Laureen Kodani | ePortfolio
My narrated video assignment is complete, whew! I decided to do a short instructional video on creating a Wiggio account and starting a group folder. Jing is an easy to use tool. Immediately after recording my video, I was able to upload to Screencast for public viewing. I decided to write out a script for the instruction and rehearsed a few times before recording. I used a headset to filter out any background noise and timed myself to make sure I did not go over the three minutes we were allowed. Everything was going well until the Shave Ice truck decided to drive by my house with very loud music, LOL!! The music was so loud and could be heard, faintly, in my recording. I had to run through the recording again. The only problem was, I kept tripping over my tongue and ended up doing several more takes. Next time, I'll shut my windows, just in case! Here is the link to my recording - 
This week, we will be creating a narrated video as an instructional module using technology in education. Winslow (2009) studied the effects of static, video, video plus text, and video plus narration using a web-based instructional module. The results support video plus narration as the most effective means of delivering an online instructional module. We have the opportunity to apply this method using Jing. This tool allows you to capture a static image or the movements on your computer screen. You can immediately share your file by e-mail, blog, instant message, or other electronic form of communication. I have had little experience with Jing, however, I am looking forward to learning how to use this tool effectively. I have used other tools such as JayCut and VoiceThread. If Jing is as user friendly as the other tools, I should be okay. We'll know soon enough, LOL. Stay tuned for the narrated video adventures of an OTEC student...

Winslow, J. (2009). Screen capture tutorial design for preservice educators. In G. Siemens & C. Fulford (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2009 (pp. 4030-4034). Chesapeake, VA: AACE.
There was an abundance of information this week and I found myself desperately trying to absorb knowledge. One of the main themes this week is the importance of designing online instruction with a multimodal approach which addresses the many different learning styles. Emerging technologies continue to pave the way for dynamic, engaging, interactive, and immersive instructional tools. Web 2.0 has evolved into a new concept called Collaboration 2.0 enabling new levels of human interactivity in the realm of social networking.  Two-way communication in a synchronous learning environment allows for real-time sharing of knowledge and immediate feedback. Communities of practice are formed amongst participants to facilitate the exchange of ideas and promote meaningful learning experiences. Newer studies no longer question whether these tools are being utilized. Instead, studies focus on what can create a more effective instructional strategy using multimodal methods in a Collaboration 2.0 setting. Here are a few key points to remember when producing media for instruction; present (deliver) information by incorporating images and text simultaneously with balance, use a layout design which enables easy viewing on the eyes, and augment delivery with verbal narration. To meet the social interaction component of instruction, complement media with Collaboration 2.0 tools such as blogs, wikis, and social bookmarking which supports dialogue and learning.  

The reading is helpful because we need to remember that our brains work to traffic information in a bi-directional way. Different generational learners also mean different learning styles. In particular, millennial learners are digital natives and thrive in a multi-tasked environment. Without a doubt, learner characteristics vary and it is essential to design instruction with the 21st century learner in mind. Multimodal strategies activate different responses from different learners while knowledge acquisition occurs. If we consider a multimodal approach to instruction, we can position our learning environment to reach more learners. A learner can exercise flexibility to scaffold old and new knowledge in the learning process. This can be based upon individual preference, technical expertise, relevance, and cognitive skills.           

In my personal experience, multimodal environments improve my acquisition of knowledge because different senses (auditory, visual, and verbal) are interactively stimulated. Observing, participating, and reflecting actively converts information into knowledge. When possible, actual experience of the information becomes experiential knowledge. I feel that my comprehension, retention, and critical thinking skills are better and produce higher quality results. All of this can be applied in a personal, professional, and academic context.  

Whew! There is so much to learn and we are barely scratching the surface. 

What's your preferred online learning environment? Asynchronous or synchronous? I consider this class a hybrid of both. We meet synchronously once a week and complete assignments asynchronously throughout the week. Instructional strategies for online courses have evolved over the last decade. Learning styles vary for each person and these differences must be taken into consideration when designing online instruction. Our reading material focused on the comparison of asynchronous and synchronous online learning environments. We have been assigned to teams and experienced moderating an online learning environment using a Web 2.0 audio-conferencing tool called Blackboard Collaborate. Our group met last Thursday, in Blackboard Collaborate, to discuss the reading material, establish a strategy for completing the assignment, and schedule a follow-up meeting. As it turns out, the session was quite short and we decided to do our work asynchronously using an online document in Google Docs. It is working out well for our team members. 
Photo credit:
We will be posting our synthesized summary of the readings in a class wiki page soon. We read about the R2D2 Model, read, reflect, display, and do. This method addresses the diverse learners in online courses, their preferences, varied Internet skill levels, and multi-generational backgrounds. We also read about the effects of audio-conferencing. Learners are generally more satisfied with Web tools that enable a more interactive and engaging environment. All of the reading made me wonder about my personal preferences. I have taken many online courses, some were completely asynchronous and some were a hybrid. I feel comfortable in either situation, however, I do appreciate the social aspect of a synchronous course. I am looking forward to reading the summaries of my peers who add value to my learning experiences!!

Copyright © 2010-2011 Laureen Kodani. All rights reserved.
Creative Commons License
Laureen Kodani ePortfolio by Laureen Kodani is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.