment (Bonk, 2009).

The first example for incorporation into the classroom is for the educator to create situation or scenario based simulations for the learners to work through.  My organization’s primary business is related to the economy.  Corporations performance may vary based on the economy, where some companies may perform better or worse based on recent activity of the economy, which include political changes.  As such, the augmented reality simulation would present scenarios of various companies whose profits and financials have decreased due to a downward trend in the economy.  The learner would be able to interview virtual characters about their organizations performance, management strategy, and other factors that need to be considered.  Learners would then be able to provide recommendations for the company on how to strengthen their business during the downward trend.  Or learners could present investment strategies that the company could take which would hedge against losses due to the economy.  All this would be scenario based and would have a direct impact on the employee’s (learner’s) current job.         

The second example for incorporation into the classroom would be to take learners out of the classroom with the augmented reality simulations.  One of the benefits of augmented reality is that it can be done using one’s handheld computer or mobile device.  Learners are able to work through simulations outside of the classroom and present their results back to the class.  Take for example, a simulation in which learners are environmental detectives.  Learners would use the GPS on their mobile devices that would guide them through uncovering the source of a toxic spill.  The learners would interview virtual characters and conduct an investigation in which the learner must take measurements and analyze data.  Once the learner has conducted their interviews and research, each one would present to the class their overall findings.  With this application, learners are directly engaged in the learning process and are able to work through actual scenarios that are applicable to content being discussed in class.

References:

Bonk, C. J. (2009). The world is open: How web technology is revolutionizing education. San Francisco, CA: Jossey-Bass.

Brady, J. (2004). More than just fun and games? Applied Clinical Trials. Retrieved on October 3, 2012 from  http://www.actmagazine.com/appliedclinicaltrials/article/articleDetail.jsp?id=131503.

Feller, B. (2006). Scientists say video games can reshape education. The Seattle Times; October 18, 2006.

Mobile Tecnology

Technology continues to progress further into the future every day and as such so does its use in education and the classroom.  Technology is not only limited to desktop computers or laptops, but rather can include the use of mobile devices (Park, 2011).  With recent economic changes, educational institutions are facing budget restrictions.  However, mobile technology can help to eliminate budget deficits. 

One example of mobile technology is e-readers.  E-readers allow learners to read course materials, such as textbooks, with the touch of a finger.  No longer is the student required to carry around heavy textbooks.  Textbooks are updated with new information every few years and as such educational institutions are required to purchase the newly updated textbooks.  This can become expense for school and for the learner in which one is required to purchase their books for class.  With e-readers, learners or the educational institutions are able to purchase textbooks online.  The textbooks purchased are the most current version.  No longer is the student or educational institution required to hold a large inventory of out dated course materials (Park, 2011). 

One example for incorporating e-readers into the classroom is for educators to assign course readings to learners in which the learner is able to read the material on the e-reader.  The e-reader is lighter than the textbook and easier to carry around than a traditional laptop.  Within my current practice as a corporate trainer, one would be able to assign pre-training materials to learners to read.  The pre-reading material would help to provide additional background for the learner prior to entering the training course.  Trainees would not have to forced to use work time to read through the material, but rather would be able to read on one’s commute to and from work or at home in the evenings.  Additionally, the trainee would be able to directly download the materials to the e-reader that have been previously purchased by the company.  The employees attending the training session would be able to easily bring their e-readers to the training course, which would provide easy access to references and topics discussed in the training. 

In a classroom setting, the e-readers could be incorporated to allow students to access information and resources on the internet during the class discussion or lecture.  Additionally, class presentations can be uploaded and shared on e-readers.  No longer does the educator or presenter need a classroom projector.  Students are able to follow along with the presentation slides via their e-reader.  Personally, in the training universe, my organization spends a great deal of time and money on printing hard copies of training presentations that are distributed to participants.  Now the presentations can be downloaded to the e-reader and learners would be able to follow along of the reader. 

The second mobile technology researched is the use of mobile or handheld devices.  With the creation of Smartphones, educators have begun to move away from the use of computer labs in the classroom and have begun to use Smartphones for the same capabilities (Johnson, Levine, Smith, & Stone, 2010).  Mobile or handheld devices allow learners to be connected to their classroom at anytime and any location (Hare, 2010). 

One example of incorporating handheld devices is through the use of apps that can be downloaded on the mobile devices.  One example provided by Johnson et al. (2010) is students enrolled in a science class in which students can learn about the solar system by simply clicking on an app on their Smartphones and then holding their phones up to the sky.  The student is able to see the locations and names of stellar objects.  The learner is able to access their learning resources at any time anywhere.  Learners are connected and further engaged in the learning process.  Learners are able to carry their course curriculum or readings around with them in the palm of their hand instead of lugging around textbooks.  Learners are able to move outside of the classroom, for example in this science class, to be able to receive learning first hand through demonstration. 

The second example for incorporation into the classroom is something that I currently use at Walden University.  Many educational institutions, specifically online institutions, have downloadable applications.  Walden University has an app that I have downloaded to my iPhone.  From there I am able to access my email and classroom at any location.  I am able to join group discussions or answer emails at the touch of a finger.   Adult learners in a corporate or professional setting can benefit from having the classroom available to them at any time.  Within my current organization, many analysts travel for business and as such it is hard to always stay connect, especially in the airport.  Now with the downloadable app to their Smartphones, the analysts are always able to stay connected no matter where they are. 

References:

Hare, C. (2010). School opens door to iPhones in class. St. Albert Gazette. Retrieved on September 26 from www.stalbertgazette.com/article/20100529/SAG0801/305299977. 

Johnson, L., Levine, A., Smith, R., and Stone, S. (2010). The 2010 Horizon Report. Austin TX.: New Media Consortium. 

Park, Y. (2011). A pedagogical framework for mobile learning: Categorizing educational applications of mobile technologies into four types. International Review of Research in Open and Distance Learning, 12(2), 78–102.

Social Networking

Social networking is everywhere in today’s environment.  Social media has now become a standard way of life that is incorporated into one’s daily life.  Social networking is not only for staying connected with friends and sharing photos; but, can be used for staying current on news events.  Many organizations have begun using social networking as a marketing or advertising tool that has the potential to reach new and different customer targets (Richardson, 2010).  Younger generations have always lived with social networking and don’t know anything different.  As such, adult learners can greatly benefit from the use of social networking within education and also one’s personal life. 

The first social networking tool selected for incorporation into the learning process is Facebook.  Facebook allows users to create personalized profiles and accounts that can accessed by friends, family or even the public.  Users are able to stay connected with friends via email or online chatting, share pictures, and share personal views or opinions about what is happening in one’s life.  Selecting Facebook was an easy decision; almost everyone has an account already.  If one does not have an account, signing up is really easy.  In this day and age, most people you meet have a Facebook account and chances are that after your first encounter with someone you will end up becoming Facebook friends.  Facebook is an untold secret within the education world, in which learners can share information, educators can post assignments, and students and educators can perform research (Helms, 2008).    

One example for incorporating Facebook into classrooms is for learners to use the “Groups” feature.  Each student would have a Facebook page, within their page the student would create a group that relates to a topic of their interest or a topic that is being discussed or studied in the course.  Students would be assigned a course project in which one’s research and course project would be posted on their group page for others to see and read.  Classmates would then join each others’ groups.  Students would be able to share ideas for helping to improve one’s research or course project.  Additionally, students would be able to share links to research or articles that pertain to the topic being discussed.  This forum allows a free exchange of data and information among students. 

The second example of incorporating Facebook is for the educator to create a Facebook page for the class.  Instead of using traditional web course functions; the educator is now able to use Facebook.  The educator can post reading assignments, videos, blogs, images, or links to websites on the class page (Young, 2008).  As part of the required course work, students would have to access the course Facebook page.  Additionally, educators can use Facebook as an option in which learners submit papers or homework assignments.  The benefit of creating a class Facebook page is that the page can be customized for each new group of learners and each new course that is taught.  The group Facebook page can be utilized as a chat room for students to discuss questions about course topics or homework assignments. 

The second social networking tool selected to enhance adult education is YouTube.  YouTube is an application in which users can post and share videos with the online community.  It provides a forum for individuals to connect, inform, and inspire others across the globe (Boyd & Ellison, 2008).  The rational for selecting YouTube is that it provides an easy interface to the world’s largest collection of online videos.  An educator can incorporate YouTube videos into the learning process by creating short videos for students to view.  The videos would pertain to the subject and topic being discussed in the course.  A personal example is a friend of mine who is a high school science teacher.  Instead of standing up in front of his students’ everyday he began creating videos of his lectures.  The videos were uploaded to YouTube and made available for students.  Students had to view the lecture prior to the next day’s class.  The following day in class, the teacher would answer any questions the students had from the video lecture.  The class would then perform an in-class experiment based on the lesson from the video lecture.  It allowed the class and the educator more time to perform hands-on work instead of lecturing.  This increases the engagement level of the learners.

The second example is for the educator to incorporate short YouTube videos into one’s class presentations.  Not all classes are science or direct hands-on courses in which labs help to support the underlying concepts.  For some educators, class presentations or lectures are still a must.  But one way to make their lectures more entertaining and engaging for the learners is to include short YouTube videos.  Additionally, when students have to make presentations to the class, they would also be required to include YouTube videos.  The videos can be clips that the learners themselves created or they can be videos already posted online that help to support their presentation.  Within my organization’s training department, we have begun to record training sessions and posting the videos to YouTube.  The YouTube presentations are then uploaded to the company’s server and made available to employees to view at a time that is most convenient for them.

References:

Boyd, D. M., & Ellison, N. B. (2008). Social network sites: Definition, history, and scholarship.  Journal of Computer-Mediated Communication, 13, 210-230.

Helms, A. (2008). Teachers disciplined for Facebook Postings. Charlotte Observer. Retrieved September 18th, from http://www.charlotteobserver.com/597/story/319902.html.

Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms (3rd ed.). Thousand Oaks, CA: Corwin Press.

Young, J. (2008). When professors create social networks for classess, some students see a ‘creepy treehouse’. The Chronicle of Higher Education. Retrieved September 17, 2012, from

http://chronicle.com/wiredcampus/article/3251/when-professors-create-social-networks-for-classes-some-students-see-a-creepy-treehouse.

Multimedia Tools and Applications

Multimedia technology has seen an increased presence in the adult learning process.  An educator, that used multimedia technology or applications in the classroom, is able to encourage more class participation in which the content of the course may be more attention-getting and attention-holding for the learners.  Multimedia technology and applications presents an opportunity for learners to represent their prior knowledge and previous experiences, which is the basis of most types of adult learning (Fink, 2003).  Learners are able to construct more meaningful knowledge from the concepts presented by accessing and interpreting information received from the multimedia technology.  Additionally, learners are able to apply their prior knowledge and experiences to the information and then present that to others in the course. 

The first multimedia technology selected to use in the classroom is the use of interactive self-paced modules.  The self-paced module allows learners to move through a topic or subject area at one’s own speed.  Additionally, self-paced modules supplement the learning that the educator is providing during face-to-face lectures and discussions (Hirumi, 2006).  Self-paced modules help to enhance specific topics of a lesson.  The rationale for selecting this particular technology is that learners may need or want additional support on specific topics or may want to be able to demonstrate their understanding of that topic by applying it to real-world settings.  The self-paced modules would provide any additional support that the learners may require, while applying their existing knowledge and experiences to real-world examples (Hirumi, 2006). 

As an adult educator, incorporating the self-paced modules into the learning process allows the learners the chance to apply knowledge to real-world settings without the consequences of a wrong decision (Hirumi, 2006).  First, the modules would be highly-interactive in which real-world situations or problems are identified in the modules as case studies.  Learners would interactively propose solutions and make decisions for how to solve the problem or situation at hand.  With each suggestion and decision, learners are moved forward through the case study until a final recommendation has been made by the learner.  The module would then highlight pros and cons related to the final recommendation.  Learners can move back to the beginning of the case study and try different routes and options.  With each new route, there are pros and cons that the learner must consider.  Learners have the opportunity to make decisions and recommendations without the consequences of a wrong decision.  If a wrong decision is made, the learner is able to see why the decision may not have been the best option and can start over again. 

Secondly, through incorporating self-paced modules into the learning process, learners receive feedback immediately.  The best type of feedback is when the feedback is delivered immediately (Haugen, 2011).  Learners are able to understand better strengths and areas of development with each bit of feedback received.  However, if feedback is received too long after an exam, classroom assignment or exercise, the learner may be able to apply the feedback received to the next exam or assignment (Haugen, 2011). 

The second multimedia technology selected to be incorporated into the classroom is to use Powerbullet Presenter.  Powerbullet Presenter allows an educator to create presentations in which sounds, voice recordings, images or other flash files can be incorporated into the presentation (Richardson, 2010).  Listening to the same presenter or instructor speak for the entire length of the course can get a little tiresome for learners.  Additionally, always being pegged with the same old PowerPoint presentations is not the most exciting way to teach to adult learners.  By incorporating new images or sounds into the presentation, learners may find a renewed spirit for learning.  Short video or audio clips can be incorporated into classroom presentations that capture real-world examples.  The video clips can be from other classroom offerings, news clips, television clips, almost any type of short video that can help the educator to highlight the topic being discussed.  The video or audio clips can be of real-world examples that relate to the topic being discussed that learners must work through or consider during the remainder of the course. 

The first example of how Powerbullet can be incorporated into the classroom is for the educator to present short video clips of current issues or problems.  For example, if the course related to economic trends, the instructor could present short video clips of previous economic times, either good or bad and then pose a problem that the learners must consider.  Learners would then, either alone or in groups, be able to work through potential solutions to the issue identified.  The learner(s) would then share with the class their recommendations. 

The second example for incorporation is to include interactive flash images that would illustrate or bring to life the topic being discussed.  Let’s say the topic at hand is how architectural design.  The educator could incorporate 3D images of buildings or structures to help illustrate a point.  For the learner, being able to see and physically relate an architectural topic to a structure or building will engage the learner.  If the topic was architectural mistakes, the educator could provide an image of the Leaning Tower Pisa.  Using the 3D image, the learner is able to see the whole structure.  In the image, the educator could even strip away the walls and show the internal structure of the Tower to better illustrate his or her point.  These are all ways to help enhance learning and create a more engaging environment.

References:

Fink, L. D. (2003). Creating significant learning experiences: An integrated approach to designing college courses. San Francisco, CA: Jossey-Bass. 

Haugen, L. (2011). Classroom assessment techniques (CATs). Retrieved from http://www.celt.iastate.edu/teaching/cat.html.

Hirumi, A. (2006). Analysing and designing e-learning interactions. In C. Juwah (Ed.), Interactions in online education: Implications for theory and practice (pp. 46-71). New York: Routledge.

Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms (3rd ed.). Thousand Oaks, CA: Corwin Press.