Learnshift: An idea whose time has come? by George Lane, for The Calgary Herald

Don't miss this article below.

Professor Emeritus of the University of Calgary, George Lane writes in The Calgary Herald, "I was surprised and dismayed at the results of the Herald's VoxPop poll on August 21 that showed 56 per cent of respondents disapprove of students using laptops in school."

In recent years most kindergarten-to-Grade-12 school systems have made great strides in getting technology into the classroom. The next logical pedagogy advanced by educational leaders is personalization of learning -- a paradigm that is, in part, facilitated by the use of personal computing devices such as the laptop, iPad and other wireless devices.

However not all parents can afford to buy each of their children a laptop and most school districts can't afford to provide them.

Is there a solution to this dilemma? Could it be solved if school systems moved from a practice of technology in the classroom to technology as the classroom?

Read more...

Source: The Calgary Herald

Learnshift: An idea whose time has come? by George Lane, for The Calgary Herald

Don't miss this article below.

Professor Emeritus of the University of Calgary, George Lane writes in The Calgary Herald, "I was surprised and dismayed at the results of the Herald's VoxPop poll on August 21 that showed 56 per cent of respondents disapprove of students using laptops in school."

In recent years most kindergarten-to-Grade-12 school systems have made great strides in getting technology into the classroom. The next logical pedagogy advanced by educational leaders is personalization of learning -- a paradigm that is, in part, facilitated by the use of personal computing devices such as the laptop, iPad and other wireless devices.

However not all parents can afford to buy each of their children a laptop and most school districts can't afford to provide them.

Is there a solution to this dilemma? Could it be solved if school systems moved from a practice of technology in the classroom to technology as the classroom?

Read more...

Source: The Calgary Herald

Open and Distance Learning Initiatives in Sri Lanka

Sri Lanka has made considerable progress in the field of distance education over the past three decades. Opportunities for Sri Lankan students to access both national and international educational organizations through technology are increasing. This will make a remarkable contribution to efforts directed at promoting equality of opportunity for all citizens across the chronic urban-rural divide.

The emergent distance learning projects of both the public and private sectors will naturally give a boost to the study of English and IT, which in fact are the key to such an education. (This brief survey cum discussion of mine will generally focus on English language teaching programmes.)

The term ‘distance learning’, as used in Sri Lanka, until very recently has referred to two modes of education where the teacher and the students are separated by time and space at least for part of the duration of a course: at the very beginning, it meant a course of study totally delivered through correspondence; in more recent times, we have begun to see that distance learning implies a mix of paper-based face-to-face instruction supplemented by self-access work by the students as in the case of the current Open University of Sri Lanka distance education courses. However, today, with more and more modern technology being integrated into education, distance learning is assuming a very different identity.
Read more...

(Part II next Friday, september 3, 2010)

Source: The Island

Open and Distance Learning Initiatives in Sri Lanka

Sri Lanka has made considerable progress in the field of distance education over the past three decades. Opportunities for Sri Lankan students to access both national and international educational organizations through technology are increasing. This will make a remarkable contribution to efforts directed at promoting equality of opportunity for all citizens across the chronic urban-rural divide.

The emergent distance learning projects of both the public and private sectors will naturally give a boost to the study of English and IT, which in fact are the key to such an education. (This brief survey cum discussion of mine will generally focus on English language teaching programmes.)

The term ‘distance learning’, as used in Sri Lanka, until very recently has referred to two modes of education where the teacher and the students are separated by time and space at least for part of the duration of a course: at the very beginning, it meant a course of study totally delivered through correspondence; in more recent times, we have begun to see that distance learning implies a mix of paper-based face-to-face instruction supplemented by self-access work by the students as in the case of the current Open University of Sri Lanka distance education courses. However, today, with more and more modern technology being integrated into education, distance learning is assuming a very different identity.
Read more...

(Part II next Friday, september 3, 2010)

Source: The Island

The European Journal of Open, Distance and E-Learning

Take a look at these articles, appears in EURODL.

Communication between tutors - students in DL

By Anastasiades Panagiotis and Iliadou Chrysoula

Publishing 01.07.2010

Abstract
Two – way communication between students and tutors is one of the two key factors contributing to the success of a Distance Learning programme, the other being the complete and well-designed educational package. Both elements are essential to guide students' learning.
By means of this communication the tutor can facilitate the interaction of students with the learning material, ensure their active involvement and motivate their interest in deeper understanding. Thus, communication is a significant contributor to students' learning. In addition, effective communication can act as support for the student through clear and adequate feedback, which informs the students of their progress and provides vital encouragement.
In this paper we present the survey which was administered to students and tutors of the course module EDU65 (Open and Distance Education) of the Hellenic Open University. The objective of the survey was to study their views on the frequency, subject and ways of communication between students and tutors as well as review their perceptions on the contribution of this communication to the successful course and completion of studies. Through their answers we try to determine the elements of effective communication between tutor and student and compose the profile of the successful tutor according to the students' stance.
Read more...

Essential, desirable or optional? Making distance e-learning courses available to those without internet access

By Val Hancock

Publishing 01.07.2010

Abstract
The Open University, an open distance learning institution, is increasingly using a Virtual Learning Environment (VLE) that requires internet access. This paper investigates how the move to a VLE has affected one group of students who do not have internet access – offender learners studying in prison. Members of the armed forces and secure hospital patients also have restricted access to the internet. E-learning practitioners design courses on the assumption that students will have easy internet access and other appropriate technology. This is not always the case. This paper reports on an action research project that identified alternative approaches to learning activities that required internet access. Project initiatives enabled six offender learners to complete a course that had previously been classified as unsuitable for study in prison. The use of alternative approaches opens up the possibility of distance learning for students who would otherwise be excluded from distance e-learning courses. The author proposes an EDO framework, classifying activities as 'Essential', 'Desirable' or 'Optional'. The framework highlights activities needing alternative approaches if a student is to complete the course successfully. By applying the framework, practitioners can design and deliver a course that utilises technology appropriate to the student's environment.

Read more...

Source: The European Journal of Open, Distance and E-Learning (EURODL)

The European Journal of Open, Distance and E-Learning

Take a look at these articles, appears in EURODL.

Communication between tutors - students in DL

By Anastasiades Panagiotis and Iliadou Chrysoula

Publishing 01.07.2010

Abstract
Two – way communication between students and tutors is one of the two key factors contributing to the success of a Distance Learning programme, the other being the complete and well-designed educational package. Both elements are essential to guide students' learning.
By means of this communication the tutor can facilitate the interaction of students with the learning material, ensure their active involvement and motivate their interest in deeper understanding. Thus, communication is a significant contributor to students' learning. In addition, effective communication can act as support for the student through clear and adequate feedback, which informs the students of their progress and provides vital encouragement.
In this paper we present the survey which was administered to students and tutors of the course module EDU65 (Open and Distance Education) of the Hellenic Open University. The objective of the survey was to study their views on the frequency, subject and ways of communication between students and tutors as well as review their perceptions on the contribution of this communication to the successful course and completion of studies. Through their answers we try to determine the elements of effective communication between tutor and student and compose the profile of the successful tutor according to the students' stance.
Read more...

Essential, desirable or optional? Making distance e-learning courses available to those without internet access

By Val Hancock

Publishing 01.07.2010

Abstract
The Open University, an open distance learning institution, is increasingly using a Virtual Learning Environment (VLE) that requires internet access. This paper investigates how the move to a VLE has affected one group of students who do not have internet access – offender learners studying in prison. Members of the armed forces and secure hospital patients also have restricted access to the internet. E-learning practitioners design courses on the assumption that students will have easy internet access and other appropriate technology. This is not always the case. This paper reports on an action research project that identified alternative approaches to learning activities that required internet access. Project initiatives enabled six offender learners to complete a course that had previously been classified as unsuitable for study in prison. The use of alternative approaches opens up the possibility of distance learning for students who would otherwise be excluded from distance e-learning courses. The author proposes an EDO framework, classifying activities as 'Essential', 'Desirable' or 'Optional'. The framework highlights activities needing alternative approaches if a student is to complete the course successfully. By applying the framework, practitioners can design and deliver a course that utilises technology appropriate to the student's environment.

Read more...

Source: The European Journal of Open, Distance and E-Learning (EURODL)

Book announcement & free sample chapter - Web 2.0-Based E-Learning: Applying Social Informatics for Tertiary Teaching

Mark J. W. Lee has sent me an introducing to the newly released book below.
This book is a terrific inspirational reading for anyone looking to Web 2.0-Based eLearning.


WEB 2.0-BASED E-LEARNING: APPLYING SOCIAL INFORMATICS FOR TERTIARY TEACHING
Edited by:
Mark J. W. Lee, Charles Sturt University, Australia
Catherine McLoughlin, Australian Catholic University, Australia

DESCRIPTION
Educational communities today are rapidly increasing their interest in Web 2.0 and e-learning advancements for the enhancement of teaching practices.
Web 2.0-Based E-Learning: Applying Social Informatics for Tertiary Teaching provides a useful and valuable reference to the latest advances in the area of educational technology and e-learning.
This innovative book offers an excellent resource for any practitioner, researcher, or academician with an interest in the use of the Web for providing meaningful learning experiences.

TOPICS COVERED

- Web 2.0, social software and their implications for e-learning
- Learner-generated contexts
- Students’ perspectives on personal and distributed learning environments
- Personal knowledge management
- University students’ self-motivated blogging
- Wikis in teacher training and foreign language learning
- Mobile 2.0
- Podcasting in distance learning
- Social networking in tertiary education
- Digital natives and the Net Generation
- Web 2.0 and assessment
- Web 2.0 and professional development of academic staff
- Beyond Web 2.0: Web 3.0

For more information about Web 2.0-Based E-Learning: Applying Social Informatics for Tertiary Teaching, and to view the Table of Contents, go to http://igi-global.com/Bookstore/TitleDetails.aspx?TitleId=40272 .
On this site you will also be able to read the full text of the Preface of the book, which provides an introduction and thematic overview of the various chapters. You can also download the first chapter of the publication for free from the site.

ABOUT THE EDITORS


Mark J. W. Lee is an Adjunct Senior Lecturer with the School of Education at Charles SturtUniversity. He concurrently holds Adjunct Senior Lecturer and Honorary Research Fellow appointments with the Distance Education Hub (DE Hub) research institute at the University ofNew England and the Graduate School of Information Technology and Mathematical Sciences at the University of Ballarat, respectively. Previously, he worked in a variety of teaching, instructional design, and managerial roles within the private vocational education and higher education sectors. Mark has published extensively in the areas of educational technology, e-learning, and innovative pedagogy in tertiary education, with over 50 refereed publications to his name. He is the immediate past Chair of the New South Wales Chapter of the Institute of Electrical and Electronics Engineers (IEEE) Education Society, a former director of the International Board of Standards for Training, Performance and Instruction (ibstpi), and a former executive committee member of the Open and Learning Distance Association of Australasia (ODLAA). Presently, he serves as Editor-in-Chief of Impact: Journal of Applied Research in Workplace E-learning, in addition to being on the editorial boards of several other highly reputable international journals. He is a Senior Member of the IEEE, Australian Computer Society (ACS), and Association for Computing Machinery (ACM), and an Associate Fellow of the Australian Institute of Management (AIM).

Catherine McLoughlin is an Associate Professor with the School of Education at the AustralianCatholic University, Canberra, where she formerly served as Head of School. She also is the coordinator of the Australian Capital Territory branch of the Research Centre for Science, Information Technology and Mathematics Education for Rural and Regional Australia (SiMERR). With over 20 years’ experience in higher education in Europe, Southeast Asia, the Middle East, and Australia, Catherine has experience and expertise in a variety of educational settings, with diverse students and across a wide range of cultural contexts. She is a member of the Executive Committee of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE), with oversight for the Society’s research strategies and initiatives, and Editor of ASCILITE’s official journal, the Australasian Journal of Educational Technology. Last but not least, Catherine is an editorial board member of a number of leading journals, including the British Journal of Educational Technology.

The editors can be contacted via email at web2.0ishere@gmail.com .

Thanks to Mark!

Book announcement & free sample chapter - Web 2.0-Based E-Learning: Applying Social Informatics for Tertiary Teaching

Mark J. W. Lee has sent me an introducing to the newly released book below.
This book is a terrific inspirational reading for anyone looking to Web 2.0-Based eLearning.


WEB 2.0-BASED E-LEARNING: APPLYING SOCIAL INFORMATICS FOR TERTIARY TEACHING
Edited by:
Mark J. W. Lee, Charles Sturt University, Australia
Catherine McLoughlin, Australian Catholic University, Australia

DESCRIPTION
Educational communities today are rapidly increasing their interest in Web 2.0 and e-learning advancements for the enhancement of teaching practices.
Web 2.0-Based E-Learning: Applying Social Informatics for Tertiary Teaching provides a useful and valuable reference to the latest advances in the area of educational technology and e-learning.
This innovative book offers an excellent resource for any practitioner, researcher, or academician with an interest in the use of the Web for providing meaningful learning experiences.

TOPICS COVERED

- Web 2.0, social software and their implications for e-learning
- Learner-generated contexts
- Students’ perspectives on personal and distributed learning environments
- Personal knowledge management
- University students’ self-motivated blogging
- Wikis in teacher training and foreign language learning
- Mobile 2.0
- Podcasting in distance learning
- Social networking in tertiary education
- Digital natives and the Net Generation
- Web 2.0 and assessment
- Web 2.0 and professional development of academic staff
- Beyond Web 2.0: Web 3.0

For more information about Web 2.0-Based E-Learning: Applying Social Informatics for Tertiary Teaching, and to view the Table of Contents, go to http://igi-global.com/Bookstore/TitleDetails.aspx?TitleId=40272 .
On this site you will also be able to read the full text of the Preface of the book, which provides an introduction and thematic overview of the various chapters. You can also download the first chapter of the publication for free from the site.

ABOUT THE EDITORS


Mark J. W. Lee is an Adjunct Senior Lecturer with the School of Education at Charles SturtUniversity. He concurrently holds Adjunct Senior Lecturer and Honorary Research Fellow appointments with the Distance Education Hub (DE Hub) research institute at the University ofNew England and the Graduate School of Information Technology and Mathematical Sciences at the University of Ballarat, respectively. Previously, he worked in a variety of teaching, instructional design, and managerial roles within the private vocational education and higher education sectors. Mark has published extensively in the areas of educational technology, e-learning, and innovative pedagogy in tertiary education, with over 50 refereed publications to his name. He is the immediate past Chair of the New South Wales Chapter of the Institute of Electrical and Electronics Engineers (IEEE) Education Society, a former director of the International Board of Standards for Training, Performance and Instruction (ibstpi), and a former executive committee member of the Open and Learning Distance Association of Australasia (ODLAA). Presently, he serves as Editor-in-Chief of Impact: Journal of Applied Research in Workplace E-learning, in addition to being on the editorial boards of several other highly reputable international journals. He is a Senior Member of the IEEE, Australian Computer Society (ACS), and Association for Computing Machinery (ACM), and an Associate Fellow of the Australian Institute of Management (AIM).

Catherine McLoughlin is an Associate Professor with the School of Education at the AustralianCatholic University, Canberra, where she formerly served as Head of School. She also is the coordinator of the Australian Capital Territory branch of the Research Centre for Science, Information Technology and Mathematics Education for Rural and Regional Australia (SiMERR). With over 20 years’ experience in higher education in Europe, Southeast Asia, the Middle East, and Australia, Catherine has experience and expertise in a variety of educational settings, with diverse students and across a wide range of cultural contexts. She is a member of the Executive Committee of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE), with oversight for the Society’s research strategies and initiatives, and Editor of ASCILITE’s official journal, the Australasian Journal of Educational Technology. Last but not least, Catherine is an editorial board member of a number of leading journals, including the British Journal of Educational Technology.

The editors can be contacted via email at web2.0ishere@gmail.com .

Thanks to Mark!

How to Become a Tech-Savvy Educator by Brian Jenkins

Today I have Brian Jenkins guest blogging. Please be sure to check out his unique guest post. Guest posts are always welcome, please contact me.

There are numerous webinars, workshops, seminars, videos and websites designed to transform technologically challenged teachers into tech-savvy educators. It can be confusing to decide where to start. An alternative approach is to combine some of this e-learning with a technology coach!

A technology coach provides plenty of personalized attention that you won't get in formal computer classes or webinars. Due to the numerous networking sites designed for educators you can easily find an online technology coach. Place a request at a forum or have a friend help you send out a tweet. Teachers help others so your technology coach request will probably produce a positive result. You may get numerous offers.

Before the training begins, be prepared by making a list of the technological skills you already have and a prioritized list of the skills you want to acquire. Also, have a list of pertinent questions. Do some advanced homework by visiting some of the technology/education websites. This will make it easier for you and your coach.
Be active in your technology training. Make sure there is an ample amount of hands-on training and not just lectures via instant messaging or Skype. You can learn a lot from personalized mini-lessons. Don't be afraid to keep asking questions until you fully understand the answers. You're dealing with a teacher, so he or she won't be stunned if you don't catch on the first time. Also, ask your tech savvy coach exactly how he or she uses technology to enhance education. You'll probably get some great tips.

If things go wrong in your school classroom it's great to have a mentor who can listen to your troubles and offer advice and more training. You'll have the opportunity to discuss the details of your situation which you wouldn't have by attending a seminar. After you become a tech savvy teacher, you might be able to volunteer to be a technology coach yourself!

Brian Jenkins writes about Careers in Education for Braintrack.com.

Meet BrainTrack's Writing Staff

Many thanks to Brian Jenkins.
Enjoy your reading!

How to Become a Tech-Savvy Educator by Brian Jenkins

Today I have Brian Jenkins guest blogging. Please be sure to check out his unique guest post. Guest posts are always welcome, please contact me.

There are numerous webinars, workshops, seminars, videos and websites designed to transform technologically challenged teachers into tech-savvy educators. It can be confusing to decide where to start. An alternative approach is to combine some of this e-learning with a technology coach!

A technology coach provides plenty of personalized attention that you won't get in formal computer classes or webinars. Due to the numerous networking sites designed for educators you can easily find an online technology coach. Place a request at a forum or have a friend help you send out a tweet. Teachers help others so your technology coach request will probably produce a positive result. You may get numerous offers.

Before the training begins, be prepared by making a list of the technological skills you already have and a prioritized list of the skills you want to acquire. Also, have a list of pertinent questions. Do some advanced homework by visiting some of the technology/education websites. This will make it easier for you and your coach.
Be active in your technology training. Make sure there is an ample amount of hands-on training and not just lectures via instant messaging or Skype. You can learn a lot from personalized mini-lessons. Don't be afraid to keep asking questions until you fully understand the answers. You're dealing with a teacher, so he or she won't be stunned if you don't catch on the first time. Also, ask your tech savvy coach exactly how he or she uses technology to enhance education. You'll probably get some great tips.

If things go wrong in your school classroom it's great to have a mentor who can listen to your troubles and offer advice and more training. You'll have the opportunity to discuss the details of your situation which you wouldn't have by attending a seminar. After you become a tech savvy teacher, you might be able to volunteer to be a technology coach yourself!

Brian Jenkins writes about Careers in Education for Braintrack.com.

Meet BrainTrack's Writing Staff

Many thanks to Brian Jenkins.
Enjoy your reading!