4
June
2008
The other day we completed an in class exam based on the aspects of multimedia design. I have never really taken notice of the impact the layout, colours, visuals and audios of a website can have on me. We had to analyse two websites in class, where I found myself repeating and drawing on very similar elements. It is always the colour and the audio sounds on those websites that I find particularly distracting. Also, the layout of the page can be quite distracting when it is difficult for me to locate or navigate around the page due to poor positioning of web links.
Posted under E-Learning Design
30
May
2008
The technologies that I will be adopting for my storyboard designed for the DOCs training program about cultural awareness are as follows:
· Wikis
· Weblogs
· Webinars
· Vodcasts
· Podcasts
The main reason why I have chosen to adopt those technologies is that they either support collaborative learning and information or individual reflection and self discovery. Also, those technologies provide for flexible involvement in the training course as it allows participants to complete those activities at home, outside of their client time and saves participants time from having to travel to a certain location for face-to-face training. I particularly find Weblogs an effective tool in documenting their learning and reflect upon the process of their learning and what they have discovered.
After having seen the presentation on webinars, I have gained a greater understanding of webinar and have discovered them to be an effective tool in group discussion. For a training course that is revolved around concepts such as culture and diversity, participants would most likely benefit from participating in discussion with their fellow participants, where they are able to share and build on from each other’s perceptions and experiences.
Posted under E-Learning Design
25
May
2008
After having considered the other learning theories, I have chosen to incorporate the humanist and constructivist approaches in my recommendation to DOCs. The reason why I have chosen these two learning theories is because they allow participants in the training course to self direct their own learning and thus, giving them greater control over what content they think is suitable for them to learn. I have chosen the training course based on cultural awareness which isn’t particularly content focused but rather places emphasis on the participant’s world view, experiences and existing knowledge. By incorporating those two learning theories, the training course will build on what participants already know and will encourage them to share their knowledge and experiences with one another in an open and supportive environment.
The humanist approach is very much based on Maslow’s work on self-actualisation which places emphasis on the full human potential of the individual. The concept of self motivation is strongly enforced in this theory as being important and coming from within. I believe that trainers or facilitators adopting this learning theory will act more like ‘assistants’ in helping the individual realise and reach their potential, rather than shaping their behaviour according to a predetermined criteria.
The constructivist approach is similar to the humanist approach as it does support the idea that individuals know what is best for them as it highlights the need for learning by discovery. This type of learning encourages self-directive learning and promotes meaningful learning through allowing individuals to pursue and explore other means of problem solving.
Posted under E-Learning Design
16
May
2008
My definition of learning is that it is a process of acquiring new knowledge that can shape and change the external and internal behaviour of individuals.
I personally think that I prefer learning that actively engages the individual into both individual and group activities. I thoroughly enjoy participating in group discussions, group work yet at the same time, I do enjoy composing a piece of work on my own. I also enjoy learning that encourages me to discover/explore new paths and choose what I want to learn. The reason for this is because I normally feel more motivated to learn content that I believe will be useful to me at some point in my life rather than just following learning that is inflexible and determined by someone else.
Posted under E-Learning Design
6
May
2008
After having watched the CommonCraft episode on ‘Social Networking in Plain English’, I immediately realised that I have experienced social networking quite extensively. Since signing up for Facebook, it has somewhat formed into a habit for me to sign into the site at least once a day. It isn’t the applications or anything that attracts me to the site but rather its’ capacity and ability to show the connections between people and the daily updates to their page. Through using Facebook, I have been able to keep in contact with friends from other countries, high school and primary school friends that I hardly speak to and work mates. By simply leaving a message on a friend’s Facebook wall, I am able to communicate and keep in contact with them without having to even be in the same region.
Social networking sites such as Facebook can be used in a learning environment as peers within a classroom can add each other as friends and converse with one another outside of school hours. Also, participants can also share links, images, photos and files with each other on Facebook whilst discussing with them about those documents through the introduction of the instant messenger application.
Posted under E-Learning Design
2
May
2008
I have finally located my community centre in my suburb and was unable to take a photo of it because it is currently under renovation and construction. I do know though that it is a youth based community centre that gives the youths of the area a shared space and safe environment to hang out. The youth community centre also organises in conjunction with the local council local concerts to showcase the talents of the youth in the area.
Posted under E-Learning Design, Uncategorized
24
April
2008
RSS (short for Rich Site Summary) is a simple format that delivers updated versions of web content. It normally can be found on news-related sites and weblogs.
In order to receive the new web content, we need to set up what is known as a ‘reader’, where all the information can be viewed from one site. Some sites that offer this include Google and Yahoo. After having subscribed for the reader, a simple click on the RSS symbol will take the user through to a subscription page where they may have to fill out in order to receive the updates. Sometimes users may be directed to a page filled with codes. When this happens, users just need to highlight the link and paste into their reader.
I find that RSS can be quite beneficial because it can save me time from having to open up window tabs and going directly to my favourite news sites or Facebook pages in order to see if there have been any changes. Since e-learning experiences, I have continued to use Netvibes as a means of keeping all my web content together. It is rather useful as it allows me to have a source to view the changes to my favourite web content and accessing those pages from the site.
Posted under E-Learning Design
19
April
2008
Synchronous communication is a form of communication that is instantaneous, immediate and with the messenger and receiver present at the same time. This type of communication is very much present in our lifestyle, with its’ most common mode being the everyday conversations we have on a face-to-face basis with people. Some examples of synchronous communication include:
· Phone conversations
· Instant chat/messenger (AOL, Yahoo Messenger, Windows Messenger)
· Casual conversations
· Boardroom meeting
· Video conferencing
· Classroom discussions
Asynchronous communication on the other hand involves communication that is not instantaneous but has the capacity to wait for the receiver to retrieve it. It does not require those involved to be present at the same time which therefore limits direct responses such as feedback or questioning. However, there are benefits associated with using asynchronous communication as it gives users the flexibility/ choice to communicate at their own pace and in their own time. Asynchronous communication has become increasingly evident in the workplace and for distance learners due to its’ breakdown of physical boundaries. Some examples of this include:
· E-mails
· Text messaging
· Mail
· Memos
· Web Forums
I found a rather intriguing article whilst researching the concepts of synchronous and asynchronous communication. Professor named Joel Haefner (2000) from the Illinois Wesleyan University in this article explores both form of communication, drawing largely on the advantages and disadvantages of asynchronous communication especially in the context of the classroom environment. He believes that a feeling of isolation and disconnection and a lack of instant support are the primary drawbacks of asynchronous communication however; he does not ignore the convenience and flexibility that it offers. Also, he questions the capacity/ ability of technological frameworks to uphold synchronous communication in the classroom. With that said though, Haefner (2000) does indicate that it is possible to achieve a balance between both synchronous and asynchronous communication, given the broad range of technologies available on the market. The article can be found at:
< http://wac.colostate.edu/aw/teaching/haefner2000.htm>
Reference:
Haefner, Joel. (2000). Opinion: The Importance of Being Synchronous. Academic.Writing. http://wac.colostate.edu/aw/teaching/haefner2000.htm
Posted under E-Learning Design
11
April
2008
Revisiting Second-Life
In a previous blog entry, I have touched upon the topic of virtual worlds, with references to Second-Life, upon my first encounter with the concept and have affirmed my perceptions relating to the principles/ideas surrounding virtual worlds. As a result of engaging in a recent class discussion based on Second-Life (through Second-Life), my mind has triggered a string of thoughts concerning the positive factors associated with using a tool like Second-Life in both an educational and organisational context. Second-Life is unquestionably advantageous for students that may not have accessibility to certain educational resources due to the limitations of their geographical locations as it has the capacity to allow students’ to access content, share and interact with teachers and other students within the context of a classroom environment, despite their geographical margins. Additionally, a feature as such is a key strength, in my opinion, of Second-Life because of its facilitation and support of student centered and driven learning environments. Not only does Second-Life open various platforms of opportunities for students to learn through the different modes/forms of delivery of content but it also enhances the learner’s experience by engaging individuals in the concept of ‘team work/networking’- sharing and exchanging of learning experiences, form a basis of joint awareness and project management.
In saying that though, there continues to be challenges that will inhibit a user from being able to wholly comprehend with the elements of Second-Life due to limitations beyond their control. One of the primary restrictions for Second-Life users within Australia is the internet speeds that are available, which is behind other developed countries’ speeds. This can arouse some frustration because much of Second-Life is heavily based on media such as videos, high graphics and real-time interaction that often requires a steady and sufficient fast-paced internet. There is no doubt in my mind though that such an issue will be addressed in the near future through the implementation of faster broadband technology/networks that mirrors that of the United States.
Posted under E-Learning Design
6
April
2008
Web-based Applications & Web2.0
After having read the two articles provided as a source of reference for the definitions of the two terms in our work module, ‘web-based applications’ and Web2.0, it was still unclear to me what was the underlining definition of a web-based application. My understanding of the concept is that it constitutes those online applications that are powered and accessed by web-based platforms. To draw out a more distinct definition of a web-based application, I ‘googled’ web-based applications in hope of finding a reliable source to refer back to and found a straightforward description of the term from a website called businessdictionary.com.
*Web-based Applications- “Software that uses HTTP as its primary communications protocol, and delivers web based information in HTML. Also called web application.” (http://www.businessdictionary.com/definition/web-based-application.html)
From Downes (2001) article ‘E-learning 2.0’, I gathered a rather succinct explanation of the term ‘web2.0’. It appears that the term Web2.0 emerged as a ‘trend’ that saw information being separated/ broken up into “microcontent”. Web2.0 has evolved into a plethora of platforms that has surpassed the basic functions previously known to Web1.0 by allowing users to access and consume information/ data on a whole new different level. This level of data acquisition has enabled users to take advantage of the scope of networks available on the World Wide Web in making it possible for users to create, share, integrate, modify, communicate and transfer data (Downes, 2001). Web-Based applications such as social software and bookmarking have immensely driven and supported the concepts encompassed by Web2.0 (Alexander, 2006). Social software/ networking tools such as blogs, wikis, Facebook and Myspace have acted as domains and servers for the flow of microcontent between users, communities and networks. The more recent application of social bookmarking has enabled users to collate their favorite URLs into a minimal and condensed page that can be revisited and retrieved anytime, anywhere (Alexander, 2006). Social bookmarking sites such as del.icio.us (http://del.icio.us/) can store a vast amount of links that can be tagged and shared with other users.
As a learner and a user, I believe that Web2.0 is closely related and relevant to learning of all levels. Within this subject, I have had to use various applications within Web2.0 such as wikis, blogs and social bookmarking sites. Having used such tools for this subject, I have gathered that such applications act as a continuous form of data restoration, acquisition and communication. Del.icio.us for example, has allowed me to save a range of links within a simple and quick-to-load page that I can refer to and share with my peers anytime. It has minimised my clutter of links saved on Internet Explorer because of its’ capacity to store an immense amount of links combined with its’ simple tagging options. References:
Alexander, B. 2006, ‘Web 2.0: A New Wave of Innovation for Teaching and Learning?’ in EDUCAUSE Review, Vol. 41, No. 2, pp. 32-44.
Downes, S. 2001, ‘E-learning 2.0’ in E-learn Magazine, < http://www.elearnmag.org/subpage.cfm?section=articles&article=29-1>, viewed 6 April, 2008.
Posted under E-Learning Design
