Sunday, February 8, 2009

Module 6



This is my video project. The topic will be Open Source Software. It's a open for a keynote speaker. I used Camtasia Studio, photos, and a couple of PowerPoint slides when no visuals could be specifically found

Here is my additional video introducing the keynote speaker for the evening.


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Annotated Bibliography

Asif, Zaheeruddin (2008). An analysis of deliberative communications in online communities. Ph.D. dissertation, Temple University, United States -- Pennsylvania. Retrieved February 7, 2009, from Dissertations & Theses: Full Text database. (Publication No. AAT 3326307).

The purpose of this exploratory and descriptive research study was to increase the author's understanding of the nature and effects of a special type of online communication that the literature calls “deliberative”, which recently received increasing attention from a growing variety of scholars including political theorists and computer scientists.

Research design was broken down into three pieces; conceptual analysis, empirical study phase, and formulation of normative suggestions for improving the support of deliberative communications. First-hand data was collected through online observations. Most will be done by unobtrusive observation (lurking) and through online participation. For Open Source communities a systematic sampling method will be used. The data collection ran from two to four months.

Overall, the author reached the following conclusion. The online community attempted to follow the norms of deliberative communication while remaining within the time constraints and adhering to the community communication norms.


Barr, H., Gower, B., & Clayton, J. (2007). Faculty response to the implementation of an open source learning management system in three tertiary institutions in New Zealand.Computers in the Schools, 24(3/4), 125-137.

A case was used to focus on the discovery of broad truths. An emphasis was placed on the exploration and description of new web-based learning management system, during June of 2004. A consortium of New Zealand tertiary institutions led by the Waikato Institute of Technology which is secured a one year Ministry of Education grant to support the open source courseware initiative. The project focused around the development and implementation of Moodle (Modular Objective-Oriented Dynamic Learning Environment).

The project began with a review of current literature on e-learning and learning management systems. Each Institute contacted initially by telephone and then arrangements were confirmed by mail. Three interviews were conducted on-site and via a video conference. With four institutions agreeing to participate, interviews were based around one central question, “How does Moodle inhibit or enable teaching and learning in your courses?”

The analysis suggests that New Zealand tertiary instructors consider Moodle and LMS because it gives him control over the development and teaching of their programs. Many instructors using Moodle not only find it easy to use, but also fun to use, even when they had very little experience with online learning.

Cheng, Aileen (2008). Communication and conflict in virtual teams. Ph.D. dissertation, Capella University, United States -- Minnesota. Retrieved February 5, 2009, from Dissertations & Theses: Full Text database. (Publication No. AAT 3307548).

This quantitative study investigated types of conflicts manifested in virtual teams, how these teams manage conflict through various communication genres, and explored the interaction between types of conflict, conflict management styles, and communication genres. Specifically, this study focused on the study of one particular type of virtual teams, namely, Open Source Software (OSS) project teams.

This study examined written text communications among team members of selected OSS project teams from the SourceForge.net web site. SourceForge.net is a major web site that hosts a large number of OSS projects, provides tools to developers, and a virtual place that OSS developers visit regularly to see what projects are evolving and what is going on in specific areas. Twenty OSS project teams were selected randomly from over 100,000 hosted on the SourceForge.net website.

There are three types of conflicts that arise in all virtual teams. However, relationship conflict was not the most predominant type. Task conflict occurred most frequently, with process conflict next in line. Relationship conflict was the least frequent type of conflict. Comparing different levels of communication among OSS project teams, the result indicated that teams with lower level of communication exhibited more conflict.

Liu, Haijun (Peter) (2008). Examining open source telecommunications companies. M.A.Sc. dissertation, Carleton University (Canada), Canada. Retrieved February 2, 2009, from Dissertations & Theses: Full Text database. (Publication No. AAT MR36827).

This study uses exploratory research to assess the type of innovation that Open Source telecommunications represent a new disruptive technology in the current marketplace. This research is relevant to academia because it can examine how theoretical perspectives were applied to make sense of a new phenomenon.

The research is descriptive and exploratory in nature. The OSS telecommunications market is different from any software market in terms of complexity, failure penalty, and network dependency. A suitable OSS telecommunications company did not exist. The author was only able to identify three OSS companies that would be used for the research. A specific set of criteria were set to search for telecommunications companies that classified as OSS. There were 127 different companies that were originally assessed.

OSS telecommunication companies were deemed to be disruptive innovations in two access market networks. OSS telecommunication companies were disruptive technologies to traditional telecommunication companies. The author felt that traditional telecommunication companies should not ignore new OSS telecommunication companies even though they are still in the early stage.

Liu, Xiang (2008). Design architecture, developer networks and performance of open source software projects. D.B.A. dissertation, Boston University, United States -- Massachusetts. Retrieved February 10, 2009, from Dissertations & Theses: Full Text database. (Publication No. AAT 3323131).

This empirical/quantitative study was aims to see if exploring the measurement of design attributes based on the dependencies extracted from the code of OSS software programs and the relationship between those attributes in the product quality and performance . Sourceforge.net is an online platform whose stated mission is to provide a centralized place where developers could control and manage software development. This platform has the largest depository of online open source programming code and applications on the Internet.

The researchers compared descriptive statistics of 100 top rated projects and a random 100 projects. Projects that have a higher ranking on Sourceforge.net were more likely to have better quality than random samples. The mean of quality for all 100 top projects is 9.01, almost twice the mean of the 100 random projects which was 4.43. This confirmed the fact that higher ranked programs are more likely to draw attention from the OSS community then the random sample.

In summary as expected, the more attention a program received the more the code was checked and rechecked, and therefore the higher the quality of code that was produced.

Van Rooij, S. W. (2007). Perceptions of open source versus commercial software: Is higher education still on the fence? Journal of Research on Technology in Education, 39 (4), 433-453.

This exploratory study investigates the perceptions of technology and academic decision-making about open source benefits and risks versus commercial software applications. The study also explored reactions to a concept for outsourcing campus-wide employment and maintenance of open source.

A pool of 45 individuals representing a Friday of Carnegie classifications and institutions sizes had volunteered to participate in this exploratory study. The participants filled out a survey of Open Source adoption practices and were conducted in the winter of 2006. Of the pool 45, all but total of 20 completed in-depth interviews were conducted. The tape recorded interviews average 20 to 30 minutes in length, and took place via the phone during business hours.

In summary, the commercial software implementation experience and vendor price participation has reinforced negative perceptions about the cost of vendor software which, in turn, contributed to negative perception of the value of commercial software in terms of its fit with the desired need. Whereas open source was perceived as a solution to the functionality gap the end benefit being where one had control over one's own destiny. Finally, the outsourcing concept generated great interest mixed with a healthy dose of skepticism that was grounded in previous experience with external psalms and implementation.


Saturday, January 31, 2009

Module 5




I know that if I did not work in school district without any money or technology, I would definitely uphold 21st Century classroom ideals. I would use technology to vary instruction as much as I could. I do not believe that static or dynamic continuum could exist without the other. To support this continuum, there must be tools that support a variety of teaching and learning applications. In a typical distance education scenario, a variety of mixed media should be used – and that could include both dynamic and static applications. Printed applications work best for some, while audio or video applications would best for others. Ideally, the best DE would include all three forms.


Wednesday, January 14, 2009

Module 4




The Use of On-line of Synchronous Discussion Groups to Enhance Community Formation and Professional Identity Development

The Use of On-line of Synchronous Discussion Groups to Enhance Community Formation and Professional Identity Development

The Use of On-line of Synchronous Discussion Groups to Enhance Community Formation and Professional Identity Development

Interactive Discussions – Synchronous

Pro’s

1) Happening, existing, or arising at precisely the same time

2) High level of questions can engage students in higher order thinking

Con’s

Some students may not participate

Instructional Benefits

Exchanging ideas and responses

Instructional Strategies

Open-ended questions elicit multiple perspectives by promoting student participation, while online discussions enable the sharing and debating multiple perspectives simultaneously without worrying about interrupting the flow of a conversation that had already moved on.

Interactive Discussions – Asynchronous

Pro’s

1) Not occurring at the same time

2) High level of questions can engage students in higher order thinking

Con’s

Some students may not participate

Instructional Benefits

Exchanging ideas and responses

Instructional Strategies

1) Carefully design questions that specifically elicit on-topic discussion, 2) provide guidelines to help online learners prepare on-topic responses, 3) reword the original question when responses are going in the wrong direction and 4) provide discussion summary on a regular basis.


I have to be honest - I have not used graphic organizers in teaching high school mathematics. I have seen them used often in the younger grades, but not very frequently at the high school level. I do see however, how they can be used in a distance education setting to explain the ideas that a student has and be used for collaboration with other students. Tools like Webspiration (I used it for another class) work well for this purpose also. This allows for collaboration from student-to-student or student-to-teacher communication in an online classroom setting.

Asynchronous learning environments allow teachers to use both new technologies and the pedagogies that are made possible by their use. The new methods of communication foster communication that can replace the face-to-face communication in brick-and-mortar classrooms. Tools like instant messaging, VoIP conversations via IM services or with new technologies like ooVoo.com can even improve what online conversations miss – that face-to-face contact. But the blending of all these technologies into a online classroom setting can only make it better.

Although research demonstrates that online education can be as effective as traditional instruction when these technologies are put to a good use, the instructor’s role must include timely feedback to students posting, and keep the online conversations lively and on track.

References

Bourne, J., & Moore, J. C. (2005). Elements of quality education: Engaging communities. Sloan-C. 6, pp. 7-12. Needham: The Sloan Consortium.

Durrington, V. A., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching , 54 (1), 190-193.

Garrison, D., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. Retrieved January 10, 2009, from http://communitiesofinquiry.com/files/Critical_Inquiry_model.pdf

Seimans, G. (2008). Learning and knowing in networks: Changing roles for educators and designers. ITForum.

Siemens, G. (2007). George Siemens - Curatorial Teaching. Retrieved January 10, 2009, from http://learnonline.wordpress.com/2007/09/20/10-minute-lecture-george-siemens-curatorial-teaching/