Collaborative Annotated Bibliography
In Web 2.0, we collaborated to create an annotated bibliography on articles that related to teaching with technology. We used a shared Google Doc to create the bibliography. Our task was for each cohort member to post three articles. Two of the peer-reviewed articles I posted made the final version. The third was cut from the Google Doc because it was determined irrelevant. The article focused on the history of the middle school model. Technology was not the focus, that’s for sure. But I posted it because I teach middle school and the article helped me understand the challenges middle school teachers face while addressing classroom management and the overall structure of mid-level classes, which includes the usage of technology.
One of the most interesting articles I read in the annotated bibliography assignment turned out to be “The Dialogic Potential of ePortfolios: Formative Feedback and Communities of Learning Within a Personal Learning Environment.” Ehiyazaryan-White concluded that ePortfolios had multiple advantages when using them as a professional learning environment (PLE). “The purpose of this research was to explore learners’ use of the ePortfolio, a personal learning environment, as a mechanism for peer support and community building,” Ehiyazaryan-White wrote.
Now that I am a week or so away from finishing my ONID degree, I feel the need to briefly reflect on the purpose of kevinklott.com. My biggest question regarding our ePortfolio is why ONID students aren’t allowed to take the information we gathered and posted throughout the program and use it on the comprehensive final. A few questions on the exam could have been answered by using posts previous courses. I also wonder why there isn’t an overall evaluation of our website at the end of our program. During my Masters of Art in Teaching program for UAS we had to put together a portfolio in a binder in order to graduate. It was submitted, evaluated and returned to us via snail mail. Will someone evaluate my site?
The following are two peer-reviewed articles I contributed to the annotated bibliography assignment:
Broadbent, J. (2017) Comparing online and blended learner’s self-regulated learning strategies and academic performance. The Internet and Higher Education, 33, 24–32.
This article draws attention to a couple of main points: 1. Very few studies have compared the effectiveness of Self-Regulated Learning (SRL) strategies in both online and blended learning environments; 2. This study determined there is a greater need to study and understand how learners can best utilize SRL strategies in order to be successful in school; 3. Little to no work has been done to study the effectiveness of SRL strategies on academic progress.
Chang, C., et al. (2018). Effects of digital game-based learning on achievement, flow and overall cognitive load. Australasian Journal of Educational Technology, 34(4).
Very few studies have researched the differences between Digital Game-Based Learning and Computer-Based Learning. This study conducted in Taiwan proved to be significant because it studied for the first time the relationship among flow, learning effect and cognitive load. “There is now evidence to support the theoretical assumptions surrounding these vital learning variables. The current results also demonstrate the importance of flow theory, cognitive load theory, and cognitive theory of multimedia learning within the context of DGBL instructional modalities” (Chang, Warden, Liang, Lin, 2018).
Very valuable feedback on our graduation process. Congratulations on being almost to the finish line!
The article you found most interesting is the one I contributed so that makes me glad. If you have time, check out PebblePad. It really has upgraded and its aesthetics match that of Canvas.
The only feedback I would say is on the Chang article, list the additional authors and digital game-based learning and computer-based learning are not capitalized.
Thank you for all the articles you share on Twitter.
#onidpr
Kevin, I think you’re right about having our ePortfolios used as an evaluation tool and available to us when we take our comprehensive exams. It might be the true test of our learning in the program if we can summon needed knowledge and ideas from our blogs. I was skeptical of that idea at the beginning of this semester—I did not completely buy Audrey Watters’s argument about our websites as thinking tools—but I am beginning to understand it. What is the future of this blog of yours?
One thing I would add to this post: a link to the annotated bibliography. I think that it was meant to be a resource that we shared on our blogs for our and our readers’ future use. I hope that in future semesters they begin to compile the annotated bibliographies into one big ONID resource.
I have to echo Nina’s thanks for the articles you share on Twitter. I can always count on you for something interesting to read there.
#onidpr
Link to annotated bibliography is created. Thanks for the tip!
Kevin, interesting to hear that one of the articles that was cut was one you contributed. Collaborative work can involve this, and this is why this assignment had two clear stages – ownership became communal after the initial articles were submitted. I think the end result is remarkably concise and I hope it is useful.
I wasn’t too offended when I saw it got the ax. The article did not have a direct connection with technology in education, so I’m glad someone made the decision that it did not belong.