Nishele Lenards
Annotated Readings
"Write a concise annotation that summarizes the central theme and scope of the article. Include one or more sentences that (a) evaluate the authority or background of the author, (b) identify the intended audience / grade level, (c) explain how this work illuminates your current internship experiences or field of professional interest."
Annotated Reading #1
Fidishun, Dolores (2000). Andragogy and Technology: Integrating Adult Learning Theory As We Teach With Technology. Retrieved June 11, 2008, from Middle Tennessee State University Instructional Technology Conference Web site: http://www.mtsu.edu/~itconf/proceed00/fidishun.htm
Fidishun, head librarian at Penn State Great Valley School of Graduate Professional Studies in Malvern, Pennsylvania, suggests that utilizing the adult learning theory principles in the design of technology-based instruction will make adult learning more effective. Her work is written for faculty in higher education, more specific to those teaching adult learners. She begins by stating that higher education prioritizes the integration of technology into the curriculum but that faculty need to focus on being both technology and learning effective. Using Knowles’ andragogy theories of adult learning with carefully designed technology-based learning environments ensures that we fulfill the needs of the “technology” student and the “adult” learner. Fidishun described the six assumptions of andragogy and the implications for technology-based instruction. Her point was to use the adult learning theory principles with technology but also use technology to the fullest. She concluded that the definitions must be used to ensure an interactive design that is learner-centered and will allow for a self-directed learning environment. She reminds us that the educators should be the facilitators of learning that welcome student input into design that can be changed to be relevant to those they teach. This article reaffirms my experiences with the instruction of adult learners and the use of technology. You can incorporate technology into an online classroom… but if not used appropriately and adapted to their individual needs, we have lost the effectiveness of the student learning environment.
Annotated Reading #2
McDowell, D. (2004). Blogging in K12 classroom. In B. Hoffman (Ed.), Encyclopedia of Educational Technology. Retrieved June 11, 2008, from http://coe.sdsu.edu/eet/articles/bloggingtech/start.htm
McDowell, a history teacher and educational technology consultant at WestHillsHigh School in San Diego, California, suggests that there are four core methods to use blogs with students and help teachers in the logistical process. His article is written for the K12 classroom but could apply to higher education as well. He begins by reminding the reader that blogs “can supplement, replace, and enhance traditional teaching methods” as a tool adapted to specific instructional needs. Blogs are used as administrative tools for communication from instructor to students. Using blogs as a discussion tool similar to a course management system discussion forum provides many options for communication. Blogs are used as a publication tool for individual student posting of course material. Logistically, instructors must select the blog site, set up access for students, and establish and maintain accessibility issues. McDowell stated that overall blogs are easy to setup, popular for web presence, and provide many advantages for teacher use in the classroom. This article reaffirmed my thoughts on the practice of blogs and provided me with more examples that I can try to use in the future to enhance my teaching methods and student learning.
Annotated Reading #3
Boettcher, J. (2006). Countdown Guide for Planning Online/Distance Degrees. In Designing for Learning. Retrieved July 14, 2008, from http://www.designingforlearning.info/services/writing/count.htm
Boettcher is a lead author of A Faculty Guide for Moving Teaching and Learning to the Web and co-editor of Technology-Driven Planning: Principles to Practice. She also has a Ph.D. in education and cognitive psychology from the University of Minnesota. Boettcher’s Countdown Guide for Planning Online or Distance Degrees involves six major phases of planning and development with the assumption of a twenty-four month projected launch date. The six major phases is based on a timeline: 1) 24-20 months prior to launch (defining the program); 2) 18 months prior to launch (designing the program); 3) 12 months prior to launch (promoting the program); 4) 8 to 6 months prior to launch (recruitment of students); 5) 6 to 3 months prior to launch (review and piloting); and 6) 3 months to launch (ensuring readiness for launch). Each phase is described in five major areas of tasks: 1) overall program design and business plan; 2) target audience – learners for the program; 3) curriculum/program plan; 4) instructional team for the program, faculty, mentors, etc.; and 5) environment and infrastructure for teaching and learning. This guide is very detailed and descriptive for the planning process and I believe would be extremely helpful for newcomers to the online and distance education teaching or instructional design environment. Considering I am in the process of changing an online certificate program to an online master’s degree program at my institution, this article is beneficial to me as a guide in the planning process.
Copyright 2008 by Nishele Lenards