Group items tagged

“What Can Studies of e-Learning Teach Us About e-Research?” “What Can Studies of e-Learning Teach Us About e-Research?” ist der Titel und die Frage mit dem sich ein Aufsatz von C L. Borgman, University of California, Los Angeles beschäftigt. “e-Research is intended to facilitate collaboration through distributed access to content, tools, and services. Lessons about collaboration are extracted from the findings of two large, long-term digital library research projects. Both the Alexandria Digital Earth Prototype Project (ADEPT) and the Center for Embedded Networked Sensing (CENS) project on data management leverage scientific research data for use in teaching. Two forms of collaboration were studied: (1) direct, in which faculty work together on research projects; and (2) indirect or serial, in which faculty use or contribute content to a common pool, such as teaching resources, concepts and relationships, or research data. Five aspects of collaboration in e-Research are discussed: (1) disciplinary factors, (2) incentives to adopt e-Learning and e-Research technologies, (3) user roles, (4) information sharing, and (5) technical requirements.

The medical industry is one that sees a lot of UGC. A search on YouTube finds thousands of videos of people talking about their illnesses, from cancer sufferers to people with bullemia. Support groups are flourishing and people are finding that sharing experiences and content online is sometimes easier than face-to-face. Talking about your experiences to video and uploading this to YouTube for others to respond to and comment on is probably easier than discussing it in real life. The internet and social networks probably offer access to a greater number of fellow-sufferers than even a local support group might offer. Beyond support, people can use social media and user-generated content to help understand their illnesses. The supposed danger here is that people will self-diagnose and that this may be incorrect. At the same time, you’d expect that privacy issues would prevent any meaningful and useful exchange of ideas. But in fact, user-generated medical content is a vibrant example of how the social networking and online communities can be powerful for exchanging information.

A report by Jupiter Research in 2007 showed that 20% of Americans turn to others online for information about medical issues. They are clearly not shy of seeking or giving advice, even on more personal issues. They use sites such as OrganizedWisdom, a Wiki-style community, to share information they have and get information they need. The concern over the accuracy of this information still stands, with worries about non-medical professionals sharing information that people use to self-diagnose. But research by the British Medical Journal in 2004 found that in the online support communities it studied only 6% of content was incorrect. If this replicated across all medical content online then it would probably be among some of the more accurate user-generated content on the internet. User-generated medical content shows that people are willing to share and are accurate when they do so. Even in a more niche and potentially risky area such as medical advice and disgnosis, the quality and usefulness of user-generated content is high.

The common belief that older people fear or are indifferent towards technology does not fully explain this low usage.

First, the population of older people is increasing at an extraordinary rate.

People 45 and older will soon make up more than half the adult population

the increase has been most striking in relation to adults aged 55-64 and 65-74; the percentage reporting that they are confident has increased by 15 and 13 percentage points respectively

it is notable that the majority of adults in all age groups use e-mail.

Some members of the ageing population struggle to use ICT because of accessibility issues, this might be because they have failing memory or physical health. Others may just not be interested in using for example, the Internet. This might be because they see no added value in using the Internet, consider it unnecessary or feel that alternative channels are adequate.

Internet use by seniors has increased dramatically since the beginning of the millennium

The main uses of the Internet by people over 60 are email, news, health information, product information, family research, and travel reservations [18, 19]. Less common uses include online purchasing, searching government sites, online gaming, and online photo sharing.

besides practical knowledge, the Internet offers senior learners the opportunity to learn new job skills, access cultures and communities, and satisfy an intellectual curiosity that doesn't die upon retirement.

Thus the French entertained the notion of active civic participation and popular will. But, as Timothy Baycroft notes, French nationalists - including Republicans - eagerly used 'ethnic' characteristics, with Republican school textbooks tracing French history back to 'our ancestors the Gauls' and Joan of Arc

“E-learning is learning which is enhanced, supported, mediated or assessed by the use of electronic media. E-learning may involve the use of new or established technology and/or the creation of new learning material; it may be deployed both locally and at a distance”.(E-Learning Strategy group June 2007) The University has stated through the Academic Strategy that one of its key objectives is to promote innovation in learning and teaching, including increasing the use of e-learning.

e-Learning Services supports the use of Information and Communication Technology (ICT) by Faculty of Education faculty, staff, researchers and students.e-Learning Services' main functions are:to maintain Information and Communication Technology (ICT) facilities and resources to support classroom use of ICT to maintain faculty websites, servers, hardware and software to consult and provide resource services for the Faculty related to the use of ICT to provide software training and support for faculty and staff.

E-learning at UCL - a summary Definition of E-learning A working definition adapted from the JISC is: ‘Learning facilitated and supported through the use of information and communications technology (ICT)’. E-learning includes: delivery of courses; on-line assessment; student to student and student to teacher communications; use of Internet resources; and other learning activities involving ICT and the Internet. It can thus be thought of as a continuum, encompassing a broad range of activities across a spectrum from using e-learning for “smarter” learner support, through blended learning (the majority of activity) to learning that is delivered entirely online.

However, what I deem to be probably the most interesting part of the whole book is the discussion by Frank Uekoetter in chapter 4 of the evolution of air pollution control in Nazi Germany and of the effects of polycracy on environmental policy-making. In this chapter, through an analysis of the debate between diverse bodies of the regime on how to approach air pollution, Uekoetter gives us insight into the ways Nazi polycracy actually worked and shows us how, at the end of the line and notwithstanding the claims of propaganda, pragmatism and continuity with the Weimar period characterized Nazi environmental policy-making.

The University of Worcester is fully committed to making effective use of learning technology, adding a creative dimension to learning and teaching using e-learning in a flexible, accessible and integrated manner.

This site is aimed at providing useful information to both staff and students of The University of Queensland who use eLearning tools in their courses.