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Economics of Educational Technology

COURSE:  ETEC 511 (Core Course), Foundations of Educational Technology, Course Description

TYPE OF ASSIGNMENT:  Group

TITLE:  Economic Foundations – Discourse Leadership Group 9

OBJECTIVE:

To work as part of a group to coordinate one of the ETEC 511 course modules by presenting the topic and the readings.  To coordinate, moderate and bring closure to the discussion for the week.  To design interactive activities for clarifying the readings and to allow for inclusive participation.

DESCRIPTION:

As a course, ETEC 511 expanded my thinking about educational technology.  Before the course, my views were still relatively simplistic and I hadn’t considered many of the other dimensions of  e-learning, educational technology, learning technologies, and new media.  This course suited my learning style; it was presented in a linear fashion, with each week’s discussion on a different theme and/or topic.  As a group, our task was to prepare and coordinate one of the modules.  I worked with two other group members, Karen Jones and Bryan Hughes.  We decided to host the module in a wiki. Please see http://economicfoundationsdlg9.wikispaces.com/ to view our content.

The wiki worked very well for this project.  Class members were able to join the wiki easily and some of the weekly discussion took place right in the discussion forum of the wiki as well as within VISTA.  We were also able to provide many types of interactivity in order to present the information.  Some of our discussions took place using VoiceThread. A VoiceThread is a collaborative, multimedia slide show that holds images, documents, and videos and allows people to navigate pages and leave comments in 5 ways – using voice (with a mic or telephone), text, audio file, or video (via a webcam).  In addition, we used MindMeister, a collaborative online mind mapping tool. These web 2.0 tools were new for many of our classmates.

As a culminating activity, we used animoto to summarize the major themes of the economics of educational technology. We had asked our classmates to contribute an image related to the Economics of Educational Technology. Here is our finished product:

VIEW:

Economic Foundations – Discourse Leadership Group 9

representation

UDL Guidelines:

  • 1.2 Offer alternatives for auditory information
  • 1.3 Offer alternatives for visual information
  • 2.5 Illustrate through multiple media
  • 3.1 Activate or supply background knowledge
  • 3.2. Highlight patterns, critical features, big ideas, and relationships
  • 3.3 Guide information processing, visualization, and manipulation

Overall, the week went very well, with some very good discussions happening within the wiki and the ETEC 511 course shell in VISTA. The project itself was very interesting in terms of content and the variety of tools we utilized in order to moderate the week.  This fostered a high level of interactivity between our peers.  Using VoiceThread provided a different way to introduce and reply to discussion messages, although we still had the traditional discussion forum as well.  Using MindMeister to create collaborative mind maps illustrated the information of the module visually which may have helped our colleagues to organize and process the information in a way that was meaningful to them.  Working together towards the end of the module to gather images for the culminating activity fostered collaboration and community and allowed us, as the presenters, to guide our colleagues through the course content in a flexible manner.


representation    |     expression    |     engagement