I joined the ACU Distance Education Team in February of 2006. I am the lead instructional designer for our group. My fields of interest include Early Childhood, Special Education, and Education Technology.
I hold a B.B.A in Accounting from ACU and a Master’s degree in Educational Technology from the University of Texas at Brownsville.
I taught in the Abilene Independent School District for 11 years. I taught for seven in a self contained PPCD (Preschool Program for Children with Disabilities) classroom. I taught the last four years in an inclusive Head Start classroom.
I have been married to my husband, Jack for 29 years. We have two children, Drew and Quinn. Drew graduated from the US Air Force Academy, and is stationed at Laughlin AFB in Del Rio, Texas where he will complete the Air Force pilot training program next year. Quinn is in his fourth year at ACU and is an Education/Business major. He plans to coach baseball and teach an Economics/Social Studies/History strand. Jack and I can't believe how blessed we are to have two children that have it so "together."
I believe that campus leadership can make or break a school and my goal is to prepare courses that prepare strong, effective Christian leaders.
I was searching transparency and education and came up with this TED talk on the open world (Tapscott, 2012).
Tapscott enlists us to think globally; to work together using the concept of openness. We know that our people expect transparency. He points out that it this is a result of technology, the Internet, and the information age thinking.
It is interesting to me that this is in fact an expectation of our organizations, government, and educational systems. He posits that social media has expanded our collaborations so that we expect tools for collecting information to be at our fingertips; that it builds trust within our transitions. He notes that knowledge and intelligence conveys power. He referred to this generation as one of “networked intelligence”.
Tapscott, D. June, 2012. Four principles for the open world. TED Global 2012. Retrieved from: http://www.ted.com/talks/don_tapscott_four_principles_for_the_open_world_1#t-957462
I was recently asked by a colleague what apps I had used or might use in a course. I was at a loss (ugh). We had been talking about mobile devices and how they could be integrated into course work, and then the question. mmm…. All I could think of was Google Drive.
Yes! We can and should use apps, whether they are designed for mobile devices exclusively as is the case with Telegami, or can be used with all interfaces, we should be researching new development and determining how it affects our learners (positively or negatively).
So, I have created a list of apps I know of. Most I have used, but one or two or new–like Haiku Deck, which I found on the iDesignEDU site.
Take a look and let me know if you have tried or know of anything new out there.
Animoto-allows user to create a video with slides, music and text input. Includes a library of music. Use your own images/photos or choose from the library. The free login gets you a 30 second video, which can be shared via link. Animoto could be used in the online course to offer learner opportunity to drill concepts down to the essential pieces and then present a visually interesting product for assessment or discussion. It will appeal to those learners who have a right brain penchant or who are interested in using new technologies.
Gliffy–web-based diagram editor. Create and share flowcharts, network diagrams, floor plans, user interface designs and other drawings online. Gliffy could be used to draw mind maps, family trees, or flowcharts. It has a collaboration feature so a group can work on the same project. Finished products can be accessed for assessment or discussion.
Google Drive-free cloud storage for documents, spreadsheets and other applications. Google Drive enables the learner to share documents, spreadsheets, presentations, etc. in a wiki environment. Learners can work on a document together, leaving comments and editing one another’s work. A backup copy is always available and facilitators can track progress via email allerts or save feature.
Google Sites– web site starter that allows collaboration, file access, and free form content. Google Sites allows the learner to create a site for presentation either individually or as a collaborative group.
Haiku Deck-this presentation slide application is free, simple and fun. Haiku Deck is a free application that will allow the learner to present in the virtual world using a huge library of visuals or their own. It provides a link for the finished product which can be shared in dropbox or discussion forum.
Prezi-video presentation software; Prezi is a free application that will allow the learner to create a presentation and share a link in dropbox or discussion forums. It allows for project collaboration.
Snap Guide– combine text and images and use the presentation to guide learner in step by step instructions.
Telegami-share a message using a customized animated character
YouTube-video upload software; YouTube allows the learner to record a video on their mobile device and upload and share via a URL. The learner can also upload prepared presentation which have video extension.
Vimeo-video upload software; Vimeo is an alternative to YouTube. It allows the learner to record a video on their mobile device and upload and share via URL.The learner can also upload prepared presentation which have video extension.
Wordle-graphic app that allows for word cloud creation; Wordle can be used in courses to allow the learner to visually comment on concepts or vocabulary in a course. The image can be accompanied by a summary synthesis of the course or discussion which helped create the word cloud.
Online Learning and Building Community Online (books)
Rena Palloff; Keith Pratt
This podcast addresses the problem of faculty development in higher education institutions, particularly in the area of online instruction. Pratt and Palloff concur that there are some characteristics of excellent online instructors and that university development workshops usually address the lowest common denominator, rather than using the talents and expertise of the online masters to develop the newbies.
What is a “point of presence” in the online community?
Online is faceless.
Social skills are gone.
Computer programmer are not online for communication skills.
Askers need help; have to instill a level of trust between the person that has the answer and the one that needs the answer.
4 key points:
Longevity–Site has a point of presence. Community has a pulse, heartbeat…
Shared Value–share knowledge that makes a difference (single most important thing that offers a solution)
Trust–all experts began as “asker”.
Challenges of being online:
Person on the other end is a stranger
Difference in growing a community and creating a social site.
People will feel that they belong to community.
Points are a enticement for helpers.
Leverage POWER of community–shared knowledge and expertise.
It was interesting to think about my “point of presence” online. I
have experienced many different online personalities and know that like the
person that has good timing in conversation or insists on using his hands to communicate,
some people have an online presence that just leaves you shaking your head,
either because they are exceptionally witty, or exceptionally wordy.
For the online learner, all of Mr. Wills’ points are relevant and
important. Online learners begin as strangers. As educators, our goal should be
to move the learning platform from one of separation (of time and place) to one
of connection. What I believe is important in learning is participation. When
we create opportunities for learners to feel safe and vital to the course
community, we allow them to participate; to share the expertise they bring to
the ‘classroom’. If this is done well, all learners become both experts and ‘askers’
and they will exchange ideas, reflect, hypothesize and ‘grow’ collectively and
individually in their fields of study.