Technology for Teachers, Part 4: Collaborative Systems

This is a re-post. Originally posted here: http://training-network.blogspot.com/2009/03/technology-for-teachers-part-4.html

In this last part of the series (which finally came to an end--my apologies), you will read about a bit more advanced online applications or systems that you may use for teaching (as of 2010). While the systems are actually inherently sophisticated, worry not. These systems that I will talk about are easy to use as they are really created with us--teaching professionals who have very little time to study new technology--in mind.

(Like in my previous post on this topic, you may click here to view my mind map about technology for teaching. Further, I tried to include only free services/applications as they are the ones that are both hard to find and need-to-find.)

Online Presentations

As teachers, we often have lessons which we tend to present repeatedly--not because the student is a slow learner, but simply--because it is a lesson that has to be given, say, every semester or every year.

While I subscribe to the idea that in presentations, the main audio-visual must be the speaker, I would also have to agree to the fact that sometimes--because we repeat the lesson over and over--we forget some points of the lesson. In such cases, don't I wish that I could record my presentation?

About a decade ago, this has been possible but expensive. Nowadays, however, due to widespread availability of open source and online solutions, recording your presentation is free--virtually, because you may still need to pay for the Internet connection.

If you have a webcam, you can shoot yourself while talking and using your audiovisual. Or, if you have, say, Camtasia or Camstudio, you can record your Powerpoint presentations and then add your scripted voice-over to the presentation from your computer. The result is a video file with your voice or a song background which you could upload to--say--Youtube.com, Multiply or Google Video or any website that you may own.

What is the point? With a prepared presentation, you are in a better position to correct mistakes, it is widely available (if uploaded to a website), and you can get feedback via forum or comment (which is what you already have with Youtube and Multiply).

Of course, you could always share it with online document sharing sites, like Slideshare or Scribd.

Of course, this is assuming that you want to record your presentation before it is shown to the audience.

The other side of the coin is simply broadcasting it over the Net, or, using vodcast or podcast. This is essentially using a web-capable, Internet-connected camera so that a realtime presentation/speech can be broadcasted to Internet terminals. Most often, these -casts are stored online, together with the interaction after the speech.

Online Collaboration

What is the use of having the internet if multiple users cannot use the same resource--at the same time?

Prior to Google Drive*, if multiple users have to edit a single document, they have to confuse themselves with multiple versions. With Google Drive (and others that have followed), writers can now share documents, have them edited, without having to worry about multiple versions on which one is the latest.

See one of Google's first videos about Google Docs.

(*I actually don't know if Google Docs, Google's initial venture to cloud-based application suite, was the first one to have online document sharing and creation service. I know Writely has been acquired by Google, and previously Google Docs was separately accessed. Let me not be sued with this qualifying statement.)

Besides Google, other providers of free document creation and sharing service are Thinkfree and Zoho. In my experience, These two have a better, closer-desktop interface (look-alike) than Google Docs, but I stick with Google Docs because of its integration with other Google services and Google's stability.

Learning Management Systems

As a teacher, I know you have acquired a significant amount of files (i.e., PAPERS) related to your work. You might have a student record book, a syllabus (which changes every semester), book and other resources, quizzes submitted by the student, essays, and a lot of other paper outputs.

With an online learning management system (LMS), all of these can be consolidated in one system--paper-free. Take a look at Moodle, for example. Within the system, a teacher can create a document for e-learning, a quiz (with the restrictions such as time), have it recorded, and the student's identity is saved for evaluation on improvement of performance. An LMS also enhances capability of the facilitator to customize the presentation according to the learning style of the learner.

An LMS can do the following: Integrated system for record management, lesson management, and relationship of learning to work performance, continuous learning, content management (lessons).

Moodle is a free and open source system, however, it has to be hosted somewhere, so this would require a bit of support from your organization's IT department.

An alternate is Engrade. However, the Engrades focus is on administration, meaning teachers cannot save documents in Engrade itself.

Online Classroom

I have observed this used--which is good, but--not as effectively as they can be. Social Networks can be used for learning. However, as I mentioned, its use must be studied in a strategic manner.

When we say strategic, we do not only mean organization-wide, but more so, behavior-based or -responsive. Social networking sites help interpersonal relationship between the teacher and the learner, but I would like to suggest that there has to be some indicators on how to evaluate the effectiveness of the applications/systems that are used. This is where organizational strategy should come in.

Information and Knowledge Sharing

Information and knowledge are better shared. This can be done using the systems described above to create an online journal (or eJournal) on one end of the formality spectrum, and wikis and online communities on the other end.

Of course, journals are peer-reviewed, with peers meaning recognized experts, while a wiki is a community-reviewed publishing and content-management system.

Zoho and Google Sites both have these features.

Specialist Technology Applications

There are certain functions that are not applicable to all educational systems/institutions. For example, the engineering profession may require simulation software; management courses may require operations research and statistical software; and accounting may need accounting software.

My only share at this point on this section is that there are open source or free license options. You do not need to limit yourselves to proprietary systems that are just as hard to learn to use. Take for example statistical software.

I appreciate SPSS (I DO!), however, the price is just not that appealing to students in the Developing Countries (like mine). If you would use just the basic statistical procedures (hypothesis testing, t-test, the usual statistical procedures you see in statistics book for management or social research) and the data to be entered is not that big (say, less than a thousand), you may want to use OpenStat or other open source software.

Back to the Basics

Let us not forget that technology has to be used properly. Take into consideration the content of your lesson, the learning style of your learners, and your own propensity to the technology you plan to use.

And of course, do not forget budget.

As for the management, I strongly suggest a strategic integration for use of technology. This helps sharing experience and style in using technology for teaching.

If you need clarification on how to use any of these, do not hesitate to contact me by posting a comment with your contact email.