Thursday, March 15, 2007
Blogs, wikis, podcasts, and other powerful web tools for classrooms. Book Review
This text provides a useful introduction into the use of recent developments in web technology to support classroom practice. It is well written and provides examples that will be useful to practitioners. The author does not assume a high level of existing knowledge which makes the text useful to novices. Each web-based technology is described, possible applications explored and examples provided. The book is most useful in respect to the use of blogs, wikis, RSS and social bookmarking. It's contribution in relation to podcasts is less well developed.
Chapter One charts the recent changes in web technology from read-only to read/write capability. This Chapter establishes the setting in which web-based tools such as blogs, wikis, RSS etc have become possible. The Chapter finishes by concluding that 'Although publishing student work on the Web is seen as risky by some, it can be done in ways that balance the power of publishing for an audience with the need to keep the student safe' (Richardson, 2006, p.15). The remainder of the publication explores how this can be achieved.
For example, in Chapter Two, the benefits of blogs are described as the ability to: support constructivist learning; expand the class beyond the walls of the classroom; archive the learning that occurs; support different learning styles; enhance the development of expertise in a particular subject; and, teach new literacies that are part of contemporary society (Richardson, 2006, pp.27-28). Practical suggestions of how blogs may be used constructively to support teaching and learning are provided. These include creation of: a reflective journal; location for posting information such as assignment outlines, tips, answers to FAQ etc; a space for sharing of ideas in a collaborative blog (Richardson, 2006, pp.40-41). Chapter Three provides a step-by-step guide to getting started with blogs.
Chapters Four to Eight take a similar approach to the consideration of wikis, RSS, social bookmarking, images online and podcasting but are not as comprehensive as the coverage given to blogs.
Chapter Nine returns to a more general discussion of the impact of these technologies under the title of "What it all Means" (Richardson, 2006, pp.125-137). Major changes in the operations of the web are identified as shifts to: open content; access to content and people 24/7; social collaborative construction of meaningful knowledge; teaching as conversation rather than lecture; greater concern to know where to find, rather than recall; readers as contributors rather than simply consumers; the use of the web as a source of content for teaching and learning; writing that is no longer limited to text but incorporates communication through sound and vision; demonstration of mastery through the development of a product rather than through testing; and, contribution through contribution rather than completion as the ultimate goal (Richardson, 2006, pp.127-133).
Richardson, W. (2006). Blogs, wikis, podcasts, and other powerful web tools for classrooms. Corwin Press: Thousand Oaks, CA.
Chapter One charts the recent changes in web technology from read-only to read/write capability. This Chapter establishes the setting in which web-based tools such as blogs, wikis, RSS etc have become possible. The Chapter finishes by concluding that 'Although publishing student work on the Web is seen as risky by some, it can be done in ways that balance the power of publishing for an audience with the need to keep the student safe' (Richardson, 2006, p.15). The remainder of the publication explores how this can be achieved.
For example, in Chapter Two, the benefits of blogs are described as the ability to: support constructivist learning; expand the class beyond the walls of the classroom; archive the learning that occurs; support different learning styles; enhance the development of expertise in a particular subject; and, teach new literacies that are part of contemporary society (Richardson, 2006, pp.27-28). Practical suggestions of how blogs may be used constructively to support teaching and learning are provided. These include creation of: a reflective journal; location for posting information such as assignment outlines, tips, answers to FAQ etc; a space for sharing of ideas in a collaborative blog (Richardson, 2006, pp.40-41). Chapter Three provides a step-by-step guide to getting started with blogs.
Chapters Four to Eight take a similar approach to the consideration of wikis, RSS, social bookmarking, images online and podcasting but are not as comprehensive as the coverage given to blogs.
Chapter Nine returns to a more general discussion of the impact of these technologies under the title of "What it all Means" (Richardson, 2006, pp.125-137). Major changes in the operations of the web are identified as shifts to: open content; access to content and people 24/7; social collaborative construction of meaningful knowledge; teaching as conversation rather than lecture; greater concern to know where to find, rather than recall; readers as contributors rather than simply consumers; the use of the web as a source of content for teaching and learning; writing that is no longer limited to text but incorporates communication through sound and vision; demonstration of mastery through the development of a product rather than through testing; and, contribution through contribution rather than completion as the ultimate goal (Richardson, 2006, pp.127-133).
Richardson, W. (2006). Blogs, wikis, podcasts, and other powerful web tools for classrooms. Corwin Press: Thousand Oaks, CA.
Monday, March 05, 2007
Book Review: Individual preferences in e-learning
Individual preferences in e-learning (2003) is authored by Howard Hills and published by the Gower Publishing Company. The author proposes that profiles produced through the use of the Myer-Briggs Type Indicator (MBTI) which identifies four personality dimensions
In principle, there is nothing new in the idea that it is possible to design learning materials that cater for a persons preferred learning styles and preferences. What is new here, is the use of the Myers-Briggs approach.
For me, the first four chapters lack a sense of continuity. There is a sense of jumpng from one point to another without linking. Chapter 1 is titled Perspectives on Learning. Chapter 2 turns its attention to the growth of the Internet and its impact on learning. This is followed by a Chapter that considers the case against e-learning. Chapter 4 (Observing Learners) attempts to provide an overview of learning but again seems to jump from one idea to another with no obvious logic.
Chapter 5 (Personality and Learning) and Chapter 6 (Using Preferences in E-Leanring Choices) get to the core idea promoted by this text. It introduces Myers-Briggs and provides an explanation of how the author believes that MBTI might be used to assist in the design of e-learning materials. Eventually, this chapter is, for me, unsatisfying, as the author seems to promote the use of diverse design aspects with choices that appeal to the needs of diverse learner types. This is a point taken up in Chapter 7 (From Theory to Practice).
- Extrovert-Introvert
- Sensing-Intuition
- Thinking-Feeling
- Perceiving-Judging
In principle, there is nothing new in the idea that it is possible to design learning materials that cater for a persons preferred learning styles and preferences. What is new here, is the use of the Myers-Briggs approach.
For me, the first four chapters lack a sense of continuity. There is a sense of jumpng from one point to another without linking. Chapter 1 is titled Perspectives on Learning. Chapter 2 turns its attention to the growth of the Internet and its impact on learning. This is followed by a Chapter that considers the case against e-learning. Chapter 4 (Observing Learners) attempts to provide an overview of learning but again seems to jump from one idea to another with no obvious logic.
Chapter 5 (Personality and Learning) and Chapter 6 (Using Preferences in E-Leanring Choices) get to the core idea promoted by this text. It introduces Myers-Briggs and provides an explanation of how the author believes that MBTI might be used to assist in the design of e-learning materials. Eventually, this chapter is, for me, unsatisfying, as the author seems to promote the use of diverse design aspects with choices that appeal to the needs of diverse learner types. This is a point taken up in Chapter 7 (From Theory to Practice).
