David Donica wrote: > After watching the video today of Stephan Downes giving his views on Trends and Impacts of E-Learning 2.0 please discuss the following topics: > > 1. Do you agree with Downes' view that static information is a process of the past? > > 2. How can you use "immersion" in your course - online or in the classroom? Give just one example.
Please ignore my other posts. The website was down and when it went on again, it had somehow posted my blank answers--yet another glitch that students will encounter :)
While certain types of information will always remain static, the method of presenting is what changes. For instance with templates, mathematical formulas and MLA citations are just a button press away. Correct info + correct box = correct answer. I am concerned, however, that students who use these systems will not learn the principles that govern the operations.
Since I teach courses that include reading comprehension, computer skills, writing skills, and critical thinking, students are immersed from the moment they log on. However, anyone who has travelled to another country knows how overwhelming the language immersion experience can be. It's much easier to log off and give up than it is to leave the country.
In the face-to-face classroom, I can tell by the looks on students' faces whether they are digesting the information. Then I can backtrack or introduce a spontaneous activity to bring everyone up to speed. Admittedly, this method can be boring for the students who understand and are ready to move on, but it helps me to retain students who might otherwise fall behind. How can we achieve this flexibility online?
> After watching the video today of Stephan Downes giving his views on Trends and Impacts of E-Learning 2.0 please discuss the following topics:
>
> 1. Do you agree with Downes' view that static information is a process of the past?
>
> 2. How can you use "immersion" in your course - online or in the classroom? Give just one example.
While certain types of information will always remain static, the method of presenting is what changes. For instance with templates, mathematical formulas and MLA citations are just a button press away. Correct info + correct box = correct answer. I am concerned, however, that students who use these systems will not learn the principles that govern the operations.
Since I teach courses that include reading comprehension, computer skills, writing skills, and critical thinking, students are immersed from the moment they log on. However, anyone who has travelled to another country knows how overwhelming the language immersion experience can be. It's much easier to log off and give up than it is to leave the country.
In the face-to-face classroom, I can tell by the looks on students' faces whether they are digesting the information. Then I can backtrack or introduce a spontaneous activity to bring everyone up to speed. Admittedly, this method can be boring for the students who understand and are ready to move on, but it helps me to retain students who might otherwise fall behind. How can we achieve this flexibility online?