Sunday, February 26, 2006
Over $6 million in funding now available for
The national training system’s e-learning strategy, the 2005-2006 Australian Flexible Learning Framework, has more than AUD$6 million in funding available.
The Framework is seeking registered training organisations and other eligible groups with practical or innovative ideas on incorporating technology into the delivery of education and training to participate in projects targeting a range of training areas.
Professional development grants are available along with funding to develop e-learning products and resources; Industry based e-learning demonstrations; innovations; and e-learning projects which will involve indigenous learners, learners with disabilities, community groups and youth. For more information on the funding opportunities visit
http://www.flexiblelearning.net.au/flx/go/home/news
The Framework is seeking registered training organisations and other eligible groups with practical or innovative ideas on incorporating technology into the delivery of education and training to participate in projects targeting a range of training areas.
Professional development grants are available along with funding to develop e-learning products and resources; Industry based e-learning demonstrations; innovations; and e-learning projects which will involve indigenous learners, learners with disabilities, community groups and youth. For more information on the funding opportunities visit
http://www.flexiblelearning.net.au/flx/go/home/news
A model of 'Community of Inquiry'
Garrison and Anderson (2003) propose that a community of inquiry requires cognitive presence, teaching presence and social presence. The overlap of these three elements results in an educational experience.
• Cognitive presence relates to the degree to which learners are able to construct and confirm meaning through sustained reflection and discourse in a community of inquiry.
• Social presence refers to the ability of participants to engage in a community of inquiry.
• Teaching presence designs, facilitates and directs the cognitive and social processes to achieve meaningful and educationally worthwhile learning outcomes.
Garrison, D. R., & Anderson, T. (2003). E-learning in the 21st century. A framework for research and practice. London: RoutledgeFalmer.
• Cognitive presence relates to the degree to which learners are able to construct and confirm meaning through sustained reflection and discourse in a community of inquiry.
• Social presence refers to the ability of participants to engage in a community of inquiry.
• Teaching presence designs, facilitates and directs the cognitive and social processes to achieve meaningful and educationally worthwhile learning outcomes.
Garrison, D. R., & Anderson, T. (2003). E-learning in the 21st century. A framework for research and practice. London: RoutledgeFalmer.
Sunday, February 19, 2006
Some ideas of virtual classrooms
1. The usability of virtual classroom software has improved immensely in the last two
or three years.
2. Major technical concerns relate to the ability of participants to connect to the
software.
3. Once connect participants generally find the virtual classroom environment easy to
use and relatively intuitive.
4. Poor facilitator practice in face-to-face environments is often replicated in
virtual classroom environments.
5. Good facilitators of PD using a virtual classroom environment:
a. Put significant effort into planning and preparation, and are prepared to be
flexible.
b. Model good facilitation practices.
c. Requires multitasking which is achieved through practice and feedback.
Monitoring everything that is happening is a challenge.
d. Requires calculated risk taking. One has to be prepared to fail and have a plan
B.
e. Uses silence, blended on- and off-line activities, active engagement of
participants in knowledge creation.
6. Participants may use the Chat box to have ‘private’ conversations during a
session. Sometimes this is a form of engagement. Sometimes it’s best to ignore it.
or three years.
2. Major technical concerns relate to the ability of participants to connect to the
software.
3. Once connect participants generally find the virtual classroom environment easy to
use and relatively intuitive.
4. Poor facilitator practice in face-to-face environments is often replicated in
virtual classroom environments.
5. Good facilitators of PD using a virtual classroom environment:
a. Put significant effort into planning and preparation, and are prepared to be
flexible.
b. Model good facilitation practices.
c. Requires multitasking which is achieved through practice and feedback.
Monitoring everything that is happening is a challenge.
d. Requires calculated risk taking. One has to be prepared to fail and have a plan
B.
e. Uses silence, blended on- and off-line activities, active engagement of
participants in knowledge creation.
6. Participants may use the Chat box to have ‘private’ conversations during a
session. Sometimes this is a form of engagement. Sometimes it’s best to ignore it.
