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two or three years?

four to five years?

trends

challenges

teachers should ‘present students with a true picture or representation of another culture and language’ (Singhal, 1998). And this will be achieved only if cultural awareness is viewed as something more than merely a compartmentalised subject within the foreign language curriculum; that is, when culture “inhabits” the classroom and undergirds every language activity

When asked about several emerging technologies for online education, 27 percent of respondents predicted that use of course management systems (CMSs) would increase most drastically in the next five years. Those surveyed also said that video streaming, online testing and exam tools, and learning object libraries would find significantly greater use on campus during this time. Between 5 and 10 percent of respondents expected to see increases in asynchronous discussion tools, videoconferencing, synchronous presentation tools, and online testing.

this study found that the most important skills for an online instructor during the next few years will be how to moderate or facilitate learning and how to develop or plan for high-quality online courses (see Table 2). Being a subject-matter expert was the next most important skill. In effect, the results indicate that planning and moderating skills are perhaps more important than actual "teaching" or lecturing skills in online courses. As Salmon pointed out, online instructors are moderators or facilitators of

), and educational opportunities.25Online Teaching Skills.

Instructors' abilities to teach online are critical to the quality of online education.

As a result, enhancing pedagogy is perhaps the most important factor in navigating the perfect e-storm. In the present study, respondents made predictions about the quality of online education in the near future and about how online courses would be taught and evaluated.

Our findings also indicated that, in general, respondents envisioned the Web in the next few years more as a tool for virtual teaming or collaboration, critical thinking, and enhanced student engagement than as an opportunity for student idea generation and expression of creativity.

What if institutions took the opposite stance and measured face-to-face courses based on whether they could accomplish all that online instruction can?

A flow experience has got to be challenging

So goals are important?

Flow depends on the ability to engage in intense concentration

I believe if I didn’t have this opportunity to reflect, it would have been a thought but I would not have acted on it. At first I thought blogging and journaling was just busy work and I wasn’t too excited to do them, but I have found great benefit from thinking about how I learn, why I learn and how I can use this to improve my contributions as an educator and student and that deflated feeling is going away with every week that passes and it is renewing my faith in education and where it is headed.

The course was developed in a way that the harder you work and the more you participate the better the experience and the more you will get out of it. I can guarantee that all of us were nervous and scared the first time we entered this course. The first day we knew that it was going to be a challenging, but we have made it to the end with a lot of rewarding experiences and a lot of lessons learned along the way.

In integrating these major theories of knowledge, we moved through three steps. First, we attempted to describe, for each of Gardner's intelligences, a set of four learning processes or abilities, one for each of the four learning styles. For linguistic intelligence, for example, the Mastery style represents the ability to use language to describe events and sequence activities; the Interpersonal style, the ability to use language to build trust and rapport; the Understanding style, the ability to develop logical arguments and use rhetoric; and the Self-expressive style, the ability to use metaphoric and expressive language.

In MI theory, I begin with a human organism that responds (or fails to respond) to different kinds of contents in the world. . . . Those who speak of learning styles are searching for approaches that ought to characterize all contents (p. 45).

Learning styles are not fixed throughout life, but develop as a person learns and grows.

The following are some strengths of learning-style models

They tend to focus on how different individuals process information across many content areas.

They recognize the role of cognitive and affective processes in learning and, therefore, can significantly deepen our insights into issues related to motivation.

They tend to emphasize thought as a vital component of learning, thereby avoiding reliance on basic and lower-level learning activities.

Learning-styles models have a couple of limitations. First, they may fail to recognize how styles vary in different content areas and disciplines.

Second, these models are sometimes less sensitive than they should be to the effects of context on learning.

Emerging from a tradition that viewed style as relatively permanent, many learning-style advocates advised altering learning environments to match or challenge a learner's style. Either way, learning-style models have largely left unanswered the question of how context and purpose affect learning.

But learning styles emphasize the different ways people think and feel as they solve problems, create products, and interact.

The theory of multiple intelligences is an effort to understand how cultures and disciplines shape human potential

Though both theories claim that dominant ideologies of intelligence inhibit our understanding of human differences, learning styles are concerned with differences in the process of learning, whereas multiple intelligences center on the content and products of learning. Until now, neither theory has had much to do with the other

reveals things about myself.

his has been a great exercise to realize that my personal preferences are not likely everyone else’s preferences and should therefore be thought through.

I really believe that this course has taught me important skills because I was required to actually use the skills I was learning about.

when I am able to direct the topic of my learning I am more engaged. It becomes a joy to find additional resources instead of chore. Online courses offer a unique aibilty to have more individually focused learning in discussions that I have greatly benefitted from during this semester.

. My learning was enhanced when I sat down and made time for the course. Even though it is an online course, I had to treat it at times like a traditional course and block out an hour or two or three as if it were a class time. Then I was much more productive. Setting aside time for online courses is a must as many others have recognized. 2. If my life was sufficiently complex to hinder learning, how much harder it must be for young students who face much more challenging conditions. I have a very supportive wife and family, a car to get from place to place, an office and access to fast reliable internet. Many youth who we criticize for dropping out or doing poorly in school have no such supports or access. They live in unsafe conditions, lack examples and role models and may even be lacking basic necessities of life like food and safe shelter. These conditions are the real hindrances to learning and have been recognized as such for some time.

design.

module 1

  In this class, i had to wrap my head that I have to design a course that the student is responsible for their learning with me as a facilitator. 

 I have so many ideas that I have learned from this course that I want to implement them all into my class.  But, I really need to stand back and reflect.  The most I got from this class is all the information that everybody shared on diigo.com and in their discussions.  I am very proud of everybody’s  contribution to my education and their own.  I loved how everybody had a share in the teaching presence and how Alex facilitated the learning.  This was an an excellent example of an effective student-centered learning environment.

. Apply strategies for identifying and solving routine hardware and software problems that occur during everyday use. 2. Demonstrate knowledge of current changes in information technologies and the effect those changes have on the workplace and society. 3. Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuses. 4. Use content-specific tools, software, and simulations to support learning and research. 5. Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. 6. Design, develop, publish, and present products using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside of the classroom. 7. Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside of the classroom. 8. Select and use appropriate tools and technology resources to accomplish a variety of task and solve problems. 9. Demonstrate an understanding of concepts underlying hardware, software, and connectivity, and of practical applications to learning and problem solving. 10. Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems. I do believe that these standards should assist the students in either online or face-to-face class to succeed with learning.  I am actually going to observe and take notes of my 8th graders to see how many standards that they can achieve. I had a great summer learning and being challenged to do my best at learning.