flex-e-bility

Self, peer and group assessment in e-learning

2008-08-21T00:46:00.000-07:00

Tim Roberts provides a comprehensive examination of issues associated with self, peer and group assessment in e-learning environments. He concludes that 'It would seem that there are some compelling reasons for givingserous consideration to a far greater use of self, peer, and group assessment, especially within the modern world of e-learning. Any change tram tradition is always a risky business, of course, but sometimes the benefits are worth the risk' (14).

Nicol, D., & Milligan, C. (2006). Rethinking technology-supported assessment practices in relation to the seven principles of good feedback practice. In C. Bryan & K. Clegg (Eds.), INnovative assessment in higher education (pp. 64-77). London: Routledge.

Principle led assessment in e-learning

2008-08-21T00:38:00.000-07:00

Nicol and Milligan assert that 'The use of technology to support assessment practices has a long history. Yet the focus to date has largely been on developing online objective tests rather than on using technologies to address fundamental educational issues' (p.74). They describe the seven principles of good feedback practice that might help self-regulation of learners and express the view that technology has the ability to be consistent with these principles which that they should

help clarify what good performance is
facilitate the development of reflection and self-assessment in learning
deliver high-quality information to students about their learning
encourage teacher and peer dialogue around learning
encourage positive motivational beliefs and self-esteem
provide opportunities to close the gap between current and desired performance
provide information to teachers that can be used to help shape the teaching.

Nicol, D., & Milligan, C. (2006). Rethinking technology-supported assessment practices in relation to the seven principles of good feedback practice. In C. Bryan & K. Clegg (Eds.), INnovative assessment in higher education (pp. 64-77). London: Routledge.

Teaching preferences

2008-04-15T17:05:00.000-07:00

Pratt and Collins provide a teaching perspectives inventory. Using a survey that takes 10-15 minutes, the inventory places respondents into one or more or five categories. Pratt and Collins propose that there are five primary perspectives: transmission; apprenticeship; developmental; nurturing; and social reform. Having completed the survey, a report is sent to your email address and it provides a useful means to reflect on one's strengths and limitations according to these categories.
The survey can be taken at http://teachingperspectives.com/html/tpi_frames.htm accessed 14 April 2008

E-Learning: flapping not fyling: banal and obvious

2008-03-04T20:08:00.000-08:00

In Flapping not flying: a strategic framework for e-learning and pedagogical innovation in higher education institutions (Salmon, 2005) describes many institutional responses to e-learning implementation as ‘banal and obvious’ (Salmon, 2005, p.203). Examples include the use of powerpoint presentations and ‘minimum online presence’. Using the development of an e-learning strategy at the University of Leicestor, Salmon (2005) identifies the desirable characteristics as:

a focus on innovative pedagogy
concern for both core and peripheral technologies;
a realistic approach to marketing and market development
embeddedness of e-learning in the Universities overall aspirations
the need to determine and make explicit the purpose of pedagogical innovation and the objectives of e-learning
the importance of making existing values within the university
consistency with wider national frameworks and ideas.

Salmon, G. (2005). Flying not flapping: A strategic framework for pedagogic innovation in higher education institutions. ALT-J Research in learning technology, 13(3), 201-218.

The upside-down-world of e-learning

2008-03-04T15:55:00.000-08:00

In The upside-down-world of e-learning, Gibbs and Gosper (2006) argue that commercial and technical concerns have taken precedence over pedagogical concerns in the development of e-learning systems.

In short, technological and marketplace concerns are driving e-learning, while educators remain in a subordinate position, adapting to the structures that presented with. These structures tend to invite and to conduct a narrow and restrictive view of education which leads to pedagogically weak designs for learning (Gibbs & Gosper, 2006, p.47).

Citing Bates and Poole (2003) they acknowledge the importance of beliefs and assumptions about the nature of knowledge, disciplinary norms, and how students learn only choice and use of technology for teaching and learning (Gibbs & Gosper, 2006).

In providing a critique of current learning management systems they observe that

A key enabling feature of these technologies is the tools they provide for developing, organizing and managing access to online content, but this strength tends to promote narrow pedagogies - the delivery of content- centric instruction via a transmission model of learning is a common practice. They do not readily allow for the creation of learning environments and sequences that provide opportunities for multi-user collaborative activities or the co-construction of knowledge – both representative of current learning theory. (Gibbs & Gosper, 2006, pp.47-48)

Using a set of learning principles loosely based on constructivist values the authors provide a useful table that describes the implication for learning systems. They also discuss operational and or operational issues in the learning identifying some of the major differences between universities, TAFE and schools in terms of policy priorities and culture as they relate to appropriate learning systems design.

Technical constraints, standardisation and interoperability are also discussed to conclude that

To right the upside down world at e-learning, and learning must be given the prominence it deserves when designing and developing learning technologies and systems. We need to find ways of developing e-learning technologies and systems to meet global standards, be interoperable with other systems, and is encouraged the pedagogical richness which reflects a full range of philosophical and epistemological perspectives. Fundamental to achieving this is a continuing dialogue between teachers and developers. (Gibbs & Gosper, 2006, p.52)

Gibbs, D., & Gosper, M. (2006). The upside-down-world of e-learning. Journal of learning design, 1(2), 46-54.

E-learning, instructional design and activity theory

2008-02-26T14:35:00.000-08:00

Constructivist instructional design models have emerged with more frequency within e-learning. These models offer guiding principles congruent with constructivist approaches to teaching and learning. Although constructivist ID models share common principles, each model also offers a unique approach to e-learning based on its context of development (Farres & MacDonald, 2006, p.164).

Farres and Colla (2006) emphasise the importance of context in developing instructional materials that support constructivist learning. They propose activity theory as a framework that has the potential to provide a conceptual framework that offers a common language for discussion and description. The authors analyse two instructional design approaches (demand driven learning model and layers of negotiation model) as activity systems to demonstrate the application of activity theory.

Farres, L., & MacDonald, C. (2006). Activity theory and context: An understanding of the development of constructivist instructional design models. In A. Figueiredo & A. Afonso (Eds.), Managing learning in virtual settings: The role of context (pp. 164-181). Hershey: Information Science Publishing.

Collaborating online. Learning together in community

2008-01-10T16:11:00.001-08:00

Collaborating online. Learning together in community (Palloff & Pratt, 2005) is designed for faculty, designers and developers interested in using online technology to support learner collaboration. The authors acknowledge that the notion of collaboration can bring both opportunity and difficulty. Problems associated collaboratively activities are identified as little resistance to working groups, the difficulties associated with creating a equitable and productive teams, variations in participation and difficulties in assessment of group and individuals. Alternatively, collaboration assists with deeper levels of knowledge generation; promotes initiative, creativity, and critical thinking; allows students to create a shared goal for learning and forms the foundation of a learning community; addresses all learning styles and issues of culture (Palloff & Pratt, 2005, pp.6-7).

There is an assumption that the development of a community and the presence of collaboration are mutually dependent. And, that both are dependent on involvement or “social presence” (Palloff & Pratt, 2005, p.7). Stages of team development are identified as normative, problem solving, disagreement or conflict, action and termination phases. That's a strong sense of community can assist groups in meeting through these phases more effectively.

It is the responsibility of the instructor to: set the stage; create the environment; model, guide and evaluate the process. These responsibilities can be assisted through clear communication regarding the reasons for collaboration, guidelines regarding participation and expectations, and assisting tends to agree on the rules of engagement. Despite all the efforts some learners may still resist working collaboratively. Instructors need to self-aware as well as monitoring the activities of the group.

Whilst this text provides useful advice on how to establish collaborative activities and stresses the importance of good planning and monitoring it fails to provide adequate guidance on what to do when things go horribly wrong. This criticism may be seen as unjustified as even experienced practitioners struggle with this issue. However, a second shortcoming of this book is that whilst difficulties associated with group assessment are acknowledged and chapter 4 is titled Assessment and evaluation of collaborative work the issue individual assessment of group work is not considered.

Palloff, R., & Pratt, K. (2005). Collaborating online. Learning together in community. San Fracisco: Jossey-Bass.

Engaged learning with emerging technologies

2008-01-10T15:06:00.000-08:00

Engaged learning with emerging technologies (Wang & Kang, 2006) is an edited book of 12 chapters which addresses the question of ‘how learning, both in formal and informal setting, can be engaging or meaningful through the integral accomplishment of learning and educational technologies’. A premise that underpins all chapters is that engaged or meaningful learning occurs through learner-centered const that are consistent with the ideas of Vygotsky.

Engagement is described as a ‘blending of intellectual, affective and social relations’ (Wang & Kang, 2006, p.ix), that ‘truly engage learners are behaviourally intellectually and emotionally involved in and learning tasks’ (Wang & Kang, 2006, p.225 citing Bangert-Drawns & Pyke, 2001). ‘Engagement is a multidimensional phenomenon that varies from setting to setting: Time-on-task, self-regulated learning, intrinsically motivated involvement of integrated cognitive process, learning environment (quality of the dialogue), and production of tangible result (Wang & Kang, 2006, p.225 citing Bangert-Drowns & Pyke, 2002).

Meaningful learning is described as social, collaborative, intentional, authentic (in terms of the context and the problem) and active resulting in a cognitive residue (in the learner) in the form of a mental model These mental models take the form of ‘rich, complex, interconnected, interdependent, multi-modal representations of what someone or some group knows’ (Jonassen & Jonassen, 2006, p.1). Engaged learning is correlated with active learning where ‘learners take responsibility for their own learning … actively developing thinking/learning strategies and constantly formulating new ideas and refining them through conversational exchanges with others’ (Hung, Tan, & Koh, 2006, p.30). Authentic (problem and process) problem-based and situated learning are advocated (Hung et al., 2006) and differences between the workplace and educational institutions in respect to the availability of tools and conditions which support engaged learning are identified(Collis & Moonon, 2006)(Opperman & Specht, 2006).

The place computer supported collaborative learning technology in the classroom environment (Tan, Hung, & Scardamalia, 2006), user interface design to engage learners (Hedberg & Metros, 2006) and the use of online threaded discourse as an approach to knowledge building (Yuen, 2006) are explored. A model for placing engagement at the center of the learning transaction is proposed (Pritchard, 2006). Confusion about the use of technology in Australian schools is considered and suggestions for overcoming this confusion are provided (Romeo, 2006) with changes at the levels of the teacher, schooling environment and learning activities required if ICT enriched learner centered environments are to be created (Lee, 2006).

The term cybergogy is coined to represent ‘strategies for creating engaged learning online (Wang & Kang, 2006, p.225). This shows similarities with a model proposed by Garrison and Anderson (2003) but is not directly acknowledged.

The scope of this text is largely limited to the school environment (K-12). Although two chapters relate to workplace education there is no consideration of institutional education at the post secondary level. A strength of this book is that it begins to unpack the meaning of 'engaged learning'. A number of models and frameworks that are useful in conceptualising the use of e-learning are provided. However, the importance of such an approach is asserted rater than proven. Ultimately the general message in the book is summarised in the citation below.

For teaching to be effective, cognitive, in OT and social factors must work together. For online learning experience to be successful, students must have sufficient prior knowledge, you know device to an, and positively engaged in the learning process. In addition, they must also comfortable with the learning environment and feel a strong sense of community and social commitment. Finally, in emotive factors heavily affect students’ engagement in the learning. Thus, instructors must be sensitive to students’ emotional state and must take initiative to channel students’ emotions to the good “zones” such as the son of curiosity, design of the flow, and zone to a productive path. (Wang & Kang, 2006, p.247)

Hung, D., & Khine, M. S. (Eds.). (2006). Engaged learning with emerging technologies. Dordrecht: Springer.

Interactions, learning and online technology

2008-01-09T15:35:00.000-08:00

The central assumption of Interactions in online education. Implications for theory and practice (Juwah, 2006) is that interaction is at the centre of learning’ (p.xv). This book is designed to critically examine as well as contribute ‘to the debate on the important phenomenon of interactions in online education from the theoretical, pedagogical, design, educational and sociocultural perspectives’ (p.2). Educational interactions are categorised as mainly learner to learner, learner to tutor to and learner to content. Learning is theorized as a cyclical phenomenon of three stages: conceptualization (interacting with concepts); construction (interacting with tasks); and dialogue (interacting with people). It is claimed that ‘technological developments, sound pedagogical underpinnings and the effective use of a diverse range of media now make it possible for designers of learning to create a sophisticated modes of interaction which engage, motivate, stimulate and ‘delight’ the learner’ (p.2).

Divided into four sections: theoretical and pedagogical perspectives; design and learning environment; practice; and professional development this text provides a valuable contribution to an understanding of interaction and instructional/education design using online technology.

Juwah, C. (Ed.). (2006). Interactions in online education. Implications for theory and practice. London: Routledge.

E-Portfolios: Educational potential?

2008-01-09T14:46:00.000-08:00

The educational potential of e-portfolios (Stefani, Mason, & Pegler, 2007) notes a range of interpretations associated with the idea of e-portfolios and their application in an educational environment. The work provides practical advice on the implementation of e-portfolios to support teaching and learning. The authors suggest that ‘the technology is still immature; the uses are still fluctuating, and even the definitions, the concept of what an e-portfolio is, are hugely varied’ (p.9). The text provides some guidance in these matters.

Stefani, L., Mason, R., & Pegler, C. (2007). The educational potential of e-portfolios. Supporting personal development and reflective practice. London: Routledge.

How did a couple of veteran classroom teachers end up in a space like this? Extraordinary intersections between learning, social software and teaching

2007-10-23T01:00:00.000-07:00

This artticle published on the Knowledge Tree is authored by Barbara Ganley and Barbara Sawhill, teaching practitioners using new media and social software tools to build their learners’ digital and language literacies.

They posit that during the current period of change where 'everyone and everything is interconnected ... [we have] an opportunity to examine what it is we do with our learners, why we do what we do, and to question how we might be able to do it better'. The authors describe the article as an exploration of 'the classroom blogging adventures of two teachers participating in the metamorphosis of the learning experience; a shedding of the cocoon of antiquated, teacher-centric models of teaching and learning. We will demonstrate how an emergent learner-centric, community-focused teaching and learning model provides a boundary-less series of places where the teacher and the learner, the class and the community outside of the classroom, create and transform knowledge together'.

Questioning the net generation

2007-10-23T00:53:00.000-07:00

Questioning the net generation: A collaborative project in Australian higher education (Kennedy, Krause, Gray, Judd, Bennett, Maton, Dalgarno, Bishop, 2006) is a paper presented at the 2006 ASCILITE conference. It reports on a project that investigates the proposed gap betweenlearners’ and teachers’ use of technologies and identify the implications for higher education. The paper presents the rationale of the project, highlighting its critical stance on current notions of the ‘Net Generation’. The three phases of the project – Investigation, Implementation and Dissemination – are then described.

Problem Based Learning

2007-08-20T23:38:00.000-07:00

Foundations of problem-based learning (Savin-Baden and Howell Major (2004) provides a very useful overview of the principles and practices of problem-based learning.

In acknowledging the long use of problem solving as a learning strategy, they attribute the contemporary use of problem based learning in formalised education to use in a medical faculty in the 1980s.

Modes of problem-based learning are identified as lecture-based, case-based, case-methods, modified case-based, problem-based and closed –loop problem-based. They also compare problem-based learning with project-based, problem-solving and action learning.

Savin-Baden, M and Howell Major, C (2004). Foundations of problem-based learning. Maidenhead, Open University press

Athabasca University: Theory and Practice of Online Learning

2007-08-16T18:15:00.000-07:00

Athabasca University (Canada) has a long history in distance education. Their publication Theory and practice of online learning (2004) provides a comprehensive overview of Athabasca's experiences and links to contemporary literature.

This four part publication covers the following:

Role and function of theory in online education development and delivery
Infrastructure and support for content development
Design and development of online courses
Delivery, quality control, and student support of online courses.

Teacher's beliefs and teaching practice

2007-08-15T01:12:00.000-07:00

Epistemological beliefs and their impact on work, subjectivity and learning (Harteis, Gruber and Lehner, 2007) argues that epistemological beliefs (read as fundamental assumptions, values and beliefs held by individuals) are significant in shaping how teacher's teach, how learners learn , and how work problems are conceptualised. They 'influence the process used during the generation of a solution ... [and] help-seeking during the process of identifying the solution to the problem' (p.126).

In noting that the importance of 'teachers' beliefs is perhaps most apparent when teachers are confronted by and engaged with changes to their practice' (p.127) authors report on a project that investigates the impact of university teacher's fundamental beliefs about teaching in an environment characterised by the introduction of e-learning. Using semi-structured telephone interviews with 'twenty participants from several German universities' (p.129). They asked:

How do the subjects (teachers) understand their role as teachers?
What beliefs about the nature of knowledge do the subjects report?
How do epistemological beliefs impact the perception and interpretation of constraints in working life regarding e-learning? (p.129)

The authors conclude that 'the participants reported differentiated beliefs and interpretations of the fields of knowledge, learning, and e-teaching, each of them in an individual way. However, even among twenty individual reports, much commonality could be observed between the participants' (pp.137-138).

They observe that 'a certain pattern of epistemological belief seems to impact the interpretation of the opportunities for e-teaching [but that] the differences in epistemological beliefs ... do not account for all of the differences in teaching behaviour' (p.138).

Harteis, C., Gruber, H., & Lehner, F. (2007). Epistemological beliefs and their impact on work, subjectivity and learning. In S. Billett, T. Fenwick & M. Somerville (Eds.), Work, subjectivity and learning. Understanding learning through working life (Vol. 6, pp. 123-140): Springer.

RIPPLES and the implementation of technology

2007-06-08T00:29:00.000-07:00

Based on previous literature and the results of a survey of deans of education in the USA, Surry, Ensminger & Haab (2005) developed a model for the integrating instructional technology into higher education. Using the acronym RIPPLES the model includes the seven components of resources, infrastructure, people, policies, learning, evaluation and support (Surry, Ensminger, & Haab, 2005). The authors claim that whilst this model has been developed for colleges of education, it has applicability to other settings. The model proposes that the availability of infrastructure ‘is the single most important factor in integrating technology into the curriculum’ (Surry et al., 2005, p.328). This model has been used to evaluate the implementation of a learning management system at an Australian university (Benson & Palaskas, 2006).

Resources = fiscal resources.

Infrastructure = hardware, software, facilities and network capabilities.

People = ‘the needs, hopes, values, skills and experiences of the people who will use the innovation’ (Surry et al., 2005, p.328).

Policies = organisational policies and procedures required to support the innovation.

Learning = the need for administrators to view technology as a means to enhance educational goals. That is, the technology should have pedagogic, access and cost benefits.

Evaluation = the need to continually assess the benefit of the technology.

Support = the need for training, technical support, pedagogical support and administrative leadership.

Benson, R., & Palaskas, T. (2006). Introducing a new learning management system: An institutional case study. Australasian journal of educational technology, 22(4), 548-567.

Surry, D., Ensminger, D., & Haab, M. (2005). A model for integrating technology into higher education. British journal of educational technology, 36(2), 327-329.

2006 E-Learning Benchmarking Report

2007-05-10T03:34:00.000-07:00

In 2005, the Department of Education, Science and Training published the 2005 E-Learning Benchmarking Project – Final Report (I & J Management Services, 2005). This document reported on findings related to the adoption of e-learning technologies against 12 indicators that ‘could be used to measure the uptake and use of e-learning on VTE clients and VTE providers’ (I & J Management Services, 2006, p.6). The survey involved collection of data from Registered Training Organisations, VTE students and VTE teachers and trainers. The 2006 survey results are now available.

Survey Responses	2005	2006
Registered training organisation	403	487
VTE Students	443	875
VTE Teachers and Trainers	478	733
Notes 36 of RTOs were TAFE colleges, 65 ACE, 65 schools and 355 other 75% of student responses were from TAFE 74% of teacher/trainer responses from TAFE

E-learning is defined as the use of electronic media in VTA.

It includes access to, downloading and use of web-, CD ROM- or computer-based learning resources in the classroom, workplace or home. It also includes online access to and participation in course activities (eg. Online simulations, online group discussions); directed use of the Internet, mobile and voice technologies for learning and research purposes; structured learning-based email communication; and online assessment activities. E-learning does not include e-mail dissemination of course information, e-mail communication between teacher/trainer and learner on a single learning issue, or online administration or learning activities. (I & J Management Services, 2006, pp.7-8)

A summary of 2006 survey results is provided here with comparison to the results from 2005.

	2004	2005	2006
Estimated VTE unit enrolments that use e-learning	3-4%	6-8%	17% (approx)
Notes Increase is primarily associated with those RTOs that were previously using e-learning and is is not consistent across the VTE sector 51% of RTO are not using e-learning 70% of small, private, industry and community providers use no e-learning 16% of small providers use e-learning extensively
Students who would recommend e-learning to a friend or work colleague	n/a	75%	65%
% of VTE teacher and trainers delivering units using e-learning
Online access to/downloading of learning materials and resources	n/a	67%	63%
Electronic submission of work	n/a	61%	61%
Use of multimedia interactive learning resources in a classroom	n/a	59%	50%
Online access to and participation in course activities	n/a	46%	45%
Remote use of multimedia interactive learning resources	n/a	42%	40%
Online assessment activities	n/a	34%	39%
Structured learning-based email communication	n/a	36%	36%
Use of Flexible Learning Toolboxes	n/a	31%	32%
Posting messages to a group through an online bulletin board	n/a	33%	29%
Online simulations	n/a	20%	23%
Online group discussion	n/a	27%	22%
Use of mobile technologies	n/a	n/a	17%
Use of voice technologies	n/a	n/a	15%
Use of Web 2 technologies	n/a	n/a	14%

IT Help

2007-05-09T16:19:00.001-07:00

Ever thought where IT help started.

Have a look here .....

Educational Podcasts

2007-05-08T16:55:00.000-07:00

QUT is one of a number of educational institutions that has established a site to support podcasts.

Review of George Siemens' Knowing Knowledge, 2006

2007-05-08T16:28:00.000-07:00

Mark Landy has published an interesting and comprehensive review of George Siemens' online publication Knowing Knowledge.

Siemens' notion of connectivism which is described as A Learning Theory for the Digital Age.

Networks, Connections and Community: Learning with Social Software

2007-05-03T16:52:00.000-07:00

The Australian Flexible Learning Framework report Networks, Connections and Community: Learning with Social Software aims to ‘investigate how social software technologies could best support: knowledge sharing and capability development of VET practitioners; and Vocational Education and Training delivery.

Using a Wikipedia definition, social software is described as enabling ‘people to rendezvous, connect or collaborate through computer mediated discussion and to form online communities’.

The research included an online survey of 46 vocational practitioners, 14 commissioned success stories, and desk research. Collaborative research in the form of a wiki and a blog.was also conducted. This strategy is acknowledged to bias responses towards those who are most likely to engage with social software.

Ø The four most used social softwares with students were digital stories (17%), blogs and wikis (14%) and photo publishing (13%).

Ø VET respondents were optimistic about the potential of social software to achieve better learning outcomes for students.

Ø A blended learning approach is recommended by slecting the appropriate strategy and technology in context.

Ø Social software is more likely to be used for knowledge sharing than individual learning.

Ø Fewer than half of respondents use blogs (45%), social bookmarking (41%), virtual conferencing (39%) and wikis (38%).

Ø VET respondents were most interested in finding out more about photo publishing (47%), social bookmarking (47%), podcasting (46%); blogs, wikis and digital stories (approx. 40%); virtual conferencing and 3D (approx. 30%).

Inspirations for the use of social software are identified as: modeling of the use of social software by someone else, and having a real need to use one or more of the social software tools. The context needs to be relevant and authentic.

It is generally concluded that ‘VET practitioners have begun to test the applicability of social software in their teaching practice in a broad range of ways. At this stage the indications are that it is still early days and they are very much ‘trail-blazing’. (p.39).

That:

Social software is valuable.
The successful use of social software relies on a spirit of openness.
The ‘Net Gen’ is a significant client group of the future.
Like email, social software may well become ‘ubiquitous’! (p.58)

Evans, V., & Larri, L. (2007). Networks, connections and community: Learning with social software: Australian Flexible Learning Framework.

Learning styles and flexible delivery

2007-04-15T16:09:00.000-07:00

Becker, Kehoe and Tennent (2007) investigate the impact of personalised learning styles on online delivery and assessment of students in undergraduate introductory courses in the Faculty of Business and Law at CQU. Using the VARK learning preference approach they find that:

1. Learning style preferences do not appear to influence students level of preference overall for flexible delivery and assessment approaches.

2. A significant percentage of students report that they do not want all course delivery to be online.

3. Those with a preference to aural learning are less likely to desire flexible delivery methods.

4. Those with kinesthetic preference are more likely than those with read/write preference to be offered a choice of assessment.

5. There has been an overall shift to a preference for the inclusion of group assessment within courses.

The authors claim that the results of their study may be 'influenced by the significantly younger respondents and the fact that Generation Y was strongly represented in the sample' (Becker, Kehoe, & Tennant, 2007, p.117).

Becker, K., Kehoe, J., & Tennant, B. (2007). Impact of personalised learning styles on online delivery and assessment. Campus-wide information systems, 24(2), 105-119.

Some principles of youth learning

2007-04-15T16:00:00.000-07:00

Choy and Delahaye (2005) used quantitative and qualitative methods to investigate the learning preferences of 17-24 year olds in the vocational and university sectors. They found that youth learners 'indicated a strong preference for surface learning and a surprising preference for unstructured learning (p.6) ...[they] reported a preference for he 'feel good' aspects of andragogy - for example, being able to address the teacher by her or his first name. They were not keen on taking responsibility for what should be learned, how it should be learned or even how it should be assessed. This ambivelance towards responsibility and an acceptance of the 'feel good' aspects of andragogy resonate well with a preference for surface learning' (p.7).(Choy & Delahaye, 2005)

Choy, S., & Delahaye, B. (2005). Some principles of youth learning, Emerging Futures. Recent, Responsive and Relevant Research. Brisbane: Australian Vocational Education and Training Research Association.

Blogs, wikis, podcasts, and other powerful web tools for classrooms. Book Review

2007-03-15T17:03:00.000-07:00

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.

Book Review: Individual preferences in e-learning

2007-03-05T01:58:00.000-08:00

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

Extrovert-Introvert
Sensing-Intuition
Thinking-Feeling
Perceiving-Judging

Together, these dimensions are able to describe 16 personality styles. The author claims that these profiles can be used to develop e-learning materials that appeal to a range of learner types.

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).

Sustainable e-learning

2006-12-08T13:44:00.000-08:00

A 2 part video of a presentation that I gave to the E-Leanring Symposium on Monday 4 December 2006 can be accessed at Part 1 and Part 2.

Thwarted innovation: A study on e-learning adoption

2006-12-05T15:47:00.000-08:00

Thwarted innovation. What happened to e-learning and why (Zemsky and Massy, 2004) is the final report for The Weatherstation Project of the Learning Alliance at the University of Pennsylvania which was conducted in cooperation with the Thomson Corporation.

As a result of surveying 77 faculty staff and 78 administators at Pennsylvania Univeristy on four occassions over a 15 month period the project aimed to elicit trends in attitudes about and perceptions of e-learning over an 18 month period. The authors conclude that three assumptions about e-learning are 'troubling' (p.iii).
1. If we build it they wil come.
2. Kids will take to e-learning like ducks to water.
3. E-learning will force a change in the ways we teach.

Zemsky and Massy (2004) argue that, driven by entrepeneurs, innovators and the dot.com boom e-learning predictions about the impact of e-learning were (vastly) overoptimistic. That e-learning 'took off before people really knew how to use it' (p.iii) and that 'in a fundamental way, the boom-bust cycle in e-learning stemmed from an attempt to compress the process of innovation itself' (p.iii) but that 'the story of e-learning is still unfolding' (p.60).

This research is not without criticism. For alternative views try Thwarted innovation or thwarted research and a book review by the Sloan Corporation and e-learning reviews.

Zemsky, R and Massy, W. (2004). Thwarted innovation. What happened to e-learning and why. A final report for The Weatherstation Project of the Learning Alliance at the University of Pennsylvania in cooperation with the Thomson Corporation. Available at http://www.irhe.upenn.edu/Docs/Jun2004/ThwartedInnovation.pdf

Free: Virtual classroom software

2006-12-04T23:33:00.000-08:00

Marratech-Free® is a free server-based software that provides real-time video, voice and interactive whiteboard. Up to five people can meet, talk, see each other and share documents or pictures and make notes.

You will need a broadband connection, headset and webcam. The software works on Windows, Mac and Linux.

Go to http://www.marratechfree.com/

An evaluation of iPod use in education

2006-10-29T17:30:00.000-08:00

In August 2004, Duke University in the USA distributed 20GB Apple iPods to 1600 srtudents entering first year. The Duke University iPod First Year Final Evaluation Report provides an evaluation of the first year experience and can be found at http://cit.duke.edu/pdf/ipod_initiative_04_05.pdf

Each semester approximately 600 unique students enrolled in 15 courses in the fall and 33 courses in the spring. Students were enrolled in language and music courses, theatre studies and information sciences.

Evaluation was conducted by
 Focus groups with faculty and three groups of students
 Over twenty structured observations
 Feedback questionnaires by faculty staff, response rate 13% (n=58)
 Web based questionnaire to approximately 1650 students, overall response rate 28% (n=450)
 Telephone interviews with 27 non respondents

In summary:

Academic uses of iPods
 Course content dissemination tool: lectures, songs language content
 Classroom recording tool: lectures, discussions, verbal feedback
 Field recording tool: field notes, interviews, environmental sounds
 Study support tool: repetitive listening to lectures and other audio, catching up on missed lectures etc.
 File storage and transfer: particularly for large multimedia files.

Benefits:
 Convenience
 Flexible location-independent access
 Effective and easy to use tool for recording
 Greater student engagement and interest in discussions, labs, field research and independent projects
 Enhanced support for individual learning preferences and needs

Whilst there were some technical and institutional barriers experienced these were not significant enough to inhibit the majority of use,

The innovation cycle: From idea to market

2006-08-10T20:52:00.000-07:00

The introduction of any innovation is subject to a number of stages. Aldrich (2005) identifies a six step process.

1. “Theory: Wouldn’t it be great?” (Aldrich 2005:xxxiv) is associated with the development of ideas. It involves people who are enthusiastic about the possibilities that technology provides but vague in describing the form that the solution might take.
2. The initial stage is followed by the “Innovator: Imagine this were everywhere!” (Aldrich 2005:xxxv) stage that involves Rogers’ innovator type (Rogers 1995:263). People who are obsessive about the development and use of innovations work tirelessly, and on some occasions ideas are turned into outcomes that can be used by others, at this point, the innovators frequently become bored with this project and move onto something else.
3. The innovation phase is followed by the “Magic bullet: Look! A paradigm shift” (Aldrich 2005:xxxv) stage. This phase is characterised by substantial levels of enthusiasm about the innovation. Development companies and vendors are ‘glowing’ about the new developments. Marketing and advertising groups promote the new solution that supercedes everything that has gone before. Negative commentary is seen as negative, obstructive and characteristic of those who are nervous about progress.
4. This initial enthusiasm is often followed by “Confusion: Why did we think this would work? (Aldrich 2005:xxxvi). Early and often over-inflated promises and expectations are not met and disenchantment rises. Progress of the innovation falls into a ‘pit of despair’. It is only a few years ago that the promise of ‘online technology’ in revolutionizing education was being heralded (see for example ). Despite the fact that digital and online technology is used, and has resulted in changes in education a recent study by the OECD (Organisation for Economic Co-operation and Development 2005) show that these changes relate more to increases in the efficiency and effectiveness of student support and administration than resulting in systemic changes in the design of teaching programs or learning practices.

… after the hype of the new economy, growing disenchantment with e-learning has replaced over-enthusiasm. Failures of e-learning operations have, at least temporarily, overshadowed the prospects of widened and flexible access to tertiary education, pedagogic innovation, decreased cost etc., that e-learning once embodied. (Organisation for Economic Co-operation and Development 2005:11)

Aldrich (2005) says that “The story should end here. The technology should just die. But then something happens. Just what is hard to say … the technology comes back from the dead” (Aldrich 2005:xxxvii).
5. We move the “Strategic advantage: Here is the business case and ROI” (Aldrich 2005:xxxxvii) stage. Here, what has been learnt in earlier stages collides with the interests of business which is more conservative, more measured and evaluates possibilities in terms of business cases and return on investment. Those innovations that pass the business process tests proceed to become part of institutionalised infrastructure.
6. The final stage of the innovation development process “Infrastructure: Turn it on, would you?” (Aldrich 2005:xxxvii). The innovation becomes widely available, reliable, and commercially viable.

Aldrich, C. (2005). Learning by doing. A comprehensive guide to simulations, computer games, and pedagogy in e-learning and other educational experiences. San Francisco, Pfeiffer.
Organisation for Economic Co-operation and Development (2005). E-learning in tertiary education. Where do we stand? Paris, OECD.
Rogers, E. (1995). Diffusion of innovations. New York, The Free Press.

Review of Mobile learning. A handbook for educators and trainers (Kulkulska-Hume and Traxler, 2005)

2006-08-07T21:55:00.000-07:00

Mobile learning can be spontaneous, portable, personal, situated; it can be informal, unobtrusive, ubiquitous and disruptive. It takes us much nearer to ‘anytime, anywhere’ learning but it is still too early to predict how our understandings of learning and teaching will evolve as a consequence (Kukulska-Hulme & Traxler, 2005, p.42)

If mobile learning is defined as learning that is not restricted to a particular location and which can occur whilst ‘on the move’ then mobile learning is not a new phenomenon. For example print based technologies and audiotapes have been used is both campus-based and distance learning for many years. These mobile technologies can be used beyond the classroom and whilst in transit whether that be on a bus, train or aircraft.
In a contemporary sense, the use of the term mobile learning is being applied to ‘the possibilities opened up by portable, lightweight devices that are sometimes small enough to fit in a pocket or in the palm of one’s hand’(Kukulska-Hulme & Traxler, 2005, p.1). Examples of technologies that fall within the scope of mobile learning include mobile phones, smartphones, palmtops, and handheld computers (Personal Digital Assistants or PDAs); Tablet PCs, laptop computers and personal media players (Kukulska-Hulme & Traxler, 2005). These devices provide facilities that include:
1. Communication (e.g. voice phone, short messaging service (SMS),
multimedia messaging serve (MMS))
2. Capturing and playing e-books, sound, still and video images, animations
3. Organising capabilities (e.g. clock, alarm, GPS, diary, contact details)
4. Access to the www
5. Word-processing, spreadsheet and database capabilities
Data can be entered through: keypad; graffiti facility; audio capture; still and video photography; download of files.
Two characteristics distinguish this modern version of digital mobile learning with previous analog versions:
1. The capacity of devices to capture, store and share large volumes of data.
2. The convergence of previously separate facilities.
So what are the implications of mobile learning for teaching practices? What are the possibilities, problems, barriers and institutional issues?
Mobile learning. A handbook for educators and trainers (Kukulska-Hulme & Traxler, 2005) provide a useful introductory text that considers a range of technical and pedagogic issues associated with contemporary mobile learning. They also consider accessibility issues. The text provides 12 case studies that involve the use of a range of mobile devices in the fields of learning Italian, delivering a virtual learning environment, medical studies, music composition and student organisation across a range of contexts.
Reasons offered for using mobile devices relate to improved access, evaluation and enhancement of learning and teaching, exploration of learners’ requirements and behaviours and alignment with institutional or business aims (Kukulska-Hulme & Traxler, 2005). These reasons are remarkably similar to those that have been used to promote flexible learning, workplace learning, online learning and e-learning in earlier years. One might ask if these reasons have been justified by evaluation? Certainly the research is, at best, ambiguous about such claims in respect to increased access, improved learning and reduced costs (see for example, Guthrie, 2003).
The authors claim that ‘Mobile devices open up new opportunities for independent investigations, practical fieldwork, professional updating and on-the-spot knowledge. They can also provide opportunities for improved learner support and guidance, and for more efficient course administration and management’ (Kukulska-Hulme & Traxler, 2005, p.26). These claims relate to the perspectives of learning, student support and administration. If the experience of non-mobile technology reported by the OECD (Organisation for Economic Co-operation and Development, 2005) is repeated then we may find that the benefits of mobile technologies relate more increases in the efficiency and effectiveness of student support and administration than resulting in systemic changes in the design of teaching programs or learning practices.
In respect to teaching practices, Kulkulsa-Hulme and Traxler (2005) emphasise the need to consider teacher’s conception of good teaching and learning if practices are to change. Whilst acknowledging that teacher’s are influenced by organisational arrangements, this proposition is consistent with others who also conclude that teacher’s values and beliefs are fundamental in shaping their teaching practices (see for example, Errington, 2004).
At the beginning of the final chapter, the authors ask the following questions.

The paradox facing mobile learning today is that devices that were not designed for learning are being used for learning. How successful is this undertaking? How far can one ‘bend’ the features of existing mobile devices and services to fit educational goals? And do planned learning activities have to be revised sop that they fit with mobile technologies?(Kukulska-Hulme & Traxler, 2005, p.189)

They provide a partial answer as follows.

The success of mobile learning may well depend on the pedagogical tasks that the devices are used for, and on the integration of tasks within a well defined pedagogical approach. (Kukulska-Hulme & Traxler, 2005, p.192)

Errington, E. (2004). The impact of teacher beliefs on flexible learning innovation: Some practices and possibilities for academic developers. Innovations in education and teaching international, 41(1), 39-47.
Guthrie, H. (Ed.). (2003). Online learning. Research findings. Leabrook: National Centre for Vocational Education Research Ltd.
Kukulska-Hulme, A., & Traxler, J. (Eds.). (2005). Mobile learning. A handbook for educators and trainers. London: Routledge.
Organisation for Economic Co-operation and Development. (2005). E-learning in tertiary education. Where do we stand? Paris: OECD.

Mobile learning and the workplace

2006-08-06T16:39:00.000-07:00

Thanks to the Australian Flexible Learning Community Network for raising discussion about the use of mobile learning and providing links to some very useful audiovisual presentations.

Of particular interest are presentations by Charles Jennings 'From training for skills to learning for performance' and Allison Rossett 'Integration, tailoring and pizza delivery' both are about 15 minutes long and raise questions about the nature of workplace education.

OECD says "fully online provision at campus-based institutions will remain in the minority

2006-07-26T21:30:00.000-07:00

… after the hype of the new economy, growing disenchantment with e-learning has replaced over-enthusiasm. Failures of e-learning operations have, at least temporarily, overshadowed the prospects of widened and flexible access to tertiary education, pedagogic innovation, decreased cost etc., that e-learning once embodied. (p.11)

So says the OECD Centre for Educational Research and Innovation (CERI) in it’s 2005 publication E-learning in tertiary education. Where do we stand?.

Defining e-learning as ‘the use of information and communications technology (ICT) to enhance and/or support learning in tertiary education’ (p.11). The authors further clarify this definition with the following:

E-learning refers to both wholly online provision and campus –based or other distance-based provision supplemented with ICT in some way.
Ranges from the most basic use of ICT through to more advanced adoption.

Based on the level to which online technology replaces classroom based teaching, online presence is classified as:
1. None or trivial online practice.
2. Web supplemented (e.g. course outline and lecture notes online, use of email and links to external online resources).
3. Web dependent. Students are required to use the Internet for key “active” elements of the program (e.g. online discussions, assessment, online project/collaborative work) but without significant reduction in classroom time.
4. Mixed mode. Students are required to participate in online activities (e.g. online discussions, assessment, online project/collaborative work) as part of course work which replaces part of face-to-face teaching/learning but significant campus attendance remains.
5. Fully online. (pp.11-12)

The publication reports on a survey of e-learning practices across 19 tertiary education institutions from 13 countries located in the Asia-Pacific, Europe, Latin America and North America regions. The organisations are described as ‘operating across the e-learning development continuum. Some are at the leading edge internationally, some in the mainstream and others in the early stages of development’ (p.3). To summarise the some main points.

Adoption of E-learning (Teaching)- At most campus-based institutions enrolments in courses with a ‘high’ level of online presence is relatively low accounting for less than 5% of total enrolments. In some institutions the number of students enrolled in at least one course with high online presence may be between 30-50% of total enrolments (p.12).
E-learning activities across tertiary institutions are very diverse (p.12.)
- In most campus-based institutions, e-learning has not challenged the centrality of face-to-face teaching and e-learning has generally failed to emerge as significant activities or markets to date. Remote international delivery is typically left to small-scale, department-led experiments (p.12).
- E-learning as a supplement to face-to-face delivery dominates the undergraduate market, whole award programs with an online presence are more common at postgraduate level (p.13).
- IT and business/management are more likely to have a higher level of e-learning than other programs (p.13).
- It is generally thought that e-learning has had a positive pedagogic impact but there was little detailed research evidence. (p.13)

Adoption of E-learning (Administration)
- ICT has had more impact on administrative services than on pedagogic fundamentals of the classroom. This has changed the experience of learner by relaxing time and space constraints, providing easier access to information and greater flexibility in participation (p.15).

Technology Issues
- Whilst commercial LMS software has a significant market share there is a growing interest in the use of open source software (p.15).
- Learning objects are still considered to be an immature tool (p.14).

Barriers to Adoption
- Key barriers to adoption in some countries are infrastructure and funding and stakeholder scepticism (p.14).
- Practitioner reluctance to e-learning is associated with the pedagogic limitations an immaturity of the tools, insufficient ICT and pedagogic literacy, the professional culture of teachers/academics and concerns about intellectual property rights (p.16).
- No clear sustainable business model has yet emerged for the commercial provision of e-learning and failures have been more numerous than successes to date (p.18).

It is concluded that- fully online provision at campus-based institutions will remain very much in the minority for the short to medium term (p.13).

Organisation for Economic Co-operation and Development (2005). E-learning in tertiary education. Where do we stand?. Paris: OECD.
Available at
http://new.sourceoecd.org/education/9264009205

More on Gen X and Y

2006-07-25T00:31:00.000-07:00

Gen X, gen Y - It's generation con, actually (Christopher Scanlon, July 24, 2006, The Age, Melbourne)

Christopher Scanlon looks at the phenomenon of generation x and y from a marketing perspective to conclude that the whole concept is a marketing strategy of its own.

'Flattering a generation of consumers has proven an effective way to create a niche market'. Make them feel special and they will buy stuff. He asks why 'otherwise intelligent journalists persist in serving up this marketing tosh without a hint of criticism?'

The idea that generation x and y learn differently has certainly been received well in the popular press and has sold a few book. But where is the evidence?

My searches through academic databases suggest that there is plenty of hype but not much supportable substance.

Am I just too suspicious? Or, as Christopher Scanlon proposes from a marketing perspective, is it just 'educational tosh'?

Learning preferences and readiness for online learning

2006-07-19T19:12:00.000-07:00

Smith (2005)tests the Readiness for Online Learning questionnaire desgined by McVay (2000) with 314 Australian university students for reliability and factorability (of self-management of learning and comfort with e-learning) to conclude that the instrument has promise for both research and practice.

Smith, P. (2005). Learning preferences and readiness for online learning. Educational psychology, 25(1), 3-12.

Learner readiness for online learning

2006-07-19T19:01:00.000-07:00

Guglielmino and Guglielmino (2003) broadly define two components of learner readiness for e-learnin as technical and self-directed learning readiness. They define each in terms of readines, knowledge, attitudes, skills and habits. They suggest strategies for increasing success rates. These include providing opportunties for students to assess their readiness, providing opportunities for training and support and making changes gradually (Guglielmino & Gugliemino, 2003).

Guglielmino, L., & Gugliemino, P. (2003). Identifying learners who are ready for e-learning and supporting their success. In G. Piskurich (Ed.), Preparing learners for e-learning (pp. 19-34). San Francisco: Pfeiffer.

Virtual learning environments as learning spaces

2006-07-19T18:58:00.000-07:00

Burbules (2004) promotes the idea that virtual learning environments should be considered as 'learning spaces', thus shifting the focus from the technology to the ways in which people interact with the technology. When people are immersed into and inhabit the virtual space it changes to a virtual place. That is, there is some 'ownership'.

At a conceptual level he argues that the distinction between the ideas of 'virtual' and 'real' are overstated. That the distinction is based on the real being unnproblematic and directly perceived. That is, it is normative. The virtual is constructed as 'unreal'. This argument is based on the assumption that all perceptions are actively constructed by the person. Therefore, both 'real' and 'virtual' are constructed realities and assumption consistent with constructivist learning theories.

Using the metaphor of 'immersion' to represent the means through which virtual environments facilitate learning. There are four inter-related factors that contribute to immersion: interest, involvement, imagination, and interaction. Therefore, virtual learning activities that promote learning will be designed in such a way that they are of interest to and involve the participant, engages the particpant's imagination and provides opportunities for participants to interact 'not only perceptually or intellectually but also through embodied action and responses' (p.167)

He argues that these ideas have implications for the educational design of virtual environments (whether these be located online, as film, text or other). Designers and teachers should create an 'architecture' that facilitates learning. Learners adopt the learning space through 'mapping' the virtual space. That is construct mental models through which learning occurs.(Burbules, 2004)

Burbules, N. (2004). Rethinking the virtual. E-learning, 1(2), 162-183.

Web 2.0 : A Change in Philosophy?

2006-06-07T23:00:00.000-07:00

Leonard Low has created an interesting discussion that raises issues about the nature of Web 2.0 and it's relation with learning.

He suggests that Web 2.0 is 'not so much about a change in technology, but rather, a change in philosophy. He implies that the ideas of E-learning 1.0 and 2.0 seem to be associated with the idea of Web 1.0 and 2.0. This is manifest in a change in emphasis from content dumping to more collaborative uses seems pretty much on the mark.

I agree with his suggestion that the use of technologies for networking, knowlege construction etc is consistent with the idea of constructivist learning principles. However, I'd like to suggest that we can refine this idea a little by describing the use of Web 2.0 to social constructivist principles. This shifts the emphasis from learning based on the individual to the social and cultural background of the group. (It is possible that he meant this in the first place).

If we assume that what people learn is a consequence of establishing personal meaning within a particular social group then the ideas of generational change, social, cultural and historical influences becomes embedded. In this respect, I find it difficult to understand claims that we need a new learning theory (for example connectivism as proposed by George Siemens) to explain contemporary learning.

It might also be useful to compare the nature of the discourse in Web 1.0 and Web 2.0 models. It seems to me that we are seeing a shift from move vertical discourse (top-down, expert-novice) to horizontal discourse. This is manifest in a change from expert knowledge dumping to the construction of knowledge within a community. In political terms this might be described as the appropriation of the technology by the masses.

Castells (2001) describes the internet culture as a combination of the influences of the techno-elites, hackers, virtual communitarians and entrepeneurs.

I wonder if we might characterise Web 1.0 (E-learning 1.0) as the appropriation of the Internet and privileging of the values of the techno-elites and entrepeneurs. Maybe Web 2.0 (E-learning 2.0) is the result of appropriation of the Internet and privileging of the values of virtual communitarians?

Different voices, different spaces

2006-06-01T18:39:00.000-07:00

If you are interested in the use of voice to support teaching and learning then the Australian Flexible Learning Framework project Differnet voices, different spaces might be for you.

This project provides a terrific overview of the use of audio technologies for learning. Whilst it focusses on podcasting, the principles are well described. There are web pages, downloadable text based reports, video and off course, audio.

You can also get a free CD of Different voices, different spaces from WestOne, the details are at the bottom of the web site link above.

Robertson, I. (2006) Surveying online technology

2006-05-29T02:11:00.000-07:00

Published in the Knowledge Tree. An E-Journal for Learning Innovation this article argues that previous attempts to survey the use of technology in vocational education and training in Australia have been based on broad descriptors such as online learning and e-learning. These lack definitional clarity rendering the results open to wide interpretation. The article reports on the development, administration and analysis of a survey to determine the frequency of use of 21 functionalities by 116 vocational education and training teachers. As might be expected, some functionalities are used more frequently than others. The article explores the patterns of use frequency and proposes that the criteria of newness, complexity, compatibility and locus of control are influential in determining how frequently the respondents use e-learning functionalities.

Access at http://kt.flexiblelearning.net.au/edition-9/surveying-online-technology-a-matter-of-design-a-peer-reviewed-article-by-ian-robertson/

Web 2.0 and E-Learning 2.0

2006-05-21T04:22:00.000-07:00

The terms Web 2.0 and E-learning 2.0 have emerged in the lexicon of those who promote the use of technology to support teaching and learning.

It seems to me that Web 2.0 and E-learning 2.0 are related. That is, if there is a new version of the web then there must be a new version of e-learning.

However, there are both proponents and critics of the idea of a second version (generation) of the web. So one would expect the a second version of e-learning might also be a contested idea.

Wikipedia provides a definition of Web 2.0 as follows.

With its allusion to the version numbers that commonly designate software upgrades, Web 2.0 was a trendy way to indicate an improved form of the World Wide Web, and the term has been in occasional use for several years. [1]

As used by its proponents, the phrase refers to one or more of the following:

* The transition of websites from isolated information silos to sources of content and functionality, thus becoming a computing platform serving web applications to end users
* A social phenomenon referring to an approach to creating and distributing Web content itself, characterized by open communication, decentralization of authority, freedom to share and re-use, and "the market as a conversation"
* A more organized and categorized content, with a far more developed deeplinking web architecture
* A shift in economic value of the web, possibly surpassing that of the dot com boom of the late 1990s
* A marketing term to differentiate new web businesses from those of the dot com boom, which due to the bust now seem discredited
* The resurgence of excitement around the possibilities of innovative web applications and services that gained a lot of momentum around mid 2005.
(http://en.wikipedia.org/wiki/Web_2.0, accesseed 21 May 2006)

So, if there is an E-learning 2.0 then what is it? How is it differentiated from e-learning 1.0?

In any case, if there is an e-learning 2.0 one would hope that it supports excellence in teaching and learning practice.

'Learning Objects' available: Flexible Learning Toolboxes

2006-05-16T22:48:00.000-07:00

The Flexible Learning Toolbox project has recently launched a repository of learning objects which trainers can download for free use with their learners.

Learning objects are small ‘chunks’ of Toolboxes which have been ‘disaggregated’ or segmented for easy download and delivery. 1200 learning objects supporting a range of industries including Automotive, Security, Infection control and Panel Beating amongst others are currently available in the repository.

For more details go to:
http://toolboxes.flexiblelearning.net.au/

Multiple Intelligences

2006-05-14T21:10:00.000-07:00

Gardner described eight intelligences

1. Verbal linguistic
2. Logical methematical
3. Visual spacial
4. Bodily-kinaesthetic
5. Musical rhythmic
6. Interpersonal
7. Intrapersonal
8. Naturalist

Is this idea useful in vocational education?
How many do we generally use in teaching?
Can this idea contribute to the notion of flex-e-bility?

Stages in the adoption of Technology

2006-05-11T17:44:00.000-07:00

Based on experiences associated with 10 years working with the Apple Classrooms of Tomorrow (ACOT) project across the USA Sanholtz (1997) provides a model to describe 'a road map for teachers [school] just beginning to use technology in their classrooms'(p.34).

The model has five stages: entry, adoption, adaption, appropriation and invention.

Entry: Technology is used in combination to support existing practices. Setting up and overcoming technical problems associated with the technology. With an increased focus on instructional matters they move to the next phase.

Adoption:Teachers become more concerned with how technology can be integrated into their practice. The use of technology is interspersed between existing practices.

Adaptation: Whilst existing practices remain dominant the use of new technology becomes integrated into existing practice.

Appropriation: Characterised by a 'a change in personal attitude towards technology' (p.43), appropriation is described as 'less a phase in instructional evolution and more a milstone' (p.42). Technology is used 'effortlessly as a tool to accomplish real work' (p.42).

Invention: In this stage teachers experiment with 'new instructional patterns and ways of relating to students and to other teachers' (p.44).

Sandholtz, J. H., Ringstaff, C., & Dwyer, D. (1997). Teaching with technology. Creating student-centered classrooms. New York: Teachers College Press.

Design principles for audio-visual products

2006-04-27T05:03:00.000-07:00

Today I went to an interesting presentation by Dr April Weiss of RMIT University. April completed a PhD by project in 2005 titled The iTour Project: A Study of the Design and Testing of Effective Online Animation Tours as a Form of Interactive Online Documentation. Quite a title ...

Here is my condensed summary of what I found important.

What is an iTour?
Essentially an audio-visual object that uses animation to assist in learning how to operate software products. It seems to me that the iTour is a subcategory of the broader group of audio-visual objects that include digital story telling.

Software and Product Quality
April started her Masters in 1997 and converted to a doctorate in 2001, some light years ago in terms of software available for iTour products. Her group used Macromedia Director, Flash and supporting softwares. The products were centrally produced by a production team. Therefore the product is of a technical quality that one would expect of organisation development.
Today there are simple and readily availble software that allow teachers to develop practitioner based audio-visual objects. These include Microsoft PhotoStory, Windows Movie Maker. To capture screen animation one can use the freely available Camstudio or purchase products such as Captivate or Camtasia.

11 Main iTour Design Principles
1. Aim for clarity, conciseness and minimalistic approach - keep the iTour short and focused on the task.
2. Ensure the iTour is understandable, helpful and approachable.
3. Provide sufficient navigational control and orientation information so the user knows where they are, where they can go, and how to get there; plus when the iTour has started and finished.
4. The iTour should be chunked, well organised and consistent.
5. Visual interface should be easy to see, run at an appropriate speed and move smoothly.
6. Aural interface should be easy to listen to, using a voice to which the user can relate.
7. Consider accessibility first, not last, such as building redundancy into iTour.
8. The demonstration should show the user around the software, or how to use the software, and so should match the software being demonstrated
9. The components should be well integrated; one step of the instruction should be seen in a text box and heard if there is a voice-over; then it is followed by the demonstration, in which the cursor or highlighting is used to show areas of interest.
10 The result should be searchable. At least give the user control so they can move around the iTour.
11. Ensure that the iTour is error free and not frustrating. In short test, test, test - test the functionality, test the usability, test the accessibility, test on the environment where the iTour will run.

Games Based Learning

2006-04-26T23:18:00.000-07:00

The 2006 Australian Flexible Learning Framework Community Network is focussing on the topic of Game Based Learning for April

Using E-learning games experts Kevin Corti, Helen Routledge and Sivasailam Thiagarajan (Thiagi) it is possible to will 'play' innovative E-learning games.

Kevin has set up access to one of his company's recent games for two months for this group. The game is entitled 'The Business' and was designed to help teachers in the UK to deliver enterprise education to, in the main, 14 to 16 year olds.

Thiagi explains the 4D approach for the GBeL (Games Based eLearning) is (including a Torture Chamber!!) Thiagi explains this here. To take a free online course on the 4D approach setup by Thiagi visit www.thiagi.com

Virtual Classroom Software

2006-04-16T19:41:00.000-07:00

Virtual or live classroom software has come a long way in the last few years. If you would like to have a look at demonstrations then try

Elluminate
Horizon Wimba
Webex

All of these software allow real-time commmunication between an instructor and participants using two-way audio, text, whiteboard functions, they also allow you to upload powerpoint presentations. Of the three listed here only Webex allows the use of video, this is one-way, instructor to participants.

By definition, these are technically complex software, whilst the demos will run smoothly this is not always the case in a real session. There are lots of variables including

1. Organisational firewalls
2. Baseline computer set ups
3. Networking speeds.

As some-one I know once said:

... It's amazing that they work at all.

My experience with Horizon and Elliminate have been pretty good. When they work they are terrific. When they don't work they can be a pain in the A... Generally tere are less problems when people access from home rather than work ... firewalls and organisational configurations can be a real issue when tring to negotiate access with IT departments.

Geocaching for education?

2006-04-09T21:47:00.000-07:00

What is geocaching?

Geocaching is a form of 'treasure hunt' that uses global positioning system (GPS) devices. The organiser of the hunt places one or more caches in locations and then shares the location co-ordinates of each cache on the internet. The location co-ordinates are often accompanied with some directions, clues or messages that require an encryption key to decode the message. Caches are typically in small, watertight containers about the size of a small lunchbox and hidden from sight.

GPS users can then use the location coordinates and clues to find the caches. Depending on the degign of the gerocache activity the cache may contain a clue to the next set of co-ordinates, a message or some small reward such as a sweet or plastic figurine. There is often a log book enclosed. The hunter records who they are, when they found the cache and may leave a message for others.

Given that GPS devices are now available below $100 I wonder whether geocaching has potential in formal education. Here are some ideas. Use geocaching to

1. develop relationships, promote engagement
2. develop generic and employability skills such as teamwork, map reading, problem solving.
3. find 'treasures' of information or questions that students then answer before they can get the clue to the next cache.
4. get students to develop geocaches for other students

Think about combining geochaching with sms, digital storytelling, moblogging.

Seems to have potential to me.

Looking for more infomration go to

Geocaching
Geocaching Australia

Engagement is more important than content!?

2006-04-07T00:48:00.000-07:00

Michael Coghlan presents an 8 minute podcast to summarise his reflections on attendance at a seminar with Mark Prensky.

One focus of his conversation is the statement 'engagement is more important than content'.

Go the the podcast link and click on download

http://michaelc.podomatic.com/entry/2006-03-05T06_14_42-08_00
(to listen to the podcast please click on the 'download' link)

Stefan Wridgeway talks podcasts

2006-04-04T16:17:00.000-07:00

To have a listen to Stefan Wridgeway talk about podcasts go to a conversation on podcasting.

Podcast on social learning software

2006-04-03T23:17:00.000-07:00

Michael Coglan presents a terrific podcast that

... provides commentary on opinion on social software innovations in organisational change and e-learning as expressed by George Siemens, Nigel Paine, Anne Bartlett Bragg, Stephen Downes, Leigh Blackall and Sean Fitzgerald among others, in 2005 Australian Flexible Learning Framework live events. Michael considers how e-business can reconceptualise learning culture and leverage this innovation into new work practices

Go to Social Software: The Relevance for e-business

E-Portfolios: A good idea? But what about the application?

2006-03-30T01:52:00.000-08:00

E-portfolios (electronic portfolios) are described in Wikipedia as 'a personal digital record containing information such as a collection of artifacts or evidence demonstrating what one knows and can do. A recent development has been the open source portfolio movement on e-portfolios (www.osportfolio.org)'.

Podcasts of 'Cool Connections'

2006-03-26T15:01:00.000-08:00

Podcasts from the conference 'cool connections' are now available at podcasts.

There are about 30 recordings listed by presenter name. The sessions go for about 20 minutes.

For the techno-freaks, this may be the future?

2006-03-14T02:14:00.000-08:00

Lab@Future is a learning platform that uses novel Information and Communication Technologies to support and expand laboratory teaching practices. For this purpose Lab@Future uses real and computer generated objects that are interfaced, using mechatronic systems, augmented reality, mobile technologies and 3D multi user environments.

The teacher or student is able to interact with real and synthetic objects, using special devices. In addition, he is able to specify or carry out an experiment, both in the real and the computer generated world.

This platform developed and demonstrates experiments for the following disciplines:

* Science
* Mathematics
* Arts & Humanities

Streaming Video on PhotoStory 3

2006-03-05T18:24:00.000-08:00

Looking for a useful tutorial on the use of PhotoStory 3. Have a look at this streaming video at Providence College

E-learning reviews

2006-03-02T17:48:00.000-08:00

I have just stumbled across what looks like a terrific resource that describes itself as follows.

elearning-reviews provides those interested in research on elearning with concise and thoughtful reviews of relevant publications. The most important goal is a well-balanced selection of seminal publications as well as interesting up-to-date publications from the various disciplinary perspectives

http://www.elearning-reviews.org/

Computer Based Methods and E-Learning

2006-03-02T14:56:00.000-08:00

In a recent publication that deals with learning in organisations from a human resource development perspective Smith and Sadler-Smith (2006, p.141) identify questions associated with the following concerns when consideringe-learning in networked and non-networked forms.

1. The nature of the learning objectives.
2. The availability of existing computer-based learning materials.
3. The learner charactersitics.
4. The equipment required for delivery.
5. Learner accessibility to learning materials.
6. Learner support and monitoring.
7. Evaluation of success.

Smith, P and Sadler-Smith, E (2006). Learning organizations. Complexities and diversities. Routledge, London.

Over $6 million in funding now available for

2006-02-26T15:25:00.000-08:00

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

A model of 'Community of Inquiry'

2006-02-26T13:52:00.000-08:00

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.

Some ideas of virtual classrooms

2006-02-19T16:45:00.000-08:00

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.

Something on Innovation

2006-01-26T16:43:00.000-08:00

I have just developed a short bibliogrpahy of recent articles on innovation in VET. Hope you find it useful

Bennett, B., Brunker, D., & Hodges, R. (2004). Innovation, economic growth and vocational education and training. In S. Dawe (Ed.), Vocational education and training and innovation: research readings (pp. 68-83). Adelaide: National Centre for Vocational Education Research.
Browne, R., O'Sullivan, S., & Julian, T. (2004). Innovation at Kangan Batman TAFE: from product development to change management. In S. Dawe (Ed.), Vocational education and training and innovation: research readings (pp. 186-199). Leabrook: NCVER.
Callen, V. (2004). Building innovative vocational education and training organisations. Leabrook: NCVER.
Curtain, R. (2004). Vocational education and training, innovation and globalisation. Leabrook: NCVER.
Dawe, S. (2004). Vocational education and training and innovation: Research readings. Leabrook: NCVER.
Mitchell, J., Clayton, B., Hedberg, J., & Paine, N. (2003). Emerging futures: innovation in teaching and learning in VET. Melbourne: ANTA, Reframing the Future and Office of Training and Tertiary Education (Victoria).
Pickersgill, R. (2005). Dimensions of innovation: Some historical perspectives on vocational education and training and innovation in Australia - A discussion paper. Leabrook: NCVER.
Toner, P., Marceau, J., Hall, R., & Considine, G. (2004). Innovation agents: VET skills and innovation in Australian industries and firms. Leabrook: NCVER.
Whittingham, K. (2003). Going boldly into the future: Skills and Australian high technology start-up firms. Leabrook: NCVER.

Moving VET practitioners from traditional delivery to online delivery

2005-12-13T21:06:00.000-08:00

The process of moving a VET practitioner from the traditional classroom delivery environment to becoming an online facilitator is a complex one.David Day's project investigates the process with particular reference to ‘catalyst points’ which may be used to enthuse, especially the more mature practitioner, towards an online environment.

For a copy of David' final report and MP3s of interviews go to David Day's Learnscope Website.

Where do you stand?

2005-12-04T21:59:00.000-08:00

Technological determinism and technological instrumentalism are macro perspectives that describe general attitudes to technology. These perspectives can be differentiated by their views about the neutrality of technology and the influence of the context in which the technology is implemented.

Technological determinism views technology as an autonomous force that is beyond human control, technology is the prime cause of social change (Surry 1997). This view discounts social, political and cultural influences along with the notion of human agency. There are two sub-groups within the technological determinists. Utopian determinists view technology as an influence that will result in positive social change. At the opposite end of the determinist spectrum the dystopian determinists view technology as an influence that will result in negative social impact and ultimately the possible destruction of humankind. The utopian and dystopian views are mutually exclusive, they are ‘monochromatic brushes: white or black’ (Kling 1996, p.51).

Where do you stand?

Kling, R., Ed. (1996). Computerization and controversy. Value conflicts and social choices. San Diego, Academic Press.
Surry, D. (1997). Diffusion theory and instructional technology. 2001.

Australian Flexible Learning Framework Funding for 2006

2005-11-28T11:39:00.000-08:00

Yes folks it's good news. $15 million has been allocated to continuation of the Australian Flexible Learning Framework in 2006. A decision about 2007 will be made during 2006.

For updates about funding availability and projects go to

http://www.flexiblelearning.net.au

VET becomes VTE

2005-11-27T16:33:00.000-08:00

Yes, it's a name change. Under the new DEST arrangements (nee ANTA) the previous Ministers for Vocational Education and Training (VET) has been replaced by the Ministerial Council for Vocational Training and Education (VTE). It appears that we have a new acronym!!

I wonder what the change in working means?
Vocational Education and Training TO Vocational Training and Education

Is the last brick in the wall for any consideration of liberal education in TAFE. Vocational education is no longer a primary concern, it has been replaced by Vocational training.

What do you think. Semantics or an important change in discourse emphasis?

Live Classroom - Connectivism Lecture

2005-11-27T15:17:00.000-08:00

Intersted in the idea of connectivism? Have a look at a live classroom presentation by George Siemens that was given at the Cool Connections Conference

Go to: http://home.learningtimes.net/lta?go=1045877

COOL CONNECTIONS a success

2005-11-23T20:35:00.000-08:00

Cool Connections showcased the activities of Learnscope and New Practices projects across Australia. In total there were 54 presentations across 4 streams and two keynote addresses. Over two days, the conference contributed to learning in relation to both technological and pedagogic developments in e-learning.

Technological developments largely revolved around the increasing availability of often free and/or open source software that requires minimal technical skill in application. These include audio and visual software, blogs, wikis. As an extension of these spaces that converge a number of capabilities into a single space.

Mobile technologies also received some attention with the potential of Moblogging being explored along with assessment systems linked to hand held PDAs.

On the pedagogic front George Siemens keynote address opened conversation about the idea of connectivism as a pedagogic model.

If you would like to find out more then go to:

http://www.flexiblelearning.net.au

Communication dynamics in online learning environments

2005-11-08T19:04:00.000-08:00

If you are interested in developments associated with communication and online technology then have a look at this terrific article written by James Farmer and presented at ASCITITE 2004.

James focuses on the place of discussion boards and argues that weblogs offer new opportunities in the development of social, cognitive and teacher presence online and should be considered in the development of or alongside established OLEs.

Go to http://www.ascilite.org.au/conferences/perth04/procs/farmer.html

Feedback on assessment

2005-11-07T16:51:00.000-08:00

Feedback on assessment is the topic of a 'guide' developed by the Kingston University London. It provides some useful ideas based on feedback from students.

http://www.kingston.ac.uk/adc/feedback.pdf

Thank you to Murielle who sourced this resource as part of an assignment.

Knowledge Tree - e journal of the Australian Flexible Learning Framework

2005-11-03T16:49:00.000-08:00

The launch of Edition 7 of The Knowledge Tree, the journal of the 2005 Australian Flexible Learning Framework, by the Vocational Education and Training (VET) E-learning International project, positions this e-journal of learning innovation in the international arena. Contributions from e-learning practitioners the world over, offer readers the chance to share global research and practice in learning innovation.

Contents of Edition 7

Ulises Mejias: ‘A Nomad’s Guide to Learning and Social Software’.
Leigh Blackall: ‘Digital literacy: how it affects teaching practices and networked learning futures - a proposal for action research’.
Chris Brook and Ron Oliver: ‘A case study of community development in online settings’
Cecilie Murray: M-learning and New Students’ Thinking.
Mark Nichols ‘Tensions in the Convergence of Technology and Pedagogy’.
Diane Newton and Allan Ellis: ‘The influence of organisational culture on e-learning design in the Australian Army’
Margaret O’Connell and Ralph Hampson: ‘A meeting of minds: Blurring international boundaries in a postgraduate Social Work course’.

There are also non-peer-reviewed articles and interviews.

http://www.flexiblelearning.net.au/knowledgetree/index.html

Some Ideas on the 20 Minute Presentation

2005-10-25T20:17:00.000-07:00

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

Keep to time

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

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

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

Be clear about what they are

Don’t get sidetracked

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

If you must use Powerpoint then

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

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

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

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

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

DON’T overuse ‘flyins’ and ‘noises.

The best uses of Powerpoint are for

Animations

Prompt to keep you on track

Sofweb

2005-10-20T00:11:00.000-07:00

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 Theory and factors that influence innovation uptake

2005-10-16T23:03:00.000-07:00

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).

Generic and Employability Skills

2005-10-16T20:11:00.000-07:00

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?"

How frequently do teachers use online functionalities?

2005-10-15T20:08:00.000-07:00

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%)

True lies - uptake of e-learning

2005-10-09T04:24:00.000-07:00

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.

2005 E-learning Benchmarking Project

2005-10-05T20:04:00.000-07:00

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?

2005-10-03T04:45:00.000-07:00

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

Blended learning

2005-10-02T17:59:00.000-07:00

What is blended learning?
Who uses blended learning?

if you are interested then have a lool at

http://blendedlearning.wikispaces.org

Exemplary WebCT Course?

2005-09-28T19:43:00.000-07:00

Supervised Practicum, is a seminar course that supports students embarking on their first applied practicum course in preparation for professional work. The course is composed of two parts: 26 seminars which are delivered fully online and facilitated by an instructor and 286 hours of field practicum work under a practicum supervisor.

In the seminar part of the course, students engage in a series of structured activities and discussions during the first term, and move into student-centred and student-led activities in the second term. The student-led activities are generated from real-time practicum experiences.

The CYC 310 course model has been designed using cognitive learning theories, especially constructivist and problem-based theories. The primary instructional strategies used are self-directed learning, self-assessment, peer teaching and reflective practice. These concepts are woven together using sound instructional design methodology.

What are your thoughts??

http://www.webct.com/exemplary/viewpage?name=exemplary_2004_koroll

Wikipedia

2005-09-26T05:13:00.001-07:00

Looking for a search engine that will provide good definitions of technology based terminilogy?

Try

http://www.wikipedia.com

Audacious audacity

2005-09-20T22:43:00.000-07:00

Are you looking to make sound files for instruction?

Go to http://audacity.sourceforge.net/

Review of Live Classroom by Peter Le Cornu http://lecornu.blogspot.com/

2005-09-20T18:59:00.000-07:00

Microsoft Photo StoryYesterday, I saw a presentation that had been created in Microsoft Photo Story. I was impressed by how quickly the person had created a set of photos and voice to go with the story. Tonight, I reviewed one of the presentations made at the Cool Results online event this week. The presentation was by Ian Robertson and titled Learning Objects and MS PhotoStory. You will need to be a member of Learning Times Australia to access this site (its free and well worth it in terms of accessing the presentations made in the events held this year). Ian's presentation provides a great introduction to using Microsoft Photo Story. The main link takes you to the Microsoft Downloads website so you can download a free version of the Photo Story 2LE.

Recordings of Cool-Tools Conference

2005-09-18T01:11:00.000-07:00

If you would like to see the reconrdings from the Australian Flexible Leanring Framework "Cool Tools" conference go to

http://home.learningtimes.net/lta?go=z1042898

World Hunger

2005-09-17T17:21:00.000-07:00

You are invited to share a meal for CARE Australia’s World Hunger
Campaign. Ask your friends, colleagues, or a special someone to share a
meal and buy a chicken or a packet of seeds or ask your entire office to
raise money for a herd of goats for a poor family in Southeast Asia or
Africa.

Register now to receive your ‘Spoon Tally’ poster and stickers of
hungerfighting items.
http://www.careaustralia.org.au/hunger/register.asp

Chicken - $10, Goat - $50, Cow - $530, Seed Kit - $6.80, Tool Kit - $2,
Well - $27, Pineapple - $8 for 100

Uptake of ANTA Toolboxes 1.16% of enrolments in 2004

2005-09-14T18:36:00.000-07:00

Australian Natonal Rraining Authority (2004). National audit of Flexible Learning Toolboxes. Melbourne, ANTA., finds that in 2004 ANTA Toolboxes were used by a total of 18535 Vocational learners (15503 in TAFE, 3032 in private RTOs).

NCVER (http://www.ncver.edu.au/statistics/vet/ann04/sum04/high.htm) shows that there were a total of 1.6 million enrolments in 2004.

So, the student take-up of ANTA Toolboxes in 2004 was 1.16% of enrolments.

The answer

2005-09-13T18:19:00.000-07:00

A Learning Object

Want more information go to:
http://en.wikipedia.org/wiki/Learning_object

What is it?

2005-09-11T01:28:00.000-07:00

What do you have if you have?

A plain piece of paper with instructions written on it to describe how to turn it into a paper airplane

Wait for the next instalment!

Live Classroom Session

2005-09-08T22:01:00.000-07:00

If you would like to see an online live classroom session then go to

http://home.learningtimes.net/lta?go=962769

eureka! e-volutions: free Victorian e-learning event

2005-09-07T16:30:00.000-07:00

Golden e-learning event
At eureka! e-volutions in e-learning you will find valuable nuggets of information, ideas, advice and evolving solutions for our youth, indigenous, disabled, trade, rural and remote and community VET clients.

All prospectors should head to where the streets are lined with gold...
Go to: http://www.ballarat.edu.au/conferences/eureka-evolutions/index.htm

techno-assessment to socio-assessment?

2005-09-07T15:54:00.000-07:00

Have seen e-assessment move from techno-assessment to socio-assessment?

Techno-assessment includes computer marked assessments such as multiple choice, true/false, calculations and fill in the gap. As the technology became more sophisticated matching exercised, drag and drop, and simple animations emerged. In all of these cases the learners answer is either correct or incorrect. And it is predetermined.

Socio-assessment relies on the communication capacities of the Internet. Here the learner moves from interactivity with the interface to cognitive and social interactivity. Examples include individual and group blogs, webquests, problem bad scenario based assessment.

Hot Potatoes, Hot Potatoes: NOT the Wiggles

2005-09-05T00:16:00.000-07:00

The Hot Potatoes suite includes six applications, enabling you to create interactive multiple-choice, short-answer, jumbled-sentence, crossword, matching/ordering and gap-fill exercises for the World Wide Web. Hot Potatoes is not freeware, but it is free of charge for those working for publicly-funded non-profit-making educational institutions, who make their pages available on the web. Other users must pay for a licence. Check out the Hot Potatoes licencing terms and pricing on the Half-Baked Software Website.

http://www.halfbakedsoftware.com/

E-Assessment Month on AFLF Network

2005-09-01T17:27:00.000-07:00

E-Assessment is the practice of using technology for assessment. This practice has been with use of approximately 20 years. We have seen technology used in a range of ways.

Testbanks of multiple choice, true-false, fill in the gap, drag and drop type questions.
Use of web-based animations for simulation based assessment.
Use of 'real life' simulations.
Problem and scenario based learning in the form of WebQuests.
The use of online communications for role plays.

We are now seeing mobile devices, e-portfolios, individual and group blogs used for e-assessment.

September will focus on the issue of e-assessment. Activities will commence with an Ellumniate live session - Unpacking e-assessment: What are we trying to achieve, facilitated by Ian Robertson on Friday 9 September at 11:30am - 12:30pm.

For further information go to

http://www.groups.edna.edu.au/course/view.php?id=40

Middle East Internet Based Role Play

2005-09-01T17:24:00.000-07:00

Many of you would have heard about the 'Middle East Role Play". If your interested have a look at this site as a starting point.

http://www-jime.open.ac.uk/98/11/vincent-movie.html

Links for e-portfolio resources

2005-08-31T23:54:00.000-07:00

e-Portfolio Space on TAFEVC

The e-Portfolio is available for students to develop their own personal space. It can also be used by teachers to facilitate online collaboration.
Register yourself and spread the news. Go to: http://eport.tafevc.com.au

E-portfolio network

This network is for VET professionals interested in exploring the uses of e-portfolios in a teaching and learning environment.
You can now join this network at:http://www.groups.edna.edu.au/course/view.php?id=211

National Audit of Flexible Learning Toolboxes (September 2004)

2005-08-28T05:01:00.000-07:00

This paper is a report of providers’ use of national Flexible Learning Toolboxes in 2003 and providers’ intentions for 2004. It outlines the story of Toolboxes in terms of their usage, uptake, impact on flexible learning in general and the distinct benefits of Toolbox development for Australia’s providers of vocational education and training (VET). The purpose of the report is to identify:

the extent of Toolbox use across Australia;
the range of usage modes and the delivery conditions of these Toolboxes;
the attitudes of providers to Toolboxes as training resources; and
the impact that national funding of Toolbox development has had on the take-up and sustainability of e-learning in the VET sector.

Go to: http://www.flexiblelearning.net.au/toolbox/documents/reports.htm#10

From technical to social interactivity

2005-08-25T17:46:00.000-07:00

Early discussion about 'interactivity' in using online technology tended to be dominated by 'technical interactivity'. That is, interactivity related to the computer responding to the learner 'clicking' on the screen so that the program would respond. In some cases these items were effective in portraying conepts that are difficult to convey using text. There are some very good examples of animations which demonstrate activities that ere not possible to observe in a live situation.
However, much of what is/was described as interactive is little more that pointless technical trickery that encourages surface learning through a 'click and move on' mentality. That is, they look impressive but do not require the learner to engage in any meaningful cognitive, affective or kinaesthetic activity that might lead to learning.
Current interpretations of 'interactivity' are broader in scope. They encourage 'social interactivity' through the use of the communications capability of technology. And, do not assume that the learner is 'chained to the computer' There is meaningful interaction between individuals in the mutual construction of knowledge and understanding.
Garrison and Anderson (2003) identify six forms of interaction.
1. teacher - student 2. student - student 3. student - content 4. teacher - content
5. teacher - teacher 6. content - content.

Garrison, D. R., & Anderson, T. (2003). E-learning in the 21st century. A framework for research and practice. London: RoutledgeFalmer.

Factors influencing individual innovativeness

2005-08-24T15:40:00.000-07:00

Many of us are aware of Rogers' normal curve that describes 2.5% of the population as innovators, 13.5% as early adopters, 34% as early majority, 34% as late majority and 16% as laggards (Rogers, 1995, p.262). Whilst these categories may be useful in terms of providing a common language to discuss the uptake of innovation, the literal acceptance of the normal distribution is dangerous. More useful are the descriptors of the charactersitics of these classifications.

BUT - individual uptake of technology is based on'perception'. Rogers' provides four factors that influence individual likelihood of adoption.

1. Relative advantage: perveived advantage over existing practices, systems.
2. Compatibility: perceieved compatibility with values and beliefs.
3. Trialability: How easy it is to try the innovation in a safe environment.
4. Observability: How easy it is to observe the benefits of the innovation.

Rogers, E. (2005, 5th edition). Diffusion of innovations. New York, Free Press.

New VET Legislation passed by the Senate

2005-08-23T03:14:00.000-07:00

Both Houses of Parliament have passed the Skilling Australia's Workforce Bill 2005 and the Skilling Australia's Workforce (Repeal and Transitional Provisions) Bill 2005. The Skilling Australia’s Workforce Bill sets out the objectives for the new national training system and describes the commitment by the Australian Government and the State and Territory Governments to support the new arrangements. The associated Repeal and Transitional Provisions Bill will repeal the Australian National Training Authority Act 1992 and the Vocational Education and Training Funding Act 1992 and provides for the transitional arrangements for the transfer of functions and responsibilities from the Australian National Training Authority to the Department of Education, Science and Training.

Source: Australian Training Fast Facts, edition 221, August 2005

New row over TAFE funding

2005-08-20T18:46:00.000-07:00

For full report go to http://theage.com.au/articles/2005/08/20/1124435173538.html?oneclick=true accessed 21 August 2005 Labor has accused the federal government of abandoning more than one million students across the country with its decision to withhold TAFE funding from all states and territories.
"Around 1.25 million students across Australia have been stranded this week after the Howard government broke its promise and refused to deliver federal funding to Australia's TAFE colleges," Ms Macklin said in a statement.
But Minister for Vocational Education and Training Gary Hardgrave said changes were not being forced on TAFEs.
"We're not forcing anyone onto an individual contract, we're simply saying part of the agreement is you should at least offer your best teachers the chance to earn more money," Mr Hardgrave told ABC radio.
© 2005 AAP [if gte vml 1]>