The Read/Write Web

I was intrigued by Richardson's Toolbox this week. I have been pondering expanding ways to reach my clients that would be more interactive and replace some of the face-to-face time that is now priced out of range. I publish a twice a month training and technical assistance tool called On-the-Go eTA (http://onthegoeta.net/mail/.) It includes articles, tips and ideas to enable nonprofit programs to become sustainable. The issues usually have something to do with fundraising, since that is the biggest sustainability concern for nonprofits, but I also write about board development, communications and marketing, volunteer recruitment, and other issues relavent to nonprofits. This publication is sent as an email to approximately 3,000 subscribers who are primarily AmeriCorps, VISTA and Senior Corps program directors. I have been producing this journal for 3 years, now. I have added a few bells and whistles to make the publication more usable. A print view option has been added and there is a mechanism to enable readers to add friends and colleagues to the distribution list.

What is missing, however, is a satisfactory way to get readers to respond to what they have read. I have tried to get some dialogue going without success. The way I do this is to ask a question and give readers the option of responding to me at a dedicated email address (LeadLine@CampaignConsultation.com.) I get very few responses. What I would like to do is provide an option for people to respond right at the bottom of the publication, and make the comments accessible to everyone who is reading the training tool. I want it to perfom like a blog. Can I send my publication to a dedicated list as a blog? If I just invite people to read the blog, they will never do it. The publication works because the information is handed to the clients by means of an email. These are "digital imimigrants" (Richardson) who avoid technology unless they are forced to use it. I'd like to figure out how to expand my readership and also give readers the opportunity to participate in the learning.

Week 3

Rose and Meyer claim that digital media is superior to traditional media because it is more flexible and can circumnavigate the barriers to learning that occur when the brain's networks fail to act in a fully functional manner. While I agree that digital media offers many benefits when working with diverse learners, I think Rose and Meyer overestimate it's power when they state, "In the years ahead, however, it is clear that text only instuction will give way to a more deliberate application of multimedia. (Rose and Meyer.)" In the first place, very little instruction takes place today as text only media in any classroom. Readings are discussed; visuals are presented; classrooms are rich with suppemental learning activities.

I question how digital media differs greatly when my own assignment consists of reading ten+ pages of text on a computer screen. The presentation of the material for this assignment did not differ much from any traditional media presentations. There were some aspects of the presentation that were helpful, i.e. having links to definitions for terms only a click away. However, as far as the brain's function, it seems that the same recognition, strategic and affective networks were employed. If I were a student who had difficulty with word recognition in a book, I would have had that same difficulty with an onscreen presentation of text. Learning activities are going to need to look very different if they are going to replace traditional media. And, as far as literature...I just can't see taking a good computer down to the beach to read on a summer day.

Week 2

This week's assignments include three selections to read and discuss. I am able to access the first, as a link is provided on the assignment sheet. (I can follow links really well.)

Funderstanding: Twelve theories of how people learn were outlined. A definition of the theory and a discussion, or expanded explanation of the how the theory worked and sometimes some background information was provided. This was followed by a brief one or two sentence explanation of how the theory impacted such aspects of learning and teaching as curriculum, instruction, and assessment of what is learned. Most of the examples given were directed toward teaching children in a classroom or group setting.

As I read each theory and its explanation I had several thoughts: Can I remember what theories were in play when I was a student? What kind of learner am I? What are the implications of these theories for adult learners? Do adult learners respond better to one or another theory? How does each theory of learning play out in distance learning?

As a very young student, I remember one exercise that caused me great grief. In third grade we were required to complete arithmatic "speed tests." We were given a number of problems to solve in a difined time. When we completed the test within the time frame, we moved on to the next speed test at a higher level. I assume these "tests" were to measure how well we memorized common responses to number combinations. These tests made me very anxious, and even though I knew the answers, I often was tripped up by panic and wrote the numbers backwards. There was no recognition that understanding the concepts of addition, subtraction, multiplication and division did not necessarily correlate with the speed with which I could write the numbers.

Next I will figure out how to access the two readings on e-reserve. I wonder what e-reserve means? Do I have to go to the library? Can I access them using my OneCard? Are they on Blackboard (I've got to register for Blackboard. That is it's own challenge.)

Whee, I accessed the next two readings!

Theoretical Foundations...: This selection introduces Student-Centered Learning Environments. I write and deliver curricula to adults. I am called a "learning facilitator." I am a "mediator." I do have knowledge of subject matter, and I can use that knowledge to craft learning experiences. My responsibility is to develop the setting and questions that are conducive to knowledge sharing. Much of the work is done in small groups where shared experiences create a body of knowledge. It is up to my students to work with that material until they come to a point where they can carry it back to their work settings and craft it into their own. My adult learners and I create Student-Centered Learning Environments.

Media for Learning...: I am beginning to suffer from definition overload. "Constructivist," "cognitivist," "behavioral..." Should I be writing these down to memorize? This seems contrary to current student-centered constructivist learning practice.

Behaviorism and Instructional Design Systems (IDS) for adult learners seem contrary to my experience of adult learning. I do include learning objectives in my curricula, however. My contract with CNCS also requires that I provide an evaluation about the effectiveness of the learning experience toward accomplishing those objectives. My learners are also asked, however, how they plan to use the learning when they return to thier programs.

This past year, in an effort to reach more programs, I have been developing curricula to be presented as "webinars." Thus, I am paying close attention to the cognitive psychology principles presented in this reading and trying to avoid the traps presented in the criticism. One challenge of this tool is how to provide opportunities for cooperative learning and collaboration that are an important part of my on site consultations. I guess that's why I am taking this course.

End note: This stuff is fascinating!

Week 1

My early experience in classroom technology was premilenniel. In elementary school, teachers used mimiographs and spirit masters to create thier own lessons and evaluations. (We loved sniffing the ink.) On rainy days we went to the auditorium to watch movies (film projector) instead of going outside for recess. In my undergraduate experience, We looked at slides in art appreciation and listened to records (yes "records") in music appreciation. Classical music is my passion and I was introduced to Tchiakowsky through records. In every era, teachers have sought out ways to make lessons interesting and relevant for their students. New technology was always welcome.

In my current situation, I facilitate learning for adults. I do not call my self a teacher. My work takes me around the country working with clients, usually in groups of ten to a hundred, to help them make their nonprofit programs sustainable. I conduct workshops and lead seminars for AmeriCorps, VISTA and Senior Corps around such areas of concern as fundraising, board development, marketing and communications, and more.

My company is trying to find ways to bring training and technical assistance to more people, especially those who lack funding or resorces to pay for travel and it's attendant expenses. Often these clients lack technological resources, or they live in isolated parts of the country that make travel even more expensive.

To reach clients at a distance I present via webinars: I publish an online newsletter; and I consult with clients using email or the telephone. Our company has developed a set of online learning tools that distance learners can access. You can see them at www.CampaignConsultation.com/gizmos.