Games, Simulations, and Virtual Environments

As I discovered in Cobb’s (2008) blog, there are many learning games that can be utilized in the educational setting.  One of particular interest is My US Rep (http://www.boogaholler.com/myusrep/).  This program uses real information and statistics in a game for learning more about Congress.  I can incorporate this game into some of the GED lessons I teach.  The benefit is that it provides real world examples that can translate to greater understanding from the learner.  The challenge is that if the class is not based in the computer lab, access to the computer for this game may be difficult.  In my facility, if a course is not computer based then lab time is difficult to acquire.  Since we cater to a disadvantaged clientele, requiring a computer for class is not feasible so we must provide them.

Also discovered in Cobb’s (2008) blog, eLections (https://games.ciconline.org/elections/Default.aspx) is an online game that simulates the ins and outs of an election and even includes a 3^rd, Independent Party.  The benefits and challenges are the same as the previously mentioned game and I see this game being included in our GED curriculum at the Center.  In addition to being included in the curriculum, these two games can be available on the Desktop of each computer in the lab to enhance members’ computer experience.

Cobb, J. (2008, April 18). Mission to learn: 26 learning games to change the world [Blog post]. Retrieved from http://www.missiontolearn.com/2008/04/learning-games-for-change/

Mobile Learning Technologies

There are many emerging mobile devices and technologies that are now utilized by adult learners.  The device I utilize myself is a tablet.  A tablet allows access to online information at anytime whether the student is sitting in a classroom or home taking a mobile course.  Additionally, utilizing a tablet in the physical classroom is less cumbersome than a laptop and just as easy to take notes with (Rossing, Miller, Cecil & Stamper, 2012).  There are some Colleges and Universities that require tablets, as of Fall 2012 the University of Louisville is one such University (University of Louisville, 2012).  A tablet would easily be incorporated into my professional practice by offering a course on how to utilize the tablets and also by offering tablet use in the computer lab once the University has handed them down to the Center I am employed by.

Another mobile learning technology of interest to me the use of smartphones in classrooms.  I selected this technology because it is quite a controversial subject not just in adult education but in regular education as well.  There are both pros and cons.  In adult education I can incorporate the technology into my classroom both as instruction and as a resource for the students to utilize at a time permitted to them. 

University of Louisville, (2012).  Tablet PC.  Retrieved from   http://louisville.edu/speed/academics/tablet-pc

Rossing, J. P., Miller, W. M., Cecil, A. K., & Stamper, S. E. (2012). iLearning: The future of higher education? Student perceptions on learning with mobile tablets. Journal Of The Scholarship Of Teaching & Learning, 12(2), 1-26.

Social Media

There are many drawbacks as well as benefits to adult learning with social networking.  When most of us think of social networking, programs such as Facebook (www.facebook.com ) come to mind. 

Facebook is a difficult social networking site to utilize simply because it is so vast and open; it is difficult to contain a class, group, or idea within its space.  Facebook is however a great way to disseminate information especially if classes have their own page; an instructor will get a message to many more students if it is shared on Facebook versus waiting for the students to possibly check their school email which very seldom occurs.  There are other social networking sites available for educational use where an instructor or group leader can control the environment and permit or excuse participants and guide their learning.  Ning (www.ning.com ) is one such interface, where belonging surrounds an interest or in our case a class or subject area.  The drawback to Ning is that there really is no in-between with privacy; though not all learners would consider this a disadvantage.  One strategy that I may incorporate is the idea of utilizing a Facebook page (not my own as that is too personal) to disseminate information to my students since most of them have cell phones now with the application loaded and ready.  Incorporating Ning into a classroom experience is somewhat self-explanatory as an entire class can be based in Ning and is a great communication tool.   (Richardson, 2010)

 

Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms (3rd ed.). Thousand Oaks, CA: Corwin Press. Chapter 9

Week 2, Applications and Multimedia Resources

For this week’s blog entry, I must select two applications and multimedia resources that have the potential to enhance adult education.  The first application I selected is Ning (www.ning.com). I was first introduced to this multimedia resource through my son’s French III class last year.  The site mimics other social networking sites but is based on networking for a purpose and is moderated by a teacher.  In adult education, Ning can have similar effects and since it can be moderated and closed to the public is a much safer communication tool than standard social networking sites (Richardson, 2010).  The second application that I discovered that can enhance adult education is podcasting.  There are countless applications and software available to begin podcasting but Podbean is one of the easiest to use and the price is right (http://www.podbean.com/start-podcast?sourceid=bing_01).  Podcasting allows instructors or learners to record ideas or lessons that can be played and referenced at the users’ convenience.  My wife actually utilizes podcasts from a few of her internet instructors while in college; she can download them from home and listen to them wherever she likes making the concept very appealing for adult education since most learners are pressed for time.

Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms (3rd ed.). Thousand Oaks, CA: Corwin Press.

 

Emerging Technology #2

Another emerging technology is obviously the blog, first introduced to me this week via our new course.  Like a Wiki, information can be added but is not necessarily based in fact.  Actually some blogs seem to be very far-fetched but are meant to be a creative way to disperse information that already existed (Liaw & Warschauer, 2010).  Again, there are many differing blog platforms and I selected the one that is Google based due to my trust in the product.  The editing is meant to be straightforward and similar to a word processing software but the way it is presented and edited can be endless.

Liaw, M. L., Warschauer, M. (2010).  Emerging technologies in adult literacy and language education.  Retrieved from http://lincs.ed.gov/publications/pdf/technology_paper_2010.pdf

Emerging Technology #1

The first emerging technology that stuck out to me is online collaboration, mostly because we had to use this technology in our previous course and the idea was foreign to me previously.  I found online collaboration laborious in selecting which program or format to use as they all differed slightly and there was no true fallback or standout solution.  Google Docs (http://docs.google.com) is the most recognizable name available in the selection of online collaborative programs.  It seems that online collaboration is becoming more popular due to location issues between colleagues and students alike (Liaw & Warschauer, 2010).  Online collaboration allows multiple authors or editors to the same document and removes the need for emailing documents and having several versions out in cyberspace (Liaw & Warschauer, 2010).

Liaw, M. L., Warschauer, M. (2010).  Emerging technologies in adult literacy and language education.  Retrieved from http://lincs.ed.gov/publications/pdf/technology_paper_2010.pdf