flex-e-bility

These ideas have been formulated after watching and assessing many 20 minute presentations.

Keep to time

1. Test the presentation before you do it. Make sure that it is only 75% of the allotted time.


2. It’s better to finish with a few minutes to spare. You can ask for questions and interaction


3. Always put a clock in a place that you can see it, if you’re getting behind then be prepared to make some changes on the fly.

Only try to make 3 or 4 major points

1. Be clear about what they are


2. Don’t get sidetracked


3. Don’t shoot off at the mouth when you start to talk

If you must use Powerpoint then

1. Limit yourself to 4 slides plus the title slide. Yes, that’s five slides in total.


2. Make sure the slides are text light, keep the font size large


3. DON’T read the slides, the audience can probably read.


4. DON’T look at the screen. Always face the audience, otherwise they might run away.


5. DON’T use yellow or orange text. Stick to simple high contrast colors.


6. DON’T overuse ‘flyins’ and ‘noises.

The best uses of Powerpoint are for

1. Animations


2. Prompt to keep you on track

Sofweb is a Victorian government website that has some very useful information and resources on it.

It's divided into
1. e-learning planning guide
2. e-learning resources
3. ICT infrastructure and support
4. porfessional learning
5. digital copntent and creation
6. students and ICT

Why not have a look at http://www.sofweb.vic.edu.au/ict/index.htm

Diffusion of innovation theory posits that there are four factors that influence the uptake of an innovation: relative advantage; compatibility; trialability; and observability.

Relative advantage:the perceived benefit that will accrue as a result of adoption in comparison to existing practices. The greater the perceived relative advantage, the greater the likelihood of adoption.

Compatibility: the level of congruence with the individual’s existing values and beliefs, compatibility with previously introduced ideas and compatibility with needs. The greater the compatibility the greater the likelihood of adoption.

Complexity : the perceived level of difficulty that individuals experience in understanding and using the innovation. The more complex the innovation the less likely it is to be adopted.

Trialability: the degree to which experimentation is possible. In cases where it is possible to trial the innovation adoption is more likely. Observability refers to the degree to which the result of adoption can be observed. The more explicit the results the more likely is adoption (Rogers, 1995).

Have a look at the terrific online presentation by Rob Denton and Alision McAllister at

http://home.learningtimes.net/lta

then click on

Recording: "Employability Skills – What? Why? How?"

In October 2005, I conducted a survey of 55 vocational education teacher's use of online functionalies. The survey concluded that the proportion of teachers who use specific online functionalities at least monthly varied from 87.3% to 1.8%.

1. Individual email between teacher and learners (87.3%)
2. Repository for learning resources as word, excel and powerpoint files (83.6%)
3. Internet searches for learners to access information (74.5%)
4. Repository web-based (html) learning resources (74.5%)
5. Group email between teacher and learners (65.5%)
6. Repository for learning resources as sound or image files (61.8%)
7. Repository for text based assessment resources (58.2%)
8. Bulletin board or notice board(s) (32.7%)
9. Repository for computer marked assessment (20.0%)
10. Group email between learners and learners (16.4%)
11. Discussion forums (14.5%)
12. E-portfolio (9.1%)
13. E-journal (5.5%)
14. Blog (1.8%)

The 2005 E-learning Benchmarking Project – Final Report (see previous post) contains some findings that don't seem to make sense. Unfotunately the report does not identify or explain these inconsistencies.

- RTO’s estimate that 6-8% of VET units involved e-learning
- 86% of VET teachers/trainers have used at least one e-learning activity in the last 12 months
- 94% of VET students report that there is a lot (38%), some (37%) or a little (19%) e-learning in their current course.

If only 6-8% of VET units involve some e-learning then there must be a lot of VET teachers delivering and VET students enrolled in those units.

As an initiative of the Australian Flexible Learning Framework, the Department of Education, Science and Training has published the 2005 E-Learning Benchmarking Project.

The report is based on national surveys of the uptake and use of e-learning by employers, training organisations, VET students and VET teachers to establish baseline information. As a result 12 e-learning indicators have been established.

http://www.flexiblelearning.net.au/e-learningindicators/index.htm

Andragogy: How Useful?

Andragogy is a term originally formulated by Alexander Kapp in 1833. yes, it’s is an idea that was developed 151 years before it was popularised by Malcolm Knowles.

For a useful review go to

http://www.infed.org/lifelonglearning/b-andra.htm

What is blended learning?
Who uses blended learning?

if you are interested then have a lool at

http://blendedlearning.wikispaces.org