Online Courseware and Reflection

Assessed Activity 8.1.2 (2015)

I have selected an example of an online training course in health and safety which is available from an organisation in New Zealand which partners with e3Learning (based in Adelaide, Australia) for some online training offerings. Link to the selected training course from –

https://www.ema.co.nz/events/calendar/Pages/Work-Health-and-Safety-Fundamentals.aspx

EMA NZ offers e-learning courses for members such as Manual Tasks for Workers, Office Ergonomics and Work Health and Safety Fundamentals. The target audience for the online training is members of EMA NZ, which is available to not-for-profit and for-profit organisations.

EMA partners with e3Learning, which is based in Adelaide and specialises in online inductions for staff. In 2013 Open Universities Australia (OUA) acquired 100% interest in Interact Learning Pty Ltd, which trades as e3Learning, to extend OUA’s student offering. OUA is owned by seven Australian universities and expected to benefit from increased capabilities in learning design, production, quality and course design.

The link to the wikieducator page on online courses is –

http://wikieducator.org/VirtualMV/Digital_Learning_Technologies/Online_Courseware_Examples

Assessed Activity 8.2 (2015)

This is a milestone in the DLT course with more reflection on learning to date to complete one phase of our course this semester. I have learnt to blog (WordPress and Blogger); edit source to create or amend wiki content; more about pedagogy and the challenges of teaching using face-to-face and distributed modes; instructional design, including Keller’s ARCS (attention, relevance, confidence, satisfaction) model of motivational design; personal learning networks and more on information curation.

I liked the applied, practical aspect of the course and learning new skills and concepts and the collaborative learning with the students generating learning material during the course. With a new project and resources each week there has been a continuous process of simultaneously learning content and learning about the learning. As meta-data is (crudely) data about the data, meta-learning is learning about the learning. Could we re-name this course Digital Learning Technologies and Meta-Learning (DLT+ML); or DLT2 (!) to better represent the learning experience? DLT2 also represents the course delivery by two entities (MV and VMV) and the minimum two delivery channels (face-to-face and online) along with video recordings, for collaborative learning i.e. lectures/seminars/workshops.

I suggest that we have a course map or site map to help with navigation through the content in Wikieducator. The learning theories map by Richard Millwood could be used for inspiration –

http://hotel-project.eu/content/learning-theories-map-richard-millwood

Links to Comments on Other Students Blogs

I have posted comments on four blogs, with the links below –

https://digitallearningtechblog.wordpress.com/2015/03/22/eportfolios-6-1/comment-page-1/#comment-3

https://rezelki.wordpress.com/2015/04/26/assessed-activity-8-2-winding-up-the-reflective-blog/comment-page-1/#comment-3

https://gjharvey.wordpress.com/2015/04/17/8-2-reflective-log/comment-page-1/#comment-1

https://natashadrewdlt2015.wordpress.com/2015/04/15/assessed-activity-7-1/comment-page-1/#comment-1

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Week 6: ePortfolios

DLT Assessed Activity 6.1 (2015)

6.1.3.1

ePortfolio

An ePortfolio is a personal collection of an individual’s electronically-created and presented work.  The ePortfolio serves as a record of the person’s learning, including learning by reflecting (to better understand and communicate competencies), and makes reflective learning more tangible.

The scope of an ePortfolio is broad, including documents, images, blogs, CVs, hyperlinks and contact information.  The ePortfolio is useful in a Digital Learning environment as tangible evidence of skills and knowledge used in creating the ePortfolio and as a method for enhancing and reinforcing learning.  The digital portfolio is readily portable and can be shared anywhere there is access to the Internet.

6.1.3.2

Link to LinkedIn and Google Site

LinkedIn

Click on the LinkedIn button below to view my profile on LinkedIn

View Andrew Hull's profile on LinkedIn

Google Site

Click on the hyperlink below to view the start of a prototype CV using Google Sites

https://sites.google.com/site/andrewhullnz/home

Assessed Activity 5.1 (2015)

Assessed Activity 5.1 (2015)

 

5.1.1

On Monday 16 March we had a streamed lecture (from Melbourne) from Joyce Seitzinger on Personal Learning Networks. Some of the key points that Joyce covered include –

  • Digital learning technologies change rapidly which requires flexibility of learning
  • The role of a trainer includes making learners aware of their personal learning network so the network can be managed
  • For crowdsource funding e.g. for funding research, it is important to establish a digital presence
  • David White mapped technologies on four quadrants, with personal and institutional use on the vertical axis and visitor to resident on the horizontal axis (continuum).
  • We graze on information

I deal with the potential for information bloat by prioritising my few key technology tools such as phone, email and computer work and minimising the use of facebook and twitter.

With frequent use of searching on the Internet, filter bubble is a constant encounter. Generally my PLN is used productively, with rare distractions from facebook or twitter. I need to revisit Evernote to manage information and I need to develop an e-portfolio to improve my digital presence.

5.1.4

My intended PLN will include a return to Evernote to assist with content curation. Further review of my content management may uncover other tools to enhance productivity. A learning edge could be created with the use of the best tools to source, filter and present useful information for learning.

Below is a map of my personal learning network

communication tools hardware software cloud multimedia
mobile desktops Excel 365 apps
text notebook Outlook Wikieducator blog
skype tablet PowerPoint Wikipedia books
landline smartphone Project wordpress facebook
Visio Google journals
Word Endnote newspaper
Todoist radio
family ted talks
friends television
colleagues conversation AndrewH’s Personal Learning Network twitter
teachers websites
public youtube
tertiary education structured education browsers
EIT library explorer
Massey University moodle firefox
Lincoln University lectures safari
computer labs
wikieducator

DLT Assessed Activities Week 4

Media/Wiki Activity

 

Assessed Activity 4.2 (2015)

 

This week mediawiki activity involved adding to my Wikieducator user page

  1. an APA style reference for Wikipedia
  2. a pedagogical template (iDevice)
  3. Syntax highlighter (GeSHI – Generic Syntax Highlighter) to display source code as formatted

The link to the wiki user page is as below –

http://wikieducator.org/User:AH_Virtual#Assessed_Activity_4.2_.282015.29

Assessed Activity 4.3 (2015) Adding Widgets to your WordPress Blog

1. Twitter feed

 

Assessed Activity 4.4 (2015) Connecting the Wiki to the Blog through an RSS feed

Source: Extending Word Press

This blog is in partial fulfilment of the requirements for completing the tertiary paper “Digital Learning Technologies” 2015 which is a third year paper in the Bachelor of Computer Science program and an opportunity for professional development at EIT. The paper is led and managed by Associate Professor Michael Verhaart.

I am a graduate student at EIT, half way on the learning journey to the qualification Graduate Diploma in Information Technology. Last semester I completed four papers – e-Business Strategy, Electronic Design Process and Practice, Object-Oriented Analysis and Design and Project Management. This semester I am traversing Advanced Internet and Web Development, Database Administration, Digital Learning Technologies and Information Systems/Technology Management.

My other pursuits are spending time with family and friends, at the beach, skiing, swimming and bushwalking.

With the risks inherent in online material (such as hacking and identity theft) I am avoiding blogging personal specific information.

Statement of Authenticity

I confirm that:

  • This is an original assessment and is entirely my own work
  • It contains no material previously published or written by another person or myself except where due acknowledgement is made in the text.
  • No material which to a substantial extent, has been submitted for any other academic course, is included without acknowledgement.

I am happy for this blog to be used for research purposes.
Assessed Activity 1.1 (2015) Learning theories video

Dallas McPheeters’ video “5,000 Year Timeline of Learning Theories” outlines the integration of technology with learning theory to facilitate individualised and ubiquitous learning (McPheeters, n.d).  Individualised learning is achieved by providing different tasks appropriate for each learner and individual support (Education Endowment Foundation, n.d.).  Teaching/learning methods used for individualised learning include directed study of material in textbooks, computer-based learning and multimedia, individual assignments, projects, practical and studio work (Centre for the enhancement of learning and teaching, n.d.).

Ubiquitous learning means learning which is available anytime, anywhere. In his blog at http://clwb.org/?s=ubiquitous+learning, Lloyd (2013) outlines the prescient identification of ubiquitous computing (ubicomp) by Marc Weiser form XEROX PARC lab giving rise to ubiquitous learning which has the main features of permanency, accessibility, immediacy, interactivity (online collaboration with peers/teachers), contextual (on-site), and adaptability (the information, the time and the place personally customised).

Technologies are lifting the potential for integrated personalised and ubiquitous learning. With the Internet of Things (IoT), any potential learning object (e.g. 3-D printer, microscope, drone or Raspberry Pi) can offer to connect with a learner’s device and provide information options of the learner’s choosing in terms of time, content and place. The learning is contextual, being a real life situation (or a close proxy) and if the technology is fully operational the learner is oblivious to the technology and focussed on learning and the educational resources.

References

Centre for the Enhancement of Learning and Teaching (n.d.) http://www2.rgu.ac.uk/celt/pgcerttlt

Education Endowment Foundation (n.d.) http://educationendowmentfoundation.org.uk

Lloyd, M. (2013) What is Ubiquitous Learning? http://clwb.org/?s=ubiquitous+learning

McPheeters, D. (n.d.) 5,000 Year Timeline of learning theories.  Retrieved from https://vimeo.com/15448054

Assessed Activity 1.2 (2015) Learning Styles

The acronym VAKOG represents the five senses: Visual, Auditory, Kinaesthetic, Olfactory, Gustatory.

NLP stands for Neuro-Linguistic Programming which is the study of human responses based on the premise that all behaviour has a structure. “The structure can be modelled, learned, taught and changed (reprogrammed)” (East Anglia Institute of Hypnotherapy). NLP is the study of what works in thinking, language and behaviour.

NLP and VAKOG are related through NLP theory which maintains that humans interpret the world through the five senses. Different senses dominate according to the situation, e.g. olfactory and gustatory when eating or drinking; or visual when driving. An individual may have a tendency to use or learn through one sense over the other senses. “The senses represent the world to us internally” (East Anglia Institute of Hypnotherapy). In NLP the senses are called the representational systems. We use information from our systems to internally process what is going on around us. NLP can help identify which kinds of communication influences somebody.

References

East Anglia Institute of Hypnotherapy. http://www.eaih.org/nlp-research-centre

Assessed Activity 2.1 (2015) Pedagogies

2.1.1 Case-based learning. In 2014 as part of the course e-Business Strategies, I did a case study of the business strategies of Countdown (NZ) and Tesco in the development and operation of online grocery businesses. The dual target and comparison was effective in highlighting some of the key differences in the companies’ vision and mission statements, scale, international operations and market demographics e.g. within parts of London Tesco had access to some high socio-economic customers but faced restrictions and high cost to access sites for stores. Each student presented some of their information in an assessed class presentation and discussion which provided a variety of perspectives.

E-learning is integrated by internet viewing of videos (e.g. expansion of Tesco into South Korea), use of Power-Point for presentations, internet search and retrieval of information, Moodle discussion forum.

2.1.2 Inquiry-based learning

To discover which eight papers to enrol in for the Graduate Diploma in Information Technology (Grad Dip I.T.), I gathered information from (i) the EIT web site; (ii) the EIT application pack and (iii) the programme coordinator for the Grad Dip IT. From my short-list of possible papers I selected four papers per semester in which to enrol based on the results of my inquiries.

E-learning is integrated by sourcing information from web sites and by using Excel to document drafting and finalising the selection of eight papers.

 

 

 

 

2.1.3 Project-based learning For the course Project Management last semester I completed a project plan using Microsoft Project (2010) and Excel to define schedules, tasks (work breakdown structure) and costs. This project was a highly effective learning experience, incorporating most of the essential elements of project-based learning e.g. significant content, problem solving, critical thinking, need to know, some choice in the creation of project details and critique and revision (Buck Institute for Education)

E-learning is integrated through the use of Microsoft Excel, Power-Point and Project (2010) and in-class quizzes with electronic scanning and reporting of responses.

Reference

Buck Institute for Education http://bie.org

2.1.4 Resource-based learning To learn the operation of a new purchase-to-pay process within the Microsoft Dynamics ERP system we initially had a one hour tutorial from two staff from accounting who were experienced users and had developed a written outline of instructions. After a few days initial use, with email or telephone support if needed, we had a more detailed tutorial with one experienced user to answer questions and confirm we were successful users. So we had resources of experienced users, documentation, a hands-on learning phase with telephone support if required and a follow-up tutorial.

E-learning is integrated by use of the Microsoft Dynamics ERP system, email and voice over Internet telephone system.

Assessed Activity 2.2 (2015) Technologies

Of the technologies integrated into learning described above (Microsoft Dynamics ERP, Excel, Outlook, PowerPoint and Project; voice over internet phone; and video by Internet) the most memorable was the finance module in MS Dynamics due to the significant shift from paper-based purchase ordering and validation to electronic order generation and approval and my extensive use of the new system over approximately two years. The Internet video of Tesco’s electronic shopping development in Korea with pictorial display of groceries on screen within a commuter’s railway station is also very memorable.

Some applications (e.g. Microsoft Visio) are not available on the Mac computers in the library so when no Microsoft OS pcs are available there was a minor technology barrier to learning.

Assessed Activity 2.3 (2015) Challenges

The biggest challenge for individualised and ubiquitous Digital Learning Technology is for each learner to find an appropriate learner-centred education experience amongst the myriad of options and then ongoing navigation of the mass of digital information. Learning to learn includes sorting the high quality learning experiences form the mass of digital overload.

Assessed Activity WS2.2.7 (2015) EIT Online Wiki

Here is the link to my WikiEducator user page http://wikieducator.org/User:AH_Virtual

I feel intrusive altering changing the wiki pages of other students. If anyone would appreciate any proof-reading edits let me know?

Week 3 DLT in Organisations, Multimedia

Assessed Blog Post 3.1 (2015) Implications of DLT in Organisations

At EIT, three digital learning technologies used are eitonline, computers, and turnitin.

Eitonline is the content management system (CMS), (also known as Learning Management System (LMS) and Virtual Learning Environment (VLE) Rose (2011). Eitonline operates on the Moodle platform (modular object-oriented dynamic learning environment) which is an open source development written in PHP. Eitonline provides access to course materials (onsite and remotely), tailored to enrolled students and a discussion forum involving course students and lecturer. Eitonline also links to learning and library services, computer user administration such as passwords, assessment results and more.

Computers are used to access eitonline, course material, library information, multiple computer programs (e.g. Microsoft Excel, Project, Word, Visio) the Internet and Turnitin for assignment submission

Turnitin is used as a check for plagiarism and a channel for the submission of assignments.

Reference

Rose, Z. (2011). Technical standards in education, Part 2: Learning Technology standards, specifications and protocols. Retrieved from http://www.ibm.com/developerworks/library/os-ind-educstand2

Assessed Blog Post 3.2 (2015) Implications of DLT in Organisations

Extensive use of DLT requires multiple technologies operating together.
DLT ABP3.2 Implications of DLT in Organisations Relationships DLT

Assessed Blog Activity 3.3 (2015) Skills for Teachers

3.3.1 IT DLT Skills for Teachers to Develop Courseware

Kharbach (2012) lists skills required for 21st Century teachers (together with links to useful online resources) which have been grouped into three skill levels (basic, intermediate, advanced) below:

Basic

  1. Use social bookmarking to share resources between and with learners
  2. Exploit digital images for classroom use
  3. Use video content to engage students
  4. Use infographics to visually stimulate students
  5. Use and provide students with task management tools to organise their work and plan their learning
  6. Understand issues related to copyright and fair use of online materials
  7. Find and evaluate authentic web-based content
  8. Use digital tolls for time management purposes
  9. Use note-taking tools to share interesting content with your students
  10. Use of online sticky notes to capture interesting ideas

Intermediate

  1. Use blogs and wikis to create online platforms for students
  2. Use social networking sites to connect with colleagues and grow professionally
  3. Compile a digital e-portfolio for their own development
  4. Be able to detect plagiarised works in students assignments
  5. Curate web content for classroom learning
  6. Use polling software to create a real-time survey in class

Advanced

  1. Create and edit digital audio
  2. Create and deliver asynchronous presentations and training sessions
  3. Create screen capture videos and tutorials
  4. Use digital assessment tools to create quizzes

Poole (n.d.) describes six important digital technology skills essential for every good teacher:

  1. Proficient in the use of productivity tools. Database, presentation, spreadsheet and word processor tools should be competently used to produce good quality teaching materials.
  2. Proficient at solving basic technology-related issues which occur in the classroom
  3. Know where to go for technical assistance
  4. Know what is available online in the teacher’s study subject(s).
  5. Be proficient at finding good quality teaching resources on the web
  6. Adopt new technologies which will help teachers do a better job in the classroom

References

Kharbach, M. (2012) The 33 Digital skills every 21st Century Teacher should have. Retrieved from

http://www.educatorstechnology.com/2012/06/33-digital-skills-every-21st-century.html

Poole, B. (n.d.). What Every Teacher Should Know About Technology. Retrieved from

http://www.educationworld.com/a_tech/tech/tech227.shtml

3.3.2 Tweet for Kharbach reference #vmvdlt and @medkh9

DLT Assessed Activities Weeks 1 to 3