Just posted the reflection for week 9 into my reflection journal. Wrote it up in bits and although finished it before weeekend only got round to posting it today (3/1). To keep entries in synch. have posted this with date of original draft.
Wednesday, December 29, 2004
Tuesday, December 28, 2004
9.01b - VLEs & Curriculum
I concur with the statements on 'tail wagging the dog' although I cannot see how utilising the commercial VLE software how you would get away from this without massive educational / organisational change. One problem is possibly how we teach staff to use the VLE itself - perhaps it should be more experiential / problem based.
I'd be interested to research how the issues raised here apply across the curriulum in general i.e. how the problems apply to the more traditional campus based teaching and learning. The move to apply these techniques should happen across all spheres - does online learning simply facilitate a better approach to some of these techniques.
One point I find difficult is to see the differences applied within courses - what makes our course x rather than y - from a theoretical perspective the online course is acting as 'content and support' (in its widest terms) for the MSc were are undertaking. I can see some of the examples mentioned in the approaches within the course itself.
I think there does need to be a review / shift in the VLE world - something I think is happening with the developments of Blogs, collaborative software e.g. Colloquia, and MOO/MUD type environments e.g. bodington. I cannot understand why VLEs cannot be more open and flexible to allow better creativity and construction of learning - the development and features seem to be wedded to a very old-fashioned view. For example the tools should be there within the VLE to allow course leaders to manage their course and classes in a proactive way - they genreally are not there unless they are developed specially.
I cam across a useful reference at the website Theory and practice of online learning. Some of the ideas are replicated in Relationships Between Interactions and Learning In Online Environments. Some snippets were also read at Active Learning on the Web . JiscInfonet also has a Theories of learning and teaching site which states some basic principles.This is part of their Effective Use of VLEs infokit.
I'd be interested to research how the issues raised here apply across the curriulum in general i.e. how the problems apply to the more traditional campus based teaching and learning. The move to apply these techniques should happen across all spheres - does online learning simply facilitate a better approach to some of these techniques.
One point I find difficult is to see the differences applied within courses - what makes our course x rather than y - from a theoretical perspective the online course is acting as 'content and support' (in its widest terms) for the MSc were are undertaking. I can see some of the examples mentioned in the approaches within the course itself.
I think there does need to be a review / shift in the VLE world - something I think is happening with the developments of Blogs, collaborative software e.g. Colloquia, and MOO/MUD type environments e.g. bodington. I cannot understand why VLEs cannot be more open and flexible to allow better creativity and construction of learning - the development and features seem to be wedded to a very old-fashioned view. For example the tools should be there within the VLE to allow course leaders to manage their course and classes in a proactive way - they genreally are not there unless they are developed specially.
I cam across a useful reference at the website Theory and practice of online learning. Some of the ideas are replicated in Relationships Between Interactions and Learning In Online Environments. Some snippets were also read at Active Learning on the Web . JiscInfonet also has a Theories of learning and teaching site which states some basic principles.This is part of their Effective Use of VLEs infokit.
Monday, December 27, 2004
9.01a - Structure (VLEs / MLEs)
An extended blog entry
An interesting presentation expressing several conceptal ideas, I've tried to encapsulate the notes in a mindmap converted into HTML at VLEs.
I think the description of the types of VLE (content &, Wrap, integrated) are quite useful in the short term and seem to well describe the way that VLEs have been implemented across universities at the moment. However one might question, with the amount of research on online learning, whether this model is too simplistic. I would argus that there needs to be added other dimensions to this model to be able to qualify. Firstly the move through the types represents a distinct increase of the use of online facilities to teach and learn, however this must also be viewed in terms of amount of interactivity or 'ownership' being passed to the student. I beleive it would be possible for an integrated model to be still very much controlled by the tutor. The 3d modelling of Online perspective diagram shows this reasonably well.
The work looking at elearning models e.g. Mayes & Freitas Review of e-learning theories,frameworks and models and Conole (e.g.Mapping pedagogy and tools for effective learning design) is important in this area to help understand how 'online' learning fits and works within the curriculum. See also the summary An update on the Pedagogy strand of the JISC eLearning Programme which brings together the work in th estrand elearning and pedagogy.
Another useful way of viewing elearning is to look at it through a two dimensional model relating to level of learning products (e.g. curriculum, course, lesson, page, etc) and the category of tools to support the learning (create, offer, access). As expressed in the 'Elearning tools and technologies' book this has the ability to cut through the baggage associated with the words VLE and MLE.
Having undertaken a survey of VLE usage across the UK and a review of evaluations undertaken I concur with the problems of evaluation. I would however suggest that that VLEs by their functionality & tools break down into three areas:
- content and support (e.g. WebCT)
- Collaborative product) (e.g. Colloquia)
- MOO/MUD type structures (e.g. Bodington)
This means that most VLEs tend to stick with what they are good at and do not move into the wider requirements for a fulfilled learning environment. A clear point here is the issue associated with communication tools in VLEs - why are they there? Normally any institution will have existing communication tools not embeded within the VLE but which cannot communicate with the VLE - communication tools are wider than the VLE.
Moving onto MLEs I think there are fundemental issues on some of the approaches taken in the various studies e.g. the FERL website is really talking about VLEs and not MLEs. Important to this is that JISC have actually moved away from the idea of a standard MLE being provided through a single piece of software to one that looks at the MLE as a concept. The best web site for this is the jisc infokit - creating an MLE but see a series of quotes encapsulated in mlenotes.
Having said that if you compare the functionalities between the two they are extremely similar which is why some software companies e.g. Blackboard, WebCT are advertising their products as MLEs. However the one clear distinction is that the VLE is a component part of the MLE and not a substitute for it, the MLE requires an extensive and expansive range of tools and functions outwith the pure delivery of learning content. The MLE is more about the processes to support the business of the university. It therefore cannot be easily delivered through proprietary software. i.e. an MLE is independant of the underpinning systems in that it should be possible to have several VLEs operating simultaneously.
The most obvious way to achieve this is to firstly integrate the systems in the background either logically or physically and then present that informatrion and processes through a portalised approach. The portal provides the physical mean to deliver an MLE (see JISC and others e.g. WebCT see their Vista product sitting underneath a portal). This approach allows any amount of legacy systems to be integrated to gether consistently - while the portal is seen as a culprit most problems arise out of poor processes and data. An MLE is possible and I beleive we have showed that asects of it can be achieved quite cost-effecitvely - comparison with what is being delivered in the univeristies Portal and the JISC PORTAL survey show a good match.
Itf we take that Portals are now seen as the practical means to deliver an MLE which may have a VLE associated with it we have an interesting debate on whether you need a physical VLE (piece of software) to create an MLE. I would argue not if the MLE is there to support th eporcess of learning - elearning may exist outwith of a specific VLE e.g. eresources, HTML web pages etc.
An interesting presentation expressing several conceptal ideas, I've tried to encapsulate the notes in a mindmap converted into HTML at VLEs.
I think the description of the types of VLE (content &, Wrap, integrated) are quite useful in the short term and seem to well describe the way that VLEs have been implemented across universities at the moment. However one might question, with the amount of research on online learning, whether this model is too simplistic. I would argus that there needs to be added other dimensions to this model to be able to qualify. Firstly the move through the types represents a distinct increase of the use of online facilities to teach and learn, however this must also be viewed in terms of amount of interactivity or 'ownership' being passed to the student. I beleive it would be possible for an integrated model to be still very much controlled by the tutor. The 3d modelling of Online perspective diagram shows this reasonably well.
The work looking at elearning models e.g. Mayes & Freitas Review of e-learning theories,frameworks and models and Conole (e.g.Mapping pedagogy and tools for effective learning design) is important in this area to help understand how 'online' learning fits and works within the curriculum. See also the summary An update on the Pedagogy strand of the JISC eLearning Programme which brings together the work in th estrand elearning and pedagogy.
Another useful way of viewing elearning is to look at it through a two dimensional model relating to level of learning products (e.g. curriculum, course, lesson, page, etc) and the category of tools to support the learning (create, offer, access). As expressed in the 'Elearning tools and technologies' book this has the ability to cut through the baggage associated with the words VLE and MLE.
Having undertaken a survey of VLE usage across the UK and a review of evaluations undertaken I concur with the problems of evaluation. I would however suggest that that VLEs by their functionality & tools break down into three areas:
- content and support (e.g. WebCT)
- Collaborative product) (e.g. Colloquia)
- MOO/MUD type structures (e.g. Bodington)
This means that most VLEs tend to stick with what they are good at and do not move into the wider requirements for a fulfilled learning environment. A clear point here is the issue associated with communication tools in VLEs - why are they there? Normally any institution will have existing communication tools not embeded within the VLE but which cannot communicate with the VLE - communication tools are wider than the VLE.
Moving onto MLEs I think there are fundemental issues on some of the approaches taken in the various studies e.g. the FERL website is really talking about VLEs and not MLEs. Important to this is that JISC have actually moved away from the idea of a standard MLE being provided through a single piece of software to one that looks at the MLE as a concept. The best web site for this is the jisc infokit - creating an MLE but see a series of quotes encapsulated in mlenotes.
Having said that if you compare the functionalities between the two they are extremely similar which is why some software companies e.g. Blackboard, WebCT are advertising their products as MLEs. However the one clear distinction is that the VLE is a component part of the MLE and not a substitute for it, the MLE requires an extensive and expansive range of tools and functions outwith the pure delivery of learning content. The MLE is more about the processes to support the business of the university. It therefore cannot be easily delivered through proprietary software. i.e. an MLE is independant of the underpinning systems in that it should be possible to have several VLEs operating simultaneously.
The most obvious way to achieve this is to firstly integrate the systems in the background either logically or physically and then present that informatrion and processes through a portalised approach. The portal provides the physical mean to deliver an MLE (see JISC and others e.g. WebCT see their Vista product sitting underneath a portal). This approach allows any amount of legacy systems to be integrated to gether consistently - while the portal is seen as a culprit most problems arise out of poor processes and data. An MLE is possible and I beleive we have showed that asects of it can be achieved quite cost-effecitvely - comparison with what is being delivered in the univeristies Portal and the JISC PORTAL survey show a good match.
Itf we take that Portals are now seen as the practical means to deliver an MLE which may have a VLE associated with it we have an interesting debate on whether you need a physical VLE (piece of software) to create an MLE. I would argue not if the MLE is there to support th eporcess of learning - elearning may exist outwith of a specific VLE e.g. eresources, HTML web pages etc.
Tuesday, December 21, 2004
9.02 Storyboarding tools
Have experimented over the last couple of weeks with various approaches to storyboarding for CBT e.g. Microsoft Visio, DENIM, Word, Various Paint packages.
However after a presentation at the University of Portsmouth Teaching and Learning conference I cam away with the idea of putting the storyboard into powerpoint. Facilities embedded within powerpoint seem to offer possibiites to create a prototype mimicing the stcuture of the eventual CBT. For example able to:
- use templates with hyperlinks to other existing slides.
- animate slides as one might do in Flash.
- include sound files
- associate items with mouseclick / mouseover events.
I'll be posting my storyboard over the christmas period
However after a presentation at the University of Portsmouth Teaching and Learning conference I cam away with the idea of putting the storyboard into powerpoint. Facilities embedded within powerpoint seem to offer possibiites to create a prototype mimicing the stcuture of the eventual CBT. For example able to:
- use templates with hyperlinks to other existing slides.
- animate slides as one might do in Flash.
- include sound files
- associate items with mouseclick / mouseover events.
I'll be posting my storyboard over the christmas period
Sunday, December 12, 2004
8.03 Reflection on week 8
Another retrospetively posted journal entry left in draft form till I wondered why it wasn't appearing in my blog. Anyhow the musings I wrote as part of my reflective journal for week 8 are now published at simon's reflective journal.
I've dated the postings back to the date of the original journal entry as I have't chnaged them from their original scribblings.
I've dated the postings back to the date of the original journal entry as I have't chnaged them from their original scribblings.
Thursday, December 09, 2004
8.02 SEEQUEL - Sustainable Environment for the Evaluation of Quality in E-Learning
The organisation SEEQUEL - Sustainable Environment for the Evaluation of Quality in E-Learning was methioned in the Times Higher Education this week. It has links to other european organisations in this field.
Wednesday, December 08, 2004
8.01 (f) Pros and Cons of Learning Objects
The site used for the above was Pros and Cons of Learning Objects
I also found an intersting online conference site Distance Learning Conference .
and an interesting article at Health and e-learning.
One thing that did strike me in looking into Learning objects was the vas amount of material out there e.g. Learning Objects Web Links.
They weren't joking when they said we'd never read it all.
I also found an intersting online conference site Distance Learning Conference .
and an interesting article at Health and e-learning.
One thing that did strike me in looking into Learning objects was the vas amount of material out there e.g. Learning Objects Web Links.
They weren't joking when they said we'd never read it all.
Tuesday, December 07, 2004
8.01 (d) Learning Objects
If you don't read anything else for this area then you should dip into the Creating Courses - Learning Objects, XML, SGML site. It probably contains most of the influential authors on the subject and is worth bookmarking for later perusal.
Stephen Downes article while short is extremely useful, his analogy to a play is especially enlightening.
I'd be interested to explore examples of building shared learning materials as at the connexions site.
Stephen Downes article while short is extremely useful, his analogy to a play is especially enlightening.
I'd be interested to explore examples of building shared learning materials as at the connexions site.
Monday, December 06, 2004
Merlot Teaching
I referred to this in an earlier posting. I've decided to give it a seperate post because of the richness of information within the MERLOT site. While it has a North American stance it does show how 'educational materials can be delivered as 'learning objects'.
8.01 Learning Objects - systems and issues
On standards - I find the technicality of the standards quite difficult to grasp and would welcome a brief clear and accessible guide to what they are about. What makes up the IMS standard?
It was interesting to read the various articles on the difficulties especially the cynical look by James Dalziel. His view of it as a chaotic madness that will never be achieved strikes a few chords.
The article by D. Wiley I found extremely interesting especially the statement on the reason for the ideas behing learning objects:
1. A one-on-one instructional model is preferable
2. human interaction in large scale learning environments is economically impossible,
3. automation is the only viable solution to providing anywhere anytime learning.
Summary of drawbacks:
1. Technical reusability - The majority of digital educational resources, in existing systems supposedly designed to support reusability, cannot be reused .
2. De-contextualisation - Decontextualized learning objects provide the greatest reusability but are also the most expensive and difficult for instructional designers to reuse.
3. IPR - Despite copyright legislation digital content will inevitably make its way into free distribution thus providing any market economy for the production of commercial content for purchase and reuse.
Summary of advantages:
1. Model - The best model will be one separating instructional strategies (teaching techniques) from the available strucutred content.
2. Open access - Allows the building up a library of free, nonrivalrous educational resources.
3. Social learning - Blogs and other software provide a valid way of using learning objects to support learning.
4. Supports learning - Assuming an instructional design rather than direct instruction allows learning objects to be used for problem base learning.
Three Objections to Learning Objects and E-learning Standards has a wealth of links and highlights the three main concerns as;
1. what is a learning object anyway? - so many standards and definitions
2. Where is the Learning in E-Learning Standards? - pedagogically neutral, pedagogically irrelevant
3. Education in a Militarized Zone? - model on a man-machine / engineering basis.
Other web sites for the above include:
CETIS-CETIS Reference
Topdoglearning
It was interesting to read the various articles on the difficulties especially the cynical look by James Dalziel. His view of it as a chaotic madness that will never be achieved strikes a few chords.
The article by D. Wiley I found extremely interesting especially the statement on the reason for the ideas behing learning objects:
1. A one-on-one instructional model is preferable
2. human interaction in large scale learning environments is economically impossible,
3. automation is the only viable solution to providing anywhere anytime learning.
Summary of drawbacks:
1. Technical reusability - The majority of digital educational resources, in existing systems supposedly designed to support reusability, cannot be reused .
2. De-contextualisation - Decontextualized learning objects provide the greatest reusability but are also the most expensive and difficult for instructional designers to reuse.
3. IPR - Despite copyright legislation digital content will inevitably make its way into free distribution thus providing any market economy for the production of commercial content for purchase and reuse.
Summary of advantages:
1. Model - The best model will be one separating instructional strategies (teaching techniques) from the available strucutred content.
2. Open access - Allows the building up a library of free, nonrivalrous educational resources.
3. Social learning - Blogs and other software provide a valid way of using learning objects to support learning.
4. Supports learning - Assuming an instructional design rather than direct instruction allows learning objects to be used for problem base learning.
Three Objections to Learning Objects and E-learning Standards has a wealth of links and highlights the three main concerns as;
1. what is a learning object anyway? - so many standards and definitions
2. Where is the Learning in E-Learning Standards? - pedagogically neutral, pedagogically irrelevant
3. Education in a Militarized Zone? - model on a man-machine / engineering basis.
Other web sites for the above include:
CETIS-CETIS Reference
Topdoglearning
Sunday, December 05, 2004
7.04f Reflection on week 7
This posting went into virtual hibernation because I did not convert it from draft form. Anyhow the musings I wrote as part of my reflective journal are now published at simon's reflective journal.
I've dated this posting back to the date of the original journal entry.
I've dated this posting back to the date of the original journal entry.
8.0X Flash Tutorials
This week I be mostly concentrating on video but have decided to post only some of them because of the large size of the files created. The HOT exercises were useful but I adapted them quite a bit for my own purposes.
I quite enjoyed playing around with video clips and see it as a great way to utilise the concept of learning objects - a single clip could be broken down into its component parts and be used in a variety of situations.
The videos are:
1 . Rome clips which shows how dialogue could be synched and highlighted with a video. Also has 'rollover' functions on some text to show how translation of italian could be achieved. Video can be stopped and started.
2. Lanzarote clips which allows a user to pick a clip to look at. May be used for different scenarios of the same situation or different scenarios for different situations.
Be warned they are quite large.
I quite enjoyed playing around with video clips and see it as a great way to utilise the concept of learning objects - a single clip could be broken down into its component parts and be used in a variety of situations.
The videos are:
1 . Rome clips which shows how dialogue could be synched and highlighted with a video. Also has 'rollover' functions on some text to show how translation of italian could be achieved. Video can be stopped and started.
2. Lanzarote clips which allows a user to pick a clip to look at. May be used for different scenarios of the same situation or different scenarios for different situations.
Be warned they are quite large.
Tuesday, November 30, 2004
7.05 Flash exercises
I focused on Sound (chapter 13) and forms (chapter 14) in week 7 posting them at Week 7 exercises.
Note the page and its contents are quite large. Also don't have your volume up too loud as it starts playing almost immediately. pressing the stop button on the second example (top right) will stop the background music.
There are some interesting sound effects. Found the synchronisation exercise quite fiddly - trying to match lengths of animation to soundtrack and vie-versa. Also had problems with the music selector and need to re-visit this at some point - buttons are in a bit of a mess due to playing around with them. Tutorial invites you to break them apart to allow the text to be coloured when the music is playing - this tends to throw the positioning ig you're not careful. However it does show how you can use a series of buttons to play a soundtrack.
The forms and components chapter was okay but not very useful - may explore this further through other material.Would have liked more material on this showing how it can be used for Q & A type exercises.
Note the page and its contents are quite large. Also don't have your volume up too loud as it starts playing almost immediately. pressing the stop button on the second example (top right) will stop the background music.
There are some interesting sound effects. Found the synchronisation exercise quite fiddly - trying to match lengths of animation to soundtrack and vie-versa. Also had problems with the music selector and need to re-visit this at some point - buttons are in a bit of a mess due to playing around with them. Tutorial invites you to break them apart to allow the text to be coloured when the music is playing - this tends to throw the positioning ig you're not careful. However it does show how you can use a series of buttons to play a soundtrack.
The forms and components chapter was okay but not very useful - may explore this further through other material.Would have liked more material on this showing how it can be used for Q & A type exercises.
Monday, November 29, 2004
Becta Communities : online conference structures
Sunday, November 28, 2004
7.01 - Learning Objects
There seem to be numerous web sites associated with the ideas behind learning objects. The first one The Instructional Use of Learning Objects -- Online Version had a variety of interesting articles. Others include:
- Learning Objects
- LEARNING OBJECT TUTORIAL
- Learning Object Repositories
- Learning Objects Portal
- Learning about Learning objects
- Learning Objects - Resources
- Learning Objects and Pedagogy Grant Program .
From my own perspective the key point is the ability to design the chunks of material to make them independant of the framework they are sitting in. i.e. the chunks need to deliver a specific learning point that is generic to many areas.
Firstly conceptually the piece can be attached into several different learning strands. So for instance in my own CBT a 'food and drink - ordering drinks and sacks' could be built and used across a number of modules delivering basic Italian e.g. saying hello, ordering Food and drink, Tourism, etc. For example at the level of 'ordering coffee' it's applicability could be across a number of modules in different settings.
Secondly the chunk could be at a level that allows it to be adapted into different learning vehicles. So for example a 'generic' design for saying hello could be similar across different languages. The chunk could then be adapted to bring together appropriate materials depending on the language.
The idea for the CBT would therefore to build the Flash objects at a low enough level to be able to use them within the structure at various points i.e. the Flash CBT would in effect be a series of combined files rather than one large file.
For the more technical the IEEE WG12: Learning Object Metadata site contains a wealth of material.
Many LMS are getting into this idea as the article WebCT Announces Real-Time Delivery of MERLOT Learning Objects indicates. The most recent incarnation of WebCT (WebCT Vista) does advertise itself as allowing the re-usability of Learning Objects.
- Learning Objects
- LEARNING OBJECT TUTORIAL
- Learning Object Repositories
- Learning Objects Portal
- Learning about Learning objects
- Learning Objects - Resources
- Learning Objects and Pedagogy Grant Program .
From my own perspective the key point is the ability to design the chunks of material to make them independant of the framework they are sitting in. i.e. the chunks need to deliver a specific learning point that is generic to many areas.
Firstly conceptually the piece can be attached into several different learning strands. So for instance in my own CBT a 'food and drink - ordering drinks and sacks' could be built and used across a number of modules delivering basic Italian e.g. saying hello, ordering Food and drink, Tourism, etc. For example at the level of 'ordering coffee' it's applicability could be across a number of modules in different settings.
Secondly the chunk could be at a level that allows it to be adapted into different learning vehicles. So for example a 'generic' design for saying hello could be similar across different languages. The chunk could then be adapted to bring together appropriate materials depending on the language.
The idea for the CBT would therefore to build the Flash objects at a low enough level to be able to use them within the structure at various points i.e. the Flash CBT would in effect be a series of combined files rather than one large file.
For the more technical the IEEE WG12: Learning Object Metadata site contains a wealth of material.
Many LMS are getting into this idea as the article WebCT Announces Real-Time Delivery of MERLOT Learning Objects indicates. The most recent incarnation of WebCT (WebCT Vista) does advertise itself as allowing the re-usability of Learning Objects.
Friday, November 26, 2004
Teaching and Developing Online - LMS +
The link Teaching and Developing Online.: November 2004 Archives is a blog will focus on the teaching of High School online. Packed full of interesting links I found it via LMS: The wrong place to start learning article suggested by Emma.
I think that latter article articulates more clearly what I have trying to comment on throughout my work in these areas i.e. what role has a VLE / LMS / Virtual school in todays envrionment for learning.
Is there a dissertation in this?
I think that latter article articulates more clearly what I have trying to comment on throughout my work in these areas i.e. what role has a VLE / LMS / Virtual school in todays envrionment for learning.
Is there a dissertation in this?
Wednesday, November 24, 2004
6.05 Reflection on week 6
Wondered why this wasn't showing on the blog - Forgot to turn the posting from draft to actual. Anyway I've made an entry in my reflective journal for week 6.
Happy reading.
Happy reading.
Tuesday, November 23, 2004
Sunday, November 21, 2004
6.01 Communites again
Some further nuggets:
While looking for issues in online communities I found the paper social cohesion and online community extremely incisive and worth a glance. This paper is part of a project looking into theories of the ways and extent that computer based networks contribute to reinforcing social cohesion and capital.
The paper Cultural and critical dimensions in a virtual power struggle also makes some useful points in that it addresses issues asscoiated with students undertaking purely online courses without F2F - an area where there appears to be little research.
Another paper looks at motivation important in relation to Salmon's first stage.It is especially interesting as it introduces Keller's ARCS model as a measuring tool. Further reading on this can be found at:
While looking for issues in online communities I found the paper social cohesion and online community extremely incisive and worth a glance. This paper is part of a project looking into theories of the ways and extent that computer based networks contribute to reinforcing social cohesion and capital.
The paper Cultural and critical dimensions in a virtual power struggle also makes some useful points in that it addresses issues asscoiated with students undertaking purely online courses without F2F - an area where there appears to be little research.
Another paper looks at motivation important in relation to Salmon's first stage.It is especially interesting as it introduces Keller's ARCS model as a measuring tool. Further reading on this can be found at:
6.01d - trolls on the internet
A simple search on 'managing trolls' and 'trolls on the net' brought vast reams of material some related to the topic. What appeared to work best was to identify a related resources and follow the links.
Wikipedia, the free encyclopedia has a fairly extensive explanation of the issues with 'Trolling'. It also has links to other sites including a reference to the paper we have been asked to read.
(The same content also seems to be posted The free dictionary.
One of the links gives advice on managing the troll and recommends Andrew Heenans guide to flaming. Another view on managing the troll is given by Diane Wilson.
Because many beleive that trolling is an inevitable part of the internet it might be important to consider the difference between a troll and a flamer, the description at Internet Trolls describes asects that could be flaming and how we can identify a true troll as opposed to someone pushing a discussion too far.
And I thought they were simply a character in the Lord of the Rings. You learn something everyday.
Wikipedia, the free encyclopedia has a fairly extensive explanation of the issues with 'Trolling'. It also has links to other sites including a reference to the paper we have been asked to read.
(The same content also seems to be posted The free dictionary.
One of the links gives advice on managing the troll and recommends Andrew Heenans guide to flaming. Another view on managing the troll is given by Diane Wilson.
Because many beleive that trolling is an inevitable part of the internet it might be important to consider the difference between a troll and a flamer, the description at Internet Trolls describes asects that could be flaming and how we can identify a true troll as opposed to someone pushing a discussion too far.
And I thought they were simply a character in the Lord of the Rings. You learn something everyday.
6.02 Evaluation of learning criteria
I am finding it difficult to identify 10 key points for assessing a piece of CBT. Most of the sites visited seem to offer more complex solutions.
Though not strictly CBT the CIDOC: Multimedia Working Group: Multimedia Evaluation Criteria highlights the need to break the criteria into five sections:
A more comprehensive 'method' is available through peer review of an online course. This has five main sections as follows:
Two sites offering links to other papers on evaluation are LTDE and peer review
Though not strictly CBT the CIDOC: Multimedia Working Group: Multimedia Evaluation Criteria highlights the need to break the criteria into five sections:
- Content
- Functionality
- Interface
- Implementation
- Overall Impact
A more comprehensive 'method' is available through peer review of an online course. This has five main sections as follows:
- Instructional design
- clarity of expectations
- building student knowledge
- learning activities
- assessment
- evaluation
- human interaction
- support
- Interface design
- use of media
- interactive multimedia
- writing style/text accuracy
- copyright
- technical aspects
- comments
Two sites offering links to other papers on evaluation are LTDE and peer review
Learning Theories of Instructional Design
I'm not sure if this was on any of our reading lists but the paper Learning Theories of Instructional Design seems to have quite a lot of useful information.
Saturday, November 20, 2004
LMS: Learning Management Systems
A summary of what a learning managment system (aka VLE) can be found at LMS: Learning Management Systems
The Interactive Syllabus - A Resource-based, Constructivist Approach To Learning
Given our recent research in constructivist learning I liked the approach described in The Interactive Syllabus - A Resource-based, Constructivist Approach To Learning . It has lots of links to diagrams and other pages (some not found) and even a Flash animation.
EDUCAUSE Quarterly - Volume 27 - Number 4 2004
The article
The Real Story Behind the Failure of U.K. eUniversity is worth reading on how wholly online learning can fail big time.
The Real Story Behind the Failure of U.K. eUniversity is worth reading on how wholly online learning can fail big time.
Friday, November 19, 2004
5.06 Reflection on Week 5
Forgot to say that I finally posted my week 5 reflective journal.
Over the last two weeks I have been posting more and more into draft form only publishing when I am happy with the content. Not sure if this is working very well. Am also trying to use the dates to get a sens of continuity so that different items appear together where appropriate.
So if my Blog looks in a mess or you are not seeing / being notified correctly then I apologise. One thing I will have to do is look into some code to show only first few lines of posting - I know that examples exist atblogger.com but just haven't got round to implementing it.
Over the last two weeks I have been posting more and more into draft form only publishing when I am happy with the content. Not sure if this is working very well. Am also trying to use the dates to get a sens of continuity so that different items appear together where appropriate.
So if my Blog looks in a mess or you are not seeing / being notified correctly then I apologise. One thing I will have to do is look into some code to show only first few lines of posting - I know that examples exist atblogger.com but just haven't got round to implementing it.
Tuesday, November 16, 2004
Blooms Taxonomy
In undertaking some revision work on the above I found this site called A picture is worth a thousand thoughts which I thought explained quite neatly the various levels using a photograph a photograph.
I found it through a link on Bloom's taxonomy in action ... online
Other sites I found were:
Major Categories in the Taxonomy of Educational Objectives
Learning objectives - a practical overview designing technology based instruction
The latter site was a simplistic CAL / CBT package.
I found it through a link on Bloom's taxonomy in action ... online
Other sites I found were:
The latter site was a simplistic CAL / CBT package.
5.04 More Instructional Strategy information
I found this page after I posted the last lot of information. It was set up by the National Employee development Center and is calledISD - Specifying Instructional Strategies .
5.04 Information on Instructional Strategies
Some resources when thinking about this:
Depite research in this area I am unsure how to phrase the instructional strategies - I have a rough idea but, from my rapid application development background, would prefer to think them through as I develop a prototype. This issue is succintly addressed in a paper discussing Introduction to Instructional Design and the ADDIE Model which discusses the ADDIE model alongside other approaches.
The site e-Learning Centre (e-learning information and services) has a usefult set of articles on a range of elearning topics.
- Glossary of Instructional Strategies
- Instuctional strategies
- Learning Strategies
- Implications of Distributed Learning for Instructional Designers
- Instructional Strategies
- ADDIE Based Five-Step Method Towards Instructional Design
- Learning Theory and Instructional Design
- CREATING POWERFUL ONLINE COURSES USING MULTIPLE INSTRUCTIONAL STRATEGIES
Depite research in this area I am unsure how to phrase the instructional strategies - I have a rough idea but, from my rapid application development background, would prefer to think them through as I develop a prototype. This issue is succintly addressed in a paper discussing Introduction to Instructional Design and the ADDIE Model which discusses the ADDIE model alongside other approaches.
The site e-Learning Centre (e-learning information and services) has a usefult set of articles on a range of elearning topics.
Monday, November 15, 2004
5.02 - Discussion board software
Looked around the various types of software but got rather 'lost' because I could not see how they could be implemented easily, Would have liked to see some real demonstrations / real applications of the various chat/board type software. However did recognise IPB Demo Board as the basis for the ECE discussion boards within the University.
Found the look round activeworlds and MOOAPI quite useful. The latter has some entertaining demos. Tried to set up a test MOO with activewords but failed as it 'did not recognise me as a user'. It wouldn't even let me send an anonymous support message. Started to think about trying to set something up through their download software until noticed it was over 2 megabytes.
I ran out of time on this one so may return to it later by reading appropriate chapters in 'E-Learning Tools..' book . An initial skim read of this seemed to suggest that this book was concise and clear in its definitions.
Found the look round activeworlds and MOOAPI quite useful. The latter has some entertaining demos. Tried to set up a test MOO with activewords but failed as it 'did not recognise me as a user'. It wouldn't even let me send an anonymous support message. Started to think about trying to set something up through their download software until noticed it was over 2 megabytes.
I ran out of time on this one so may return to it later by reading appropriate chapters in 'E-Learning Tools..' book . An initial skim read of this seemed to suggest that this book was concise and clear in its definitions.
Sunday, November 14, 2004
5.02 - Virtual learning Environments (1)
Can I ask a those with more experience whether they think Moodle is a better / more usable product than the two biggies WebCT and Blackboard. I note that Moodle advertises itself as supporting 'social constructivism and seems to have an active set of supporting documentation in the various areas which you can access with a guest login. There is also a nice demo version available. I think it would be interesting to test this VLE out with a course and look at in comparison with various other software approaches. For example Atutor seemed more like a 'portal / communication tool'.
I also tried to refresh my memories of Bodington common but unfortunately access to the university of Leeds bit seems to come up with a 'page not found'. Before you could actualy browse how various departments were using it, this had the feel of a MOO/MUD being organised in buildings, floors and rooms. As a piece of 'free' open source softtware this is worth looking at.There is a succinct overview of the project as a whole.
I ran the edutools comparison for WebCT, BlackBoard, Bodington, Moodle, COSE and Atutor and the resultant surevey makes interesting reading. I think the key problem is the types of LMS / VLEs andthe type of learning they are trying to support.
I also tried to refresh my memories of Bodington common but unfortunately access to the university of Leeds bit seems to come up with a 'page not found'. Before you could actualy browse how various departments were using it, this had the feel of a MOO/MUD being organised in buildings, floors and rooms. As a piece of 'free' open source softtware this is worth looking at.There is a succinct overview of the project as a whole.
I ran the edutools comparison for WebCT, BlackBoard, Bodington, Moodle, COSE and Atutor and the resultant surevey makes interesting reading. I think the key problem is the types of LMS / VLEs andthe type of learning they are trying to support.
Saturday, November 13, 2004
5.01 Discussion lists
Notes.
Newsgroups
Firstly there seems to be a lot of spurious postings with a single entry in many of the lists I looked into on 'usenet' - maybe I was looking at the wrong ones. Seems a lot of effort for little return - I don't see unless one set up a specific 'newsgroup' for your own topic how they can be effectively used.
One of the problems is discussion groups is the organisation /visualisation of information. I like googles approach to this in that the structure shows on the left and the message on the right as in the thread about Content managment systems
Lists
Yahoo groups - Many of the list seem to have very few members which made me wonder whether they had critical mass to survive or what purpose they served. Difficult to find one that is useful although decided to joint the Instructional Designers Forum. Yahoo groups is an advertised service so there seem to be alot of adverts to get through. Even with quite a few members it seemd empty and irrelevant.
JISCmail - I think this is a great type of lists service and have used it regularly i.e. where the community is fairly focused and allows user to browse or join where appropriate e.g. the site for the Association of History and Computing or The Computing in Archaeological Fieldwork. Although the latter example shows one of the weaknesses of the JISCMail lists in that it does not clearly indicate that the list is no longer used. The other weakness is knowing which group is the relevant one to join - I would think that these lists perhaps support other F2F communities and have not come into their own through the buildingf of an online community. I'd be interested to read around the subject of creation and management of such lists so that they have an effective purpose.
BECTa Communities - this seemed quite active and focused on a 'conference' type mechanism. Interestingly one of the areas I found was a group for the ICT Advice Online Conference and Exhibition May 2002' although you may not be able to access it unless you join th eBECTA community - quite simple to do. It's worth looking at because we could use how they have organised it as an example for ours - the web pages are extremely clear and concise.
Discussion boards - I found these, while perhaps low in numbers and participation, quite useful in that they are like lists fairly clear, concise and specific. Both the common room and VLS seem to have some useful threads although many posting seem quite out of date for the latter. The flash discussion board seemed enormous and provided lots of topics and tips.
Conclusions
There needs to be careful thought and management of discussion type boards before using them within online learning / communities. The online communities book specifically refers to some of the issues associated with this type of list e.g. too many / too few postings. As a user one wonders whether the effort is worth while for the return that is gained. Benefits come from actively being involved and using them as a forum to get information or alternatively as a messaging service for experts interested in that field.
Newsgroups
Firstly there seems to be a lot of spurious postings with a single entry in many of the lists I looked into on 'usenet' - maybe I was looking at the wrong ones. Seems a lot of effort for little return - I don't see unless one set up a specific 'newsgroup' for your own topic how they can be effectively used.
One of the problems is discussion groups is the organisation /visualisation of information. I like googles approach to this in that the structure shows on the left and the message on the right as in the thread about Content managment systems
Lists
Yahoo groups - Many of the list seem to have very few members which made me wonder whether they had critical mass to survive or what purpose they served. Difficult to find one that is useful although decided to joint the Instructional Designers Forum. Yahoo groups is an advertised service so there seem to be alot of adverts to get through. Even with quite a few members it seemd empty and irrelevant.
JISCmail - I think this is a great type of lists service and have used it regularly i.e. where the community is fairly focused and allows user to browse or join where appropriate e.g. the site for the Association of History and Computing or The Computing in Archaeological Fieldwork. Although the latter example shows one of the weaknesses of the JISCMail lists in that it does not clearly indicate that the list is no longer used. The other weakness is knowing which group is the relevant one to join - I would think that these lists perhaps support other F2F communities and have not come into their own through the buildingf of an online community. I'd be interested to read around the subject of creation and management of such lists so that they have an effective purpose.
BECTa Communities - this seemed quite active and focused on a 'conference' type mechanism. Interestingly one of the areas I found was a group for the ICT Advice Online Conference and Exhibition May 2002' although you may not be able to access it unless you join th eBECTA community - quite simple to do. It's worth looking at because we could use how they have organised it as an example for ours - the web pages are extremely clear and concise.
Discussion boards - I found these, while perhaps low in numbers and participation, quite useful in that they are like lists fairly clear, concise and specific. Both the common room and VLS seem to have some useful threads although many posting seem quite out of date for the latter. The flash discussion board seemed enormous and provided lots of topics and tips.
Conclusions
There needs to be careful thought and management of discussion type boards before using them within online learning / communities. The online communities book specifically refers to some of the issues associated with this type of list e.g. too many / too few postings. As a user one wonders whether the effort is worth while for the return that is gained. Benefits come from actively being involved and using them as a forum to get information or alternatively as a messaging service for experts interested in that field.
Friday, November 12, 2004
4.06 Reflection on Week 4
Have finally posted an entry for week 4 in my reflections journal.
Getting this one published has been somewhat of a disaster. Started as a draft post I came to finalise it for posting. I managed to post it during downtime of Blogger.com which meant I lost it and the draft. So this is the third version.
Getting this one published has been somewhat of a disaster. Started as a draft post I came to finalise it for posting. I managed to post it during downtime of Blogger.com which meant I lost it and the draft. So this is the third version.
International Journal of Learning Technology (IJLT)
The International Journal of Learning Technology (IJLT) is new and has a few useful articles in it. Of especial interest is the article by Oleg Liber who as part of his inaugural lecture in May 2003 looked at the relationship between cybernetics, e-learning and the education system.
After a run around some of the models of educational organisation (some of which should be recognisable from WEPAP) he goes onto discuss the role of elearning. One paragraph stands out in which he states that while "VLEs at first seemed to offer new possibilities for learning ... the widespread adoption of VLEs by colleges and universities has seen the emergence of market leaders that while certainly providing for new models of access, do not promote pedagogical diversity, instead opting for an online version of the traditional delivery model."
While the paper emphasises the problems of elearning within the structured educational system I found it quite positive.
After a run around some of the models of educational organisation (some of which should be recognisable from WEPAP) he goes onto discuss the role of elearning. One paragraph stands out in which he states that while "VLEs at first seemed to offer new possibilities for learning ... the widespread adoption of VLEs by colleges and universities has seen the emergence of market leaders that while certainly providing for new models of access, do not promote pedagogical diversity, instead opting for an online version of the traditional delivery model."
While the paper emphasises the problems of elearning within the structured educational system I found it quite positive.
Thursday, November 11, 2004
5.07 Flash Tutorials
Spent a couple of hours on this this week. I focused on chapters 10 (Movie clips) and 12 (working with text) before going back to actionscripts. The chapter on text does have some actionscript examples in it which made life a little dificult.
Examples can be found at my week five page.
Not overtly impressed with the textual handling in Flash - seem to need to write fairly basic HTML to make the text look anything like decent.
Examples can be found at my week five page.
Not overtly impressed with the textual handling in Flash - seem to need to write fairly basic HTML to make the text look anything like decent.
Monday, November 08, 2004
4.03 MOOs and MUDs - Tappedin
I was intrigued by ideas behind the TappedIn website, I now realise that the University of Leeds VLE 'Bodington common' borrowed their structure from the ideology of AREA/BUILDINGS/FLOORS/ROOMS.
I like the way that the whole stucture seems to have a massive amount of flexibility within an intrinsic structure. I'm also astounded by the amount or resources available either as materials e.g. chemsense , virtual offices e.g. Venny Su's Office , groups etc.
I also thought the interface was well designed given the busy nature of the information - see Introduction to the User Interface. Because you can control your own settings and have the ability to join various communities the MOO/MUD becomes a personalised 'gateway' to the learning available - an important factor in motivation, empowerment and ownership.
I think the idea of a 'CAMPUS' is extremely exciting and would be interested to discuss how this idea of 'CAMPUS' can be utilised within a VLE at a university. Indeed does this structure show that the model within the commercially available VLE software is in fact to inflexible and does not match what is th ephysical reality?
There are some useful links to other papers and sites, for example NETC Circuit | Spring 2004 provides some interesting insights into the ideas of building learning communities.
cheers
I like the way that the whole stucture seems to have a massive amount of flexibility within an intrinsic structure. I'm also astounded by the amount or resources available either as materials e.g. chemsense , virtual offices e.g. Venny Su's Office , groups etc.
I also thought the interface was well designed given the busy nature of the information - see Introduction to the User Interface. Because you can control your own settings and have the ability to join various communities the MOO/MUD becomes a personalised 'gateway' to the learning available - an important factor in motivation, empowerment and ownership.
I think the idea of a 'CAMPUS' is extremely exciting and would be interested to discuss how this idea of 'CAMPUS' can be utilised within a VLE at a university. Indeed does this structure show that the model within the commercially available VLE software is in fact to inflexible and does not match what is th ephysical reality?
There are some useful links to other papers and sites, for example NETC Circuit | Spring 2004 provides some interesting insights into the ideas of building learning communities.
cheers
Saturday, November 06, 2004
4.06 Flash Tutorials
For week 4 I completed chapters 8 (Bitmaps) and 9 (Buttons) in the hands on training book. I've attached the various exercises to the following web page:
Week 4 flash tutorials - examples
These two chapters took a lot longer than I thought they would as I had to go over the material a couple of times to get it right.
cheers
Week 4 flash tutorials - examples
These two chapters took a lot longer than I thought they would as I had to go over the material a couple of times to get it right.
cheers
Tuesday, November 02, 2004
3.05 Reflection on week 3
Have finally posted an entry for week 3 in my reflections journal.
Having re-read it it sems a little dry and uninteresting.
Having re-read it it sems a little dry and uninteresting.
Monday, November 01, 2004
JISC - Distributed e-Learning Strand
It is often difficult to keep up with the number of JISC projects being undertaken. Terry(?) referred to the Ramble project on BLOGS being undertaken by Oxford University and documented at Ramble . However this is only one of many programmes within a wider Distributed e-Learning Strand .
The list as always strikes me as interesting in that may seem to be 'seed-corn' initiatives providing localised rather than national benefits. For example several are associated with bodington common the MOO/MUD type VLE used at Leeds and Oxford. Given that 'Ramble' project is trying to integrate weblogs into the bodington common VLE has a couple of implications:
- Firstly how will the commercial proprietary VLEs react
- Secondly what is the reason for doing this
On the first point can a product like WebCT be opened up / organised to either integrate with existing tools or utilise the existing tools that exists. One drawback with WebCT seems to be that as a community tool it seems to be fairly closed and restrictive. This fact was emphaisised in Mike Blamires opening comments at the ESCalate VLE conference in which he mentioned that the VLEs are effectively virtual walled gardens without doors or corridors for access elsewhere.
I don't see why this is so given that it could be opened up at a higher level to allow community building at award level. One could imagine a much more open environment upto including students having their own diary areas with invited access . It would be intereting to see 'development' plans for some of these tools. For example some see The weblog as the model for a new type of virtual learning environment . Other similar comments have been raised by James Farmer
On the second point are Oxford simply re-inventing the wheel. Tools for communication and reflection seem to sit more comfortably within their own stream rather than within the VLEs, Communication is part of a bigger process and should not necessarily be seen to be solely a part of the learning, teaching and assessment process. Oxfords on comment on personal reflections and VLEs seems to be a autonomous part of the process.There seem to be masses of these around including VLEs with this as their main aim e.g. First class .
I note that some university elearning area are beginning to use blogs e.g. Bath University elearning seem to have a blog called Auricle
The list as always strikes me as interesting in that may seem to be 'seed-corn' initiatives providing localised rather than national benefits. For example several are associated with bodington common the MOO/MUD type VLE used at Leeds and Oxford. Given that 'Ramble' project is trying to integrate weblogs into the bodington common VLE has a couple of implications:
- Firstly how will the commercial proprietary VLEs react
- Secondly what is the reason for doing this
On the first point can a product like WebCT be opened up / organised to either integrate with existing tools or utilise the existing tools that exists. One drawback with WebCT seems to be that as a community tool it seems to be fairly closed and restrictive. This fact was emphaisised in Mike Blamires opening comments at the ESCalate VLE conference in which he mentioned that the VLEs are effectively virtual walled gardens without doors or corridors for access elsewhere.
I don't see why this is so given that it could be opened up at a higher level to allow community building at award level. One could imagine a much more open environment upto including students having their own diary areas with invited access . It would be intereting to see 'development' plans for some of these tools. For example some see The weblog as the model for a new type of virtual learning environment . Other similar comments have been raised by James Farmer
On the second point are Oxford simply re-inventing the wheel. Tools for communication and reflection seem to sit more comfortably within their own stream rather than within the VLEs, Communication is part of a bigger process and should not necessarily be seen to be solely a part of the learning, teaching and assessment process. Oxfords on comment on personal reflections and VLEs seems to be a autonomous part of the process.There seem to be masses of these around including VLEs with this as their main aim e.g. First class .
I note that some university elearning area are beginning to use blogs e.g. Bath University elearning seem to have a blog called Auricle
Semantic cartography to support conceptual development through blogs
All,
I found the article Semantic cartography to support conceptual development through blogs on the Warwick website about blogs worth reading as it describes how one person is using blogs.
The University of Warwick site recommended by Terry is worth looking at from a perspective of a 'corporately' sponsored approach to the provision of services of benefit to all. Characteristics that seem really nice are categories and groupings.
On the down side I wonder what business benefit there was to developing the services inhouse when there are so many freebies around.
cheers
I found the article Semantic cartography to support conceptual development through blogs on the Warwick website about blogs worth reading as it describes how one person is using blogs.
The University of Warwick site recommended by Terry is worth looking at from a perspective of a 'corporately' sponsored approach to the provision of services of benefit to all. Characteristics that seem really nice are categories and groupings.
On the down side I wonder what business benefit there was to developing the services inhouse when there are so many freebies around.
cheers
Sunday, October 31, 2004
3.06 Flash Tutorial
As I said in my initial refelction I intend to publish the 'exercises' from the hands-on training book. This is my week 3 work essentially chapters 6 and 7 in the book:
Week 3: Flash examples - Symbols and Tweening
I made some alterations as I was doing them, any differences you spot will not get a prize though.
cheer
Week 3: Flash examples - Symbols and Tweening
I made some alterations as I was doing them, any differences you spot will not get a prize though.
cheer
3.01 Blogging & Wikis - Summary
I decided to summarise the articles into this post and copy the urls as an aid to future work. I think the examples given in the reading materials are quite exciting and show to what levels the use of blogs as aid to learning and community building can develop.
It is interesting to note the existence of sites such as using weblogs in education. However most of the examples seem to be american leaving me to wonder what is curently happening in this country.
A. Blogging and RSS.
1. News and events as exampled by Lewis Elementary School. This site shows how complex a blog based site can become. It was developed using movable type which might be something we could look at.
2. Archiving and publishing of material.
3. Collaborative ventures as evidenced by The secret life of Bees . This also shows how a blog can be used to communicated with the parents. The site ...book club shows possible a way of communicating that removes the need for email. This may have major benefits for univeristies with a high number of international students.
4. Knowledge management in the form of reflective journals as in the Pam pritchard example. I like the idea of digital portfolios or just digital filing cabinets and wonder whether there are big gains to be made here for providing such tools to all students. The use of a blog as a repository of resources when undertaking an essay seems extremely valid.
The possibilities for collaboration seem endless although I think care must be taken not to endanger the issues of accesibility, privacy and security.
B. Emerging Technologies
The second article is interesting in that it talks about the difference between first-generation tools e.g. WebCT, etc. and second-generation tools into which it places blogs and wikis. It has links to some interesting sites which tend to re-iterate the ways in which Blogs can be used e.g.Weblogs for Use with ESL Classes which differentiates the uses for Tutor, learner and class.
I think some of the examples here show how blogs can become generic and how they can lose focus for all but the interested, a factor that must be remembered when using them to drive community based ideas. So for example the site Journalism 1 at HCRHS was engaging the sites jim burber on Call and instapundit had interesting layouts but content wise did not hold my attention.
There sems to be quite a lot of material on RSS but while I understand the idea as an agregator I have yet to see how it fits in with the total concept.
Software
Blog software seems to be quite numerous. Other than blogger.com there is also Movabletype
It is interesting to note the existence of sites such as using weblogs in education. However most of the examples seem to be american leaving me to wonder what is curently happening in this country.
A. Blogging and RSS.
1. News and events as exampled by Lewis Elementary School. This site shows how complex a blog based site can become. It was developed using movable type which might be something we could look at.
2. Archiving and publishing of material.
3. Collaborative ventures as evidenced by The secret life of Bees . This also shows how a blog can be used to communicated with the parents. The site ...book club shows possible a way of communicating that removes the need for email. This may have major benefits for univeristies with a high number of international students.
4. Knowledge management in the form of reflective journals as in the Pam pritchard example. I like the idea of digital portfolios or just digital filing cabinets and wonder whether there are big gains to be made here for providing such tools to all students. The use of a blog as a repository of resources when undertaking an essay seems extremely valid.
The possibilities for collaboration seem endless although I think care must be taken not to endanger the issues of accesibility, privacy and security.
B. Emerging Technologies
The second article is interesting in that it talks about the difference between first-generation tools e.g. WebCT, etc. and second-generation tools into which it places blogs and wikis. It has links to some interesting sites which tend to re-iterate the ways in which Blogs can be used e.g.Weblogs for Use with ESL Classes which differentiates the uses for Tutor, learner and class.
I think some of the examples here show how blogs can become generic and how they can lose focus for all but the interested, a factor that must be remembered when using them to drive community based ideas. So for example the site Journalism 1 at HCRHS was engaging the sites jim burber on Call and instapundit had interesting layouts but content wise did not hold my attention.
There sems to be quite a lot of material on RSS but while I understand the idea as an agregator I have yet to see how it fits in with the total concept.
Software
Blog software seems to be quite numerous. Other than blogger.com there is also Movabletype
All About RSS
In researching the numerous articles and webpages on Blogs etc. I found this reference on RSS quite useful :All About RSS || Fagan Finder
I'd be interested to find whether we could create and RSS education feed for the University of Portsmouth and use it as a method for keeping users informed about the conference.
It might make a nice alternative to all-staff emails, broadcast messages, and news and events. If someone could advise I could explore whether we could slot it onto the staff portal.
I'd be interested to find whether we could create and RSS education feed for the University of Portsmouth and use it as a method for keeping users informed about the conference.
It might make a nice alternative to all-staff emails, broadcast messages, and news and events. If someone could advise I could explore whether we could slot it onto the staff portal.
Tuesday, October 26, 2004
2.02 Reflection on Week 2
I've inserted my reflections on week 2 in my reflections page. There seems to be a missed week in the activities as it states in week 2 'reflect on week 1' then in week 3 'reflect on this week'.
Finding it quite difficult to write up th eweek activities despite keeping notes.
Finding it quite difficult to write up th eweek activities despite keeping notes.
Monday, October 25, 2004
2.02 - Reflection on week 1
On reflection I have decided to set up a second BLOG page to be used prely for my weekly reflective journal. The location of this is at:
KMETP Reflections
This will allow me to keep this blogger for more general material associated with the course and my work. I will post an entry here each week to state that the weekly reflection has been made.
KMETP Reflections
This will allow me to keep this blogger for more general material associated with the course and my work. I will post an entry here each week to state that the weekly reflection has been made.
Sunday, October 10, 2004
Week 1 - Using a Blog
Within the WebCT discussion thread I asked the question on how we might use the blog as a reflective journal. I saw two possibilities:
- A single post with comments added each week (I know see this as unmanageable).
- A post for each week's reflection archiving on a regular basis.
I'd welcome other participant's comments on how they intend to use the Blog.
- A single post with comments added each week (I know see this as unmanageable).
- A post for each week's reflection archiving on a regular basis.
I'd welcome other participant's comments on how they intend to use the Blog.
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