Tag Archive: Harms

Video Comparison

So I need to figure out what camera to take to Europe…here are two live songs recorded with a Nikon 5100 and a Canon Rebel…which one is better?

I did manually adjust the Canon’s volume because it overloaded on automatic….I am thinking the Nikon has better video and I need to manually adjust the volume on it since it is a little hot….thoughts?


EDUC 8842 – Blog 1

Moller, Foshay, and Huett (2008a) contended that Instructional Designers (ID) need to stay current in ID literature and theory to develop quality online instruction (pp. 70-71). They lamented about the current quality of online classes suggesting that students do not distinguish between quality online courses and poorly developed online courses. This phenomenon has tarnished the publics’ image of online learning in general (p. 71). Huett, Moller, Foshay, and Coleman (2008) warned that conclusions made for post-secondary online learning should not be transferred to secondary online education and that original literature needs to be conducted specifically on secondary education (p. 63). They evaluated students currently taking online secondary classes and concluded that these students make up a different population than the students identified in the literature as prone to online learning success (pp. 64-65). Simonson (2000) introduced Equivalent Theory. Equivalent Theory states online students should learn in “acceptable and appropriate (p. 29)” methods instead of exactly the same methods as traditional students learn.

All of the authors presented the need for distance education to evolve. There are many students benefiting from distance education today. The student population enrolling at the secondary level is not the same population of learners succeeding at the post-secondary level. Distance education needs to adapt and evolve to be able to accommodate different learning styles. I agree with Huett, Moller, Foshay, and Coleman’s (2008) observation that K-12 specific research needs to be conducted for distance learning. This was the same conclusion I came up with in my first Knowledge Area Modula (KAM) (Harms, 2010, p. 51).


Harms, D. (2010). Knowledge Area Module One. Unpublished manuscript, Department of Educational Technology, Walden University, Minneapolis, Minisota.

Moller, L., Foshay, W., & Huett, J. (2008a, May/June). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 1: Training and Development). TechTrends, 52(3), 70–75.

Moller, L., Foshay, W., & Huett, J. (2008b, July/August). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 2: Higher Education). TechTrends, 52(4), 66–70.

Huett, J., Moller, L., Foshay, W. & Coleman, C. (2008, September/October). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 3: K12). TechTrends, 52(5), 63–67.

Simonson, M. (2000). Making decisions: The use of electronic technology in online classes. New Directions for Teaching and Learning, 84, 29–34.

Links to articles: (Need Walden Log-In To Access)





Second Life

A Library Exhibit

Thornburg (2009) defined a disruptive technology as a technology that does the same job as an existing technology; that ultimately makes the original technology obsolete by the disruptive technology’s introduction. Rosedale (2008) explained that Second Life has the potential to replace the traditional Internet. He used an example of shopping for an item on a website but not being able to talk to other people who are also shopping for the same item. Anderson (2006) explained that being able to meet face to face online allows for better learning online. Wallace (2006) claimed that Second Life was a disruptive technology. Wong (2006) reported that education was thriving in second life even though there were plenty of distractions. Another way Second Life is a disruptive technology is when it is compared to traditional online learning through online course shells such as Blackboard. Second Life is a more effective way to interact with a class than, for example, Classlive whose online chat feature and white board can be cumbersome and slow.

It is hard to predict how long Second Life has before it will be replaced because Second Life keeps reinventing itself. In the last year, Second Life has added full real time audio capabilities. Second Life may be replaced by a fully interactive virtual world that utilizes MIT’s sixth sense technology; but that is years away in development.

The social benefits of Second Life in education are the abilities to socially interact with other students and teachers in real time. Students can learn in a social environment in Second Life. Powerpoint presentations and movies can be embedded in Second Life and with real time audio, students can receive immediate feedback from their instructors. The biggest problem with Second Life is the fact that my classes have students between the ages of 16 and19 which cross over from Second Life, which is only available to over 18 year olds and the younger version, which is only available to under 18 year olds. There are also many sites on Second Life which are unacceptable for high school students. Additionally, personal islands which protect students from undesireable elements, are not cost effective for schools.


Anderson, T. (2006). An Educator discovers his SecondLife. Retrieved from http://terrya.edublogs.org/2006/07/17/an-educator-discovers-his-secondlife/

Rosedale, P. (2008). Second Life [Video]. Retrieved from http://www.ted.com/index.php/talks/the_inspiration_of_second_life.html.

Thornburg, D. D. (2009). Disruptive Technologies. Lake Barrington, IL: Thornburg Center for Space Exploration. Licensed under a Creative Commons Attribution 3.0 License.

Wallace, M. (2006). Mitch Kapor on the Power of Second Life. 3pointD.com. Retrieved from http://www.3pointd.com/20060820/mitch-kapor-on-the-power-of-second-life/

Wong, G (2006) Educators explore ‘Second Life’ online. Retrieved from http://www.cnn.com/2006/TECH/11/13/second.life.university/index.html

Module 1 Blog Post

Module 1 Blog Post

An emerged technology I have recently been exposed to is a slidecast. A slidecast combines two web 2.0 technologies; slideshare and podcasting. Essentially, a slidecast is a powerpoint that you add audio to resulting in a movie that you can embed on webpages. Here is a slidecast I completed for another course at Walden. Another benefit of this technology is that embedded powerpoints do not need Microsoft products to play on the Internet.
A problem with educational use of this technology is that students at my school are not allowed to have email accounts. This means they will not be able to post their own slidecasts. Another problem is student names on the Internet, which will be overcome by assigning students aliases for Internet publication.
The societal need that is met is that people can share their presentation and network socially. Slideshare users can bookmark other presentations and refer to them at any time. Another benefit is that you can network with other people who share your research interests.
This technology would be better if the interface slideshare uses to integrate the audio and powerpoint was more user friendly. Also, it would be nice as an educator to create student accounts.