Technology
has found its way into higher education through a number of avenues.The development of new technology has not
only changed the face of education, but has allowed advancements which are
critical to student success.I had the opportunity
to speak with Ms. Marcella Marez, a Speech instructor from Keiser University, regarding
various technologies she has incorporated into her online public speaking course.Specifically, our discussion focused on the
use of a tool called “Blackboard Collaborate”.Ms. Marez has been teaching public speaking online for a number of years
and has vast experience with testing out new ways to connect with her students.
We discussed
how she utilizes this technology in her class, some of the pros and cons of
utilizing this particular technology, as well as how she feels it benefits or
creates challenges for adult learners.
You can
check out my interview with Ms. Marez below.I hope you enjoy the learning experience!
References:
King, K.P.,
& Cox, T.D. (2011). The professor’s
guide to taming technology: Leveraging digital media, web 2.0, and more for
learning. Charlotte, NC: Information Age Publishing, Inc.
Oomen-Early, Bold, and Gallien
(2011) stated, “Teaching and learning in an environment separated by space and
time require a new set of skills and practices for both instructor and learner”
(King & Cox, 2011, p. 52).This
statement, from my experience teaching in both face-to-face classrooms and
online is true.One of the biggest
complaints I have from an instructor standpoint and from a student standpoint
about distance education is the lack of personal connection.As we move to an era where online learning is
more prevalent it is vital that both teachers and students work on developing
their skills related to the use of various technologies.Utilizing technologies such as podcasts, asynchronous
audio communication, videos, and narrated digital presentations (King &
Cox, 2011) can help both teachers and students to build a personal connection
while also enhancing learning opportunities.However, as with the use of any technology, prior to implementation pros
and cons should always be considered.
Podcasts:
-Pros:The use of podcasts has been seen
more frequently throughout higher education in recent years.Podcasts are beneficial for a number of
reasons.Podcasts are a great tool to
use when reaching out to students and attempting to tap into their various learning
styles.Podcasts are also readily
available and can be used to transmit a variety of information including
lectures, FAQ’s, tutorials, and as a new approach to assignments (King, 2011).
-Cons: Prior to utilizing podcasts it is important for instructors to be aware
of some of the potential problems or issues which could be encountered.First, podcasting requires specific equipment
and the user must have knowledge of how to create the digital recording and how
to edit and upload the files (King, 2011).For an adult learner with little experience using technology, this could
be a difficult task.Copyright and legal
issues are also a concern.Teachers must
be educated about what information can be shared and what legal guidelines must
be followed when utilizing this technology in their course (King, 2011).
Asynchronous
Audio Communication (AAC):
“AAC is the use of delayed (not
simultaneous) digital audio technology to deliver verbal communication through
a computer” (Oomen-Early, Bold, & Gallien, 2011, p. 52).
-Pros:AAC is very helpful in adding additional
support to text-based communication while creating more opportunities for
interaction and overall enhancing e-learning.One of the biggest benefits of using AAC is that it lends itself to a variety
of situations.AAC can be used to expand
on course materials and also to provide feedback to students individually or as
a group.By teachers being allowed to
post individual audio file messages they can connect with their students while
maintaining privacy within their classroom environment. (Oomen-Early, Bold,
& Gallien, 2011).
-Cons:AAC’s are actually something I have utilized
in my own courses and although they can be useful, they also have their
drawbacks.One of the main concerns and
issues I have had is with students being able to play the audio files.As with many technologies, students must have
the correct software or programs updated on their computers in order to access
this information.
Digital
Videos:
-Pros:
The use of videos for instruction is becoming increasingly popular in higher
education.The widespread popularity of
You Tube has made it easy to find videos of just about anything.King and Cox (2011) discussed the numerous “pros”
of using videos for instructional purposes.Videos can be quick and easy to create, they are an effective method of
mediated learning, and they are available at all times and are easily
incorporated into curriculum.Videos can
be used for instructional purposes of relaying information and course content
and also as an assignment.
-Cons:Although videos can be a great learning tool
and are easily accessible, there are potential issues.I know from experience that creating and
uploading videos can be difficult for adult learners.Many sites such as You Tube or Viddler will
only allow video files of a certain size.If need be, video files can be compressed however that is not always an
easy process.King and Cox (2011) also
note that similar to other types of media, intellectual property rights and copyright
laws must be followed.
Narrated
Digital Presentations:
-Pros:Incorporating narration into digital
presentations such as Power Points can add creativity and interest to the
information being conveyed.Narrated
digital presentations, like other media, can add a personal touch to course
material being delivered online.This
can peak interest in students which is a vital part of successfully delivering
material.If students are not interested
they will not participate (Donavant, 2011).
-Cons:Preparing scripts and recording information
can be a time consuming task.Donavant
(2011) stated, “Developing and delivering an informative and stimulating presentation
at anything above an average level of competency is a feat accomplished by all
too few educators; considerable time and effort is required, as well as a fair
amount of skill” (p. 113).Although they
may be convenient, without proper knowledge the task of creating this type of
presentation could be very difficult.
So are audio/visual/podcasts
beneficial for adult learners?As with
most other technology my personal opinion would be "I think so?".One of the main things I have learned
throughout this journey into the world of technology is that technology can be
great, if you know how to use it…or if you are willing to learn. Adult learners, especially those who do not have much background in utilizing technology may struggle at times; but if they are willing to work at it the use of technology could greatly enhance their education.
References:
Donovant, B.W. (2011). Narrated
digital presentations: An educator’s journey and strategies for integrating and
enhancing education. In K.P. King & T.D. Cox, The Professor’s Guide to Taming Technology (105). Charlotte, NC:
Information Age Publishing Inc.
King, K.P. (2011). Podcasting:
Learning on demand and content creation. In K.P. King & T.D. Cox, The Professor’s Guide to Taming Technology (33-50).
Charlotte, NC: Information Age Publishing Inc. King, K.P., & Cox, T.D. (2011).
Video development and instructional use: Simple and powerful options. In K.P.
King & T.D. Cox, The Professor’s
Guide to Taming Technology (67-68). Charlotte, NC: Information Age
Publishing Inc. Oomen-Early, J., Bold, M., &
Gallien, T. (2011). Using online asynchronous audio communication in higher
education. In K.P. King & T.D. Cox, The
Professor’s Guide to Taming Technology (51-65). Charlotte, NC: Information
Age Publishing Inc.
Ravenscraft, C. (Producer). (2011,
September 5). Learn how to podcast - part 1 of 8 - podcasting video tutorial
series. Video retrieved from: http://www.youtube.com/watch?v=-qD9AsooUcU
Wikis can be used when working with adult learners in a variety of ways. Wikis have been found to be especially useful when aiming foster collaborative learning for students through active learning and social interaction; key tenants of constructivist theory (West & West, 2009). The following example outlines an 8-week lesson plan which utilizes the use of wikis to help students actively engage with one another while working to develop their small group communication skills, research skills, and technical skills.
LESSON PLAN:
Title:
Hiring Committee Group Project
Target Audience:
Each group will consist of 3 to 4 members from Comm. 613:
Recruiting and Interviewing Techniques
Learning
Objectives:
Students will work in teams on an interviewing and hiring project.This project will help you develop your small
group communication skills, your ability to analyze the needs of an
organization from a human resources perspective, and improve your ability to
conduct research using a variety of sources.Each team will participate in developing a wiki which outlines the
procedures your hiring committee will follow in determining who the best
candidate is for the job.
Materials Needed: Computer and Internet Access
Required Course
Textbook:
Arthur, D. (2006). Recruiting, Interviewing, Selecting
& Orienting New Employees (4th ed.) New York,
NY:AMACOM.
Resumes of candidates (Provided by the instructor)
Job Description (Provided by the instructor)
Access to course wiki (Provided by the instructor)
Instructions:
You have been appointed to a hiring committee. You have been provided the resumes of the final candidates for a management position in your department. Over the next 8 weeks you will need to complete the following:
Group Work Instructions:
Members of the group will participate in discussion about how you should
go about hiring one of the candidates whose résumé is assigned to your group.
You will have to do research to determine the kinds of qualifications people
who work in those jobs should have. Likewise, you should research the kinds of
things you'd want to know about candidates for those jobs. You will also want
to know what skills and attitudes someone working in this field would have. Be
sure to follow federal guidelines for your questions. And you should chronicle
your research and the entire hiring process that you follow.
So, as a hiring committee, you will want to do several things:
1. Determine what the first steps you need to take in order to start the
process of filling a position with your company.
2. Review the résumés and see the kinds of skills each individual has and
create a detailed profile for each candidate.
3. Review the job you have to offer and discuss thoroughly what skills
you should seek in hiring this position and how the skills each candidate has
would be good or not so useful when it comes to hiring. (Note: you will need to
expand on the skills already listed in the job description)
4. Discuss the kinds of things in general you would look for when hiring
this position.
5. Discuss the things you'll need to know before coming to a final
decision on who is the best hire for this position.
6. Develop a list of questions you plan to ask the candidates during an
interview.
7. Present the information on your group wiki page. For tips on how to create a wiki check out this You Tube Video:
Your grade is based on your participation and your contributions to the
project. In other words, I want you to be part of the project and I want you to
make an impact in the group. You will be evaluated on a number of
criteria.Please see the grading rubric
for details.
I want each group to document their discussions, as well as the ideas,
research, etc… that each member contributes.You should make all of the determinations and obtain all of the
information outlined above as well as make a decision as a group about which
candidate you would like to hire.
Each group will present their information on their group wiki
page.Your information can be presented
in a number of ways; it is dependent on how you want to break it down.I would suggest using the grading rubric
provided to ensure that you are meeting all of the requirements and presenting
all necessary information to the group.
Suggested
Work Schedule:
Week
1:
-Set-up a time to “meet” with your instructor and
your group members.Your instructor will
send out a survey to help determine the best time for this meeting.The meeting will take place on Skype, so make
sure you have that downloaded on your computer.
-At this meeting you will determine roles for
each group member and set-up further group meeting times and deadlines (I would
suggest meeting weekly to discuss the progress of your project and discuss any
issues which have been presented)
Week
2:
-Set-up your group wiki page.
-Create content areas based on how you plan to
present your information.
-Start researching
Week
3 – 6:
-Continue research and discussion of your group
project.
-You should be adding information to your wiki at
this time.Remember, all group members
should be contributing and addressing the questions provided in the work
instructions.
Week
7:
-Begin editing your wiki.Make sure you are reviewing content,
verifying sources, and checking your citations.
Week
8:
-Finalize your wiki.
-All graphics/design work should be completed.
-All editing should be completed.
-Project should be ready to present to the class.
Evaluation:
Grading Criteria
Missing = 0
Weak = 3
Average = 5
Good = 8
Excellent = 10
Individual Participation
Did not participate in the project
Posted minimal information in group wiki
Provided some research/information for the wiki
Provided good, well-researched input for wiki page
Provided well-researched scholarly information for wiki project.
Group Collaboration
Did not communicate with group members
Did not attend all group meetings
Attended most group meetings, provided some input for the wiki but
information was questionable
Attended almost all group meetings and discussed findings with group
members
Attended all group meetings.Communicated
updates and information clearly with group members.
Technical Assistance/Involvement
Did not provide any technical assistance or work on the group wiki
Checked on group wiki page but did not help with edits
Assisted with some editing and development of the wiki page
Assisted with editing and development of the wiki page, provided
input on ideas
Assisted with editing and development of the wiki page, assisted with
development of page layout and suggestions on graphics
Research/Information
Did not conduct any research
Conducted some research and provided some information but sources
were questionable
Conducted research using credible sources, most of which was
applicable to the group project
Conducted research using credible sources, the information was
applicable to the group project
Conducted research using credible sources, the information was
relevant to the project, also found and utilized useful theories
Learning Objectives/Goals
Did not do any work related to the learning objectives/goals of the
project
Contributions were vague and did not relate to the learning
objectives/goals of the project
Contributions were in line with the learning objectives and goals of
the project
Showed definite understanding of the material and work showed
understanding of the learning objectives/goals
Presented all work in line with the learning/objectives goals of the
project.Provided help throughout the
project to team members and connected all material to overall framework of
the project.
TOTAL POINTS POSSIBLE: 50
The assignment which has been outlined is meant to help
students expand their skills in a number of ways.West and West (2009) discussed that wiki
projects can be used for a variety of purposes including knowledge
construction, critical thinking, and contextual application.This project is designed to help students
pull together information and think critically about the task put in front of
them.The outcomes of this project are
focused on helping students develop their small group communication skills,
research skills, and technical skills through the development of a group wiki.
The project was designed in a way which allowed the group to
have a base provided by the instruction (i.e. basic information regarding the
assignment, initial meeting to go over expectations and tips, etc…).The remainder of the assignment was
intentionally left open-ended in order to allow each group to address the task
in their own manner.The use of a wiki
for this project gives students the opportunity to work with one another while
providing feedback to each other along the way.The overall goal of the project is to foster their ability to work in a
group to reach their end goal.
References:
West, J.A, & West, M.L. (2009). Using wikis for online collaboration: The power of the read-
write web.
San Francisco, CA: Jossey-Bass.
* This assignment has been adapted from course assignments from
Keiser University – SPC 1017 and Fort Hays State University – COMM 613
West and West (2009) stated, “A wiki is an online
collaborative writing tool.As defined
earlier, a wiki is a “collaborative web space where anyone can add content and
anyone can edit content that has already been published” (Richardson, 2006, p.
8).The first wiki was created by Ward
Cunningham (read more about him here) (West
& West, 2009).Although wikis have
been around for some time, the use of wikis in adult education has increased in
recent years (Lari, 2011; West & West, 2009).The question we are faced with then becomes; what
are the pros and cons of wikis for adult learners?
Wikis: Pros for Adult
Learners:
Current literature regarding various Web 2.0 tools,
including wikis, cites numerous “pros” for the use of wikis in adult
education.Some of these pros include:
-Allowing students the ability to collaborate on
group projects (Lari, 2011; West & West, 2009)
-Providing a platform to “elaborate on topics in
an asynchronous manner” (West & West, 2009, p. 5)
-Supports team building efforts (West & West,
2009)
-Supports the use of multimedia ( On Choy &
Chi Ng, 2007)
-Supports the expansion of ideas (West &
West, 2009)
-Dynamic form of communication (West & West,
2009)
For more information on how wikis can be used for
collaborative learning check out this video:
Wikis: Cons for Adult
Learners
Although there has been much support for the use of wikis in
adult education, there have also been some “cons” discussed regarding this Web
2.0 tool.Some of these cons include:
-The ability for multiple users to edit content
(this could lead to misinformation or inappropriate types of communication)
(Educause Learning Initiative, 2005)
-Structuring of content can be challenging
(Educause Learning Initiative, 2005)
-Limitations in security and management depending
on the type of wiki service being used (West & West, 2005)
-Creates a collaborative bias (Educause Learning
Initiative, 2005)
For more information on using wikis check out some of these
great resources:
