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Rachel Tan

Teacher Training on Technology-Enhanced Instruction - A Holistic Approach - 1 views

www.ifets.info/...tan.html

Instructional Strategies

shared by Rachel Tan on 13 Jun 13 - Cached
  • Rachel Tan on 13 Jun 13
     
    Tan, Hu, Wong, Wettasinghe (2003) on Information Technology and Singapore Education, Instructional Framework, Instructional Strategies (Direct Instruction, SDL, Group Work, Computer-Mediated Communication, Constructivist Learning, Learning through Experience) Computer As an Administrative Tool - Blackboard ! Computer As a Presentation Tool - from PPT to Prezi? Computer As a Tutor - engage the learners in higher order thinking Computer As a Cognitive Tool - mindtools Conclusion: To successfully integrate IT into teaching and learning in schools is a challenging task that hinges on a lot of factors, including effective teacher training. Darling-Hammond (1994) describes the new paradigm of teacher learning as a place in which opportunities are provided for "learning by teaching, learning by doing and learning by collaborating." In our attempt to avoid reducing such training into teaching of discrete IT skills, or merely talking about it through lectures, we presented an approach that modeled various pedagogies, including direct instruction, self-directed learning, group work, computer-mediated communication, and constructivist learning. We also provided a holistic technology-enhanced environment, for the trainees to experience the use of the computer as an administrative tool, as a presentation tool, as a tutor, and as a cognitive tool. These strategies are built upon theories and studies of learning, as well as the use of IT in education. The results of the trainees' evaluation of the module indicated a generally positive reaction to the module and the perception that the instructional objectives have been achieved. These are encouraging indicators of the effectiveness of our instructional strategies, which we will build upon for further improvement in the subsequent delivery of the module.
bernard tan

Why the iPad Will Not Save the Publishing Industry - woorkup.com - 0 views

woorkup.com/...t-save-the-publishing-industry

mobile ipad

shared by bernard tan on 13 Dec 10 - No Cached
  • Leaving purely technical considerations aside (in some cases the final result is better than in others), the general quality of those magazines is without doubt extremely high and the integration between classic and multimedia content makes their reading experience very pleasant and engaging. But there is a basic limitation that could play a significant role in preventing their widespread diffusion, thereby making them not competitive in terms of economic return. The problem is not the limited number of iPads in circulation, as some may think, but the difficulty – or the inability – to download single issues of a certain magazines on your device because of their excessive size, which usually is around 400 MB.
  • the general quality of those magazines is without doubt extremely high and the integration between classic and multimedia content makes their reading experience very pleasant and engaging. But there is a basic limitation that could play a significant role in preventing their widespread diffusion, thereby making them not competitive in terms of economic return. The problem is not the limited number of iPads in circulation, as some may think, but the difficulty – or the inability – to download single issues of a certain magazines on your device because of their excessive size, which usually is around 400 MB.
  • each download may take a period ranging from twenty to seventy minutes if you are connected to a wi-fi hotspot. If you use a 3G connection, instead, the download is inhibited and a message warns you that, due to the excessive size of the file, you must be connected to a wi-fi to continue to the download. Apart from the frustration generated by waiting too long for the completion of the download (especially if you consider that there are an infinite number of alternative sources of information available in a few seconds, for free, just surfing the web), when the user doesn’t have access to a wi-fi network, he is likely to quit the purchase altogether
  • ...1 more annotation...
  • This limit, which negatively affects sales volumes and profitability of editorial projects aimed at iPad users, will bring developers to rethink radically the structure of such contents and limit their size. Otherwise, a significant proportion of those users who have once experienced the frustration of the download will not want to repeat the purchase a second time.
  • bernard tan on 13 Dec 10
     
    Something it's not about how rich or engaging the contents are but how the ease of being able to reach for it is. ( infrastructure) Afterall would you bother buying a magazine from your local newsagent if you had to stand there and wait in a queue for 30 minutes or more.
Ashley Tan

Half an Hour: New Forms of Assessment: measuring what you contribute rather than what y... - 1 views

halfanhour.blogspot.sg/...assessment-measuring-what.html

assessment alternative

shared by Ashley Tan on 28 Aug 12 - No Cached
  • In the schools, too, there is no reward for helping others (indeed, it is heavily penalized). Suppose educational achievement was measured at least partially according to how much (and how well) you helped others. The value of the achievement would increase if the person is a stranger (and conversely, decrease to zero if it's just a small clique helping each other) and would be in proportion to the timeliness and utility of the assistance (both of which can be measured).
  • Suppose instead students were rewarded for cooperation. Not collaboration; this is just the school-level emulation of the creation of cliques and corporations. Cooperation, which is a common and ad hoc creation of interactions and exchanges for mutual value.  Cooperative behaviours include exchanges of goods and services, agreement on open standards and protocols, sharing of resources in common (and open) pools, and similar behaviours. Imagine receiving academic credit for contributing well-received resources into open source repositories, whether as software, art, photography, or educational resources. Imagine receiving credit for long-lasting additions to Wikipedia or similar online resources (we would have to fix Wikipedia, as it is now run by a gang of thugs known as 'Wikipedia editors'). We can have wide-ranging and nuanced evaluations of such contributions, not simple grades, but something based on how the content contributed is used and reused across the net (this would have the interesting result that your assessment could continue to go up over time).
  • There is, again, no reason why public service cannot be incorporated into individual assessment. Adding value to fire and police services by means of monitoring and reporting (not the piece-work model of something like CrimeStoppers, but actual prevention), supporting environment by counting birds, sampling water, servicing sports events by acting as a timer or umpire - all these can add to a person's assessment. I'm not thinking of the simple sort of tasks grade school students can perform. Indeed, a person hoping to attain a higher level qualification would need to contribute to the public good in a substantial and tangible way. Offering open online courses (that are well-subscribed and positively reviewed by the community) should be a requirement for any graduate-level recognition. The PhD used to be about offering a unique research contribution to the field; now it's about paying tuition and being exploited as a TA. These three things - helping others, being cooperative, contributing to the public good - are obviously not easy to assess. To be sure, it's far easier to ask students simple questions and grade the number of correct responses. But assessing students in this way, far from measuring putative 'content knowledge', is really an exercise in counting without any real interest in what is being counted. It acts as an invitation to cheat, as it places self-interest ahead of the values it is actually trying to measure.
  • Ashley Tan on 28 Aug 12
     
    Stephen Downes very alternative thinking on alternative assessment: Helping others, being cooperative, and contributing to public good.
Rachel Tan

MERLOT Pedagogy Portal - 0 views

pedagogy.merlot.org/index.html

pedagogy online learning faculty development

shared by Rachel Tan on 17 Sep 13 - Cached
  • Rachel Tan on 17 Sep 13
     
    Consider this as an ID resource for our internal training? MERLOT is a free and open online community of resources designed primarily for faculty, staff and students of higher education from around the world to share their learning materials and pedagogy. MERLOT is a leading edge, user-centered, collection of peer reviewed higher education, online learning materials, catalogued by registered members and a set of faculty development support services. MERLOT's strategic goal is to improve the effectiveness of teaching and learning by increasing the quantity and quality of peer reviewed online learning materials that can be easily incorporated into faculty designed courses. MERLOT's activities are based on the creative collaboration and support of its Individual Members, Institutional Partners, Corporate Partners and Editorial Boards. Integral to MERLOT's continuing development of faculty development support services are its: * Building and sustaining online academic communities * Online teaching and learning initiatives * Building, organizing, reviewing, and developing applications of online teaching-learning materials
yeuann

Harvard-MIT's edX Brings Research Focus to Cloud Ed | Cloudline | Wired.com - 0 views

www.wired.com/...edx

learning instructional web feedback research

shared by yeuann on 08 May 12 - No Cached
  • While edX shares the common theme of scaling the online experience to very large groups, it adds an important component lacking from the various Stanford spin-offs, namely research.
  • EdX partners will be doing more than putting content online, they will be studying how people learn in these environments in an effort to improve both classroom and online learning.
  • yeuann on 08 May 12
     
    According to this article, the most significant factor is not the scaling of online instruction (which isn't a new thing already) _but_ the ability for educators to study how people learn in various environments. Timely and accurate feedback is an essential component, not only for students, but also for educators, in improving the quality and relevancy of education for smaller groups. Personally, I think that the rise of massively open online courses (MOOCs) will ironically lead to a huge increase in the number of customized and localized courses tailored for niche sub-groups. Instead of seeing a huge dissemination of one-size-fits-all education, we will see an increasing diversity of different educational strategies, similiar to how the diversity of an ecosystem increases when its geographic size increases. It's a very exciting time for educators out there indeed...
Ashley Tan

Apple Study Trip: Day 2 ~ ICT For Educators - 5 views

ictforeducators.com/...apple-study-trip-day-2.html

ipad education mobile learning CeL

shared by Ashley Tan on 04 Jun 11 - No Cached
  •  When students were given their own iPad, they were given full autonomy of their device and had to set it up from scratch. They set up all of their own accounts and installed their own apps, from a combination of required apps to those which they chose themselves. Each student was given a $40 iTunes gift card to use for their purchases. Experience showed that true success relied on moving away from the school being the "boss" of the machine to one where it was student driven and student managed. 
  • It was found that the Ipads are very different from laptops in that students can really relate to them and, when used, they do not become the focus of the learning. Instead they become one device which can be used with all learning tools that students have access to. The iPad became the "red pen" where much of the work got done in other ways and the iPad was used when needed. Laptop computers control thinking and control the desk. When used, they become the focus of the learning. iPads are a technology which has really changed the way students work with computers in the classroom. The real challenge for staff is to embrace this and to understand that you can't expect to have iPads in the classroom and teach the same way that you did when you didn't have them. It changes the way students work and they way teachers teach. 
  • yeuann on 07 Jul 11
     
    Like your comment about how the iPads don't become the focus of the learning. That's a thought that's been on my mind recently - the importance of the perception of "seamlessness" in tech usage. That's probably one of the most important reasons a technology gets adapted - no matter how cumbersome it seems at first (e.g. learning how to drive a car) - because the normal usage of the technology doesn't hinder the intended task at hand. (That's why once you learn to ride a bike, you don't think so much about the bicycle itself as you think about moving faster.) Think Donald Norman in "The Design of Everyday Things" has a term for this: affordability. So I guess, my thought on the usage of the iPad (and any new tech at hand): The learning of the new tech need not be intuitive. But the everyday usage has to seamlessly flow with the given task at hand - so that the tool and the user become "one" with the task. (Just like how a user fumbles with a pair of chopsticks at first, but once he masters it, his chopsticks "become" part of his fingers.) Then such seamless technologies get seamlessly adopted as "cognitive-multipliers".
Kartini Ishak

Get Serious About Social Learning by Focusing on What Matters by Eric Davidove : Learni... - 0 views

www.learningsolutionsmag.com/...ng-by-focusing-on-what-matters

social learning

shared by Kartini Ishak on 23 Dec 10 - No Cached
Sally Loan liked it
  • Social learning has taken on a kind of religious fervor among learning practitioners during the past couple of years—and not without good reason. It often creates more powerful and enduring learning experiences; it helps people establish and leverage social connections to accelerate the distribution and sharing of experiences, content, and guidance; and it allows learners to be more productive, learn faster, and work smarter.
  • it’s easy to lose focus on what matters, and to assume the end game is the technology
  • A social learning strategy should paint a compelling picture of the future state, clearly articulate the business case for change, and outline the roadmap for how you will get from “here” to “there” (including what must change, stop, and continue)
  • ...3 more annotations...
  • Social learning, at its core, is a network of communities. This network is usually formed and accessed through the use of social media. The community network provides the “path” for an effective flow of information.
  • A community network is the primary source of advice, methods, leading practices, lessons learned, and innovation. It’s the “repository” of content, experience, and intelligence that enables people to learn, develop, and excel at work. The effectiveness and usefulness of the community network is a function of its size and make-up.
  • A new generation of learning is here. Today, employees are working in a very fast-paced environment and they need learning that is immediate, relevant, and delivered in the context of their work. Social media won’t do the job alone. Organizations must embrace social learning and adopt the leading practices presented in this article if they want their employees to keep their company on the cutting edge. Social learning works when it is born from a well thought-out strategy, is made up of mature community networks, is fueled by motivated members, is a resource of great content, and is guided by meaningful metrics. Take some of the ideas presented in this article and start implementing them now.
Ashley Tan

NIe-Learning - 0 views

www.cel.nie.edu.sg/...gen_copyright2.html

shared by Ashley Tan on 07 Jan 14 - No Cached
Rachel Tan liked it
  • uploaded
    • Ashley Tan
      Ashley Tan on 07 Jan 14
       
      "made" not "uploaded".
  • substantial works1
    • Ashley Tan
      Ashley Tan on 07 Jan 14
       
      Ensure proper superscript in all browsers.
  • i) Periodicals – not more than 1 article from the same periodical publication unless it relates to the subject matter; ii) Published works – 10% or 1 chapter of a chaptered work, 10% of pages of a non-chaptered work and 10% of total bytes of an electronic edition of a work
    • Ashley Tan
      Ashley Tan on 07 Jan 14
       
      Provide an authoritative and current reference for these standards of practice.
    • Rachel Tan
      Rachel Tan on 19 Mar 14
       
      Fareed, I have spoken to Sally. She will follow up with SPCS and later transfer the text into a Google Doc for Ashley's clearance
  • ...6 more annotations...
  • NTU and
    • Ashley Tan
      Ashley Tan on 07 Jan 14
       
      NTU, and
  • For those which are not available in the Library, staff should not change the format of videos (i.e. changing .dat to a .wmv file) for the purpose of segmenting it and uploading to BlackBoard.
    • Ashley Tan
      Ashley Tan on 07 Jan 14
       
      Change to "Staff should not change the format of videos (i.e. changing .dat to a .wmv file) not available in the Library for the purpose of segmenting and uploading to BlackBoard."
  • subject matter other than works” includes:
    • Ashley Tan
      Ashley Tan on 07 Jan 14
       
      Are there no other categories? I can think of at least two others.
  • Ownership of Copyright
    • Ashley Tan
      Ashley Tan on 07 Jan 14
       
      Headers like these need to be more obvious. Make them bold.
  • However, NIE being an education institution, academic staff  would be the copyright owner of any original works created by him/her. including their published articles (NIE SPCS, 2013).
    • Ashley Tan
      Ashley Tan on 07 Jan 14
       
      This sentence is badly fragmented. Please revise.
    • Rachel Tan
      Rachel Tan on 18 Mar 14
       
      Revised: At the National Institute of Education, academic staff would be the copyright owner of any original works created by him/her. including their published articles (NIE SPCS, 2013).
  • copyright please
    • Ashley Tan
      Ashley Tan on 07 Jan 14
       
      "copyright, please"
    • Rachel Tan
      Rachel Tan on 18 Mar 14
       
      Fareed, could you insert the comma: For more general information on copyright, please click here (IPOS, 2013).
Ashley Tan

How YouTube is Part of a Global Economic Transformation - 0 views

www.readwriteweb.com/..._global_economic_transform.php

youtube education

shared by Ashley Tan on 04 Feb 12 - No Cached
  • YouTube announced a new batch of partners that were added to its Education Channel today and noted that nearly 80% of the viewership of educational content on the site came from outside the United States. Less than 70% of the site's total traffic is International, so the educational content is disproportionately viewed by global audiences. Both YouTube and iTunes U are serving up huge quantities of educational content to a world already in the throes of a 50 year revolution in global education. In some ways they represent exactly the kind of education that a new world needs, too: learning that augments existing education and fosters life-long development of non-routine analytical and interactive skills. That's a recipe for good times. YouTube now hosts more than 500,000 educational videos, on a wide variety of topics. The new mobile-friendly iTunes U also offers 500,000 educational resources and says that 60% of its viewership comes from outside the United States. This global consuption of US-created online educational content may be the newest chapter in a radical transformation of global education over the past 50 years. Life in this world is not like it used to be just a few decades ago, and the availability of world-class education on-demand, at almost no cost, is likely to help things change all the more as this century unfolds.
  • A trend began, at least in the United states, as far back as 1985: demand for "routine manual skills" has held relatively steady, demand for non-routine manual skills has plummeted. Demand for routine cognitive skills climbed through 1970, then fell. What's hot? Non-routine analytic and non-routine interactive skills. Those are things that a good YouTube or iTunes U video about world history or global ecology can help improve, your non-routine analytic and interactive skills. More than for just economic well-being, those are skills that positively impact quality of life in many ways.
yeuann

How I used m-learning to help a P4 boy improve his English - 6 views

Sure, Ashley! Glad you like this... please go ahead and share with your class! :)

mobile Apps iphone m-learning

started by yeuann on 22 Jul 11 2 follow-ups, last by yeuann on 24 Jul 11
yeuann

Tips for Using Chat as an Instructional Tool -- Campus Technology - 1 views

campustechnology.com/...-as-an-Instructional-Tool.aspx

chat instructional tool mobile apps whatsapp learning

shared by yeuann on 25 Apr 12 - No Cached
  • yeuann on 25 Apr 12
     
    This article was written 5 years ago. Now, we have the benefit of ubiqutious mobile chat platforms e.g. Whatsapp, which can create small focus groups to talk about a particular topic. Not only so, besides the usual text, Whatsapp also allows participants to share mobile videos taken on the spot, share their geolocations with one another, share audio recordings and of course, images. A personal example of how I use Whatsapp for personal learning: I use Whatsapp regularly to practice reading and writing my Japanese with a few other friends, and when I make mistakes, they can quickly give me feedback in real-time. We also exchange photos of Japanese culture, food items and even on-the-spot videos from those who are in Japan. Some of us go for Japanese classes, some don't. But those who go for the classes share what they have learnt with those who haven't.  I'm not sure if this can be classified as a type of "flipped learning", but I realized that mobile chat makes an excellent real-time, yet highly personalized tool for e-learning in small group discussions. Perhaps this is one area we can consider next time as a way to do mobile learning that harnesses the social nature of us learners.
bernard tan

3G powers Singapore school's 21st century classroom - 1 views

www.networksasia.net/...schools-21st-century-classroom

mobile mobile_learning

shared by bernard tan on 03 Apr 12 - No Cached
  • bernard tan on 03 Apr 12
     
    NIE is mentioned in this article talking about mobile technology in schools. And the platform chosen was Windows.... The National Institute of Education of Singapore is assisting teachers with the development of customized curriculum in English, Science and Chinese that leverages the benefits of mobile, Internet-connected, learning devices and provides students with new learning opportunities that are not possible with paper and pencil. We co-design technology enabled lessons with the teachers and provide professional development to teachers that enable them to enact lessons using smartphones. It is critical to empower teachers to orchestrate the transformed classroom to support students' personalized learning," says Professor Looi Chee Kit of the National Institute of Education. All smartphones are equipped with MyDesk, a next-generation mobile learning platform tailored to leverage the capabilities of Microsoft's Windows Phone operating system. MyDesk enables each student to access his or her assignments, relevant websites that contain podcasts, textual material and video clips and educational applications, such as concept mapping, drawing and animating, to practice both self-directed and collaborative learning.
bernard tan

Challenges of Interface Design for Mobile Devices » Yahoo! User Interface Blo... - 1 views

yuiblog.com/...face-design-for-mobile-devices

mobile design iphone yui interface usability

shared by bernard tan on 28 Dec 10 - Cached
  • designing for a mobile device can lead to a solution that is worlds different than its desktop equivalent.
  • Context of Use
  • Users have a very specific need and desire to accomplish their goal in the easiest and fastest way possible. This fact alone helps explain why mobile interfaces are designed the way they are
  • ...6 more annotations...
  • Feature sets are optimized to streamline common use cases Use typography to show hierarchy and importance Features are progressively displayed Large buttons are used to make interactions actionable
  • Designing with awareness to context will yield a more atomic design that instead of introducing users to a proverbial blank canvas, will guide them toward accomplishing important tasks. Having to deal with slow data speeds, high network latency, smaller screens, and an unpredictable mode of use only reinforce the need to isolate an application’s essential features and offer access to them when contextually appropriate. Next time you design an interface for a mobile device, remember to consider context of use and context of the medium as part of your design strategy.
  • Dealing with phone numbers and other mobile friendly data Displaying information on a smaller screen Not using a cursor Device speed and network latency
  • Context of the medium
  • To design an experience that can gracefully coexist with others tools, one needs to understand what kind of media can be processed by specific mobile internet browsers, and when onboard applications are launched.
    • bernard tan
      bernard tan on 28 Dec 10
       
      need to find out hows web app can interact with other apps... especially how we can integret that into harmonia and dropbox feature...
  • Using traditional web development techniques of creating fluid designs that scale horizontally is the fastest way to deploy a single design to many different mobile devices.
    • bernard tan
      bernard tan on 28 Dec 10
       
      for azhar ... on creating a fluid layout for harmonia so that it fit all devices.
  • bernard tan on 28 Dec 10
     
    While reading for ideas on doing mock up mobile interface, i stumbled this. very interesting read on designing for usability for mobile devices and why it is not just a scale down version of your actual desktop website.
Ashley Tan

ingentaconnect Video recording lectures: Student and professor perspectives - 6 views

www.ingentaconnect.com/...art00024

cel video recording lectures

shared by Ashley Tan on 23 Feb 11 - No Cached
  • This paper investigated the use of special eyeglasses designed with a built-in video camera and microphone for the purpose of recording classroom activities from the point of view of both the professor and the student. The aim is to eliminate the need for dedicated video recording in the classroom. This paper reviewed the various techniques used to record a lecture and highlighted the advantages and disadvantages of each. It also presented 10 activities from the point of view of the student and the professor, which may play a role in improving students' understanding of the lecture. The videos produced by the professor and student cameras were reviewed in terms of their effectiveness and usefulness with regard to the 10 activities. The results were analysed and conclusions were drawn based upon the findings of this study.
  • Ashley Tan on 23 Feb 11
     
    For the video team to read.
  • Henry Ngoh on 16 Mar 11
     
    Looking at the abstract, it's indeed powerful if this kind of special eyeglasses is available in the mass market. Then again, due to my limited capability, access to the review for this research is not possible, as such, thus wouldn't know the actual effectiveness & usefulness of this study. Hopefully, details of similar studies done elsewhere may be available over internet in future.
Ashley Tan

Defaults are bad « Lisa's (Online) Teaching Blog - 1 views

lisahistory.net/...defaults-are-bad

lms bb blackboard

shared by Ashley Tan on 18 Aug 11 - No Cached
  • My class is organized like a syllabus. I need a button for Unit 1, a button for Unit 2. Every time we do a workshop where one of our faculty demonstrates how we’ve adjusted an LMS to make it look like a syllabus, we see light bulbs go on all over the room. We have, over the years, called these workshops things like “Making Blackboard Work for You”, “Redesigning Blackboard”, and “The Interactive Syllabus”. Yesterday our presenters Andrea Petri and Laura Paciorek gave a workshop called “A New Wardrobe for Blackboard: Technical Basics of Instructional Design”. Andrea showed us his class, organized into units, with each unit a page full of links, all in one place for that unit. We’ve got tutorials, like this one on creating an interactive syllabus in Blackboard by Pilar Hernández . We have a handout showing a logical chapter-based LMS menu. Laura Paciorek made a screencast on how to change the Blackboard menu .
  • Ashley Tan on 18 Aug 11
     
    Something for the ETs and Jason to read and react to.
  • yeuann on 18 Aug 11
     
    Interesting article! I think one reason why many teachers keep on sticking to the defaults is because _precisely_ BB can be so flexible and do so many things, and there's a lot of templates available. This panoply of choices leads to decision fatigue on the teachers' part: "Which features should I use for presenting to my students? how can I package and so on... arrrrh I'll just stick with the defaults and customize another day." (Can read more about decision fatigue at http://www.nytimes.com/2011/08/21/magazine/do-you-suffer-from-decision-fatigue.html) So, I think our training strategies would have to recognize and take into account this human tendency to choose the easy defaults, especially when mentally tired.
  • jasonyai on 19 Aug 11
     
    Defaults are bad? hmmm... My son started using the kiddy skate scooter about 4 mths ago and he does it like a pro now. When I bought the scooter, it came with 'default settings', i.e. all fixed up and ready to use. He had a go at it and we adjusted the height and widen the handles along the way. He grew more confident and I removed the trainer wheels. I cannot imagine when the scooter came without any 'default settings', i.e. 4 wheels, 2 bars, rubber tubes, etc, I will be quite frustrated setting it up from scratch and my son will be climbing all over me. Defaults cannot be seen as something bad in my opinion. It gives new users or busy people something to start with, I personally appreciate that. When we design instructions, we provide foundations to get our learners started, building blocks or scaffolding their learning as they progress. A range of basic, intermediate or advanced instructional plans can also be presented later on. Essentially, what are the characteristics of our learners or the users of BB? What do you think they need? Demographics of our acad staffs for example are quite 'senior adult learners' (correct me if I am wrong). Do we think we want to present a blank BB page and tell them, 'hey, guess what? its all about customisation now, whatever you want, put it in.' No prize for guessing what their reactions will be. On the other hand, there maybe a group of people who do not want to conform to defaults but to change things or customise their experiences. Nothing wrong with that too. My point is, let's provide a range of options for users, we inform that there are default settings to get them started but there are also room for customisation for the adventurous. We want to be learner centric, hence customisation of experiences but we also do not want to leave anyone behind. That said, I am going to change all my default passwords and user ids of my mobile.... no wonder banks have been calling me to ask if I needed loans.
Kartini Ishak

NMC Virtual Worlds - 1 views

virtualworlds.nmc.org

virtual virtualworlds education

shared by Kartini Ishak on 13 Aug 12 - Cached
  • Kartini Ishak on 13 Aug 12
     
    NMC Virtual Worlds is a program of the New Media Consortium. Our mission is to help learning-focused organizations explore the potential of virtual spaces in a manner that builds on community knowledge, is cost-effective, and ensures high quality. NMC Virtual Worlds provides a palette of premium custom services for education and training, and conducts an ongoing series of events, conferences, and programs. A suite of pro bono services and fellowships are a central aspect of the organization, and reflect our deep commitment to learning and access.
Kartini Ishak

7 Tips for Igniting Your Content With Social Media - 1 views

mashable.com/...social-media-content

socialmedia reference tips content social media education learning

shared by Kartini Ishak on 07 Mar 14 - No Cached
  • "Content is fire. Social media is gasoline."
  • 1. Know Your Audience If you don't know who your audience is, how will you ever connect with them? Most brands have an understanding of their audience's demographics - age, gender, HHI, ethnicity. But you have to go beyond these statistics to get a better understanding of their interests, needs, mindsets, and behaviors to truly make a connection and become an important part of their lives. In addition to the standard methods of audience discovery - industry research, focus groups, and brand surveys - you can also use social media data to build audience personas. Social monitoring software, Facebook Custom Audience, social referrals to your website, and question-and-answer sites are just a few of the sources you can use to learn more about your audience.
  • 2. Provide Value Your content must provide some type of value to your audience. That value could be education, increased productivity, entertainment, or cost savings. To the consumer, it shouldn't seem like marketing, even though we know it is by nature. It's providing long-term awareness and brand recall. It's making sure your brand is right there with the consumer at each step along their path to purchase so that when it comes time to make a decision, you're the first brand that comes to mind.
  • ...4 more annotations...
  • 4. Look Beyond Facebook and Twitter Creating content doesn't automatically mean users will come consume it and engage with your brand as a result. You must draw attention to the content through owned, earned, and paid methods across a variety of channels, not just the big ones. Ask yourself how else you can maximize the value of each piece of content and each campaign: Can you make the content more visible and sharable on your website? What other social channels does your audience use besides Facebook and Twitter? Can you use sites that accept submissions of specific content, like Visual.ly for infographics or Online-Sweepstakes.com for contests? How much are you able to pay to distribute your content on sites such as Outbrain or Taboola? Are you using Google+ to link to content on your website? (If the answer is no, I urge you to start today. Google+, while lacking in the engagement department, has a major impact on organic ranking.)
  • People share things not only because those things look good, but because those things make them look good.
  • 7. Measure Success Before creating a single piece of content or posting one Facebook message, determine the objective of your content and what metrics you will use to measure performance.
  • hile the specific metrics in each bucket will vary based on your strategy, objectives, and resources, some common ones are: Awareness - impressions, reach, mentions Consumption - clicks, visits, referrals Engagement - likes, shares, +1s, time on site Actions - leads/sales, PDF downloads, newsletter sign-ups, site navigation
  • Kartini Ishak on 07 Mar 14
     
    ""Content is fire. Social media is gasoline.""
  • Obi-Wan Fareed on 07 Mar 14
     
    Light my fire - The Doors :-)
Kartini Ishak

Half of UK companies risk "corporate suicide" by banning Facebook and Twitter - Marketi... - 1 views

www.utalkmarketing.com/...Article.aspx

social media

shared by Kartini Ishak on 15 Jun 11 - No Cached
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  • Facebook is such a popular application that is so widely used for personal and business uses, it makes no business sense to ban it. If companies do not address this they could be at the mercy of corporate suicide
  • Social networking is like food and drink to Generation Y workers, they are so used to communicating in a more open and collaborative way. Therefore, forward looking companies should be aiming to encourage social media activity amongst their employees rather than stifling it
    • Kartini Ishak
      Kartini Ishak on 15 Jun 11
       
      I couldn't agree more with this final statement stating that social networking is vital to Gen Y workers. We communicate more openly and collaboratively through this medium. And it should be encouraged rather than being stopped.
  • yeuann on 07 Jul 11
     
    Thanks Kartini! I strongly agree too. To add on to your point, I think for the Gen-Yers, social media tools also facilitate on-going collaboration by engaging the emotive power of relational bonds to help bring everyone onto the same page. I remember reading this in my Media Theories module: http://en.wikipedia.org/wiki/Agenda-setting_theory... hope you find it relevant! "Agenda-setting theory is the theory that the news media have a large influence on audiences by their choice of what stories to consider newsworthy and how much prominence and space to give them. Agenda-setting theory's main postulate is salience transfer. Salience transfer is the ability of the news media to transfer issues of importance from their news media agendas to public agendas. Through their day-by-day selection and display of the news, editors and news directors focus our attention and influence our perceptions of what are the most important issues of the day. This ability to influence the salience of topics on the public agenda has come to be called the agenda setting role of the news media."
yeuann

Don Norman's jnd.org / Designing the Infrastructure - 1 views

www.jnd.org/...igning_the_infrastructure.html

shared by yeuann on 07 Jul 11 - No Cached
  • The infrastructure of our computer technology can be overwhelming. My computer's infrastructure gets more complex each year, and all this complexity requires attention. Upgrades and security modifications. The need to change passwords for many accounts, and the need to keep my list of passwords up to date, synchronized across all my computers. The need to reboot, defragment, do continual scans for viruses and malcontent software, the need to renew batteries and accounts. Backup files. It seems that every day I spend considerable time on the infrastructure. Because the ability to maintain infrastructure is seldom designed with care, each simple activity can become daunting. Each new device purchased requires installation, complete with registration, agreeing to unread but undoubtedly onerous legal conditions, and finding space and sockets for all the communication and power cable. Did I mention that these invariably require stopping all work, saving everything, and rebooting, after typing in a long, complex registration number? I should have.
  • Infrastructure is taken for granted. It is time it is given as much attention as the primary applications, else maintaining the infrastructure will itself become our primary activity.
  • It is time to work on infrastructure. It threatens to dominate our lives with ugliness, frustration, and work. We need to spend more time on the designs for infrastructure. We need to make it more attractive, more accessible, and easier to maintain. Infrastructure is intended to be hidden, to provide the foundation for everyday life. If we do not respond, it will dominate our lives, preventing us attending to our priory concerns and interests and instead, just keeping ahead of the maintenance demands.
  • yeuann on 07 Jul 11
     
    When I think about "infrastructure", I normally think about roads, wires, sewerage and so on. But how about educational technology and instructional design? From reading Don Norman's musings about infrastructure, I realized that if we want our technological implementations to be successfully adopted, very often it's essential to also consider the infrastructure needed to support our tech designs and implementations. Personally, I think infrastructure for education and instructional design need not always be physical things. They could be intangibles such as having to update a database, notify the relevant people in charge, call this person or that to come unlock the computer lab, etc. My mum's been a teacher for 40+ years. She's great. But she really hates the computer. Not because of the learning needed to use Microsoft Word. She's quite fine with it. But it's all the non-Microsoft Word things that she has to do - reboot, turn the computer on, manage the files, etc... - that makes her scream.  "It is time to work on infrastructure. It threatens to dominate our lives with ugliness, frustration, and work. We need to spend more time on the designs for infrastructure. We need to make it more attractive, more accessible, and easier to maintain. Infrastructure is intended to be hidden, to provide the foundation for everyday life. If we do not respond, it will dominate our lives, preventing us attending to our priory concerns and interests and instead, just keeping ahead of the maintenance demands." - Don Norman Food for thought: What are some underlying "infrastructure" (tangible and intangible) that I may encounter in an educational technology project? Are there existing infrastructure that I can take advantage of to minimize time and $? How can we minimize the amount of infrastructure maintenance needed?
yeuann

Amazon Builds World's Fastest Nonexistent Supercomputer | Wired Enterprise | Wired.com - 0 views

www.wired.com/...2

mobile apps learning cloud computing

shared by yeuann on 23 Dec 11 - No Cached
  • yeuann on 23 Dec 11
     
    I've been thinking. If the highest level of e-learning is augmentation of existing teaching and learning capabilities, then why not investigate cloud supercomputers - the logical extrapolation of today's cloud computing. Imagine the learning possibilities if students could easily run simulations using real-world data to investigate real-world phenomena or even social ones, to see what would happen if you tweaked certain environmental / historical conditions. Then teachers could use the various simulated outcomes as a starting point for discussion purposes - e.g. if everyone on earth had a car, what would happen to the earth's temperatures in the next few years? and then ask further questions from there using fundamental principles. Less time spent on tedious models, and more time spent observing systems interactions, may help make the next generation of It sounds like a very high-level concept, but I think a practical example is when I used the speech-to-text convertor feature of an English dictionary app on my iPhone to help a boy learn how to pronounce words correctly. It turned a boring dictionary into a fun interactive game for him, and he learnt a few new words along the way. Just some food for thought this holiday season. Merry Christmas!
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