Old tools used in a new way. part 1

PDFs and PowerPoint

Many of the tools that are being used for e-learning have not been around all that long but there are two tools that have been around for awhile and are being use quite effectively in e-learning events, PDFs and PowerPoint.

The Internet is evolving from Web 1.0, a read only format to Web 2.0 a read/write format. Today people are doing more then just reading content on the web, they are also sharing their content with others by uploading it to the internet. In the past, sharing content with others was time consuming and expensive. The software used to create content on the web was expensive and hard to use, but today there are many tools, for creating content on the web, that are both free and easy to use.

PDF (Portable Document Format) has been around for awhile. Adobe Acrobat 1.0 came out in 1993. While the PDF reader was free, the software for creating PDFs was not. In 2008 the International Organization for Standards (ISO) established the ISO 32000-1:2008 PDF open standard. This has opened the door for the average computer user to create and share content through PDFs with little or not cost involved.

There are two unique aspects of PDFs. The first is that content can be created across software and platform. This means that one does not have to have the software or hardware that created the content to view the content; you do not have to have MS-Word to view PDFs that were created using MS-Ward. I use a desktop publish program call Page Plus. Many people do not have this software program let alone ever hear of it. But I like it and have been using it since version 1.0. Originally this software was designed to create content for hard copy print but has now evolved to include digital content. With PDFs I can digitally share content made using this program with people who do not have this software.

The Second unique aspect of PDFs is that formatting stays the same. This is because the PDFs file is basically an image of the original file. The person viewing the files see it exactly as is was created. The only requirement is that the person viewing the file has a PDF reader. Saving a PDF file is as easy as saving a regular file.

PDFs are becoming a powerful item in the toolbox of e-learning designers. Compatibility, portability and ease of use is making this old tool a valuable tool in e-learning application today. Next we will look at PowerPoint type programs and their use in e-learning.

E-learning and the power of Wikis Pt. 4

Wikis on the Web

When asked about wikis many people say they do not use them much because they do not know if they can trust their content. But I really doubt that wikis that purposefully mislead people will be around for very long.

I also believe that some times unintentional mistakes happen but because of the editing feature of wikis, these mistakes are quickly fixed when they are discovered. The power of wiki does not lie in the changing of content as much as adding to content. Most of the "change" that takes place in wikis is due to people adding content to the wiki.

But enough talking about wikis. This last part will help you explore wikis on the web. The best way to learn about wikis is to use them; the second best way to learn about wikis is seeing how others use them. Even though this is the last part to this blog, it will not be the final because the web is constantly changing and therefore these tools are changing along with the web.

The best way to experience wiki-ing is by wiki-ing; that is starting your own wiki. The following is one of the better site for doing this but there are others; I this does not suit your needs find one that does. http://pbworks.com/. The basic version is free but can be upgraded but this is mainly geared toward organizations.

With out going any futher one of the best places to learn about wikis is from the "big wiki" its self http://en.wikipedia.org/wiki/Wiki. This is by no means all there is on the subject but it is a great starting point. I use Wikipidia a lot as a jumping off point.

I used this website http://wiki.wsu.edu/wsuwiki/Using_Wikis_For_Learning to prove a point. Many institutions of higher learning are seriously looking at wikis for creating learning events and environments.

Here is another wiki service. http://wiki.wsu.edu/wsuwiki/Using_Wikis_For_Learning. I use this to point out an important feature you need to look for. You can make the wiki private but only if you upgrade. Be sure you understand the security features; compare with PBW.

If a picture is worth a 1000 words what is a video?
http://www.youtube.com/watch?v=F7BAU2XX5Ws
http://www.youtube.com/watch?v=-dnL00TdmLY&feature=player_embedded
http://www.bnet.com/2422-13731_23-187449.html
http://www.youtube.com/watch?v=2fWDyUGlm_s&feature=channel

Here is a fun one http://www.wikihow.com/Main-Page. Jump on the wikihow wagon with your own how-to.

In closing wikis are not so much about "changing" content as much as it is about adding and sharing contents. The wiki will change as it grows but this change will be a natural shared process with the collaborators of the wiki.
Have fun and hope to see you wiki wiki.

E-learning and the power of wikis. Pt 3

Wiki study groups

This is an interesting concept. I remember back in the late 70s during my brick and mortar college days that I actually participated in a few study groups. I did not go to many and I really do not know how much studying actually took place. Anyway study groups are a part of the learning process.

Usually a groups of students would decide to get together to study; collaboration is not a new concept but the way that we go about doing it has changed in some ways. The important things to decide when forming study groups is who will attend, what will be studied, what time it will take place and where it will be held. When using wikis the last will be omitted because it will be conducted online. The person organizing the study group will initiate the wiki and do the invites.Chances are the people and subject will have already been determined.

There are a number of ways to approach this but I will give what I believe to be two of the main ways. First would be an on going study group over the course of the class. After the first or the second week of the class a wiki could be set up. This wiki would run the length of the class. The other way of approaching this is to set up a "cram" session two weeks before the end of the class.

Some things to think about would be setting up a FAQ page for questions on the course material. In wikis that run the length of the class, there might be a separate page for each week that would be a review of that week’s material. There might also be a page to review and discuss class assignments. A page could also be set up to review and discuss study habits and other learning techniques. The possibilities are only limited by the imagination.

Wikis offer a new dimension to an old concept, collaborative studying. Often students can learn a great deal from other students. Also, even though many instructors make themselves available to students, sometimes the connection just cannot be made. An integral part of the learning process is students helping other students to review and understand the lessons. Wikis and other social networking tools will give this old concept a new depth.

E-learning and the power of wikis. Pt 2

Wikis are not for every one.

Most people’s encounters with wikis have been through public wikis like Wikipidia and other similar wikis. These wikis are open to the public netizens meaning that anybody can edit the content of the wiki. Being able to edit the content son freely by who ever has given wikis less then a favorable rating by many, fearing that the content might not be totally correct. But in recent years, this weakness has turn into being one of the wiki’s strongest point. But there is another facet of the wiki that has emerged in part because of the fear of erroneous editing of wiki content.

Access control is a powerful aspect of wikis that most people know nothing about. In simple terms wikis can be either public or private. "A public wiki is one that is visible to anyone on the Web, without their having to log in" (West & West, p. 12). Private wikis are by invite only; this is probably the main reason most people do not know this side of the wiki. Access control, or closing the wiki to the public means that the wiki is not for everyone.

Making the wiki closed makes it a very powerful and useful tool in collaboration both in educational and private use. The fear of content being corrupted by outsiders is removed; removing this factor removes this concern and allows the team to focus on the goal of the wiki. This security feature has opened up wikis to classroom application (West and West, p. 16). More teachers are rethinking the wiki and many are starting to apply wikis on a limited basis in the classroom.

Making a wiki private is easy, just make sure the wiki provider offers this feature though. No doubt before to long all wiki providers will offer this feature. In one way this has radically changed the way of wiki-ing. Inviting members to the wiki is even easier. This is accomplished through an e-mail invite, where the invitee has to create a login. Even "…if someone comes across your wiki’s URL, they will not be able to view the wiki…instead [they will] see a log-in page…" that requires a password (West & West p. 11).

In the end not all wikis are intended for everyone, but at the end of a wiki project the team may elect to make it public if they so desire.

West, J. A., West, M. L., (2009) Using Wikis for Online Collaboration. The Power of the
Read-Write Web. San Francisco: Jossey-Bass.

E-learning and the power of wikis. Pt 1

When people hear the term wiki they generally think of Wikipidia. Wikipidia is a wealth of informational content on the web. But one of the drawbacks to Wikipidia and of all wikis is the accuracy of the content. This stems from the ability of anyone to edit the content. With this ability, there is the possibility that someone may place unreliable content in the wiki. Most of the time inaccuracy is due to oversight error but at time it may be intentional, but the latter is not very common. In either case the error can be easily and quickly fixed when detected. This editing feature weak-point is actually becoming the wikis strong point as collaborative editors take ownership of the wikis and watchdog for errors.

But wikis are developing into another online tool apart from just a collection of information. With more people online and the web becoming a dynamic read/write platform, wikis are evolving into a very powerful collaboration environment for learning. The following chart points out this wiki power.

Comparison of Asynchronous Communication Tools

• Wikis: Collaborative Authorship; Dynamic; Nonlinear and Multiple Construction
  
• Blogs: Single Author; Static; Linear Construction
  
• Threaded Discussions: Multiple Authors; Static; Threaded Construction

West, J. A., West, M. L., (2009) Using Wikis for Online Collaboration. The Power of the
Read-Write Web. San Francisco: Jossey-Bass p. 5.

Assessing Assessments

By far the most most neglected aspect of training assessment is lack there of. I have been in many training session that did not have any type of assessment. In those sessions that did have an assessment, the assessment was treated almost like an after thought. Some of the reasons that assessments are not treated seriously is because most training developers do not understand this process in the development cycle (Shack, 2005 p. 3). Assessments if used properly will serve as a vital reinforcement of the the content that was presented. This can be further developed by going over the assessment as part of the final stage of the learning event. Again, I have been in training session where assessments were given, but we turned them in as we left the class and we never saw or heard the results.

Although poorly written assessments abound even a well written assessment can be of little use if it does not fit properly in the the learning event; it needs to be a part of the event not just an after thought. It have to offer validity for its existence in the event other wise the students will view it as an unnecessary and uninteresting annoyance.

Shank emphasis the importance of assessment by her statement “...designing adequate learning assessments is a skill well-worth learning” (Shack, 2005, p. 6). It will take time and effort to develop they ability to write good assessments, but the pay off for both the developer and the student will be well worth the effort.

Shank, P. (2005). Avoiding assessment mistakes that compromise competence and quality. Retrieved from http://learningpeaks.com/pshank_assessmistakes.pdf

e-Studying

One thing that goes handing in hand with learning is studying. After graduating high school, I attended college for two years. I remember that every so often I would get together with some classmate in a study group. Sometimes they were productive, sometimes they were not. Some did not last very long while others were all-nighters. What ever the case, there was some good that came out of these study groups.

While forming e-study groups might be new to some, it basically follows the pattern of traditional study groups; getting people together at a particular time, in a particular place, to study a particular subject. With e-studying, the particular place is taken care of, online, so all that is left to decide is the time and the subject.

Two ideas could be an impromptu type that would meet one time or an ongoing group meeting at the same time a during the week. One could, if ambitious enough, attend a number of study groups in a week.

The key is getting people together. Time is always an issue. Often students live in different time zones so this will be a limiting factor.

Obviously the study session would be conducted synchronously; this might be a new experience for some online learner;.there are some e-learners that conduct learning in a totally asynchronous fashion. Today there are many tolls that can be used to conduct the session. If forming a study group, it would be well to list any software or hardware requirements needed, such as a videocam.

Here are some interesting tools:

Second Life
http://secondlife.com/

Skype
http://www.skype.com/download/skype/windows/

Google Docs
http://docs.google.com/?pli=1#folders

This will help students collaborate and share notes and other things.
There are a lot of other tools out there some free some not free. Just like regular study groups, e-learning groups can be a great social network environment. They can be both fun and productive with the right combinations of people and tools.

How do you learn?

The questions is how do you learn, not how well do you learn? If you know how you learn there is a good chance that you learn rather well. Some people will be quick to say that they do not learn very well, or at least as well as they would like to or hope to do. Most of the time they would improve their learning potential if they knew how they learned.
Here is a short assessment to help you understand how you learn. There are many other assessments like this that can be found on the web, but they are basically the same as far as the out come, that is, understanding how you learn.

http://www.engr.ncsu.edu/learningstyles/ilsweb.html

Understanding how you learn is important. It will help you find and utilize those learning tools that will maximize your learning potential. I am a visual learner. As a mater of fact, I have a very high propensity towards visual learning. This explains, to some degree, why I did not do very well in high school and college in the late 70s. When I joined the military in the early 80s, I did rather well because they used multimedia and computer base e-learning for about 60% of my training in aviation electronics. This also explains, in part, why some people do not do well with e-learning class environments.

There will always be those that do well in conventional style learning environments and there will be those that do better in e-learning based learning environments. So it comes down to, how do you learn? If you understand how you learn, and then pursue those learning tools that fit your learning profile, chances are you will maximize your learning potential. If you have been struggling with learning you might be using learning tools that do not maximize your learning potential.

Will e-learning replace teachers?

Some people speculate that e-learning will replace teachers. This could not be further from the truth. It would be like saying that books will replace teachers or the need for them. Like books, e-learning is a tool that enhances the learning process. Before printed books, much of learning was through word of mouth and hands on training. If anything was written down, these copies were very limited.

Even after the printing press was developed, books were for a long time scarce. Today there are thousands of libraries with thousands and thousands of books in them. Books and libraries have not endangered the teaching profession. But books and libraries have greatly enhanced the learning process.

Today we are undergoing another revolution (or evolution) in the learning process, e-learning. In the e-learning environment there are electronic-books and other multimedia based content that resemble books. Also there are millions of websites that act as virtual libraries with content on just about any subject imaginable. In fact the World Wide Web is a vast virtual library in this sense. It is hard not to find content on a subject if ones looks hard enough on the Web.
Just as teachers guide students through text books and other learning content, teachers guide students trough e-content. E-learning in some ways has made learning easier. It has also made independent learning and research easier. E-learning is not the menace to teaching as some may think it to be but actually it is developing into a vital asset in the learning process. Today through e-learning a student is able to learn more in less time.

As long as there are students, there will always be a need for teachers.

Upgrades

Sorry about the lact of content of late but I am in the process of upgrading my computer system.

Hopfully I will be back on track early this week.

I will be looking at the sujbect "will e-learning replace teachers?"

Is e-learning better then conventional learning?

The right way to approach this is by answering the question “Is it better for me” or “is it better for the student”? Much of this depends on the learning style of the person using the lesson. There will always be some people that will not do very well when using e-learning methods.

Is e-learning better for me in terms of the availability of quality material?
In the past people traveled to learning centers in search of good quality learning. Today on-line learning has literally brought good learning centers to a person’s home. Many top quality learning centers, not only in the U.S. but around the world, offer online degree programs. There are also a host of other types of e-learning lessens and courses, such as for elementary and high school students, and also for the corporate sector. In some instances, e-learning has all together replaced conventional learning methods. Will e-learning totally replace conventional methods? Probably not, but we do see a growth in the blending of e-learning with conventional methods. While there is lot of good e-learning material out there, unfortunately there is a lot of poor material out there too.

Is e-learning better in terms of cost?
One can spend a lot of money on higher education and basically get a piece of paper that is worthless. The value of education is not just in the monetary funds that are spent in pursuit of the education but in the value and ROI. This basic principle hold true for both conventional and e-learning endeavors. Often e-learning is streamlined and only concentrates on key concepts. Since time is money, this can translate in to some real savings. But this will only be realized if the learner is able achieve their educational goal. Today many organizations encourage and promote their workers to pursue educational goals; often they fund some or all of the cost. E-learning has opened the door to many fulltime workers to pursue advanced training and education. In this sense the cost saving is realized in a saving of time; the time it would take to attend a conventional class compared to learning at home.

E-learning is only better then conventional learning is the sense that it meets the needs of the student.

e-Learning flash in the pan Pt 3

The biggest pitfall that is encountered with the e-learning process is media abuse. In the effort to make the lesson interesting, the developer often incorporates things that really do not add much, if any, to the learning experience. Often this actually becomes a distraction that can even impede the learning process.

An example of this is adding graphics and sound files that are unnecessary; this is fluff and frills. Some developers add pizzazz to “show off” their “talent” but in the end the pizzazz just becomes a flash-in-the-pan. When adding graphics and sound it should have a direct correlation to the point that is being put forth at that time. Including audio, music, narration, animated graphics, and still graphics take time to develop into the presentation; adding these wastes time and resources.

On the other hand, some developers swing the other way and do not use any graphics or sound. Basically it is all text. I do not encounter many text books that do not include at least a few charts or pictures. Not including graphics and sound is also a form of media abuse and can have just as negative an impact on the learning process as a lesion filled with unneeded graphic and sound.

One of the first places to look for media abuse is in the background. Because of the very nature of this media of being in the background shows that it is not needed and therefore probably distractive. Remember that if the media is not relevant to the point being presented, it probably is not really needed.

If an e-lesson is flashy, about the only thing the student will remember is the flash.

e-Learning flash in the pan Pt 2

Loosing sight of the goal or objective of the e-learning lesson is one of major the pitfalls. If the e-lesson looses its direction, there is little hope that the e-student will learn the objectives of the e-lesson. Usually this is brought about by inserting material that is not really relevant to the lesson or objective; that is, “...teaching knowledge and skills that do not result in job performance changes will not yield a return on investment.” (Clark and Mayer, 2008, p. 24)

It is easier to loose sight of the goal or become distracted from the out comes when deigning large e-lessons. It is better the divide larger sections into smaller modules that build upon the previous modules. But there is also a risk of loosing focus with this technique, especially when there are a number of modules to complete.

Another hindrance to these processes is losing sight of what jobs skills are being targeted in the e-lesson. Often this occurs because the design is too broad in job skill scope. “There is no one set of skills that support expertise across the diverse contemporary workforce” (Clark and Mayer, 2008, p. 24). Even in introductory e-lessons the focus still need to be maintained. Bringing in irrelevant subject material may lead to confusion in later e-lessons.

The bottom line is to constantly review the learning objectives throughout the design process to ensure that the objectives are clear and complete.

Clark, R. C. & Mayer, R. E. (2009). E-learning and the science of instruction: Proven guidelines for consumers and designer of multimedia learning. San Francisco: Pfeiffer.

e-Learning flash in the pan Pt 1

The idea of e-learning is not a new one but today one would think that it is the newest trend with all the attention it is getting. It well might be a trend for many but e-learning has been in use ever since computers came into being. The basics of e-learning as a learning tool have a solid foundation. Today the trendiness of e-learning usually centers around new technologies.

As long as one keeps a proper perspective one will avoid running after trends that may disappear.

"Despite these impressive capabilities of computer-delivered instruction, we see two common barriers to the realization of the potential of online learning. These are (1) losing sight of the job, leading to transfer failure, and (2) media abuse, leading to over or under use of technology in ways that defeat learning." (Clark and Mayer, 2008, p. 24)

Bad experiences with trendy e-learning has caused a bit of a backlash to the e-learning movement. As more people understand what e-learning is, they will also develop the ability to discern between good productive e-learning tools and the not-so-good stuff out there.

Clark, R. C. & Mayer, R. E. (2008). E-learning and the science of instruction: Proven guidelines for consumers and designer of multimedia learning. San Francisco: Pfeiffer.

Don’t fall off the e-learning bandwagon.

E-learning has been around for along time: really, ever since computers came into being. I remember getting my first computer in the late 70s, and Atari 400 and soon after that an 800. Most of what I learned about computer and how to operate them came from hard copy books, very little was actually from the computer.

In the early 80s I joined the Navy as an Aviation Electrician. Most of my electrical and electronics training was from a computer terminal. This training was delivered in modules. I would study the material at a computer terminal and take practice tests. When I felt that I was ready to take the actual test I would use another terminal. The results were graded and a printout of the result was generated.

Today on-line learning and virtual worlds like “Second Life” are in the forefront of e-learning. Real time simulators of all sorts abound. Almost all major colleges and universities have some kind of on-line degree program. Like with many new things, there is a “craze-level” of activity before it levels off. During this heightened level of activity there are some really good things taking place but there are also a lot of not-so-good things taking place.

Unfortunately, some people may experience the not-so-good things and fall off the e-learning bandwagon and miss out on the really good potential of e-learning. Organizations may spend a lot of money on the newest e-learning “innovation” to only watch it fizzle out in a short time.

E-learning is growing and changing constantly. It is also blazing trails into new uncharted territories. There will be some bumps along the way. There will be a lot of hype surrounding new things. There will be some not so good experiences. But the basics of e-learning have been around for a long time and will continue to play as an important tool in the learning process. Those that get caught up in the hype of the latest and greatest might end up falling off the e-learning bandwagon; taking a slow approach to what e-learning has to offer might help prevent a fall.

Opening the door to e-learning Pt 3

e-Learning in the workplace.

It was not long ago that people who used a computer at work did not have a computer at home. Today one would think that most people that use a computer at work have one at home, but there are still a lot of people that use a computer at work but do not have one at home. Also there are a lot of people use a computer at work and have one at home, but they do not use it much: primarily this computer is for the kids.

Many people are exposed to e-learning for the first time at work. Most of this training is formal training and is conducted by an instructor using e-learning tools for training enhancements. But there is a growing trend of modular-based programs which is designed for an employee to use at their work station. If they do not have a permanent workstation there is usually a training room that has computer stations for training.

In one organization I worked at, I went through an ethics training program that consisted of 14 modules. These modules were on a number of DVD. Each DVD had one to four modules, depending on the length of the modules. The length of the modules was from 20 to 90 min. At the end of the modules was an assessment test.

I have also been in training sessions that were conducted over the organization’s intranet. This consisted of three groups in three different cities. This type of setup is becoming more common in corporations but there are some limitations. One specific limitation is the time factor. Many organizations are global and not only have business units in other cities but also other countries. Coordinating through the different time zone can be challenging.

While much of the e-learning that goes on in organizations is through formal training, many organizations are encouraging informal training by supplying opportunities for employees to utilize the training if they desire to do so. Usually the organization allows the employee a certain amount of time on the job towards e-learning. This type of e-learning is almost always informal and independent. Training on different software the company uses is a good example of this. Most employees may have rudimentary understanding of how to uses these programs but often they can learn more efficient ways (the tricks) of using these programs.

Opening the door to e-learning Pt 2

Soft-learning

One of the first encounters a person has with e-learning is through the purchase and use of software. In this instance there are two general categories: educational software and non-educational software.

Education software is specifically as instruction based learning using a computer. Much of this software supplemental in nature, that is, it is used to help the learning process. But there is a growing base of instructional software that comprises complete courses of studies. This has been a popular format for the home school and independent learner markets.

Non-educational software is any software that does not have formal education as its primary purpose. An example of this would be Microsoft Office. With the software package is a electronic user manual that can guide a person through the steps of how to use the software. There are also a host of stand-a-lone software programs that can augment the learning process of utilizing MS Office.

At one time, years ago, software came with a hard copy user manual. Some of these manual were very thick. Today most software comes with e-manuals. It is rare to see software come with any manuals, if is does, it is usually a set-up manual.

The next time you open a software’s “help file” just remember that you are taking place in an informal of e-learning.

Opening the door to e-learning Pt 1

Many of us get involved with e-learning informally by interacting with the internet. This e-learning interaction takes place primarily in two forms; with content and with individuals.

An example of e-learning through content is though news or information websites. One of the most commonly used forms of e-learning though content is a web search. Usually the person has a topic they are interested in and conducts a search utilizing a number so search engines that are Avalible. Depending on what they are looking for will determine the process used. And the information returned. Take the subject of origami. One can search for examples of how to fold origami. They can also reach the history. Or they could search where to buy books and supplies dealing with origami. They could also search for other people that are into origami. As they conduct these searches, they are learning more and more about the aspects surrounding origami.

The main difference in e-learning from individuals is that the interaction takes place via the computer instead of face-to-face. Often these relationships start out with a shared mutual interest in a subject but over time may branch out into other areas. In some instances these relationships become both computer-based and face-to-face. Some of the vehicles used to interact with computers are e-mail, chat-rooms and game-rooms. Voice-over-internet and live streaming are becoming more prevalent as technology advances.

This type of e-learning is informal and fun, thus the growing popularity. The internet is opening the door so people can explore and learn many things that a few years ago were unreachable for them.

e-Learning and the art of making taiyaki

Let me start out by saying, most of what we learn in life is through the informal learning process, that is, not through a formal structured class. This informal process is almost always a form of independent study that we choose to engage in. But at times this informal learning process can even go undetected by us such as learning a habit.

Sometimes it is just a process of absorbing the information around us as we are exposed to it. Even though I lived in Japan for three years (1983-89) I never came across taiyaki. I first learned of it about six years ago through a Japanese animation titled “Nuku Nuku”. Although the anime did not explain it, I learned through other animes that it was a type of desert or snack shaped as a fish.

While doing some more research about taiyaki on the on the internet, I actually found some taiyaki makers (griddles) for sale. Soon I had the griddles and ingredients to make my own taiyaki. The ingredients consist of a pancake-like batter and sweet red bean paste (oguga an) filling; the paste can be found in Asian markers, stores or even online. Actually you can fill it with anything you desire but the traditional taiyaki uses the red bean paste.

Soon I had a griddle and ingredients and set out to make taiyaki. Needless to say the first few runs were disastrous. After a few months and much trial and error I was starting to get the hang of making it, but it was really still a hit and miss of how well they turned out.

I went back to the internet for more research. This time I specifically looked for videos on making taiyaki. I found some and through these videos was able to adapt what I saw to my griddles; not all griddles are the same. While I still am learning to perfect my taiyaki making process, it has greatly improved.

E-learning help turn a curiosity into a reality. When I first can across taiyaki, I was then able to research what it was, what the ingredients were, where to buy the griddles, and find videos on how to make it. There might be a book out there on it but so far I have not come across any, so I can honestly say that if it were not for e-learning I would not be enjoying my taiyaki.

http://en.wikipedia.org/wiki/Taiyaki

http://www.amazon.com/TAIYAKI-Japanese-fish-shaped-cake-maker/dp/B00065YBEU

http://www.youtube.com/watch?v=HD7JjeupVt0

http://video.google.com/videosearch?hl=en&q=taiyaki&um=1&ie=UTF-8&ei=LKU3SraLAoqmM6v1hY0N&sa=X&oi=video_result_group&resnum=7&ct=title#

e-Learning

e-Learning – What is it?

Because on-line learning has exploded in the past few years many people equate e-learning to learning on line. While on-line learning is part of e-learning, e-learning encompasses a larger aspect then just on-line learning. Part of this confusion may be because on-line learning many different facets that are part of e-learning. Basically, e-learning is “...training delivered on a computer (including CD-ROM, Internet, or Intranet) that is designed to support individual learning...” (Clark and Mayer, 2008, p. 7). This being said, one comes to realize that e-learning has been around for a long time.

The computer is the focal point or the vehicle in which information in the learning realm takes place. This exchange can take place between student and teacher or student and student or student and lessons or teacher and information, to name a few.

E-learning is not intended to take the place of conventional learning methods but to augment offer alternative methods. But when one looks at the learning process to day it is had to find learning that has not been touched in some by computers.

Clark, R. C. & Mayer, R. E. (2008). E-learning and the science of instruction: Proven guidelines for consumers and designer of multimedia learning. San Francisco: Pfeiffer.

Blogging as a teaching tool: part 3

Current Events and Discussions

Since blogs are linear in time they tend to follow current events. This is not to say that they always follow current events in the news but they do tend to follow current events in the life of the blogger. These current events basically follow the interests of the blogger. This sometimes might follow current events in the news but many times it is the current events in which the bloggers sees as important.

In the area of discussions, blogs tend to be one-sided discussions; in essence they are really a topical discourse or exposition. A very loose discussion could take place using a blog; but two things would have to take place. First the willingness of a reader to use the comment section of the blog and two the blogger’s willingness to respond to the comment.

The teaching aspect of this kind of blogging would follow along the lines of “this is what I believe and this is why I believe it.” Again, keep in mind that this type of blogging is very informal, subjective, and speculative in nature.

Think about a blog on cooking. If I had a blog on cooking I might have a current event of a few blogs dealing with cooking certain foods such as Japanese, or Norwegian. Maybe a few weeks later I stared blogging about fixing breakfasts. Later on I might start a current section on cooking utensils. Remember current issues are what the blogger is currently blogging about...such a blogging as a teaching tool... : )

Blogging as a teaching tool: part 2

Because of the asynchronous aspect of blogging it is better to view blogging as a learning tool. Teaching requires a more direct interaction between student and teacher. Interaction could be achieved to some extent though the comment section but it probably would be very awkward at best.

Learning though a blog would be independent and self-paced. For the most part very informal and low structured. One could pick and choose which topics in the blog to follow. Most blogs are not intended to be an outright teaching or learning tool so any teaching and learning that does take place is often overlooked and ends up being added to the “life’s experience mix”.

Because blogs are linear in their postings, it is somewhat hard to search content. One can liken it to a game of trivia pursuit or a treasure hunt. In either case there is a lot of informal information that can be gleaned from blogs is one take some time to look for it.

Blogging as a teaching tool part 1

Life is a learning experience.

Much of what we learn in life is by experience; either our own experience or the experience of others. Much of this experience takes place in an informal way usually through contact with friends and family. Leaning in a formal setting is usually structured and conducted by specialized teachers. I used the word specialized because every one is a teacher is some respect. That being said, then it also follows that everyone is a student to some extent.

One way blogs can be used as an e-learning tool is when one uses them as a vehicle to share one’s life experience with others. In this sense, blogs would be a very informal learning tool. Much of what we learn is through the interacting with others in informal settings. Blogging is just another way to accomplish this.

Keep in mind that even though you can learn something from a blog, not every blog has the main purpose of teaching. Also keep in mind that most content on blogs are speculation and conjecture.

Remember, not all experiences in life are good.

The following is the outline for a PowerPoint presentation on Blogging as an e-Learning tool.

Blogging as an e-Learning Tool.
Michael J. Thomas
EDU 648
Professor Jamsa, Ph.D, MBA
June 8, 2009

What is a Blog?
nA Web Log – (We...) ...b+Log Blog
nBasically a personal Journal kept on the internet and shared with others.

Terms
nBlog – Web Log
nBlogger – One who writes the blog.
nBlogging – the act of writing and maintaining a blog.

Why Blog?
nThere are three types of bloggers
–Those that do if for fun
–Those who do it for money
–Those who do it to market themselves
nhttp://www.ghacks.net/2008/10/10/blogging-tips/

Getting Started
nMany free blogging sites
–e-Blogger https://www.blogger.com/start
–LiveJournal http://www.livejournal.com/
–Blogetery http://blogetery.com/
... and many more!

E-Blogger Home Pagehttps://www.blogger.com/start
My Blog – Today’s Bloggie http://todaysbloggie.blogspot.com/
Blogging as a e-Learning Tool
nWhat is e-Learning?
–e-Learning is “...training delivered on a computer (including CD-ROM, Internet, or Intranet) that is designed to support individual learning...”
(Clark and Mayer, 2009, p. 7)

Blogging as a e-Learning Tool
nFormal and Informal Content
–FORMAL
nExample:
Used by teachers supplementing lessons and lectures backed up by citations and references.

Blogging as a e-Learning Tool
nFormal and Informal Content
–INFORMAL
nExample: How to’s
–How to cook recipes
–How to build things
–How to draw
–How to...etc

Blogging as a e-Learning Tool
nKeep in mind that blogs are...
–“A frequent, chronological publication of personal thoughts and Web links.”
AND
–“A blog is often a mixture of what is happening in a person's life and what is happening on the Web, a kind of hybrid diary/guide site, although there are as many unique types of blogs as there are people.”
–http://www.marketingterms.com/dictionary/blog/

Blogging as a e-Learning Tool
Therefore...
...blogs are often filled with...
Conjecture
And
Speculation
Even so...
...blogs can be a fun and entertaining source of informal learning.

References
nBlogging as a e-Learning tool - http://www.marketingterms.com/dictionary/blog/
nClark, R. C. & Mayer, R. E. (2009). E-learning and the science of instruction: Proven guidelines for consumers and designer of multimedia learning. San Francisco: Pfeiffer.
nWhy Blog - http://www.ghacks.net/2008/10/10/blogging-tips/
nE-Blogger - https://www.blogger.com/start
nMy blog - http://todaysbloggie.blogspot.com/

The purpose

Today’s Blog

The purpose of this blog is to explore the possibilities of blogs as an e-learning tool.

This blog was started to fill a requirement for the class in my Master’s program – Teaching and Learning with Technology. The first class in the program covers the broad concepts of e-learning. As I progress through this program I will be exploring the different aspects of learning with technology and how it applies to e-learning.

The best way to view blogs as an e-learning tool is as a experience model. The reason for this is that most blogs are personal in nature, that is, the Blogger is sharing their “life experiences” with those that choose to read the blog. Because of this, it is best to keep in mind that much of what is on a blog is opinion and conjecture. Some bloggers cite sources to back up their statements many do not. This is not saying that their statements are not valid, but one must be careful about content on the web.

A simple example of using a blog as a learning tool would be sharing cooking recipes, but then explaining the steps involved. This could be in the form of a step by step text or even add graphics to show the steps. The blogger could also have a section for feed by and questions.

At best a blog can be a very effective informal learning tool in the area of e-learning. It can also be a powerful learning tool in the area of personal experience.