Static vs. Dynamic

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Online instructors need to hone their technological literacy to create dynamic environments where students are engaged with each other.  The technological tools at an instructors disposal range from static to dynamic (Moller, 2008).  Static content does not allow the student to generate their own knowledge while dynamic content allows for interactivity where students generate their own knowledge (Moller, 2008).  Posting references on a learning management system (LMS) to Khan Academy, YouTube, and other websites do not make your classroom dynamic because students are not collaborating to generate new thought.  Offer opportunities where students engage each other to solve a problem together.  Instead of watching a YouTube video, have the students collaborate with each other in the formation of video using services like Adobe Anywhere.  Mind-mapping tools like CMAP Tools allow students to collaborate on a mind-map over the Internet.  Blogs and Wikis can move from static to dynamic by allowing students to question each other over their posts where they work toward a goal.  Online instructors have to learn how to incorporate more opportunities that are dynamic for student learning as technologies improve the means of collaboration.


Moller, L. (2008). Static and dynamic technological tools. [Unpublished Paper].


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2 thoughts on “Static vs. Dynamic

  1. I am not sure if I completely agree that Blogs and Wikis are on the dynamic continuum for content generation. I can understand communication and collaboration on the dynamic continuum, but how did you come upon them for content? Are students really interacted and engaged while learning content through Blogs and Wikis? Also, is what they are reading on the Blogs and Wikis reputable and factual to be considered content? Overall, I really like the layout of your map. It is easy to understand and consists of great media and technologies.

  2. Hi Mary,
    I think blogs and wikis can go under all three sections of the dynamic categories. However, I placed them under content generation because the students are engaging each other and producing content. For instance, our class required us to read certain material and post a blog based on what we have learned. We generated new content in the form of a post and a mind-map graphic. The comments in the blog either reinforce our ideas or challenges the ideas to reshape thinking.

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