Word Processing and Online Learning

In a technological classroom, The written word becomes much more important, as it is usually a very common way for a student to interact with a teacher.  Most assignments will involve some sort of writing, and will then be delivered to an instructor for evaluation.  These assignments will take many forms, including essays, short answers questions, or even blog entries.

Students will need to become familiar with word processors in order to make these interactions successful.  This will start with the earliest grades, as students can start completing vocabulary and reading assignments on a computer.  As they progress, there will need to be more emphasis on sentence structure and grammar.  Finally in high school the students will need to understand how to construct a logical written argument and present a compelling document that will hold a reader's attention.  The student will need a knowledge of word processors through all of these stages.

Of all of this weeks assignments, I especially enjoyed our group discussion of "What constitutes skilled writing in a technological classroom?" We started by talking about how technical knowledge of word processors was a requirement, but that many student use this knowledge as a crutch in place of having good writing skills.  They will use poor spelling, grammar, or will not construct logical documents in support of their ideas.  They may instead use technical jargon or abbreviations for their texting experience, instead of correct English.  Word processing will increase the need for students to be coached in proper writing skills.  I also very much enjoyed the reading from the book, specifically using technology to foster critical thinking skills in students.  I think this is one area where technology could easily lead us away from the desired goal.  Namely, too many exercises will only involve the regurgitation of information.  As teachers we will also need to make sure that our lesson plans allow students to come up with new and creative ideas.

Curriculum and Computers

This class is a change from the previous one.  While the last class was mostly about technology, this class is really getting into the details of how to use that technology to help students learn.  It is more about the considerations that a teacher will need to address when designing technology based activities.  These include making sure that all students have access to the technology, and evaluating the effectiveness of the tools in aiding learning.  Another one of the key topics that we discussed in our study group was how computers should be laid out for a study environment.
Although I am very comfortable with technology, I am less familiar with these concepts, and I am looking forward to learning about these considerations, and incorporating them into the classes that I teach.   I am especially interested in all of the roles that technology can play in the learning process.  From helping with scheduling and goal setting, to assessing student skills, to engaging students and providing methods for research, and finally to evaluating students and how well they have retained the material.  It will be very interesting to try and create content that will achieve all of these goals.

How this course applies. (Computer Systems: How They Work)

Currently we are in the middle of a course entitled Computer Systems: How They work.  Our blog assignment this week was to discuss the overall content of the course and determine how it connects to us, and how it will be useful in the future.

Overall I found the course to be very informative.  Some of it was review based on my past experience, and some of it was looking at computer components in a new way.  The videos definitely give a great historical perspective for the class.  The review of components and security is useful in helping the class to think about the technical foundation that they will need to have to deliver online learning.  Especially for people who have not delved into the details of computers, this information will arm them with the details they need to use computers as tools for Instructional Computing.

One suggestion I would make for improve the course however, is to add a final assignment that applies this knowledge to a learning environment.  For example, instead of just building the perfect computer, have the class outfit a lab that will be used in a school to deliver online classes.  What are all of the things that you should consider?  What about security?  We mentioned this in one class discussion by talking about a student who could walk into a lab with a Linux live boot CD, and start a computer in an unprotected state.  How would we protect against this?  What other situations should we prepare for?  I am sure with all of the educational experience in the class we have some terrific stories of students and their pranks.  Adding those to the class might help to tie it into the overall theme of Instructional Computing.  Plus it would be fun to hear the stories.

The second part of the blog was to discuss the what might happen if an unnamed sinister force were disrupt all of the computers in our lives.  Having already have my car stop working because the internal computer malfunctioned, I can only imagine the havoc that would be unleashed if all of these systems failed at once.  This is one area where I think the class material was very relevant.  We should always be prepared for computer outages, both professionally and personally. This includes making backups, protecting against viruses, using strong passwords and security, and keeping up to date with patches.  Using computers as the delivery tool for online instruction has benefits, but it definitely comes with some risks as well.

What's all this to me?

This was the first blog assignment where I really had to spend some time thinking about what to say.  We have talked about our past backgrounds, our computer experience, and what we want to get out of the class.  This blog topic is much less specific however, and that made me think.  What is it about this course, and this program, that appeals to me?

In the end it all comes back to people.  Technology is a fascinating and dynamic topic, with and rich history and many interesting characters.  But at the end of the day technology is just a tool that can let us better connect with and understand other people.  Whether it is a businessman trying to understand the desires of his customers, or a teacher trying to help impart knowledge and inspire students, technology is just the tool for these larger goals.  It is not an end unto itself.

There are many people who are just happy working with technology for its own sake.  Those for whom the quest to make the perfect system or design the best program becomes their purpose in life.  But for me it is important to remember that although you are always trying to design the perfect hammer, it is in driving the nail where the hammer completes it's purpose.  The study of computers for me will always be closely followed by the question, "How can I use this to connect with other people?"  I think that is the essence of Instructional Computing.

What this means to me

I have posted blogs about my computer background, and how I hope to teach using the skills that we will acquire in the future classes.

How I will use Instructional Computing

As I have commented in previous blogs, I really feel like a fish out of water in this class.  I am not a professional educator or teacher, and I do not work in a job where planning curriculum is a primary task.  I am a technology professional, and I have built my career around learning new computer systems and networks as they become available.  I am usually one of the first to pick up the manual for a new system, and I soon start playing around and picking up the details of how it works.  

This is where I discovered my other passion.  I enjoy explaining these details to other people.  I have found this to be a very powerful skill, especially in the field of computers, where too often ideas are expressed in technical concepts and jargon.  Most neophyte users are turned off by the extra complexity.  I have always tried to explain technical concepts in very non-technical terms, especially by using analogies or stories that explain the concept.  I have used this to teach Microsoft classes, and post secondary classes at St. Louis University.

Although I am currently a Network Manager, we still need to explain computer system to our clients, in this case, insurance agents who sell our insurance.  These agents need to learn how to use our software to issue insurance quotes, sell policies, and process claims.  We currently bring these people out to our headquarters to train them, which is a big time commitment.  I hope to start using this course material to provide these courses remotely and save time.  Over time I believe that these kinds of classes will mostly replace the in person classes that we currently provide.

Longer term I would like to apply these concepts in a more traditional education environment, possibly by developing curriculum for a university or technical school.  In particular I think online learning would be a great way to teach about technology.  Here too I see the future having more remote learners, so online education will be a critical instructional tool.

Computer History for John Lyons

The first computer that I worked on was a Texas Instruments TRS-80 back in 1978.  I was in 7th grade, and my Algebra teacher was an early adopter of technology.  The base model had 4 Kilobytes of RAM, and the advanced one had 16 Kilobytes.  The computers used cassette tapes to store programs and information, with the information coded as a series of tones, and it took forever to load anything.  I remember having to pay very close attention to the tape counters, to make sure you started loading a program from the right spot.  This was also the time of Star Wars, and my favorite game involved piloting a Y-wing fighter through a trench to hit a spot on the end.  Of course the Y wing was the actual text letter Y, and it moved back and forth through the "Trench", made up of letter I's.  It was actually pretty advanced for the day, as most other games were text based and involved lots of reading.  Graphics have come a long way.  Even with these simple experiences I was hooked however, and even though I would not get my own computer for 13 more years, I took every opportunity to use other people's computers.

The first computer that I built was an IBM PS2 that came without a hard drive.  It was 1987, and a friend showed me how to add a HUGE 20 Megabyte hard drive, and we used the computer to run the reservation system for our office at UW-Stevens Point.  I also spent significant time in the computer labs, and was introduced to the wonders of networking.

By 1991 I had gotten a job building PCs to order for customers in a small Milwaukee PC store.  The first computer that I built for myself was a 486DX running at 33 Megahertz.  By know the RAM had increased to 16 Megabytes, and the hard drives were up to 120 Megabytes.  I remember that it was a big day when Windows 3.1 came out, and the PC finally got a graphical user interface that worked (well sort of).  I also started installing networks for businesses around the area, and began to investigate Novell and Microsoft certifications.

Fast forward another 19 years and I am now a manager of a computer network.  I have worked on all sorts of PCs, Macs, Unix workstations, and even mainframes.  I had obtained many Microsoft and Cisco certifications, most of which have now expired.  The changes in technology have been astounding.  With the advent of 3-D displays and mobile network, I can only guess at what the next 20 years will bring.

Online learning and student/instructor interaction

Our second week of our Master's program brought some additional technical and logistical challenges.

The first was in the video conference for our study group.  Although three of us were able to join the video conference without issue, we had a problem when Crystal joined.  She was able to send audio, but the video image was just blank.  After talking for several minutes we were able to figure out that she had opened Google Chat first, then had opened Tokbox, which is what we were using.  The Google session was using the camera and preventing Tokbox from sending an image.  After closing Google we were able to see Crystal's image and complete our discussion.

The logistical challenge was in scheduling my video conference with Louis.  Due to a conflict our original time did not work.  It took several emails, but we were eventually able to locate another time.

The them that jumped out at me in both these instances was that Online learning will require a lot of student responsibility and accountability.  Because of the nature of online learning, there will be many challenges like those above.  Students will need to think through how to solve these problems, often without direct access to the instructor.  Not all students will be up for this challenge.

As instructors we will need to take extra steps to make sure we are available for the students to help them in these times.  It is now obvious why Louis stressed that we should not struggle, but should should just call his cell when we get stuck.  Online learning will require instructors to provide several ways for the students to contact them, and to repeat this information throughout the course.

What I hope to gain from this program.....

My goal for this program is to gain a better understanding of ways to teach through technology.  Although I am not a teacher myself, I have always tried to balance the technological aspects of my job, managing a network for an insurance company, with opportunites to teach and help other people expand their knowledge of computers.  I have taught MIS classes at St. Louis University, and for 2 years I was a Microsoft Certified Trainier and traveled around the country delivering Microsoft classes.  More recently I have taught classes at my company on ways the insurance industry uses technology and computers. 

My goal is to use this degree to focus more on the teachning aspects, and not just on the technology.  I hope to move into a postion developing content and delivering classes for businesses, or in a post-secondary setting.

Online Learning and the perils of the network

My study group attempted to have our first meeting this past Thursday, and we ran in to some technical difficulties.   Not enough people could join a vRoom, so the group could not meet.  We were able to communicate using text chant, but we were not able to complete the assignment and collaborate on the document.  This got me thinking about some of the potential hurdles people might encounter in online learning, and how to overcome them.

In my "day job" I help manage the network for an insurance company.  Although the Internet is becoming more ubiquitous, it is still far from always on.  Even power and cable companies experience outages, and both of those could affect someone's ability to get into an online classroom event.   In addition technical difficulties, such as computer crashes, server outages, viruses or many other things could limit the ability to complete a class.

The lesson for me is that online learning needs to build in mechanisms for those people who have these challenges.  It should be flexible enough so that if someone misses an assignment due to unforeseen circumstances, they can still make it up.  Instructors will need to monitor this carefully, so it doesn't turn into the digital version of "The Dog Ate My Homework".  I would be curious to know what strategies people come up with to both allow for make-ups, and monitor for over use.

Thoughts?