omg. finally i’ve finished my assignment, and what a relief because i liked every part of it except for the storyboards. no offence but why do they have to make storyboards SO confusing and not to mention hard to read and etc etc.
anyhow, so that was that, and i shall upload my activities and different technology styles later on AFTER work. wootwoot
okay my dates are getting a little mixed up.
but anyhow, we did our exam today on the three websites, the different websites sure did have different visual attributes and techniques and i liked the BBC language one. mainly because it looks pretty as compared to the airforce one or something.
the most important thing about a website is the way it looks i rekn, put the techniques and all aside, because if a website does not appeal to an audience, the effects that it has tried to achieve wouldnt really work out anyway. first impressions are always important.
The following is a brief overview of the 4 basic principles of design :
C R A P
Reference: Williams, R. 1994, The Non-Designer’s Design Book, Peachpit Press, USA
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Contrast |
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Contrast can be the most important visual aspect of a page. The principle is to avoid elements on the page that are merely similar – if they are not the same – then make them VERY different.
Purpose: § To create interest § Aid in the organisation of information § Supports visual hierarchy Eg. use of colour |
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Repetition |
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Repeat visual elements throughout – colour, shape, etc. Develops organisation and strengthens the unity.
Purpose: § To unify and add interest § For consistency Eg. navigation, colour identifiers, layout – anything your learner may visually recognize.
Avoid repeating the element so much that it becomes annoying and distracts from the message
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Alignment |
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Nothing should be placed on your page randomly. Every element should have some visual connection with another element on the page. This creates a clean, sophisticated look.
Purpose: § To unify and organize your page design § Be conscious of where you place your elements – always try to find something that aligns them
Avoid: § More than 1 type of text alignment on the same page § Don’t always centre align
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Proximity |
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Items relating to each other should be group close together. Items in close proximity become one visual unit rather than several separate, unrelated units.
Purpose: § Reduces clutter and confusing your reader § Organizes information – reduces cognitive load § Logical information is more likely to be remembered
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Understanding Colour
Review the Colour Matters site and determine why some colours appear to hurt the eye!
From the same site – Color Matters – explore how computers generate colours and what this can mean to your multimedia images:
The Psychology of Colour
Some colours make us happy and others, sad. Colours have the ability to provoke a psychological reaction. Look at the objects around you: their colours have been chosen specifically because they create a mood or an association for the viewer.
Because of their power to provoke reactions in us, we use colours for their symbolic meaning. It is no accident that fire engines are painted red; red is a hot colour and denotes the idea of danger. Police uniforms are blue; being a cool colour, blue projects the idea of being under control, being calm and collected.
You can use colours in your visual designs to convey a mood, create an association or express your feelings about a particular event, activity or object.
q Aggression – red
q Friendly – yellow
q Solid – black
q Weak – baby pink
q Serious – dark blue
q Depressed – grey
Visual design takes the composite of elements: text, symbols, photos, colours, video, in fact any graphic element and much more, to communicate your message – it is your primary connection with the learner.
Visual design is the process of producing visual images that are able to communicate information to other people.
Visual images are made up of lines, colours, textures, tones, hues and shapes applied in a spatial composition. We are surrounded by visual images in our everyday lives. Each visual image is trying to tell us something.
Understanding Perception
When you look at a visual image you see lines, shapes, colours, tones, hues and objects in a spatial dimension.
The eye collects visual information from these images and objects and this information is transmitted to the brain. The brain interprets and constructs meaning from this visual information.
To design visual images that are meaningful to an audience you need to understand the way your audience actually sees. That is, how does the eye collect visual information and how does the brain interpret it? This line of inquiry is called the science of perception.
Discovering the way the eye works will help you understand how visual elements function in visual design.
Understanding Visual Communication
No two people ever see the same thing quite the same way. Cultural differences, the level of acquired knowledge, an individual’s psychology and socialisation will all affect the way we construct meaning from a visual image.
Physiology can also affect the way a person sees. The eye itself can have defects in the retina lens or suffer from colour blindness. The brain can also have its own problems that affect perception such as brain dysfunction, and alcohol and drugs.
To cater for these differences in perception you need to construct a clear, unambiguous image and know your audience well enough to construct visual images that they will easily recognise and comprehend. For example, a road sign needs to communicate its message to a wide audience instantaneously.
ONLINE QUIZ COMPLETE
7 Principles of Multimedia Design
1. Multimedia principle: Students learn better from words and pictures than from words alone.
2. Spatial Contiguity Principle: Students learn better when corresponding words and pictures are presented near rather than far from each other on the page or screen.
3. Temporal Contiguity Principle: Students learn better when corresponding words and pictures are presented simultaneously rather than successively.
4. Coherence Principle: Students learn better when extraneous words, pictures, and sounds are excluded rather than included.
5. Modality Principle: Students learn better from animation and narration than from animation and on-screen text.
6. Redundancy Principle: Students learn better from animation and narration than from animation, narration, and on-screen text.
7. Individual Differences Principle: Design effects are stronger for low-knowledge learners than for high-knowledge learners and for high-spatial learners rather than low-spatial learners.
What is Multimedia?
How do you define multimedia in today’s e-Learning context?
It can be defined as tools engaging learners interactively.
so on may the 14th….. we went through a microsoft office website example of how to do our evaluation for website visuals.
that was alright, but i cant believee that we have to repeat that same thing 3 times. its like how in program design we had to do two assignments that were basically exactly the same. how much of a put down would it be if our second one wasnt as good as the first one?… anyhow, so we did that and i think that was okay.
cause we basically know what the types of things we need to look out for in those three different websites that we’ll be looking at. but anyhow, so that was interesting, and we sort of went through some of the things in our last assignment.
im a little confused about it actually.. but im sure ill get the hang of it when i actually sit and read through word for word what the assignment is about.
so i didnt go to class one week, cause i WAS SICK.
so i skyped them in class, and i found that SO MUCH MORE EFFECTIVE than webex. seriosuly, webex sucked. so that day we learnt about storyboards and frameworks, and that we have some evaluation / tests to do. our first test thing is going to be on the 28th May. shall be goot.
and.. nothing much more to blog about. i dont liek the new settings of Edublogs
i already got over being angry on wednesday beacuse we went to have dinner which made me happy, but now that i have to blog, i must complain about the inefficient technology that UTS has provided for us as students.
first of all, whoever did not think of having an apple / mac desktop as the host computer in “MAC CLASSROOMS” is a little insufficient as a classroom designer. this has caused our groups presentation to be ineffective because the Video conferencing did not work due to the fact that the host computer doesnt even have video conferencing. Because our group topic was Synchronous Communication, our extremely effective idea of presenting via another classroom was ruined.
We have tried our best to make the connection between macintosh computers, windows host computers that doesnt have webcam, and marks laptop to work, however in the end our presentation was still a failure. I must admit, i am rather cheesed about this situation because i spent so much brain power and practical experimenting time to try and make this work. Not to mention, we totally abused Mark’s time in teaching Module 2, and made the rest of the class wait.
Of course, i can’t blame this all on UTS, because i do very much appreciate how UTS has external connections to the host computer and etc, so WebEx should try and accelerate its technology with Macintosh, so that both computers would have the same preferences, devices and functions.
but of course, im over that whole cheezed-ness. because our next assessment has nothing to do with playing around with technology.
Creating storyboards
Refer to this resource on creating storyboards: http://www.uncc.edu/webcourse/sb/storyboard.htm We will be developing course storyboards based on the simple or graphical storyboards.
Albert Bandura (1977) combines behaviourist reinforcement with cognitive processes for understanding the behaviour of others. Bandura empasises the importance of observing and modeling – his 2 key elements for learning are: experience and expectations§ Experience enables us to learn the consequences of our actions§ Expectations are formed by our experiences Four processes underlie this type of observational learning:1. Attention: focus on the features of behaviour to be modeled2. Retention: how well the behaviour is remembered3. Reproduction: observed behaviour must be turned into action, practice and feedback4. Reinforcement: to motivate learners to reproduce and perform the behaviours How could you apply Bandura’s Social Learning Theory in an e-Learning context?
to be continued
Read: Social Constructivismhttp://projects.coe.uga.edu/epltt/index.php?title=Social_Constructivism Watch/listen to the brief lecture:http://www.coe.uga.edu/epltt/impaticas/Social-Constructivism-PPT.html Now – consider the learning theories in the context of the technologies you have researched in Module 1. Which theories are suited or more appropriate? to be continued
Bruner’s Constructivist Theory: Bruner (1966) based his theory on learning by discovery – information should be organised in a spiral manner that allows the learner to re-arrange and re-assemble content to create new insights. According to Bruner, discovery and meaningful learning enhances recall and transfer of learning. The main objective is to build upon knowledge the learner already has. “By creating learning environments that foster the self-development of learners as they explore a situation or problem, teachers can enable learners to arrange, rearrange, and transform evidence so they can gain new insights and experience a sense of achievement in making their own discoveries. The problem–solving strategies they develop are more transferable, as they have personal meaning and value in terms of the learner’s own purposes and intentions.” Burns, R. 1995, The Adult Learner at Work, Business & Professional Publishing, Sydney.Applying principles of Bruner’s theory: 1. Instruction must be concerned with the experiences and context that make the learner willing and able to learn (readiness) 2. Instruction must be structured so that it can be easily grasped by the learner (spiral organisation) 3. Instruction should be designed to facilitate extrapolation and/or fill in the gaps (going beyond the information given) The Current Debate:There is a great deal of current debate in education fields that can be summarized into distinct views:1) Directed InstructionPrimarily the behaviourist and cognitive learning theories2) Constructivist Learning Characteristics of the 2 types of instruction: Directed Instruction Constructivist Learning
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How could you apply constructivist learning principles in an e-Learning environment?
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q Group work (collaborative learning)? q Scenarios, case studies?q Enriched learning environments (multimedia e-Learning)?q q q |
The Humanist approach developed from the Cognitive but focuses on experiential learning and the assumption that the individual is ever seeking greater personal adequacy, self-esteem and self-actualisation. Humanists emphasise the individual’s innate need to achieve personal worth, dignity and creativity and believe a better society will evolve by nurturing these qualities. Humanist teachers can create a positive classroom climate and encourage the psychological growth towards the creation of self-actualising people. Humanists believe that learners respond to their environments as they experience it – part of that is the person themselves – the self.
Feeling and emotions play an important part in learning.
What effect might e-Learning contexts have for the Humanist approach?
To be continued
Principles emphasised by Humanist theory: § People learn by relating the world to their previous experience – they learn by doing § People learn in a free environment that permits and encourages development of potential, self-expression and self-determination § People learn co-operatively, which includes constructive feedback in a non-competitive environment § The learning that has most meaning for people is that which is contructed by individuals out of their experience Burns, R. 1995, The Adult Learner at Work, Business & Professional Publishing, Sydney.
Cognitive psychologists emphasize the role of experience, the development of meaning, and the use of problem-solving and insight as the sources of learning. The individual learner will perceives organised wholes – rather than disconnected pieces. Each person will behave and learn in terms of what is real for them. Learning is therefore based on the re-organisation of experiences into systematic and meaningful patterns that lead to problem-solving and insight. This will mean that interpretation is subjective – reality is what each of us perceives and understands at any given time. TASK: Watch the following video from the Wharton University of Pennsylvania:http://www.learningwiki.com/theory Part 2 – Cognitivism Examples you may be familiar with: Meaningfulness:According to cognitive theory – our brains look for patterns and completion. Our brains have the capacity to associate anything with anything else and will find associations if we allow it to! This allows us to be creative and problem-solve. Each person will create their own meaning based on the current context and their past experiences. Insight:The sudden Blinding Flash of the Obvious! The realization of how to solve a problem by a cognitive restructuring of the environment – looking at things differently!
Until we start thinking around the problem (restructuring and reorganising) we will not be able to gain any insight into how to solve the problem.
What effect might meaningfulness and insight have in e-Learning contexts?
To be continued
Advance Organisers:An advance organiser provides a scaffold for the ideas – or cognitive structure – which will bridge the gap for the learner between the content – what’s known and what they will need to know before new material becomes meaningful. The scaffolding is intended to provide a higher level (more generalized) concept that will then allow the learner to incorporate more detailed and differentiated materials into the structure. Advance organisers use current and relevant concepts that the learner already has – to make it possible to put new learning into the framework. The sequencing of content must allow new concepts to be related to old ones.
How can we use Advance Organisers in e-Learning contexts?
To be continued
Principles emphasised by Cognitive theory: § The perceptual features of the problem as interpreted by the individual affect what is learned § A learning problem should be structured by the teacher so that the essential features are open to the learner’s inspection § The organisation of knowledge should move from simple to complex to create a meaningful whole § Feedback as hypothesis testing is a basis for correcting faulty learning Burns, R. 1995, The Adult Learner at Work, Business & Professional Publishing, Sydney
Behaviourists attempted to study behaviour and learning from a scientific approach – only observable and measurable behaviours are reliable. They explain human behaviour in terms of cause and effect – therefore learning is a modification of behaviour by application of stimuli, shaping of responses and the provision of reinforcement. Learning is demonstrated in the response or behaviour of the learner. TASK: Watch the following video from the Wharton University of Pennsylvania:http://www.learningwiki.com/theory Part 1 – Behaviourism Examples you may be familiar with:Classical Conditioning – Pavlov’s DogsThe learner (dog) is conditioned (learns) to emit a response (dribble) which was originally a natural response to another stimulus (food) to a new stimulus (a bell). Classic conditioning can also be demonstrated by our ability to generalize our responses to stimuli.
Eg. A household drill may cause a reaction for a person that has had an experience with a dentist’s drill!
What effect might generalizing have in e-Learning contexts?to be continued Operant Conditioning – SkinnerSkinner argued that people learn to behave in ways that help them obtain things they want or avoid things they don’t want. Reinforcement is used (money, promotions, success, praise etc) to increase the likelihood of the desired response being repeated. Skinner believed that by ignoring a response, without reinforcement the behaviour will die out. Negative reinforcement – knowing how to avoid unpleasant or dangerous circumstances.Punishment – creating unpleasant situations to decrease unwanted behaviour.Feedback – is used to reinforce behaviour and let learners know how they are doing. Principles emphasised by Behaviourist theory: § The learner must be able to respond actively § Frequency of repetition of responses is important in acquiring skill § Reinforcement is vital to obtain repetition of required or correct behaviour § Generalisation suggests the importance of practice in varied situations § Immediate feedback of results is strongly motivating § Shaping behaviour by the reinforcement of approximate responses is essential in learning new skills Burns, R. 1995, The Adult Learner at Work, Business & Professional Publishing, Sydney
What is Learning?
“The best definition is to conceive of learning as a relatively permanent change in behaviour with behaviour including both observable activity and internal processes such as thinking, attitudes, and emotions.” Burns, R., 1995, The Adult Learner at Work
What is your definition of Learning?
Learning is the act of acknowledgeing and taking into memory an acitivity, information or data that a learner has not come across before.
i hope our presentation works out fine on wednesday…
It is a tuesday afternoon, and Kim and I just sat here in building 5 completing our entire Module 1 together. I feel sooo good. all is up to date for elearning except for our presentation that stuffed up damnit. SO, when we finally do our presentation, it would all be good. Hopefully Laurence’s Virtual Worlds presentation wouldnt own ours.
Looking forward for uni to start.
.. kind of.
What is a Learner Management System (LMS)?LMS is a high-level, strategic solution for planning, delivering, and managing all learning events within an organization, including online, virtual classroom, and instructor-led courses. The primary solution is replacing isolated and fragmented learning programs with a systematic means of assessing and raising competency and performance levels throughout the organization. For example, an LMS simplifies global certification efforts, enables companies to align learning initiatives with strategic goals, and provides a viable means of enterprise-level skills management. The focus of an LMS is to manage learners, keeping track of their progress and performance across all types of training activities.
What is a Learning Content Management System (LCMS)?
A learning content management system or LCMS is a further development of the learning management System (LMS) in that it is a multi-user environment where learning developers may create, store, reuse, manage, and deliver digital learning content from a central object repository.
How could virtual worlds, like Second Life be used for learning?
- Effective Interaction with other learners
- Maintaining co operative working relationships with others
- Efficient and Production roles in a team environments
- Allows users to feel confident ing roup setting because they do not have to present themselves
- Easier for learners to take the courage for a leadership role
What is your experience of social networks?
My experience of Social Networks has developed from Highschool when i used intranets to communicate and transfer knowledge to my fellow school friends and teachers. I have also started using social networks since highschool, which range from Ringo, MySpace, Friendster, Bebo, Tickle, Webshots, to the recent, extremely popular application, Facebook. Social Networks are very helpful to my social life, because first of all, phone bills are expensive and a lot of the times, because of work, study and family time, there is not enough time for everyone to organise times to simultaneously connect with each other. Social Networks have also allowed me to find friends from Primary school through to relatives and friends from overseas. This is a great way of connecting knowledge and friendships globally.
How could these be used in learning environments?
These could be used in learning environments because of the asynchronous design of the applications. Users do not have to await a response by the person you are trying to connect to immediately. With the impact of globalization, everyone is able to learn through social networks either by learning different cultures, or actually publishing information and knowledge onto the Social Networking applications. There are applications on facebook to connect groups of people to share information about specific networks.
What is synchronous communication?
Synchronous communication is the exchange of verbal, visual, or applicable data after the sender and receiver of such knowledge are corresponding in time. The increase of globalism in today’s society conveys the need for educators, learners, trainers and apprentices to communicate in a synchronous manner. Academic seminars at universities are often held no more than once, because it reduces the cost of presenting professors, and catering for large groups of students at the one university, and international business meetings often mean employees and directing managers have the need to travel across the globe, away from families to attend conferences. Synchronous communication demolishes these drawbacks for students wishing to attend seminars which may have a limited numbers of participants, or at different universities, and rids the cost of travel and time away from family expenses for business contributors. The synchronous communication software, AOL Instant Messaging, WebEx Communications, Adobe Connect, Elluminate Live!, and Microsoft Office Live Meeting will outline the benefits, costs, the way these specific technological examples work, and how it is implemented into the learning context.
Examples
The common and familiar ones include:
- GChat
- Skype
- UStream
- Elluminate
- Twitter
- Mebeam
- Aim
- Yahoo chatrooms
- Ninemsn Instant Messenger
- DimDims
- Adobe Connect
- WebEx
What are the benefits of synchronous communication?
- Caters for education, training and knowledge worldwide
- Extends boundaries
- Internet based tool
- Reduced cost
- Travel
- Administrative
- Telecommunication
- Timesaving
- Synchronous interaction where voices are heard, or facial expressions
- Motivational learning.
- Allows feedback given on the spot
- User friendly
- Easy to set up
- Multiple languages
- 24hour access
- Send messages to mobile phones
- FAQs file
- Manage and control
- Increase in graduation rates
- Flexibility in delivery
What is asynchronous communication?
Asynchronous communication is transmission of data without the use of an external clock signal. Any timing required to recover data from the communication symbols is encoded within the symbols. The most significant aspect of asynchronous communications is variable bit rate, or that the transmitter and receiver clock generators do not have to be exactly synchronized. (Wikipedia)
Examples:
- Social Networking pages,
- Wikispaces- Weblogs
- Emails
- Online Discussion Boards
What is the Benefit of Asynchronous Communication?
Users do not have to organise themselves in the same timezone, or location to share knowledge. They are able to communication, share knowledge and learn through different mediums even though they may be in different countries, in different timezones.
When Would you use it?
You would generally use it when you want to leave a message for someone even when they are unable to answer you immediately. You would also use it when you need to communicate with someone overseas, and timezones cause the communication to be difficult to be simultaneous.
Current trends in e-Learning are indicating that effective learning can be enhanced through the use of these communication techniques. What do you think are some of the drivers in the current environment?
The development of synchronous Communication is especially fundamental because of growing globalism. It is the exchange of information after the sender and the receiver are synchronized in time and with growing technology, learners are able to do this via a number of e-learning sources such as chat rooms, instant messaging, or online audio/visual conferences. Different groups of individuals in the current technology built society are being taught and trained from various parts of the world due to geographic distributions. Synchronous communication clears the barrier for learners having to physically travel across the globe to attend seminars, training programs, or multinational business conferences because programs such as WebEx, Skype or Elluminate provide educational facilities to compliment various learning needs.
What is meant by web-based application?
Web based applications are applications that are available via the webbase, in other words the internet. They are applications where people can either pay or have free access to. They can either be private or publically used, however they must be connected to the internet to be able to access.
What is Web2.0? Web 2.0 is a trend in the use of World Wide Web technology and web design that aims to facilitate creativity, information sharing, and, most notably, collaboration among users. With these advanced capacities, a second generation of web-based communities and hosted services, such as social-networking sites, wikis, blogs, and folksonomies, are evolving (Wikipedia).
What is its relevance to learning?
The relevance of this means that learning has been broadened because knowledge can be shared amongst students, teachers, or even people who do not have the chance to be in an education college or school. It means that learning can be taught and studied through a lot more different ways, and the diversity of ideas, perceptions and cultures are shared in a much wider community.
List web-based applications you are familiar with:q Weblogsq Wikisq Chatq Podcastingq Web conferencingq RSS & aggregationq Social Networkingq e-Portfolios
q Virtual worlds
q Grassroot Videos
q Synchronous Communication Software
List web-based applications you would like to explore further:
q Definitely NOT virtual worlds
q Synchronous Communication
q Wikis
q Social Networking
q Grassroot Videos
q Podcasting
What experience have you had with e-Learning?
Elearning Experiences Class
Learning at school via the intranet
Learning via internet
Learning at school using dvd’s, cd’s, projectiles
Learning at school using email and discussion board communication.
Describe the methods of delivery you have experienced?
DVD viewing
CD sharing
Email usage
Intranet
Internet
Discussion boards
Blogs
Projectile presentations
Podcasts
These findings relate to the definitions outlined earlier on because it shows the broad basis of where e-Learning occurs, and what it is. There are also a number of e-Learning modes of delivery which could be use by individuals, companies or groups.
What is aggregation of information referring to?
How does it work?
Aggregation differs from ordinary composition in that it does not imply ownership. An aggregator is a software application that allows you to subscribe to other websites
Sometimes aggregation is referred to as composition when the distinction between ordinary composition and aggregation is unimportant. Aggregation can be termed as the feed reader of RSS content.
How can these be used in this subject? Gathering Blog informationGathering new definitions and glossary termsFinding new updates in a quick way so that used and old information does not have to be used.In class today we also discussed a few things likeBlooms taxonomyFolksonomy
List self-publishing applications you are familiar with:
- Wikis
- Weblogs
- Youtube
- Myspace/Facebook
The 6 key emerging technologies identified by the 2008 report are:
Grassroots video
Collaboration webs
Mobile broadband
Data mashups
Collective intelligence
Social operating systems
Which technologies are you familiar with?
Synchronous Communication software – WebEx, netmeeting, dimdims
Collaboration Webs – elearning classroom
Mobile Broadband – planet3
Wikispaces – wikimapia, wikispaces, wikipedia
GrassRoot Videos – youtube, crunchyroll
Significant trends: How do these relate to your experiences of technology in learning contexts?
These trends relate to my experiences of technology in learning contexts, firstly because we have studied these technology bases in our elearning class and also because i use many of these technology on a daily basis. I also use collaborative web and grassroot videos on a daily basis to gather new information for studying, and also to watch videos. I have used social networking in regards to facebook, such as learning new information via groups and sharing knowledge with my friends. The development of technology has created a much easier learning environment for us as students, however i think learning is most effective with both technological aspects and the tradtitional learning style.
today was our pesentation day and it stuffed up. i was rather dissappointed considering the amount of effort i put into it.
on tuesday ( yesterday ) the 5 of us went to the elearning classroom to try out our computers and software (WebEx) and after experimenting it had finally worked. we used the large PC as one account to project the sound and the screen so that the whole class would see. We then used a macintosh computer in the classroom on another account as the Mic for Mark to use. then a third computer in another classroom for our group to speak and present through. it all worked out very well, UNTIL TODAY.
we were lucky enough to go first, however our audio system on the lecturers PC in our classroom wouldnt let us configure it. it stuffed up for about half an hour or so, and then we let the other groups go first. int he end, we didnt present, however figured another way to do it. we’ll be using two laptops of Marks ( THANKS SO MUCH) to present. which will be on the 30th of April.
even though we were int he other classroom the whole time, we managed to use synchronous communication software ( WebEx) to listen to the two presentations which were, Mobile Elearning and Podcasting/Vodcasting. very very interesting and a lovely day at uni.
it was presentations today. 1st one was jacks group, which was Social Networking and Social Sharing. that was quite a good presentation. second was the girls who did Weblogs, E wikis, and E portfolios. fairly well too.
oh and btw, we have each finished our space on wiki. we managed who was doing what with what organisation and then i wrote up the group synthesis then they chucked in their paragraphs. i know i was fairly leading in that, however i think i did the right thing in going along to write up the intro and conclusion first cause otherwise there really wasnt much time for all of us to get together to do this synthesis thing.
for our presentation, which is next week, ive gone through the programs that we’ve used so that we could present via those mediums. and the one that ive found most useful is the program that i researched on which is WebEx. that program is adaptable with both macintosh computers and pc’s which is pretty much what we want considering there are both mac computers and pc’s in our classroom. i have also tried it out with kim at home, and the process did go through fairly well. we have organised to go to class on tuesday to try and set it up first.
so i didnt go to class during secondlife which was … a wise choice.
another 10 days till our assignment ONE part A is due. not too stressed out because ive got the weekend to do it, and i dont have much planned for the coming week.
in class today, we went through the virtual hotels which is a form of elearning in which you place yourself in the shoes of an animated hotel staff to learn and develop the basic understandings of hazard management principles. In order to successfully learn this through elearning, the learner (us) are given interesting animated scenarios in which we choose correct procedures or point out which are the wrong processes through animated affects of wrong decisions.
i strongly disagree to something like secondlife, however i think an elearning source such as virtual hotel is very very efficient in teaching hospitality staff what needs to be known. In successfully finishing the course, as a learner, you are also given a certificate illustrating your understandings of the objectives. i think this is very effective because the interesting animations give learners a self willingness to learn this through “playing” with an online hotel. not only is it an interesting course, but it provides a certificate which gives essential feedback to learners, and because the course is of a specific length, i certainly do not disagree to the use of online learning and making decisions for an animated character in this case.
i hope much of that made sense, as i am really really tired right now.
anyway, apart from virutal hotel, we also looked at the different learning aspects of facebook, yeerrp thats right. learning and facebook. i absolutely agree to this because i think there is a learning aspect to everything we do, even if it means blending a smoothie of frying an egg.
we’ve decided on who does what for our assignment in class, but just today, i found out that we’ve been given some common examples of synchronous communication usage within organisations. so i think there’s going to be some changes to the topics we are to be researching on.
This assignment hopefully would come about alright. i shall head off to begin some researching for skype for the time being, before we decide to do anything else.
secondlife next week. i really dont want to attend class next week. i know thats “bad” and all, but .. secondlife, seriously…. i guess i’ll just listen harder when the secondlife presentation week comes.
so in class we were talking about mash-ups which were, rather .. um no offence useless. because i really highly doubt i’d be using it.. however, it was still interesting. lol so in class, we were up to a little fun and that was to play around with skype. we could so have an online class with skype one day. maybe one on one skype tutors. okay thats going a little too farfetched, anyway. so being a skype user at hoem anyway, i experienced playing skype with yvonne in class. that taught me one thing. and that was, playing skype on an apple Mac desktop is SO MUCH MORE clear than my home webcam.
lol so anyway, after class i got home and reserached a little on different types of synchronous communication devices so that we could each research on one ready for our presentaiton and handing in of assessment number one.
i came up with the following:
The common and familiar ones include:
- GChat http://www.gmail.com (within Gmail Accounts)
- Skype http://www.skype.com (Edelweiss is going to do this one, thanks)
- UStream http://ustream.tv
- Elluminate http://www.elluminate.com
- Twitter http://www.twitter.com
- Mebeam http://www.mebeam.com
- Aim http://www.aim.com
- Yahoo chatrooms http://messenger.yahoo.com
- Ninemsn Instant Messenger http://messenger.msn.com (a little too common so maybe presenting this one wouldnt ” up” our originality/learning experience but whatever floats your boat)
I have just posted this information to share with my fellow lovely group members on the “wikispaces” which i think is such an efficient asynchronous communication application. anyway, after posting it up. i have also assigned myself to researching Skype as my research topic.
To my understanding, vincent has also attended the first webinar conference however due to come miscommunication he missed out on the discussion. soo, i think we should still listen in on the discussions to gain an insight on the types of analysis we need to do to compare and contrast synchronous communication applications, however it would not be a bad idea to start our research and findings on some applicaitons which are already familiar to some of us.
so that was this week, and im looking forward to this wed again. woopdidoop =)
, edelweiss
man uni passes by fast. if only assessments flew by with them.
week two, we dug up all our blog stuff which i did at home, so instead of that our group, which is now named “Barbara Chan Edelweiss Chan Yvonne Chan Kimberley Lam Vincent Lam ” decided to agree on Marks fabulous idea of participating in a synchronise conference regarding webinar testing. Lecturers, professors, students and whtever else from different parts of the world are goign to participate in this conference which introduces and samples a new synchronise technology. I think it woul be a very very good help and start to our assessment / group work. not only would it give us an insight to this assessment, we could also present our progress via one of these mediums if possible.
Dr Cohen has replied our emails and has decided that our first conference would be on Friday the 14th, at 7AM PST time. which would probably mean Friday 14th 1AM ish. our first participator would be Vincent because the others of us have some issues with the time.
So our presentation is going to be on the 9th of April. shit thats soon ! and i dont even know if we need to hand in any written documents or anything. anyhow, so class was fun and good as usual, aaannndd i think its about time i go ahead and re-read that subject outline of ours.
so who would have known i’d have to type on this again. im not complaining though, because after all, it DOES give me a reason to sit and thinka bout what ive learnt and done throughout the week.
first of all, the good news is of course OUR TEACHER IS MARK AGAIN. yaaayy =) all is good, class is good, teacher is good. and class is fun so thats good. and thankfully there are no “optional assessment” tasks to this subject. i thought that was a stupid idea too. but now that there arent, it means i’ll have to study harder this semester.
not that i wasnt before ……………………………….
anyhow, so the first week. we went through the subject outline, and grouping up, and that seemed pretty good. until the part where i saw ” secondlife” oh man. we have to look into that AGAIN this semester? they better be able to influence me somehow and make my mind believe that the advantages to secondlife is going to take over those 10s and 1000s of negative points of it.
so thats the only downside, other than that. all is good, especially because i get to have some fun group work thing with my lovely baolers. =)
Course Evaluation PLEASE DOWNLOAD THIS DOCUMENT. thanks
i have just completed the survey. and the evaluation
SO, here are my URLs
DELICIOUS - boringchocolate
NETVIBES - sent that to Mark
BLOG - this one, http://boringchocolate.edublogs.org
ASSIGNMENT 1 – set up complete
ASSIGNMENT 2 – Group assignment complete & Reflection page complete on this blog
http://elexp.wikispaces.com/Lam+Chan+Dinh
ASSIGNMENT 2 OPTIONAL – http://boringchocolate.edublogs.org/module2-additional-assignment/
ASSGINMENT 3 - Short course, complete. & CURRENTLY undergo-ing Reflection AND optional assignment
ASSIGNMENT 3 REFLECTION – http://boringchocolate.edublogs.org/assignment-3-reflection/
ASSIGNMENT 3 OPTIONAL – http://boringchocolate.edublogs.org/module3-additional-assignment/
ASSIGNMENT 4 – FINAL project presentation is VIEWABLE.
ACTIVITES have been accomplished at its best, have not completed some confusing parts, however i have spoken to mark about them.
If you have multiple preferences you are in the majority as approximately 60% of any population fits that category.
Multiple preferences are interesting varied. For example you may have two strong preferences V and A or R and K, or you may have three strong preferences such as VAR or ARK. Some people have no particular strong preferences and their scores are almost even for all four modes. For example one person had scores of V=6, A=6, R=6, and K=6. She said that she adapted to the mode being used or requested. If the teacher or supervisor preferred a written mode she switched into that mode for her responses and for her learning.
So multiple preferences give you choices of two or three or four modes to use for your interaction with others. Positive reactions mean that those with multimodal preferences choose to match or align their mode to the significant others around them. But, some people have admitted that if they want to be annoying they may stay in a mode different from the person with whom they are working. For example they may ask for written evidence in an argument, knowing that the other person much prefers to refer only to oral information.
If you have two almost equal preferences please read the study strategies that apply to your two choices. If you have three preferences read the three lists that apply and similarly for those with four. You will need to read two or three or four lists of strategies. One interesting piece of information that people with multimodal preferences have told us is that it is necessary for them to use more than one strategy for learning and communicating. They feel insecure with only one. Alternatively those with a single preference often “get it” by using the set of strategies that align with their single preference.
We are noticing some differences among those who are multimodal especially those who have chosen fewer than 25 options and those who have chosen more than 30. If you have chosen fewer than 25 of the options in the questionnaire you may prefer to see your highest score as your main preference – almost like a single preference. To read more about Multimodality you can download an article written by Neil Fleming in September 2007 Multimodality
After completion of 4 hours of the course, the first thing I realized was that 4 hours was not enough to learn even these basics of the Korean language.
It had taken around 45 minutes to go through with the first vocab and an introduction to the language, and this does not include remembering the actual tones, words and alphabet. It was hard to remember the words and tones, so without remembering the initial alphabet, it was very hard to learn effectively the different chapters of the course. The chapters as I’ve mentioned before went by very quickly. The pace of the audio and visual supports of learning was hard for a learner, as I have experienced to remember these words for future reference. Learning on the spot would have been easy, because I would feel like I understand with the sounds and images though that would purely be experiencing the lowest level of learning, acquisition.
I believe to learn a language effectively, repetition is very, very important. A mere 4 hours of learning would pretty much be useless. Sure, I would remember probably a handful of words, but what’s the use if that? Choosing a language course had shown some beneficial and negative aspects. The benefits is that I was able to be exposed to the basics of Korean language, and be able to experience e-learning and see the goods and bad of it. The negative would be, I should have chosen a more beneficial course so that I could have undergone some real learning, which would actually be useful.
after the first two hours of completing this course i have found some good points about this course
- this course is very interesting
- it has a very informative and easy to navigate
- choices of audio and visual learnings
- very cute changing images
- clear audio voices
- there are different subtitles and chapters which gives you the ability to focus on different subjects at your own pace.
- the font is clear to read
- the subject objectives are useful for tourism and beginner Korean language learners.
some negative points are that
- the course audio, although is clear it goes by really quickly.
- it lags my computer at home
- as you play a chapter, the speed of it goes by really quickly, so there is no time for individual learning of each word. you can play it a number of times but by learning theses words as a whole list, it is hard for the learners to remember the different words with such short breaks in between
- the course at this stage has not given any feedback in return. without feedback the learner,k myself is unable to se the mistakes and learn from the mistakes.
- there are no encouraging thoughts. a learner needs to receive ebcouraging words in order to have motivation to continue learning efficiently bercause positive encouragement and feedback increases motivation for learning.
an example
my friends and i have decided to sit together to accomplish this course, i didnt get much dont however cause i had my mind on other things. though, when i got home i planned out that i would do some tonight,
so, i have separated the course into 2 hours each, i will complete 2 hours tonight, then finish the other 2 hours on wednesday night.
very well, course time =)
so continuing on with module 3 …
****** What influence will your preferred learning styles have on your e-Learning experiences?
not much actually, because elearning experiences are generally related to online / computer learning. i work well with computers and because i can multi task on the computer, i believe it would be effective even without physical interaction with friends, considering the many social networking websites, and instant chats.
******* How do you find a short e-Learning course?
I’VE ALREADY BLOGGED THE PROCESS OF THIS IN MY PREVIOUS BLOGS.
1. Focus, focus, focus!!
What do you want to learn about?
2. Choose a topic!
3. Use a search engine – try an advanced level search
4. Choose an e-Learning content provider
eg:
5. Refer to some of your e-Zines or e-Newsletters for reference to courses or content providers
6. Tell your lecturer if you’re stuck – at least a week before the assignment is due!
Activity 3.3 The Course Objectives and your Expectations
Before you start your course, it is essential to outline these questions on your weblog!
They will be invaluable when you have completed your course and are reflecting upon your experiences!
What are the stated course objectives and outcomes?
What are your expectations:
1. What outcomes do you expect to achieve?
i expect to at the least be able to greet a korean speaking friend in korean. i expect to have learnt the korean alphabet after the online course so i would be familiar to reading korean characters and words. i expect that there would be general information on what to say on tours, or what are some language neccesities in traveling to korea.
2. What do you expect the learning experience to be like?
i expect it to be interesting, because ive never learnt online before. i think i would enjoy it too, because studying at my own speed and at my own preferred times would allow me to be more motivated in learning the korean language. Because the choice of korean language is also my own, i believe i would be able to learn better and more efficiently because there is higher motivation for me to learn and acknowledge what i have learnt.
3. What type of support are you expecting from the course?
i expect there would be sound in helping pronounce the words, and images would be useful as they are often used as support materials to allow students ot imagine situations, or things. apart from the audio and visual online supports, i expect the course to be translated form english to korean so that learning is easier. without the korean language barrier, teaching me in english would allow me to better understand what i am actually learning about. i also expect there to be different times in the course where i am expecting to click this and that, because it allows me to be focused and interactive in the program rather than just sitting back and watching the korean course go by.
i was EXTREMELY late to class today and happily found out that our optional part to assignment three is now due on the 9th. YAAY
now im going to catch up on some of the questions from module 3.
“Successful learners in the online environment need to be active, creative, and engaged in the learning process.” Palloff & Pratt, 2001, p.7
“Without experience or other guidance, most learners – of all ages – are not adequately prepared to learn effectively from the technology-rich training opportunities offered…” Watkins, 2005, para 6.
****** What are both these articles suggesting about online learners?
These articles suggest that in order to learn efficiently, a learner must engage themselves into their working / learning process. In 2001, Palloff & pratt mentions that it takes the individual learner to be “active, creative and engaged” however in 2005, Watkins suggests that an effective teacher / guidance is needed as the companion of an efficient learner to bring successful online learning.
****** What do you already know about your preferred learning styles?
i believe that i am generally a behavioural learner if i remember clearly. i need human interaction, and i love working with people. but i cannot rely my studies on other group members and i need to have things briefly planned out so i have an outline of writing things. i leave things to ALMOST the last minute, but i work well under pressure. i dont know if i work better without the stress of last minute, beccause thats never really hapepend, obviously because of the strong powers of procrastination. i procrastinate a lot, because i believe there are other things that are more important, like my family adn friends. … and eating.
i love learning, because ive always loved going to school and going to uni. but its all probably because my of the friends i see and enjoy being with at my different learning environments. learning as a group is much more effective for me because i need a happy mindset to be able to learn properly.
Ive proposed my e-learning korean language site on onlineuts.
just awaiting mark’s reply.
I didnt attend class today because of more than one reasons i shall not post on this blog ……. ANYHOW
so, didnt end up going to class so im going to have to ask a student that did go to find out whats happened, that shall happen sooner this week. I’ve kind of decided to learn Korean as the language now, considering it would be more useful to my studies of korean next year, and learning to cook online doesnt really include many elearning aspects so i didnt even bother to propose it.
I had a chat (i felt like bitching about it) about virtual worlds with my friend today, and it gave me some insights to the good reasons for virtual worlds.
Yes, it would make things easier, and in a way it does help anti social people ( not that its a bad thing ) become more social by starting on virtual worlds. However, i thought, what happens when those anti social adolescents or even adults become too induldged into their avatar on second life that they only know how to communicate and interact on the software? we discussed how its only a game, and shouldnt be seen too seriously, so i should start considering it as ” The Sims” or ” dota ” or whatever, just placing your own identity in a game, or even so, create another one.
so i think ive learnt some of the good things, but then at the end of our conversation my friend said this to me
” but then eddie, knowing you, you NEED your physical personal life and and not all the virtual stuff – you need to FEEEL all the LOVE IN this world.. HAHA ”
and i agreed.
the sight of smiles, the echoes of laughter and warmth of hugs are the basic prerequisites for the love, care and happiness of relationships in any sort. so i guess, there are the good about the game, however focusing too much on second life, is seriously not healthy.
we had the guest speaker on thursday learning about vitual learning. i honestly really didnt like it at all. i think social networking groups are very useful to our lives because i have personally experienced through, for example, facebook that i could “regenerate” friendships that have been lost in the past. i understand also, that sometimes speaking “short talk” online is more comfortable for a lot of people because meeting up for coffee or going out would leave awkward moments for long lost friends to sometimes have nothing to say.
however i think that ” secondlife” was going way too far. i know, ill probably sound like a hypocrit in the end because they said that by the end of 2011 80% of active internet users would be using secondlife. i seriously hope i would be part of the minority 20%. i believe human beings need physical attraction and interaction to be able to create relationships of friendship or whatsoever. the guest speaker mentioend that many users on secondlife create their avatars as images that look nothing like themselves. Second life gives people a life out of the normal environment, but what would happen when everyone begins to be too indulged into this secondlife.
he also mentioned that there are applications / softwares on secondlife which would be able to teach people how to ride a boat or have an actual social workforce online. as i was listening to him, i honestly thought. this is really ridiculous. learning how to ride a boat online, first of all, we have all learnt that physical hands on learning is more effective, and physical interaction is much more affective in group learning, and social happiness and belongingness.
its just perhaps that i see so many negative points about secondlife which gives me such a negative outlook on the lecture that day. when people learn online on how to ride boats, on going to work, on working on things together, wouldnt that take away a lot of physical exercise for the human being ? wouldnt that take away a lot of family time ? feelings of sensation and happiness? there is dota, and starcraft and etc. these games already make teenagers become antisocial amongst the family and they end up only actively using their fingers. what ” good ” is that meant to do to any teenager ? or even adult?(for the ones who are meant to go into the “corporate world” on second life). i still think its ridiculous and if i was ever to use secondlife, i hope i would never be addicted to it. thankfully however, im not the type of person who would be addicted to vitual worlds, or even social networks.
there is nothing better in the world than to be able to sit with my family and friends physically and be able to see their smiles and laughters. to grow with the peopel around you physically is the best thing. im not against the invention of second life as a game similar to The Sims, but when proposing the ”VIRTUAL WORLD” to the government such as China, and having the guest speaker telling me that the Chian government is saying it would reduce pollutiona nd travel and etc, i wanted to swear out loud.
ridiculous it is. you can not lead a happy and healthy life at the tip of your fingers. i really dont htink that by the end of 2011, 80% of active users would use secondlife, and if that really does happen. i’d hope i DONT become a hypocrit and wouldnt be ” socially active” in secondlife.
i have so much more negative judgement on this, but i should stop with these negative ideas. .. that was enough for the day. maybe when i see some good in second life, i’d blog about that.
… but i doubt i ever will see that side, considering my values in physical love and affection so much. man, i feel kind of cynicle.
FOOD TIME.
i dont really have anything to blog. but im just blogging for the sake of blogging every week. anyhow,
I STILL CANT DECIDE WHETHER TO DO A LANGUAGE OR COOKING. zomg. this is so freaking hard to decide. and also, im not sure whether the cooking sites that ive searched for is enough e-learning. its like, basically just video’s teaching me how to do this how to do that.
maybe because of that, i’ll just do a language. get a good head start to learning korean next year. good idea.
okay, LANGUAGE IT IS. and KOREAN IT IS. yay =)
i just went through some more websites and i have come across this learn korean course site. -
http://rki.kbs.co.kr/learn_korean/lessons/e_index.htm#
this is basically my back up if my cooking course page doesnt end up working. ive found and registered to a cooking course called the Galbani Show.
ive finished my synthesis, nposted it onto a new page, and sent an email to mark.
Ive been working on my additional assignment, but ive lazed around quite a bit, so ive never really got to finish it. Ive read through what everyone in my group has written for the assignment and have now got a basic idea what i would be writing about in my synthesis.
i plan to finish the assignment by the 30th because im going to to the beach on monday. shall be fun.
anyhow, im still confused about whether to do cooking or learning a language online.
so i did some research on both learning a language online and learning to cook online. the language classes had shown more free courses however when i searched cooking online, quite a few of them were ones that costed money.
i ” refined ” my search to ” free online cooking classes ” and i was brought to this page:
http://distancelearn.about.com/od/isitforyou/a/CookingClasses.htm which led me to this: http://distancelearn.about.com/gi/dynamic/offsite.htm?zi=1/XJ&sdn=distancelearn&cdn=education&tm=11&gps=109_707_1020_588&f=00&su=p554.2.150.ip_&tt=2&bt=1&bts=0&zu=http%3A//www.deliaonline.com/cookery-school/how-to/
this website wasnt quite what i was looking for because these are basically online steps with pictures which i could learn within minutes of reading the page.
after spending quite a while researching online cooking courses, they have brought me to images and images of stpe by step processes.
so i went back to learning a language and i found this website.
http://rki.kbs.co.kr/learn_korean/lessons/e_index.htm
i think it is farely well. because going through this process and learning from the websites would basically let me through it for at least 2.5 hours – 3.5 hours to efficiently learn some basic korean words and languages.
SO FAR. LEARNING THIS KOREAN LANGUAGE WOULD BE MY SHORT COURSE COMPLETION. althought it is fairly common and unoriginal to learn a language, it would be a good help for me to learn korean next year. also, i am very interseted in this, so i think completely this short course in less than 4 hours time would be beneficial to me.
so im supposed to start thinking about what i want to do for my short course in module 3 – the practical side of elearning.
i have thought about learning a language because after all, that is the most useful. however ive also thought about learning something that is more practical. so that i can actually use this thing in a practical hands on way in the future, like cooking.
i want to bake a cake. or cook something really deliciosu. hopefully i can learn this thing online. that would be good. i could bring my laptop to my kitchen and learn from there. mm i better start searching now.
so its the day before the due date, and most of us are already trying to finish it because we have work and so on.
i changed my case study a number of times for this assignment. i started off with wanting to do Qantas, then to Sky News, then i looked at a few others, then i finally settled on NASA beacuse their case study targetted the age difference issues. and the age group that they targetted was the generation that i was studying, the Baby Boomers generation. I think before i read this article, i was still lost. In a sense that i didnt know exactly what i was meant to be looking for, or writing about because there were so many directions to this assignment.
What i found difficult to udnerstand was that everyone had different topics, so it was hard to pinpoint from marks point of view what to study what not to find information on. I had to sit myself down many times to reread over our assignmnet or even read our topic question over and over again to understand what it is that we were supposed to write about.
However after all that, at least we’ve finally understood what to do. and i have completed part one of our assignment. Thanks to the rest of our group for the help and all. =)
theresa has been a great help to our assignment. ive been in a mess this week because of not handling my different assignments in an organised order and ive spent too much time panicking about getting my Ps. ( ive finally passed however =] ). anyway, so theresa emailed mark, and he replied with some pretty useful ideas / guidelines. unlike other lecturers, he has actually put the time into replying a fairly decent lengthy email. much appreciate it.
so the bad news is that our appraoch to the assignment was strayed to a ” kind of ” incorrect path. our initial concepts of the assignment were generally cut off because mark has notified us that it is crucial we each have a case study. so now, we are going to each study a case study and then find information about the differnet generations relative to the advantages and disadvantages of e-learning.
i hope thats right .. back to some more researching with all these case studies and assignments.
i got my peeesssss =) im so happaayyy
so after class the other day we discussed some concepts and ideas regarding our assignment during lunch. we sound like losers who have nothing else to talk about. its not like that, ANYHOW. so we discussed how we’re gnna use generaiton gaps and the difference in catering to younger versus elder users of elearning programs within companies. we’ll be discussing or researching why the companies have chosen to use the specific elearning programs, what makes it compatible and effective for younger users, or elder users. and from this, we’re going to discuss the issues that generation gaps have in relation to eleraning programs.
we have decided to split our group into 3. two pairs and an individual, two pairs researching a case study each, and the individual whom i have nominated myself would be studying the literature of generation gaps.
so far it seems pretty okay. we dont have much time to do this, and i have other assessments and work to accomplish this week so its going to be pretty tough. honestly though, i’m still quite vague about the assignment because it seems all over the place with the individual research adn then the group research, then the synthesis. i think they shouldnt have made the outline of the assignment so confusing. however, it would be a good experience to learn through the technologies of elearning while looking into specific case study examples.
E-learning program design is about creating a program which would benefit users via the mediums of e-learning. It allows benefits and flexibility of programs which iwould originally cater for users through physical access.
This topic is of interest to me because it is perceived as a useful resource to today’s society. It is helpful to many learners or employees who are located internationally. It is a useful tool, and helps people learn through e-learning which we have already established to have many benefits to learning. Because there are also disadvantages, i think e-learning program designing is very useful because it would prevent or limit the disadvantages that e-learning may bring.
so we’re basically doing a case study analysis on the the implications that e-learning program deisngs have on companies and their users. we are also looking at the type of e-learning program designs that have relevance to age groups / context / group categories
1000 work synthesis due on the tuesday following.
www.e-learning centre.co.uk/eclipse/Resources/journals.htm
www.doaj.org - look at business / education
we began the class today with WHERE to look for things for our case study analysis, and also to observe their relevance.
We must always blog about our process of finding information or how we are presenting what we’re doipng in our group case study.
QUALITY NOT QUANTITY. our group case study is not about finding information. its more about finding information and putting them together as a group. Find information on group blogs, or educational blogs. May have multiple references from different sources. Basis of case study analysis must be a company / organisation that has explored / has issues with or .. anything to do with something that has got to do with e-learning program designing.
What questions should we be concerned with when analysing e-Learning in an organisational context?
Refer to Activity 2.1 & 2.2 to develop your own focus of inquiry – either from the list or choose an area that is of particular interest to you!
Having developed your focus of inquiry or area of interest, outline and add this to your weblog.
How do you select appropriate information sources – where do you start?
What key words may help narrow your search?
Which UTS Library databases or journals may be useful?
How do you distinguish points of view from facts?
Are your resources: reliable? Credible?? Authentic??
Are your resources bias in any way? What do you do about this?
For another class, we had to spend a few hours having an online class. an original 3 hour class lasted 1.5hours. and topics discussed only consisted of about 45 minutes. The beginning of the online session was spent with hello’s and hi’s. and the lecturer trying to organise everyone. we soon had a rule of ” no one types unless the lecturer gives you permission to. ” This was a lot more organissed than the online debate that we constructed in our e-learning class becausethere was a lecturer who had taken the position of a leader and had co-ordinated everyone.
This was a good experience for both e-learning and knowledge management because it has shown how important the management of knowledge is, and also the benefits and disadvantages of e-leraning are.
The class wasnt very efficient because it takes more time for students to read than to listen in class. The lecturer also obviosuly speaks faster than he types, so it would generally take up more time for a class to be constructed. I also felt that the lecturer found it hard to organise the calss because of the lack of facial communication and gestures. In a face to face class the lecturer is able to control whether or not students are payign attention, in order for students nto to disturb each toher. However on computers, although the teacher guides students into being in the class, there is a lack of physical eye contact and proper learning.
It has been studied that it is best to learn with a mix of both audio and visual mediums. Learning based purely on e-leraning is clearly inefficient.
This was a great experience for me to understand what e-learning is like.
so today we’ve made our little group ”page” and individual pages on wikispaces. Apart from that, we were also writing on the graffiti wall. lol
http://elexp.wikispaces.com/Lam+Chan+Dinh
Group Topic:
I think wikispace is very efficient because we are able to post our own research onto the page or even create our own pages. but one thing thats bad abotu it is that the graffiti page always changes. they should have a system where you can see what the previous graffiti msgs are.
Based on your research into the current status of e-Learning:
What decisions do you expect organisations to address before they implement an e-Learning program?
What is the current status of e-Learning?
There are a number of indicators of the status of e-learning. The primary indicators include
Approximately 17% of all VET activity involves e-learning. The increase in the uptake of e-learning is being mainly driven by the registered training organisations (RTOs) that had involved e-learning in 2005.
60% of students said that the use of e-learning in their course had increased their confidence and skills in using computers, and would improve their future employment outcomes. Students have also mentioned that e-learning is delivering benefits in terms of flexibility in terms of when and where they undertake their study. It is fairly consistent that students and teachers are using e-learning in their forms of teaching and studying.
Relate the general findings and comments to your industry:
How does your industry rate against the overall results?
( I DONT KNOW WHAT ” INDUSTRY ” MARK IS REFERRING TO. MUST ASK HIM IN CLASS )
