IT for Education

It's been a busy month or two, but my e-learning site (and this blog) are nearing completion. Typically, I keep seeing things I'd like to tweak, but I have to get the report finished so I'm drawing a line in the sand where it is now, and calling it done. What do I think of the result? First things first, here's a link to the site for reference . You'll notice a [blog] link at the top of most pages - these link to some hidden posts in this blog giving some extra details on individual pages, so the blog proper is just about more global themes, process etc. I'm reasonably pleased with the result as a whole, but at the same time I'm acutely aware of some issues that I wish weren't there, mostly caused by platform limitations and time restrictions. What it does well I think, is illustrate the concept and principles I was aiming for, even if it does contain a lot of what I feel are placeholder elements. On the plus side I've managed to implement a v...

Blended learning as a term covers quite a wide range of possible interpretations. Integrating digital technology could be as basic as bringing up a web page in a lesson, or as integrated as every learner having a centrally managed iPad leading them through the syllabus. The more I've thought about this personally, the more I wonder if we even need to differentiate blended learning from other methods. This is not because there is no worth in the approach, but I wonder why we need to slap a label on it, when all we are really doing is moving with the times. We still teach in the classroom, we still give tasks to learners for outside class times. It's just the medium that has changed. When classrooms started having whiteboards and digital projectors installed to aid teaching did we give it a fancy name, or did we just see it as the progress of technology giving us additional tools to integrate into our lessons? A colleague of mine who was previously a school teacher when it ha...

Browsing through my e-learning site, you may notice that, aside from the first lesson page - there are no embedded videos. I had the option to record some video tutorials for my site, but I chose not to. There's actually four reason for this: It takes time Recording videos it time consuming. To record a tutorial I would need to prepare all my materials - effectively another lesson's worth of prep - then rehearse the session, record it (as many takes as I needed) then edit it together. I really detest typical YouTube tutorial videos that spend five minutes begging for subscribers then doing the tutorial in one take, regardless of how far it goes off the rails. I have a bit of pride in my work, and would need to put the time in to do it properly. Maybe if I teach this module again I could record the lecture and upload that, but that leads onto the second point: I want students to attend There is always a risk with VLEs that students will skip classes as all the materi...

One of the things being pushed quite heavily for our projects is the use of gadgets, aka web widgets, which are self-contained mini apps you can embed into web pages. Until widgets came along the only ways to add third-party content to your site was to directly install all the files onto your server and set it up manually, or use something called an iframe, which comes with a bunch of restrictions. Now it's possible to 'install' an app on your site just by copying a tiny piece of code into your markup and everything else is taken care of for you. All sorts of widgets exist, from clocks and calendars, to stock market tickers and social media plug-ins. Widgets offer a way for non-techies to add relatively complex functionality to their pages and let you integrate a bunch of services for very little effort. They're pretty neat. Here's a list of some popular ones , and here's a longer list . The thing you'll notice is they are all quite 'mainstr...

I've put a fair amount of thought into my approach to blended learning with regard to tailoring my existing materials for my e-learning site. Part of the reason I chose the subject I did was because my lesson prep was already intended for sharing online via the university's Moodle VLE. While the materials were already VLE-friendly, the VLE in question served the module more as a repository, hosting notes and documents. It wasn't necessarily suitable for a fully blended learning module, so there would still need to be some adaptation to make it fit better. This begs the question: what actually is my approach going to be? What sort of synergies am I hoping to gain from adopting the blended approach for this module? What advantages will I gain by hosting content in an e-learning site with regards to this specific subject? According to JISC (LTSN, 2003), a VLE's main elements are: mapping of the curriculum into elements (or ‘chunks’) that can be assessed and recorde...

Just a quick note to talk about VLE-design methodologies. We were provided a link to a development framework for e-learning design called SIMPLE ( Systematic Instructional Methodology for Personal Learning Environments - a forced acronym if I've ever seen one). It provides a structure to the planning, development and testing of e-learning environments that is intended to make it easier for educators to deal with technical implementation and techies to develop the educational side. It has four stages, each of which is further split into non-linear concepts: Requirements analysis Course curricula Course design Course assessment Requirements specification Design Environment selection Tool selection Human-Computer Interaction Design/source instructional materials Development & Implementation Build Test & fix Deploy Operation Evaluation User satisfaction Facilitator evaluation Review Revise If you've ever done any software development, or...

Subject chosen, who exactly is my e-learning site going to be aimed at? I won't leave you hanging, it's degree-level students, specifically BSc. I've been teaching that demographic for nigh on 12 years so I'm hardly going to suddenly change it. What does that choice mean for my site? They'll be at least 18, most commonly early-20s and potentially of any adult age I'm not dealing with children, basically, but beyond that I can't guarantee anything. I can expect a certain level of maturity, but not always, and everybody should be capable of using a full-featured web browser & other software. Beyond that, Knowles' assumptions apply, so in theory they should be willing to learn (debatable...) and self-driven (Knowles, 1990). It will probably be male dominated It's no secret the computer sciences attract way more males , but speaking from personal experience maybe one in 10 I've taught web design to have been female. They typically (but n...