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.
Tuesday, June 30, 2009
Saturday, June 27, 2009
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.
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.
Tuesday, June 23, 2009
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.
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.
Saturday, June 20, 2009
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.
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.
Friday, June 19, 2009
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.
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.
Thursday, June 18, 2009
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.
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.
Wednesday, June 17, 2009
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.
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.
Tuesday, June 16, 2009
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#
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#
Saturday, June 13, 2009
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.
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.
Thursday, June 11, 2009
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... : )
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... : )
Wednesday, June 10, 2009
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.
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.
Tuesday, June 9, 2009
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.
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.
Monday, June 8, 2009
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/
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/
Saturday, June 6, 2009
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.
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.
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