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.
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.
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.
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.
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.
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:
- Use social bookmarking to share resources between and with learners
- Exploit digital images for classroom use
- Use video content to engage students
- Use infographics to visually stimulate students
- Use and provide students with task management tools to organise their work and plan their learning
- Understand issues related to copyright and fair use of online materials
- Find and evaluate authentic web-based content
- Use digital tolls for time management purposes
- Use note-taking tools to share interesting content with your students
- Use of online sticky notes to capture interesting ideas
- Use blogs and wikis to create online platforms for students
- Use social networking sites to connect with colleagues and grow professionally
- Compile a digital e-portfolio for their own development
- Be able to detect plagiarised works in students assignments
- Curate web content for classroom learning
- Use polling software to create a real-time survey in class
- Create and edit digital audio
- Create and deliver asynchronous presentations and training sessions
- Create screen capture videos and tutorials
- Use digital assessment tools to create quizzes
Poole (n.d.) describes six important digital technology skills essential for every good teacher:
- Proficient in the use of productivity tools. Database, presentation, spreadsheet and word processor tools should be competently used to produce good quality teaching materials.
- Proficient at solving basic technology-related issues which occur in the classroom
- Know where to go for technical assistance
- Know what is available online in the teacher’s study subject(s).
- Be proficient at finding good quality teaching resources on the web
- Adopt new technologies which will help teachers do a better job in the classroom
Kharbach, M. (2012) The 33 Digital skills every 21st Century Teacher should have. Retrieved from
Poole, B. (n.d.). What Every Teacher Should Know About Technology. Retrieved from
3.3.2 Tweet for Kharbach reference #vmvdlt and @medkh9