Wednesday, 29 May 2013
Wednesday, 1 May 2013
DLT Project - Relational Database Course
Project
Reflection
At the outset, I was sure the relational database
resources I had at hand along with the Moodle LMS that I currently use, were
suitable for this project. However, the
sequencing of these resources wasn’t fully established. My curiosity about new learning technologies explored since this paper commenced, along with feedback from my
lecturer, encouraged me to reconsider the plan. Some of the resources were rearranged and modified
for improved student understanding, accessibility, and
formative assessment.
Minor adjustments in Moodle included following an established pattern for the first four weeks, in more detail. Each week would commence with a reading resource like a PowerPoint, Wiki, Video, or Moodle/Web page, followed by activities with examples (individual or collaborative), an upload tool for completed activities, a quiz and a glossary to summarise the weeks learning.
Designing instructional content for a variety of applications and platforms has its technical issues. This process made me think a lot about the abilities of the target group/students with access, navigation and usability online. They are not familiar with Moodle and although most are comfortable on the internet, I felt that there needed to be design considerations around different objects they would encounter; like pop-ups, dialogue boxes, webpages opening in new tabs, logins, new Gmail and Cacoo accounts, IMS, Moodle messaging, grades/overrides, feedback and the navigation between EIT drives, desktop applications and resources online. It was important to ensure that hyperlinks were sufficient and intuitive, clear guidelines and software plug-ins available for students to concentrate and progress through the course material. This meant a lot of testing and adjustments to Moodle tools and course resources to minimise any misunderstanding.
Minor adjustments in Moodle included following an established pattern for the first four weeks, in more detail. Each week would commence with a reading resource like a PowerPoint, Wiki, Video, or Moodle/Web page, followed by activities with examples (individual or collaborative), an upload tool for completed activities, a quiz and a glossary to summarise the weeks learning.
Designing instructional content for a variety of applications and platforms has its technical issues. This process made me think a lot about the abilities of the target group/students with access, navigation and usability online. They are not familiar with Moodle and although most are comfortable on the internet, I felt that there needed to be design considerations around different objects they would encounter; like pop-ups, dialogue boxes, webpages opening in new tabs, logins, new Gmail and Cacoo accounts, IMS, Moodle messaging, grades/overrides, feedback and the navigation between EIT drives, desktop applications and resources online. It was important to ensure that hyperlinks were sufficient and intuitive, clear guidelines and software plug-ins available for students to concentrate and progress through the course material. This meant a lot of testing and adjustments to Moodle tools and course resources to minimise any misunderstanding.
Online Tools and Applications
In preparation for accessing Google and online applications, students are required to create a Gmail account and if they haven't got one then follow the How-to video embedded in a labeled Moodle page within the course. A wall in Padlet was linked into a Moodle page for brainstorming activities. Students were also asked to create an account in Cacoo for their ER-Diagrams and conceptual designs for the menu, form and report layouts.
The collaborative tools such as GoogleDocs and Padlet seemed to inspire more trust from the students who have utilized them, whereby they aren’t alone in a brainstorming activity for example but working as individuals and yet as a group, in a collective environment. I even sensed their relief when they realized that saving and storing was automatic and that their file was accessible to everyone, anytime for revision. The students ER-diagrams were put together quite quickly in Cacoo, after my brief introduction to the navigational elements, layout of the web tools and download options.
Ethical and Accessibility Issues
The Relational Database course requires an enrolment key on entry through Moodle. GoogleDocs can be shared through a Gmail address by the document creator. They can assign editing or viewing privileges, however someone who has been given editing privileges can also assign editing to others, which could put the students contributions at risk. The document owner has the ability to remove anyone in the sharing group and is the only person who can delete the document.
Technical Issues
Jing was used to create a video taken of a custom animation sequence I created in PowerPoint. There was no option to edit the size of the video which appeared to be an awkward fit when tested on a wide screen and a tablet. Unfortunately, my operating system didn't meet the specifications to download Camtasia for editing or to make cool effects, and although EIT workstations do have Jing, Camtasia was not available either. There was an option to save by uploading it to Screencast.com or to a physical drive whereby it created a swf file, but unfortunately the quality of this was very grainy. The video How to Draw your way to the Candidate Key has been linked into the Introduction to Database presentation.
References
PowerPoint presentations have references included at the end of the presentation.
VirtualMV Wiki is a hyperlink from the main page, so I though it best to place a reference document in the course information folder.
Adherence to Plan
There has been changes to the plan which is about timing and sequence in the delivery of resources to meet the objectives. The course has been running almost parallel to this project so a blended delivery has enabled me to demonstrate and have class discussions about 18742 learning objectives and performance criteria that I haven't developed material for yet e.g naming conventions and a sample brief. The assessment part 1 is due to be handed out next week but is still in the development stage, so I haven't included it in Moodle or made that week available yet in students view.
Future Improvements
I envisage constant improvements with streamlining resources for use in this course.
- How-to video on using Cacoo diagram tools
- Further development of MS Access how-to's in documents, video or webpages until a new
version of MS Office is released
- A Wiki could be developed to align with these course improvements
Feedback
There are four students on this course however, since their enrolment back in July 2012 there are now only three. Fortunately, I was able to get some feedback from one student through a form created in GoogleDocs, which also generated a results spreadsheet as a reference for the course and the DLT project.
Friday, 26 April 2013
8.1 Reflection
This is the final part of assessment one where I will reflect on:
What I have learnt.
What I liked about what we did and learnt in the course.
What I think could perhaps be done better in the course.
The first assessment requirement was for students to use an online blog to keep a journal of questions, activities and reflections. This was aimed at exploring many online tools, communication media and networks to discover meaning and essential features of e-learning technologies currently used within the context of education and training.
I gained the most learning from maintaining a Blog throughout the progressive assessment, once I had become familiar with the interface and its features. The comparison between journal entries via a blog to a written assignment has revealed a lot about the benefits for students, educators and the class as a group. Blogs are a classic example of the ubiquitous learning experience as the content can be managed and published by the student anywhere, anytime and include post dates, comments from others, sharing of links, RSS feeds, networks (Twitter) and a variety of digital media.
I also gained a lot of knowledge and enjoyment from course activities which included exploring e-portfolios, learning management systems, developing an understanding of the options for content, accessibility and generally maintaining an online identity through synchronised e-learning platforms in an educational and professional environment.
As a remote student I found it easy to interact simultaneously with students using social technologies like pinboards and googledocs. The research and activities we completed using social technologies has made me realise the potential for class interaction and engagement in an e-learning environment.
The PLN diagram was created as a visual representation to put some perspective on where I source knowledge from, the current technologies, platforms and devices that I am using. Viewing other students PLN's, uploaded links and edits on VirtualMV Wiki was helpful to understanding what other students connect to on their learning journey. I plan to update my Personal Learning Network at the end of the course.
I feel that researching Digital Pedagogy, exploring different methodologies (OTARA, ADDIE, Rapid Prototyping) for course development and Instructional Design strategies has reinforced and extended my understanding of teaching, learning and developing course content.
Overall, despite feeling a little frustrated at times with connectivity and navigation issues within some of the course content. Michael has been able to connect the class with a contingency plan to keep the course flowing. I realise he has encountered a few obstacles with the wiki which are being addressed.
Overall, I thoroughly enjoyed the progressive assessment part of the Digital Learning Technologies course and believe Michael has developed a stimulating, interactive and engaging learning experience.
What I have learnt.
What I liked about what we did and learnt in the course.
What I think could perhaps be done better in the course.
The first assessment requirement was for students to use an online blog to keep a journal of questions, activities and reflections. This was aimed at exploring many online tools, communication media and networks to discover meaning and essential features of e-learning technologies currently used within the context of education and training.
I gained the most learning from maintaining a Blog throughout the progressive assessment, once I had become familiar with the interface and its features. The comparison between journal entries via a blog to a written assignment has revealed a lot about the benefits for students, educators and the class as a group. Blogs are a classic example of the ubiquitous learning experience as the content can be managed and published by the student anywhere, anytime and include post dates, comments from others, sharing of links, RSS feeds, networks (Twitter) and a variety of digital media.
I also gained a lot of knowledge and enjoyment from course activities which included exploring e-portfolios, learning management systems, developing an understanding of the options for content, accessibility and generally maintaining an online identity through synchronised e-learning platforms in an educational and professional environment.
As a remote student I found it easy to interact simultaneously with students using social technologies like pinboards and googledocs. The research and activities we completed using social technologies has made me realise the potential for class interaction and engagement in an e-learning environment.
The PLN diagram was created as a visual representation to put some perspective on where I source knowledge from, the current technologies, platforms and devices that I am using. Viewing other students PLN's, uploaded links and edits on VirtualMV Wiki was helpful to understanding what other students connect to on their learning journey. I plan to update my Personal Learning Network at the end of the course.
I feel that researching Digital Pedagogy, exploring different methodologies (OTARA, ADDIE, Rapid Prototyping) for course development and Instructional Design strategies has reinforced and extended my understanding of teaching, learning and developing course content.
Overall, despite feeling a little frustrated at times with connectivity and navigation issues within some of the course content. Michael has been able to connect the class with a contingency plan to keep the course flowing. I realise he has encountered a few obstacles with the wiki which are being addressed.
Overall, I thoroughly enjoyed the progressive assessment part of the Digital Learning Technologies course and believe Michael has developed a stimulating, interactive and engaging learning experience.
Saturday, 13 April 2013
7.1 ePortfolio
Describe what an ePortfolio is and how they can be useful in a Digital Learning Environment
Follow the following links to my Linked-in and google site
Linked-in profile
Google site
ePortfolio is a collection of electronic evidence developed across varied contexts over time. ePortfolio's allow a user to archive and manage artifacts, these include academic or professional documents, images, video, audio, multimedia, blog entries, communication feedback, hyperlinks and a variety of assessment evidence.
ePortfolios are used to demonstrate your competency, skills and learning in an academic course or program.
Showcase your personal brand, share and reflect on professional skills, abilities, experiences and accomplishments.
Connect in a social networking environment, publish status updates, share experiences with friends and accomplishments can be endorsed by past and present colleagues.
In terms of digital learning technologies, ePortfolios are portable and accessible at anytime, this means your content is available to share with others and constantly evolving as a living "fingerprint" of your learning progress, achievements and professional journey.
ePortfolios are used to demonstrate your competency, skills and learning in an academic course or program.
Showcase your personal brand, share and reflect on professional skills, abilities, experiences and accomplishments.
Connect in a social networking environment, publish status updates, share experiences with friends and accomplishments can be endorsed by past and present colleagues.
In terms of digital learning technologies, ePortfolios are portable and accessible at anytime, this means your content is available to share with others and constantly evolving as a living "fingerprint" of your learning progress, achievements and professional journey.
Follow the following links to my Linked-in and google site
Linked-in profile
Google site
Friday, 29 March 2013
6.1.2 Personal Learning Network - 6.1.3 Reflection
My PLN is not complete but a work in progress
For personal, work and educational
purposes I have a set of sites, apps, tools, rules and habits that make
my online experience as simplified as possible. Privacy and security concerns has always been my reason not to embrace an ecosystem online however since DLT my thinking has changed.
- The Google Ecosystem sync's devices with application services under a joint login, so the range of expanding google tools, widgets and service features will become a focal point for contributions to my teaching and learning development.
- Channels of information are streamed into various Google+ services which can be tagged, filtered and managed for reference, development and future sharing.
- Blogger is a great source for categories of interest which will encourage me to express my online voice.
- Online content can be filtered and shared within Google Circles where points of interest can be explored as a collaborative effort in a limited access area.
- Google Drive is fast becoming necessary for documents, presentations etc for anywhere, anytime access. This would eliminate the feeling of 'information overload' when attempting to remember what storage device I saved the most recent version of a file.
- I'm also keen to use more creative web 2.0 tools like Cacoo which is a great online drawing tool that I used to create my PLN.
- Finally, EIT's Moodle will be accessed for work and study. I'd also like a wiki space for my own teaching content and a Wordpress site for my portfolio in the future.
Wednesday, 27 March 2013
4.3 Reflective Blog Post
Adobe Connect sessions are my window from Gisborne into the Digital Learning Technologies class, held in Taradale.
I have found that the online/blended learning environment requires a remote student to adapt and find new ways to process information in general to effectively manage their own learning. I'm not sure if I have mastered that yet.
In my experience, a large part of the learning remotely is actually about how to observe, communicate and participate using tools and features available in a connect session before the learning outcome can be addressed. For example, a lecturer can be well prepared with a number of moodle or wiki pages loaded into tabs ready for explanation, demonstration or viewing during a class. In a recording however, if a remote student can't see the file path on the screen, hear of its location or keep up with the navigation between url's then "understanding the learning outcome" in that session can be affected and become less of a priority at that moment. This could be detrimental to a remote student if they are being assessed in that session.
I have found that the online/blended learning environment requires a remote student to adapt and find new ways to process information in general to effectively manage their own learning. I'm not sure if I have mastered that yet.
In my experience, a large part of the learning remotely is actually about how to observe, communicate and participate using tools and features available in a connect session before the learning outcome can be addressed. For example, a lecturer can be well prepared with a number of moodle or wiki pages loaded into tabs ready for explanation, demonstration or viewing during a class. In a recording however, if a remote student can't see the file path on the screen, hear of its location or keep up with the navigation between url's then "understanding the learning outcome" in that session can be affected and become less of a priority at that moment. This could be detrimental to a remote student if they are being assessed in that session.
When comparing delivery from a lecturer and a guest speaker, I discovered that in some instances, dependent on the proximity of the presenter to the microphone, the quality of sound and vision could be impaired through the Adobe Connect application. So, if a presenter is standing facing away from the microphone, or walking as they speak the quality of learning at that moment could be impaired.
Towards the end of a session I asked the presenter a question in private chat then waited, watched and listened for a reply, but the recording was stopped. I could hear the dialogue between those in the classroom and wondered if the presenter would eventually see my message or if it would be logged for review later. There is a difference between questions pitched by a remote student and a student in class, one is a flashing IM dialogue box and the other physically face-to-face. There may be another way to attract the presenters attention, so it maybe a feature I am yet to discover.
Sometimes, a remote student can feel like they are sitting on a fence, people watching or listening with a glass up against the wall.
This has made me think about my own teaching delivery when I use blended tools, so I need to be conscious of what is effective communication for online/blended learning and how it varies from a face-to-face delivery. Any communication tools or approaches used will always form the basis of a how a student receives and interprets what is being taught.
Towards the end of a session I asked the presenter a question in private chat then waited, watched and listened for a reply, but the recording was stopped. I could hear the dialogue between those in the classroom and wondered if the presenter would eventually see my message or if it would be logged for review later. There is a difference between questions pitched by a remote student and a student in class, one is a flashing IM dialogue box and the other physically face-to-face. There may be another way to attract the presenters attention, so it maybe a feature I am yet to discover.
Sometimes, a remote student can feel like they are sitting on a fence, people watching or listening with a glass up against the wall.
This has made me think about my own teaching delivery when I use blended tools, so I need to be conscious of what is effective communication for online/blended learning and how it varies from a face-to-face delivery. Any communication tools or approaches used will always form the basis of a how a student receives and interprets what is being taught.
5.1 Reflection, Instructional Design Model
Stephanie’s presentation was very interesting as it highlighted
the importance of the learning technologist now in education where the role is
to work across faculties, developing online/blended courses with lecturers who often have
limited knowledge of IT. I can only imagine
this to be a busy and challenging role now and probably even more so in the
future, as education embraces digital learning pedagogies.
She spoke of the two main differences between face-to-face and online/blended delivery:
I wasn't present for the Instructional Design Activity so I have chosen to evaluate Group Four who used the OTARA methodolgy.
1. Evaluate the learning experience
MS Word version should be included to ensure learners have the correct application to carry out the learning. MS Word 2010 is very different to 2007.
Lesson learned from this exercise
2. Evaluate suitability of the design model
The OTARA model is suitable for the learning experience, the template just needed to be fleshed out in more detail.
3. Evaluate usefulness of this exercise
The exercise reveals how much work goes into online courses where instructional design carries a lot of weight for the teaching, which means a lot of details need to be covered prior to delivery. It is a lot of work creating online and blended course structures, from the learning content development and testing to the assessment methods and capturing evidence. Finally, mediums for communication must be well managed, clearly understood and tested on different platforms and within applications.
She spoke of the two main differences between face-to-face and online/blended delivery:
- how you structure the course
- how you put the communication out there
I wasn't present for the Instructional Design Activity so I have chosen to evaluate Group Four who used the OTARA methodolgy.
1. Evaluate the learning experience
- Learning objective wasn't specific enough
The 1 hour workshop would include 10 minutes of prior learning where students watch a youtube video about MS Word ribbon features and then spend 1-30 minutes during the workshop using a tool to complete the learning activities which is included as part of MS Office 2010. It is assumed that the features will include all activity instructions and assessment.
The resource that will instruct is a tool called MS Word Starter that accompanies Office 2010. I couldn't open to view or test it, was not available in the startup menu (on EIT network) like the Microsoft link explained.
Lesson learned from this exercise
- Check out software, test and ensure compatibility issues are accounted for in the planning.
- Ensure assessment is aligned with objectives and learning outcome
- Define delivery online or blended
2. Evaluate suitability of the design model
The OTARA model is suitable for the learning experience, the template just needed to be fleshed out in more detail.
3. Evaluate usefulness of this exercise
The exercise reveals how much work goes into online courses where instructional design carries a lot of weight for the teaching, which means a lot of details need to be covered prior to delivery. It is a lot of work creating online and blended course structures, from the learning content development and testing to the assessment methods and capturing evidence. Finally, mediums for communication must be well managed, clearly understood and tested on different platforms and within applications.
Tuesday, 26 March 2013
6.1.1 Joyce Seitzinger
I thoroughly enjoyed
Joyce's presentation even more so the second time, it was very
informative and helpful, she put things into perspective and I gained a
lot of insight to how I can manage the digital information challenges.
How am I dealing with information bloat, with getting the right information streams for me, with filter bubble?
In recent years I started to feel the bloat and confusion from having so much information to digest with life, a teaching role, studies, personal interests and communities. Since starting the DLT paper I have felt totally overwhelmed from information overload.
Am I covering all aspects of my PLN, the conversation and the
information streams, as well as having an appropriate place to file
things and to show my portfolio?
The PLN has helped me to step back from the confusion and set some structure to manage and filter the content. Being aware of information bloat, I am now slowly and carefully deciding what categories of information streams will be most beneficial to my work and studies. I think over time, through practice and familiarity my personal learning network will develop and be refined to what social networks, feeds, communities I want to share with and gather knowledge from. I would definitely use Google Drive more and eventually explore Delicious for bookmarks.
How do I balance the use of my PLN with actually getting things done?
I separate the important from the ephemeral.
The shift away from traditional education is inevitable when we are living in exponential times. Be flexible and open to change, to remain current is to flow.
The shift away from traditional education is inevitable when we are living in exponential times. Be flexible and open to change, to remain current is to flow.
Wednesday, 20 March 2013
4.2.1 Media Wiki - User Page
Link to my User page in virtualmv wiki to view the following components:
- APA reference for Wikipedia
- Pedagogical template
- Syntax highlighter
Tuesday, 19 March 2013
4.1 Developing Course Content
This Post-It note image was sourced from WIKIMEDIA COMMONS
Search words "crowd sourcing"
Links to Michael's wiki virtualmv where it appears as an edit in Digital Learning Technologies/Social/Home under 3. Activity
Links also username Tina Blumenthal in the above mentioned wiki
By Binksternet (Own work) [CC-BY-SA-3.0], via Wikimedia Commons
Social technologies - a web conferencing tool on virtualmv ~ Panopto
Search words "crowd sourcing"
Links to Michael's wiki virtualmv where it appears as an edit in Digital Learning Technologies/Social/Home under 3. Activity
Links also username Tina Blumenthal in the above mentioned wiki
By Binksternet (Own work) [CC-BY-SA-3.0], via Wikimedia Commons
Social technologies - a web conferencing tool on virtualmv ~ Panopto
Saturday, 16 March 2013
3.3 IT Skills for Teachers
BASIC
~ Web navigation/search skills
~ Knowledge of productivity applications (MS Office, GoogleDocs)
~ Knowledge of virtual/e-learning environments
~ Knowledge of educational copyright (Creative Commons License)
~ Knowledge of online safety and security
~ Exploit digital images for classroom use
~ Use video content to engage students
~ Use infographics to visually stimulate students
~ Use social networking sites to share resources with and between learners
~ Use social networking site to connect with colleagues
~ Exploit games or simulations for pedagogical purposes
~ Use mobile devices like tablets and smartphones
~ Identify suitable web resources safe for browsing in content area
~ Create and deliver asynchronous presentations
~ Knowledge of Web 2.0 or Classroom 2.0 tools
~ Knowledge of storage devices (USB, CD/DVD, server, online, cloud)
INTERMEDIATE
~ Use Wiki's and blog's to create online platforms for learners
~ Use online sticky notes to capture class brain storming ideas
~ Use collaborative tools for text construction and editing between learners
~ Use screen capture tools for video tutorials
~ Use polling software to create and deliver real-time surveys to learners
~ Find and evaluate authentic web based content
~ Use of online graphic organisers and printables
~ Use Digital Citizenship with learners (etiquette for internet, email, social media share)
~ Create and edit audio
~ Interactive white board skills
~ Use LMS (eg Moodle) for assessment, activity, quiz, upload, learner grades
~ Web design skills
~ Download software from the web
~ Use file sharing tools to share with learners online
ADVANCED
~ Compile digital portfolio for own development
~ Deliver lessons via video/web conference
~ Annotate web pages and highlight text in discussion to share with learners
REFERENCE
http://www.educatorstechnology.com/2012/06/33-digital-skills-every-21st-century.html and credits My Twitter is @medkh9 Copyright © 2012 Educational Technology and Mobile Learning . By : Med Kharbach
~ Web navigation/search skills
~ Knowledge of productivity applications (MS Office, GoogleDocs)
~ Knowledge of virtual/e-learning environments
~ Knowledge of educational copyright (Creative Commons License)
~ Knowledge of online safety and security
~ Exploit digital images for classroom use
~ Use video content to engage students
~ Use infographics to visually stimulate students
~ Use social networking sites to share resources with and between learners
~ Use social networking site to connect with colleagues
~ Exploit games or simulations for pedagogical purposes
~ Use mobile devices like tablets and smartphones
~ Identify suitable web resources safe for browsing in content area
~ Create and deliver asynchronous presentations
~ Knowledge of Web 2.0 or Classroom 2.0 tools
~ Knowledge of storage devices (USB, CD/DVD, server, online, cloud)
INTERMEDIATE
~ Use Wiki's and blog's to create online platforms for learners
~ Use online sticky notes to capture class brain storming ideas
~ Use collaborative tools for text construction and editing between learners
~ Use screen capture tools for video tutorials
~ Use polling software to create and deliver real-time surveys to learners
~ Find and evaluate authentic web based content
~ Use of online graphic organisers and printables
~ Use Digital Citizenship with learners (etiquette for internet, email, social media share)
~ Create and edit audio
~ Interactive white board skills
~ Use LMS (eg Moodle) for assessment, activity, quiz, upload, learner grades
~ Web design skills
~ Download software from the web
~ Use file sharing tools to share with learners online
ADVANCED
~ Compile digital portfolio for own development
~ Deliver lessons via video/web conference
~ Annotate web pages and highlight text in discussion to share with learners
REFERENCE
http://www.educatorstechnology.com/2012/06/33-digital-skills-every-21st-century.html and credits My Twitter is @medkh9 Copyright © 2012 Educational Technology and Mobile Learning . By : Med Kharbach
Challenges
The biggest challenge for ubiquitous and individualized digital learning technology would be connectivity to the internet. The range of challenges is likely to be ongoing, for example, a virtual class session through Adobe Connect could be interrupted because a server issue, this downtime impacts both on a lecturer’s delivery and the learners' ability to engage. Individual learners on low-income may be limited to dial-up, if the cost of high speed internet connection is out of their financial reach. Even if broadband is affordable, there are some learners who access online content from rural locations where the internet connection is limited to dial-up or doesn't exist yet. Finally, the gateway to the internet is through an ISP; however network stability and associated technical issues are often reasons for a customer/learner to experience limitations in quality or consistency of connectivity.
Wednesday, 13 March 2013
Sunday, 10 March 2013
Four Pedagogy's
The four Pedagogy’s as identified by Anderson (2010) are:
Behaviourist / Cognitive ~ self paced, individual study
Approximately twenty years ago, while I was a stay-at-home mum I wanted to pursue my interest in the natural approaches to healing. When a magazine advertisement caught my attention I decided to study Homeopathic Therapies through correspondence school. The course contained 16 topics, learning material was sent out in four stages, topic content and assignments were included in each booklet and submitted through the postal system. For the first three topics I did exceptionally well which was evidenced in my marks and the encouraging feedback from the teacher. However over time I lost motivation and did not complete for the following reasons:
Communication - ineffective and untimely If I had a question or needed guidance or clarification there were two options for contact, an 0800 number or the postal system. The person who answered the 0800 number took my message and passed it on to the teacher, however I did not receive a return call for three weeks. Barriers to student - teacher contact, feedback and limited support.
Course Materials - poor structure, design and layout Although the content was probably accurate for its time, the printed booklets were in black and white including diagrams and drawings. The learning materials were difficult to understand, minimal formatting, content was not structured for clarity and ease of use. Barriers to student - user friendly, engaging content
In reflection I felt a sense of isolation undertaking off-campus study, despite having the freedom and flexibility of self paced learning. Distance learning via correspondence was not conducive to my preferred visual / kinesthetic learning style and consequently contributed to loss of interest and motivation.
Constructivist ~ working in
groups
Our Team Building days are a great opportunity for staff to get to know one another. We are all assigned to a group and given a task to complete, for example Q & A, group discussion on a particular topic or even building a piece of furniture. The social interactions among each group tend to give shape to the learning, knowledge is constructed and draws on the collaborative efforts so that everyones strengths, skills and perspectives are valued and supported.
The social, collaborative learning experience makes working in groups enjoyable, everyone is able to evaluate their own learning strengths and abilities, and also gain insight to other staff members, their roles and the organization.
Sunday, 3 March 2013
Ubiquitous & Individualised Learning
The video suggests the use of Digital Learning Technologies allows for individualised and ubiquitous learning. Explain what is meant by this. (At least two references)
As modes of learning have evolved and technologies advanced, Ubiquitous Learning and Digital Learning Technologies now together as an experience will become highly personalised, this could be likened to a 'work and/or education, life, balance', where learning and technologies of our own choosing meld into our lives", and as a result everyone's learning will become Individualised.
Digital learning technologies are the variety of platforms, hardware, software applications, connectivity options and educational institutions who offer learning modes delivered online, blended or face-to-face. The structure of learning has become more diverse, where subject knowledge is shared through networks, online content, subject experts and web 2.0 tools. This enables individuals to create their own unique learning experience at that time.
It is suggested that Ubiquitous learning (or u-learning) is where learning environments can be accessed in various contexts and situations. Yeonjeong Park (2011) made comparisons about the flow from e-learning to m-learning then to u-learning as follows:
E-learning - Physical devices are wired, the computation and communication are distinctive and the learning is confined to the single desk.
M-learning - Physical devices are wireless, the computation and communication range between being distinctive and blurry and the learning ranges between being confined to the single desk and dynamic/flexible.
U-learning - Physical devices have disappeared, the computation and communication is blurry and the learning is dynamic/flexible.
It was stated by (Burbules, 2013) from the Ubiquitous Learning Institute that, "In an era when people can carry the Internet in their pocket, teaching and learning must obviously be reconsidered. The increased use of handheld and portable devices, along with pervasive wireless networking, means that structured learning opportunities are becoming an "any time, anywhere" enterprise. We talk about this shift in terms of ubiquity: the traditional divide between formal and informal contexts of learning is breaking down. Technological as well as social, cultural, and institutional changes mean that learning is a continuous possibility across spatial and temporal barriers. Learners of all ages expect, and often need, structured learning opportunities in a "just in time" mode; this puts new meaning and vitality into the traditional idea of "lifelong learning."
It was stated by (Burbules, 2013) from the Ubiquitous Learning Institute that, "In an era when people can carry the Internet in their pocket, teaching and learning must obviously be reconsidered. The increased use of handheld and portable devices, along with pervasive wireless networking, means that structured learning opportunities are becoming an "any time, anywhere" enterprise. We talk about this shift in terms of ubiquity: the traditional divide between formal and informal contexts of learning is breaking down. Technological as well as social, cultural, and institutional changes mean that learning is a continuous possibility across spatial and temporal barriers. Learners of all ages expect, and often need, structured learning opportunities in a "just in time" mode; this puts new meaning and vitality into the traditional idea of "lifelong learning."
An ubiquitous learning (u-learning) environment can be characterised by its:
Permanency:
Learner retains all work and learning processes are recorded in real time.
Learner retains all work and learning processes are recorded in real time.
Accessibility:
Learners are self-directed and can access all their own data from anywhere.
Learners are self-directed and can access all their own data from anywhere.
Immediacy:
Anywhere, learner information is available or the facility to record questions and look for answer later.
Anywhere, learner information is available or the facility to record questions and look for answer later.
Interactivity:
Experts, teachers, or peers are available through synchronous or asynchronous communication, this means knowledge is more available.
Experts, teachers, or peers are available through synchronous or asynchronous communication, this means knowledge is more available.
Situating of instructional activities:
Work, life, balance where learning melds into learners lives.
Work, life, balance where learning melds into learners lives.
Adaptability:
Learners can get the right information at the right place with the right way.
Learners can get the right information at the right place with the right way.
Saturday, 2 March 2013
Reflection
Videocast – Adobe® Connect™
Adobe Connect has been the
highlight of my learning through integrated technologies in education to
date. A small group from the Tairawhiti
Campus had PowerPoint presentations to deliver for an adult educaton paper. Our lecturer was unable to attend this face to face class, so VirtualMV (who happened to be in the neighbourhood) kindly
help out with Adobe Connect.
The web cam was set, presentations were recorded and uploaded to the Moodle LMS (EITOnline). This enabled both the absent lecturer and students to view the presentations on-demand, schedules remained unaffected and deadlines met. An example of Ubiquitous Learning Technologies in action.
The web cam was set, presentations were recorded and uploaded to the Moodle LMS (EITOnline). This enabled both the absent lecturer and students to view the presentations on-demand, schedules remained unaffected and deadlines met. An example of Ubiquitous Learning Technologies in action.
What I enjoyed so much
about this learning experience was more than the paper I was studying. Our education and technology
is constantly evolving and growing for the benefit of student, lecturer and
the organisation.
Further to this Adobe Connect is also used in my DLT class and although I haven't used or participated in all features available, there is a potential to enhance online communications and learning experiences through videocasts and virtual classroom tools.
Barriers
Hardware compatibility (I'm not so sure) - I have logged in to Adobe Connect twice now through my home PC for a Digital Learning Technologies class and use my microphone for web conferencing on Gmail, Tango and Skype regularly. On two of the three Adobe Connect sessions I attended, the microphone tool was not available. This limits my ability to communicate however, there is an option to IM privately to the lecturer or within the main class chat.
Connectivity - Adobe Connect Server down (maybe not this week). This is only a barrier in real time.
Further to this Adobe Connect is also used in my DLT class and although I haven't used or participated in all features available, there is a potential to enhance online communications and learning experiences through videocasts and virtual classroom tools.
Barriers
Hardware compatibility (I'm not so sure) - I have logged in to Adobe Connect twice now through my home PC for a Digital Learning Technologies class and use my microphone for web conferencing on Gmail, Tango and Skype regularly. On two of the three Adobe Connect sessions I attended, the microphone tool was not available. This limits my ability to communicate however, there is an option to IM privately to the lecturer or within the main class chat.
Connectivity - Adobe Connect Server down (maybe not this week). This is only a barrier in real time.
VAKOG & NLP
VAKOG refers
to Visual, Auditory, Kinesthetic, Olfactory and Gustatory, in NLP is a representational
system for our five senses. As humans we
experience life through a preferred sensory channel, and through this we express
our thoughts and feelings both internally and externally.
Neuro-Linguistic Programming (NLP),
was created in the 70’s by John Bandler and Richard Grinder. Described
by (Dilt, 2011) as the fundamental dynamics between mind (neuro) and language
(linguistic) and how their interplay affects our body and behavior
(programming).
Everyone
has different ways of describing their perception of the world, this can easily
be identified by words that they use or eye movements. In NPL, this is referred
to as VAKOG detailed below:
Visual
– seeing and visualising
Auditory
– hearing and talking
Kinesthetic
– touching and feeling (including emotion)
Olfactory
– smelling
Gustatory
– tasting
Saturday, 23 February 2013
How do I learn?
Learn to Surf
Learning Outcome One
Sunny Gisborne is located on New Zealand's East Coast and well known for its surf beaches. Since I moved here 6 years ago I have always wanted to know how to surf.
The best way for me to learn to surf is to have an instructor or expert who can demonstrate, discuss and answer any questions. It is essential that I get plenty of surfing practice so I can become familiar with the environment, make mistakes, and gain confidence.
I would like to learn to surf with a friend, someone to discuss and implement a swimming and fitness plan, and to practice out in the ocean with. Preferably my surf friend is someone I can exchange encouragement and support with and is not afraid of sharks.
My ideal way to learn about the surf equipment, conditions and rules would be to search and read through websites for beginner surfers, local surf websites and any related online content, this way I could filter my preferences for future reference. I would also enjoy getting a "sense for surfing" by watching online videos clips, I may learn some valuable techniques or possibly perfect my own.
The best way for me to learn to surf is to have an instructor or expert who can demonstrate, discuss and answer any questions. It is essential that I get plenty of surfing practice so I can become familiar with the environment, make mistakes, and gain confidence.
I would like to learn to surf with a friend, someone to discuss and implement a swimming and fitness plan, and to practice out in the ocean with. Preferably my surf friend is someone I can exchange encouragement and support with and is not afraid of sharks.
My ideal way to learn about the surf equipment, conditions and rules would be to search and read through websites for beginner surfers, local surf websites and any related online content, this way I could filter my preferences for future reference. I would also enjoy getting a "sense for surfing" by watching online videos clips, I may learn some valuable techniques or possibly perfect my own.
- Develop strong swimming skills
- Establish a fitness routine
- Knowledge of surf equipment for beginners
- Read and understand surf conditions
- Understand surfing rules
- Paddle a surfboard
- Stand on a surfboard
- Catch waves
- Demonstrate other surfing positions
Friday, 22 February 2013
Why am I learning?
Some of the reasons why I am learning:
- naturally curious
- enjoy the challenge
- expand knowledge-base
- develop new skills
- exercise my creativity
- stay current within my role
- build value into my professional profile
Introduction & Privacy Implications
Introduction
Hi all, my name is Tina, I work at EIT in Tairawhiti and a student in the Post Graduate Diploma in Information Technology. I gained my Bachelor of Computing Systems at EIT, Taradale and quickly found a passion for Teaching and Learning. This blog journal forms part of an assignment where students actively participate and publish content online.
Firstly, being new to blogging I quickly realised how public this would be. I felt quite vulnerable and cautious while navigating through the sign up process. I needed to consider my privacy if I were to sync social network, blogger, twitter and other profiles, in the instance of connected sharing.
There needed to be limits on what information is made public and suitable access privileges set for those who will read my published content.
Reading and writing this blog created a shift in my thinking, as I hadn't been aware of the benefits of blogging. With this shift, it has been realised the scope and benefits of blogging over time can be developed if you maintain your topic focus when you post or comment, consider carefully what you write and respect the opinions and privacy of those you interact with.
Although I have used a few of the tools in the Google Ecosystem, I could be described as a "fringe dweller" until now. I believe that this Digital Learning Technologies paper will help ease my caution, refresh, and propel my learning experience.
Connect
I will be attending classes via Adobe Connect only on a Monday morning and viewing the recording of the afternoon session. I'm excited about this paper and look forward to communicating with everyone throughout the semester.
Subscribe to:
Posts (Atom)