DLT 2: Improvements? Bah, I'm Perfect!

The power lies in the moustache...

I honestly have to laugh when people ask me to consider how I might improve upon something I've done.
As if!
I guess they just aren't capable of producing perfect stuff immediately every time, or even imagining that someone else might be able to.
Tsk tsk ...how contemptible they really are!

And now ...returning to reality...

What would I improve about my e-learning module?

Bullets are good. I'd...

• Make the module display more consistently across the three major browsers (I.E. primary one so far)
• Work out the process of making the module and assessment available to teachers in more detail
• Provide more 'further study' material
• Tweak the look and feel somewhat
• Solicit feedback and consider implementing suggestions
• Add a written music component to the assessment
• Add in a few relevant quotes on the subject
• Add a little more historical detail
• Get it on the web, accessible from my website.
• Make it all seem better by not being so tired right now - it's 12.43... 

I think the whole process has been one of continuous attempt at improvement, but the sands in the hourglass have all but run out now...

DLT 2: Pedagogopopolis - Is My Module Effective?

Student approval chocolate deal...

Does my module teach effectively? So far, I have only 1 feedback, which was upbeat, but I realize that it's from perspectives outside of my own that I will be able to see whether the e-course is useful or not.
In other words, the users - those for whom it is intended - are the ultimate arbiters of it's success or failure.
Of course, constructive criticism is invaluable; if it's not all-encompassing, you can modify your offering accordingly, then give it back to them and hopefully they'll say "Yip, perfect, couldn't be better."
And if, after enough feedback-inspired improvements, enough people are of that opinion, you may really have contributed something useful.

Does It Teach O.K?

I hope my module teaches well; I tried to give it flow, a variety of media, a little humour; to present ideas in a sequentially meaningful way.
I tried to be clear; in the assessment I tried to create questions which would really test comprehension in the users, rather than allow parroting; I attempted to make the layout engaging and reasonably professional-looking.
I wanted to incorporate learning activities which would involve the students on responsive and technical levels. I included additional opportunities to expand their knowledge of various other aspects of the subject (links, etc).
I gave expected learning outcomes and means of student progress evaluation.
There were a number of structuring options as to how to unfold the material; the path I chose tried to impart some degree of alternation between pure reading, listening and activity.

My module doesn't attempt to cover the whole subject, but I think it could be relatively enlightening and useful for people at various points in their musical journey.

We'll see what Michael thinks. Not that I would make the mistake of bribing him with Whittaker's in a public blog post.

Sure, I may hang out with Paula and Gabrielle, but I'm not that ...brazen.

DLT 2: What Has An Incorrigible Person Like Me Learned?

I've learned to be lighthearted...

Having assimilated so much, I'll try to be succinct about the instances. In the context of producing this assignment I've learned:

• that there are many things to be taken into consideration
• that information needs to be presented in a sequential learning flow
• that expressing complex concepts clearly often entails editing, and re-editing
• that scarcity of time can become the enemy of quality (I suppose that's a rather vapid observation)
• that my web skills do enable me to produce something half-decent in certain areas
• to appreciate more the work which has gone into other educator's offerings
• that most factors count and contribute; each element should be done as well as possible BUT
• in this context, regrettably, you can't allow yourself to lose marks pursuing that
• to formulate questions based on a specific body of material (assessment)
• you can only say so much; simplification and generalization have their place
• to STOP (now) because I can only get 1 mark out of this post anyhow!

DLT 2: "The Plan" - What Plan?

How I'm feeling this evening

As covered in a previous post, my storyboard changed in response to Michael's critique - (the sheer gratuitous destructiveness of it all! No Whittaker's for him!).

...But seriously: the storyboard was modified (I think to the good, reasons elsewhere) but the Time Plan was more followed in principle.

What principle?

The principle of, as far as possible, working concurrently with other projects, and parceling out the execution of prioritized, bullet-pointed activities (of which this blog entry is one).

Did I not adhere then to the time plan, as given?

Not exactly, because I rethink and re-prioritize as I go along. The time plan however had a value in that it showed that, occasionally at least, I can timetable out activities in way that is remotely sensible.

Also,  'life' destroys ...what was it '...the best laid plans of mice and men?'

Ahh, it's late, hence the frivolity...

The main thing is, has whatever I've done resulted in getting a decent assignment in on time?

It's due in two days; remains to be seen. Ulp.

DLT 2: Future-Proofing An E-Learning Creation

Ah, we'll all be dead soon...YAYY!

It is my good fortune that the language and syntax of music (my e-module subject area) appears to be somewhat more enduring than the strange metamorphosing gobbledygook of code which underlies much of the e-world! In many instances it makes the occupation of future-proofing easier ...by eliminating it.

But seriously, folks...

Problems first; solutions (such as I have), second. My e-module suffers from at least these vulnerabilities:

• Whatever vulnerabilities apply to parts of, or the entire framework in which we're working, which is technological, rapidly evolving, creating obsolescence on a daily basis.
• I use YouTube videos in my module; the original ones on a channel I created for the module, should endure awhile (I won't remove them) but outsourced videos (or the channels on which they are situated) may disappear
• Some other of the links in the module (to text information resources) may disappear, or their natures change somewhat, although possibly less likely.
• Venues of music education of various types may come to de-emphasize - or possibly, neglect - information along the lines presented.
• My material may be deemed irrelevant or uncaptivating now - in which case it isn't even present (let alone future) -proofed.
• Similar-subject resource material may become so excitingly presented in the future (using advanced technology) that my module may dwindle away, becoming as popular as a tattered Gaelic treatise on ancient basket weaving techniques.

Solutions  ...Hopefully

Part of my future-proofing strategy has been qualitative; if it does the job engagingly and efficiently, if users (be they educators or students) like it and would recommend it, then it has some future.

For YouTube outsourced videos I have provided some alternate links, should the primary ones fail. Also, the HTML can be periodically updated, should replacement links be required.

The module can be continuously or intermittently improved or supplemented, increasing its value as it persists.

Should the code become outmoded and dys/non-functional, it could be modified to bring it into line with new standards prevailing (and even bring in newly available techniques and output).

The module could be adapted to fit the needs of various specific learning circumstances better.

Etc, etc!

DLT 2 - Learning Module Accessibility Issues...

Crash!

I shall come out and say in advance that my module has not yet been implemented in such a thoroughgoing way  as to cater for all of the many impairments and disabilities from which people can suffer, although I am aware of quite a number of the issues.

That said, given the time available, I have tried to take into account what I can by supplying content in a variety of forms (text, images, video, etc, frequently simultaneously) to maximize an opportunity for various types of users to connect with the material.

Here are some of the areas taken into account (some are cross-demographic accessibility facilitations):

• For the visually impaired, there is plenty of audible content, and
• Images are usually provided with properly descriptive alt values
• Text and image-wise the page is enlargeable via the "control" plus "+" keys
• For the sake of variety and catering to different functional and perceptual conditions, the content is not all textual; extensive use has been made of video and imagery
• As stated, in many cases mixtures of auditory, text and visual or animated content has been used simultaneously to appeal to whatever senses are available (eg: a video with musical notation, explanatory text and audio)
• The content to some degree balances left and right-brained content; technical discussion is supplemented with more imaginative "how do you feel about it?" type content
• The module is specifically designed to allow as many interested parties to access ('get something out of') it as possible; the more elementary content, advanced students can skim through, while newer learners can find a way into the subject and are not obliged to do the assessments (or even activities, necessarily)
• Accessibility to teachers: the module is set up in such a way as to be employed very flexibly by educators in whatever context applies

A Note On Navigation

My page navigation has been designed in a specific, I hope justifiable and effective way. All of the links to other pages are deliberately not accessible all the time. The introduction, for example, has a single link ">>> On to part one" at the bottom of the page, making it less easy for the user to skip the introductory orientation and instructions. The introduction, however, once having been read, can be accessed from both the top and bottom of all the other pages.

In the same manner, you are steered away from browsing to part two before having completed part one - the link is at the bottom. The general idea is to get people to move through the module sequentially as a cumulative learning device; 'building' rather than jumping around. At the same time, everything you have already accessed is available on each subsequent page, top and bottom.

DLT 2 ...Communications Process

The rigamarole of being understood

Asked to remark on 'communications' in the context of the current assignment, I take this to primarily concern issues related to how I conceptualize and implement communication with the various users of the 'product.'

My project, which is an e-learning module about chromatic harmony (a branch of music) has to embody a solution to expressing quite a number of moderately complex concepts to the user.

While a good portion of the module illustrates ideas and processes with diagrams, original and outsourced video examples, etc, text is left to get across the remaining grist of it, and this entails very careful, clear exposition of the subjects involved.

When we encounter new material, it is easy to misunderstand things, to get caught up in ambiguities and grey areas, to be obstructed by question marks.

In my assignment, it has been necessary to think out and rethink many passages in the text to try to put the ideas across as unambiguously as possible, or, in the case of instructions, leave the user in no doubt as to what is required.

Vocabulary is another issue; I found it rather difficult attempting to express the content in words that any 10 year old could understand; sometimes the 'right' (or necessary) word is not a short word. The reader may thus need a fairly decent working vocabulary - however - one idea I had to resolve this was to simply hyperlink all the 'higher-end' words to a definition resource, either in the module or online. These hyperlinks would appear as the usual text (not blue, or underlined) and the reader could be notified in advance to simply click on any troublesome words. I am of several minds about this and have not yet implemented the feature.

Typical users of the module, however, are not projected as being children or the semi-literate; I think interested students and adult parties are likely to find it reasonably digestible.

My summation of this aspect of the process is to say that, like many of the project's other facets, there is much to be taken into account and attended to here; far more than would meet the eye on a cursory consideration.

It also reveals to me that some facility with words can prove to be very important when formulating educational materials.

 

DLT 2 - Technical Problems & Problem Solving

My initial 'problem' with assignment 2 was 'what's it going to be?' And after I had isolated the general topic, the question became 'how to subdivide or present this?'

Then ...as typically happens with me, having submitted my storyboard (and partially in response to tutor feedback) I refined my topic ideas further and changed my structural outlook somewhat.

The 'solution' to these problems, I would describe as living with the question: 'given the explicit requirements of the assignment (and the stated purposes of the 'product'), what is the best way to do this (in each detail of the execution)?' My experience is that such questions (be they articulated, or implicit) tend to dredge solutions from the mind (albeit painfully on occasion).

Problem? Voila! - Solution! 

Apart from the ongoing attempt at structural purpose-optimization, the sheer mechanics of realization and user-usage has to be dealt with. Below are a few instances of  'problem-to-solution' situations which arose:

• I wanted to embed some videos, however the ubiquitous I.E. security blocking and slow video loading displeased me. I solved this by making screenshot clips of the YouTube videos themselves and using those images as buttons to open the actual videos in another browser window.
• I wanted a simple solution as to how to align caption text correctly below multiple aligned images: I edited the images themselves to incorporate the text.
• In one instance I wanted to break the monotony occasioned by unremitting text, so I created a table as a more engaging, clear and appropriate format for the content.  

Importantly, though, my main surprise lay in realizing that I could generally technically implement the ideas I had without much too much difficulty (of course, I realize that this module is not the most complicated HTML challenge of all time).

It was good to realize that I had actually seen plenty of worse websites online - so I must have actually learned something after all!

DLT 2: Countdown To Doomsday! (And Storyboard Stuff)

Chickenfeed beside my predicament...

A race of proportions so epic as to dwarf all that has occurred in the previous history of humanity is on; yes, mes amis, the gauntlet is down: I have a month (or less in some cases) in which to finish 4 semi-diabolical assignments.
So, as I like to think, I'll just have to 'burn them down' pronto - they are aggressive enough in their demandingness; I will have to be equally sociopathic.
But here I will be dealing more or less exclusively with DLT assignment 2 and not burden you with the 3 additional varieties of suffering which afflict me...

Storyboard Revolutions!

I have revised my storyboard in 2 major ways:

1. In response to Michael (my lecturer)'s critique of my storyboard submission as needing somewhat more structure and sturdier assessment criteria, I have - rather than saying "Bah! What does he know? Why should I listen to the people who are marking me?" - humbly complied. Thus, I am trying to build in as thoroughgoing a pedagogical and assessment framework as possible (at least, insofar as I understand the subject).
2. I have, somewhat in line with the spirit of the above, also narrowed the scope of my course. Rather than do a 'superficial' job of expostulating on the nature of three types of harmony (diatonic, chromatic and 'modern'), I decided to do a more thoroughgoing, nitty-gritty e-module on one of the trio: chromatic harmony. As Michael says, the best thing is to do a good job (checking all the right boxes) of something with a fairly controlled scope; there's no point expanding to the furthest horizon unnecessarily when it will likely not demonstrate anything capable of improving one's actual grade a single jot.

Well, that's my initial foray; now,  back to the product itself!

8.1 - Reflections...

What Have I Learnt?

Generally, in a sense, I have largely learnt the most by doing in D.L.T., so far. Of course, the knowledge components are there, but it's in the practice - working with and connecting wikis, blogs and online facilities and their idiosyncrasies that gives rise to a certain familiarity - a practical fluency where you can see results for what you're absorbing.

I guess a certain sense of power can accumulate gradually; a confidence in doing. Do enough in a general subject area and one day you really may wind up being the 'go to person' in that neck of the woods.

Apart from the ins and outs of wiki-ing, blogging, etc, I feel I have have a broader consciousness of the 'relatedness' and, to coin a weird term, 'inter-usability' of all these digital and online resources for educational purposes. A broader palette of options, formats, etc, from which to choose. Also, I think my consciousness of design factors (methodologies, etc) in the creation of user-friendly learning materials has sharpened considerably.

What Did I Like?

I think, rather than any specific thing, I liked the 'synergistic' effect of what we learned. Taken as a whole, the course would tend to make one feel conversant with many potentially relevant presentation options and foster a clear, 'structuring' kind of outlook (eliminative of the obstacle-'fog' of too many unanswered questions). 

I guess, simply, what I liked particularly was the net result of being able to have a more 'defined' and organized approach to the subject. Also, in participating in the practical tasks, one learns to feel: 'I could do this (type of activity) again in the context of a personal project.' So I guess that could be called 'creatively empowering.'

Improvements?

Hmm ...well, on some occasions in life, one complains about things, whereas really, more of the fault lies with oneself; sometimes I can't necessarily distinguish where the line of reality lies in situations like that. Often, it's me being dumb or inattentive, it's my fault.

I, and I think some others, had a little trouble sheerly finding some of the course resources occasionally; materials are connected to other materials in multiple ways (alternate routes); there was some doubt at times as to whether one had accessed all of what one was meant to do. This effect was perhaps exacerbated by moving between EIT and VMV.

There seemed to be some doubt (at times) among participants as to the times by which assessments had to be done; sometimes, due to a moment's inattentiveness, one can miss such things when they are announced, or perhaps gloss over some critical line somewhere where they are plainly stated. As I said, sometimes this kind of thing may simply boil down to personal lack of focus on my or other's parts.

As regards assessments generally, I prefer an optimally simple, clear, concrete, comprehensive, sequential set of instructions located in one place that I can basically 'check off' one at a time.

Why? Because I'm very very stupid...


NOTE: A page has been provided for links to comments on other class member's blogs...

Activity 7.2 (2) - Wiki Link, Comment, Etc...

Above, cheekily provided via snip (click to enlarge) we see an example of an online course and commentary recently added to the V.M.V. Wiki.

For the full intensity direct experience, click here.

Assessed Activity 7.1 (E-Portfolios)...

What is an E-Portfolio?

An e-portfolio is could be described as a generally multimedia, perhaps somewhat 'multidimensional' accumulation of digital materials which, taken together, embody a journey of learning. Perhaps such a collection (if good) could be said to 'exceed the sum of its parts.'

The potential of the e-portfolio is a richness of depth, experience and moving vantage point in the given subject field. It can be so much more, say, than a list of sources or accomplishments, a stockpile of information or material in whatever format; it can show the learner's challenges, inspirations, plateaux, triumphs and shifting perspectives. Failures as well as successes can be instructive to the viewer. It can be highly 'enlightening' and hopefully furnish insight into some of the characteristic tricks (and hazards!) of the learning process itself in that field.

E-portfolios, structurally and as regards content, one might say have a scope only limited by the the involvement and imagination of their respective creators. They allow ample room for rich socialization features, sharing, pooling of materials and can be of great relevance and use in a digital learning environment by offering access to invaluable 'time-won' subject depth and content.

For the purposes of this assignment, a couple of extremely rudimentary ('mere stubs,' so far) along CV-ish lines can be found here and here.

5.1: Reflections on Structuring With Steph...

Strange Electrical Diagram Has Relevance, Somehow, To The Topic At Hand..

A hash of reflections: Working with the Google docs was fun; it seemed a very 'brainstorming' mode of operation. Surprisingly, by working on different bits simultaneously, we came up with a reasonable coverage of aspects/ideas, inevitably with some duplication. Of course later editing sorts that out.

We experienced problems; some of the messaging didn't seem to be working as anticipated; I wasn't altogether sure what the value of the headphones was in that (class) context; some of the people at home found it hard to get a handle on the process.

I was actually surprised at the decent result we came up with together, even working straight off the bat under considerable time pressure; it seemed we managed to flesh out a learning prototype which at least covered several of the key bases (naturally, there was a great deal of refinement to be done).

Another factor was: not being personally acquainted with the people with whom one was working - yet it worked quite harmoniously.

It was interesting doing an 'off the cuff' presentation of the model at the end. I guess I got across the gist of what we had assembled. It was good to do a 'non-digital' presentation of ideas too.

Using the O.T.A.R.A. model, we employed some of the structural basis already fleshed in in the document itself. I think this helped to stimulate our structural thinking and enabled us to 'knock our ideas into shape' quite rapidly.

In total, the session probably exemplified some of the potential pluses and minuses of such processes in a very live, experiential way.

6.1.3 - My PLN 'Edge?'

Note: A double dosage of The Wisdom Of Love...

One point is, I am learning many things at once: Technology oriented, musical, political, spiritual, etc; each of these has its own unique constellation of sources and materials.

As far as E.I.T. goes, my resources are present and adequate to occupy me; direct interaction with tutors helps. Books and static or interactive electronic resources abound; then there is free-wheeling 'real-world' investigation, general conversation, interaction online, relevant magazines, libraries; madness, really, but all grist for the mill.

My own PLN is basically conditioned by the  principles already enumerated in the post directly prior to this; it suits me so far and emerges as I improve. As a general rule of thumb, I think to have any valid kind of 'edge,' you need to actually like what you're doing (at least to some degree).

6.11 Reflections Surrounding Joyce Seitzinger & More...

I found Joyce's PLN presentation interesting generally, but several things 'emerged' to me personally:

• The idea of personal learning as an individually structured and sourced activity existing substantially outside traditional institutional environments
• The pace of change, as knowledge and technology develop
• The sheer variety of learning styles/sources (one would be almost tempted to say "infinite")
• The 'uncertainty' with regard to future developments (traditional and rather static approaches are being swept away in many areas).

"Personal" Personal Learning Network Challenges and Considerations 

As regards my own learning, the following are among the factors important to me:

• Generally knowing why I'm learning something in the first place (having an integral or positive relationship to the subject area)
• De-prioritizing superfluous or superficial aspects of a subject in favour of getting at 'what matters' or is practically consequential
• Not trying (or being expected) to assimilate too much sheer 'information' too fast
• Accessing relevant, quality streams of information (appropriate content and depth)
• Controlling time resourcefully relative to tasks (not always easy)
• Maintaining orderly access to learning materials and work accomplished

Naturally the above list is not exhaustive. In the present E.I.T. experiential context, the main thrust is upon (quite rapidly) absorbing a specific range of information from largely 'at hand' sources and translating that learning into action (a 'demonstration' of what has been gleaned, and its creative applications). 

Importantly, I like to maintain a balance between 'assimilation' and expression - using what has been absorbed in an outward, creative manner.

Reflections For 4.3: A Cautionary Realization...

"Danger, Will Robinson, Danger!"

The other day in class, while engaged in brainstorming structural facets of a Twitter usage mini-course, a thought from a rather odd angle came to me, specifically: might the involvement with and emphasis upon digital learning technologies contain serious (even terminal) occupational hazards for teachers?

I am not referring to the risk of being electrocuted or going blind staring at screens all day; could the emphasis on 'what the technology can do' de-emphasize the teacher's involvement and input to the point that he or she might become merely a sort of 'facilitator' - at worst a kind of 'push the play button and vegetate,' nominal position?

If digital courses and materials generally are developed which cover subjects quite comprehensively, how much does the 'teacher' need to contribute anymore? Even when, inevitably, questions arise, maybe these too will be ultimately relegated to a digital response, another form of "Google it."

What happens to the teacher (used to verbally and actively delivering and redelivering material to a succession of classes over time) who is made redundant by an infinitely replayable holographic 'teacher' or similar resource? People are increasingly made redundant by machines in many walks of life, and employers, generally, don't want to pay one more person than necessary...

If teachers input, involvement and enthusiasm (and even competence in a given subject) is increasingly (seemingly) rendered superfluous by technology where does that leave us? Where does it leave teachING, specifically?

Are we becoming so 'wowed' by technology that we, ourselves are beginning to disappear?

Three D.L.T. Examples From E.I.T.

Three examples of Digital learning technologies from E.I.T:

1. The VMV Wiki. Ever being incrementally updated, this is used as a resource for the students. Because it can grow and adapt through continuous modification, ideally it should be able to maintain some kind of pace with continuous change.
2. Adobe Connect. This system enables students to 'attend' lectures and workshops while lying on their beds at home indulging in bowls of custard (no I don't, I'm referring to others). It also provides a recording functionality. See: http://eitconnect.eit.ac.nz/p9rmuifzsei/ 
3. The Uniserver distribution for the W.A.D. course which transfers via stick to one's personal computer or laptop. This establishes a server and w.w.w. environment for PHP and Wordpress development.

Digital Learning Technologies E.I.T. Relationships Diagram

The following chart, though not comprehensive, is suggestive of some of the connections which comprise the E.I.T. system (shift and "+" to enlarge).

Effects Of Digital Learning Technologies On Various Organizations

I will consider the effects of DLT (Digital Learning Technologies) as they might relate to various situations.

Schools

• Less inhalation of chalk dust! (marginalization of the blackboard)
• Increasing use of electronically displayed multimedia materials
• Increase in tuition of skills directly involving software (eg: Image manipulation software)

Polytechnics

• As above, but more intensively used and on a more extensive scale
• Course and course-related materials accessible remotely (and on internet from class locale)
• Live events (lectures, workshops, etc) viewable remotely and storable for later viewing
• Extensive use of software for tasks; computers available on individual basis

Universities

• High level, high quality academic database and resources
• High degree of cross-referencing, connections to other academic institutions
• Enhanced libraries functionality/access
• High-level applications taught (corresponding software, etc)

Private Organizations

• Enhanced training functionality, materials also potentially accessible outside normal hours
• Ability to track and monitor employee's development, task statuses, etc
• Capacity to access and update standard training materials in cloud from any branch
• Enhanced organization-wide intelligence as to employee challenges and solutions

Applicability And Integration Of DLT...

"To kick off a knowledge building discussion, the teacher typically would post an opening note to ask a broad question, or post a problem to be solved by the class. Students are also encouraged to post questions that are relevant to the topic under investigation" (Kwok Wing Lai, 2012).

And does the following sound futuristic enough for you? "The majority of the learning objects are held in Te Pātaka Matihiko - Digistore.  To access these objects you will need to be signed in with your Education Sector Logon.  Click for more information on accessing Digistore" (N.Z. Maths, 2010).

References:

Kwok Wing Lai, (2012). Knowledge Building With Senior Secondary Sciences Students: The Ouassa Project. Retrieved from http://education2x.otago.ac.nz/cinzs/mod/resource/view.php?id=405

N.Z. Maths, (2010). Digital Learning Objects. Retrieved from: http://nzmaths.co.nz/digital-learning-objects

Biggest Challenges For Individual And Ubiquitous Learning?

 

Addressing the question which is the title of this post, I'll begin with Individualized learning (I'm bringing attention to some of the challenges here, not proposing solutions).

Individualized learning my tend to leave the ball in the learner's court as regards type and volume of activity. What if essential aspects of the subject are neglected? What if the learner doesn't really put in the 'hard yards?' What if the materials, though catering to individual differences, don't take certain types or groups of individuals into consideration (as regards the forms the learning materials take)?

In the case of ubiquitous learning, in environments 'arranged' for learning opportunities: Can't things all get a bit distracting and higgledy-piggledy under some circumstances? How to ensure essentials are communicated, not just a smattering of aspects? If accessing mixed materials via miscellaneous devices from miscellaneous locations, is there neccessarily sufficient groundwork gained, progressive development, quality and practical consequence from the learning? Is the accessor sourcing materials of varying quality in a random manner?

Bravo BYOB!

We are asked to reflect/remark upon a learning technology we found memorable. Although it is unlikely that, on my death bed, I will devote much thought to it, in recent times, I found creating a game using the BYOB (Build Your Own Blocks) computer code learning software quite fun, educational and ultimately satisfying (in that I got the results I wanted).

BYOB can be an entertaining way of graphically playing around with the structural concepts inherent in programming (in this case, we moved on to C# proper - a more serious kettle of fish altogether).

Technology A Barrier To Learning?

I think one instance where technology can be a barrier to learning is where it does something for you that you need to do yourself. For example, some time ago, I realized that I was tending to rely too heavily on a certain music program I have to play back to me what I had written (to verify that what I had written sounded as I had intended).

As a composer, I need to be able to rely on what is known as the 'inner ear.' If I allow software to take over that function, it will diminish the personal resources which I need to rely upon from within myself. I am sure that there are many circumstances in the lives of others where an analogous situation would pertain.

Revealed! A Blogagogy On Pedagogy...

We have been asked to list and relate to our own experience four pedagogys identified by Terry Anderson of Athabasca University, Canada. These are: behaviourist/cognitive, constructivist, connectivist and, related to behaviourist, 'instructivist.'

The behaviourist/cognitive pedagogy model is defined as inclusive of study undertaken personally, at one's own pace. From experience, I have found that, if a subject really attracts me, I will come back to it quite naturally and frequently. If I am free to do it at my own pace, at the times when my energy is in the right state, this (natural) process works very well. It is devoid of 'pressure' such as, for example, applies during the preparation of this blog assignment...

The constructivist pedagogy (which covers working in groups) is something of which I experienced an example in high school where our French class was 'let loose' to research French cuisine and basically see what we could all come up with (rather than presenting individually assessible work). There was still an element of individual research there but less responsibility for the whole package. All in all, it was fun and, as I remember, quite productive.

Connectivist pedagogy involves collectives and networks. I have participated in this form of activity online, sourcing and sharing information in various online communities and forums and found it to be highly mutually supportive and effective as a means of learning. Sometimes 'what' you get to know is dependent on 'who' you get to know.

Instructivist pedagogy refers to the familiar 'lecture' model of learning where material is taught 'to' a group. In my experience, the success of this model depends on the quality and delivery of the lecturer, the organization of his/her material, the subject, duration and (as is always the case) level of one's personal interest.

Examples Of E-Learning As Related To The Above Contexts

• In a behaviourist/constructivist context: The individual learner could access internet material of any relevant type via any of the raft of devices with which we are now familiar. Extensive material is available free. Paid resources may represent a high-quality option.
  
• A constructivist context might, say, use a warren of computers, access to various institutional databases, usage of CDs and other digitally transferable materials of any type.
  
•  Connectivist pedagogy might use, as the idea suggests, networks of computers and/or other devices conceivably linked into specific relevant data repositories and resources. Such an organization could easily expand and develop.
  
• An instructivist situation could make use of such e-technologies as projected ('new blackboard') touchscreens, recordings of classes, remote viewing and participation facilities, etc.

Spooky Acronym Time: V.A.K.O.G. And N.L.P.

Here we'll briefly discuss the meaning of the acronym V.A.K.O.G. ad how it relates to N.L.P. (neuro-linguistic programming).

V.A.K.O.G. stands for Visual, Auditory, Kinesthetic. Olfactory and Gustatory.

Since further demystification may be necessary here: visual refers to seeing (or internally, to perceptions of mental imagery); Auditory to what is heard externally or internally ('mentally'); kinesthetic to feelings (either of a sensory 'bodily' nature like pressure, temperature, etc or of an emotional kind); olfactory to smell and gustatory to taste. In short: 'The Five Senses' and their internal extensions.

It has been observed that the V.A.K.O.G. model has a relationship to educational practice: "...Since even teachers are human beings, they have a favourite sensory channel and, believe that or not, they tend to use it in their teaching habits." (Witch Hazel, 2006).

Relationship Of V.A.K.O.G. To N.L.P. 

N.L.P. is an approach to self-development and mental 'reprogramming' developed in the 1970s by Richard Bandler and John Grinder and currently seems to have fallen into some discredit, allegedly for being pseudo-scientific and of dubious reliable effect. HOWEVER, this blog post assignment does not concern its efficacy; I'm required merely to relate it to V.A.K.O.G. in a couple of ways.

N.L.P. refers to the senses as they relate to mental processes as sensory modalities, adopting the V.A.K.O.G. model as a framework around which N.L.P. procedures are built. N.L.P. maintains that an individual's outer activities are underpinned by a 'representational' inner activity and that this activity takes forms which correspond to the senses enumerated in the V.A.K.O.G. model. In N.L.P., the first 3 senses referred to tend to predominate, smell and taste representations being considered generally less frequently relevant to the kind of transformational work which N.L.P. (successfully or unsuccessfully) seeks to accomplish.

As an amusing endnote, one commentator opined: "NLP could be described as the application of the placebo effect. It involves doing whatever you can to make a person believe they’re going to change, and as such relies heavily upon your combined preconceptions. It uses some cunning quirks of language and exploits behavioural patterns to deepen a person’s responsiveness to suggestion."(Key, 2011).

Credits: Hazel's Magic Resource Website (2006). Vakog. Retrieved from http://www.witchhazel.it/vakog.htm Speech And Confidence (2011). Is NLP pseudoscientific baloney or an effective tool for personal development? Retrieved from http://www.harrykey.com/blogs/is-nlp-pseudoscientific-baloney-or-an-effective-tool-for-personal-development/

Aspects Of Digital Learning Technologies

Far out semi-mechanistic stuff!

We have been asked to comment on the idea that digital learning technologies allow for both what are known as 'ubiquitous learning' and 'individualized learning.'

Ubiquitous learning has several related meanings; it can refer to the learning the occurs in a circumstance where learning is 'built into' the environment itself (where the situations, objects and interactions which occur there are or tend to be productive of the learning). In cases like these a kind of osmosis can occur; the learning may 'seep in' via the environment on a level that is not always directly conscious.

Ubiquitous learning can also refer to the 'anytime, any place' accessibility model of learning where the learning materials can still be accessed under or despite a wide variety of circumstances on the part of the learner.

On Ubiquitous Learning's website ( http://ubi-learn.com/ ) it is stated that "ubiquitous learning is a new educational paradigm made possible in part by the affordances of digital media." It is interesting that they separate the paradigm itself from some of the resources which facilitate it.

Digital learning technologies could in the case of either of the definitions above be said to have strong potential relevance. D.L.T. can assume many - potentially unlimited, in fact - forms: visual, auditory or multimedia learning materials broadcast or projected outwardly (via video and audio setups) or accessed through a great variety of devices (desktop computers, laptops, tablets, phones and other mobile devices.

D.L.T. allows the user or participant the ability to access learning materials or opportunities within an environment structured for that purpose or from any number of remote locations, as we find in the case of what is simply called 'm (mobile) learning.' So whether sipping a martini on the beachfront or surrounded by all kinds of environmental learning paraphernalia, D.L.T. has strong relevance on the ubiquitous learning scene.

Applications Of  D.L.T. To Individualized Learning

An individual learning system has been described as "a highly flexible system of multiple materials and procedures, in which the student is given substantial responsibility for planning and carrying out his own organized program of studies, with the assistance of his teachers, and in which his progress is solely determined solely interms of those plans" (Baker, Goldberg, 1970).


Individualized learning means learning the delivery of which can allow for the individual differences of given learners (as opposed to 'mass instruction' in which the materials are delivered in the same format to all the learners). D.L.T. can be very productively used to offer the individual learner a variety of 'approaches' or forms through which to access the information. Materials can be presented, say, as: an instructive video; an audio series, perhaps with a PDF or other text transcript; as text only, in the form of a blog, newsletter series or e-book, and so on (and on).

Better still, since digital media can often be accessed and re-accessed at the learner's own pace (videos and audios, for example, can usually be stopped, rewound or fast forwarded at will, etc) individuals are able to encounter and absorb information in a flexible manner.

Additionally, individualized learning preferences and opportunities are catered to by the sheer variety of devices through which, often very conveniently, the learner can access the information he or she seeks.

Until next time!

References:
Association for Supervision and Curriculum Development. (1970). The Individualized Learning System. Retrieved from http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_197005_baker.pdf

Intro As Per 7.101 Specifications...

Not me, unfortunately, but I like his music!

Hi, my name's Lee, music and conspiracy theory enthusiast, student of computing, resident of New Zealand.
This blog represents part of one of my course's assignments. In this initial episode, I was asked to remark on the privacy implications of students posting personal details online (as might be the case in an intro such as the current one).

Well, blogging exposes you to a wide, unpredictable audience. It's a vehicle for your opinions and perhaps offerings to potentially become known and available to many others, some of whom may disagree with, dislike or even actively oppose what you have to say or give. Crazy fans is another potential issue. As such, one may not wish to be readily available, (physically or personally accessible) to all comers. Personal discretion needs to be exercised as regards the level of personal detail disclosed.

That said, the liveliness of the communication/relationship to audience generally needs to be fostered, so, as far as possible, I think it's better to come across fairly openly as a real person to whom they can relate than a shadowy semi-fictional persona dishing out opinions and pronouncements from some undefined hole somewhere in the vast realm of cyberspace.

Assignment brief completed. See you next time.