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The experiences of Chinese learners on two e‐learning programmes in China were investigated, focusing particularly on the formation of learning communities. Data were collected using a range of instruments to access the learners' perspectives in depth and detail. Archer's account of reflexivity as the mediating power between structure and agency is applied to understanding how learners succeeded in one programme in forming a learning community, through their negotiated responses to the existing structural and cultural conditions, whereas little evidence was found of the emergence of learning community in the other case. Further understanding emerges from reappraisal of Confucian philosophy of learning and social relationships, how these influenced the participants' prior learning experiences and how they play a part in their responses to the e‐learning experience.

This article talks about iPhone magazine app. Further, it talks about the colossal globe of digital magazines.Digital magazines are the best way to see the digital revolution. Further, like other digital publications such as the e-catalogs, e-newspapers, e-brochures, etc.

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Aprendiendo a través de imágenes Publicado el agosto 1, 2013 La investigación indica que pistas visuales nos ayudan a recibir y a recordar mejor la información. Los resultados sobre el aprendizaje visual tienen mucho sentido si se considera que nuestro cerebro es básicamente un procesador de imágenes, no de palabras. De hecho, la parte del cerebro usada para procesar palabras es muy pequeña en comparación con la parte que procesa las imágenes. Las palabras son abstractas y complicadas de retener, mientras que las imágenes son concretas y por lo tanto, más fáciles de recordar. Como ejemplo, recuerden los días en la escuela en los que se debía aprender un listado de palabras por semana. Ahora, intente recordar la fiesta de graduación y verá como seguramente, hizo menor esfuerzo en recordar lo segundo. De manera automática e inmediata, el cerebro logra memorizar estos eventos sin que usted siquiera esté consciente de ello. Hay una cantidad enorme de estudios que confirman el poder de las imágenes en el aprendizaje. Un estudio pidió a estudiantes a recordar grupos de 3 palabras como perro, bicicleta y calle. Los estudiantes que intentaron aprenderlas por medio de la repetición no tuvieron mucho éxito, en cambio, a aquellos que hicieron asociaciones visuales con las tres palabras les fue mucho mejor. Diversos tipos de imágenes pueden ser herramientas efectivas para el aprendizaje: fotos, ilustraciones, íconos, símbolos, figuras y diagramas de flujo son tan solo unos ejemplos. Piense la fuerza que tienen los logos de las compañías grandes por ejemplo. Uno reconoce inmediatamente las imágenes sin necesidad de leer los nombres, como el de Starbucks, el cual este año simplificó su logo quitándole las palabras y dejando imagen de la popular sirena. Podríamos sin problema asumir que la compañía Starbucks es consiente del impacto que logran las imágenes en la memoria. Basado en resultados de estudios, el uso adecuado de visual

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Facebook and other social media have been hailed as delivering the promise of new, socially engaged educational experiences for students in undergraduate, self-directed, and other educational sectors. A theoretical and historical analysis of these media in the light of earlier media transformations, however, helps to situate and qualify this promise. Specifically, the analysis of dominant social media presented here questions whether social media platforms satisfy a crucial component of learning - fostering the capacity for debate and disagreement. By using the analytical frame of media theorist Raymond Williams, with its emphasis on the influence of advertising in the content and form of television, we weigh the conditions of dominant social networking sites as constraints for debate and therefore learning. Accordingly, we propose an update to Williams' erudite work that is in keeping with our findings. Williams' critique focuses on the structural characteristics of sequence, rhythm, and flow of television as a cultural form. Our critique proposes the terms information design, architecture, and above all algorithm, as structural characteristics that similarly apply to the related but contemporary cultural form of social networking services. Illustrating the ongoing salience of media theory and history for research in e-learning, the article updates Williams' work while leveraging it in a critical discussion of the suitability of commercial social media for education.

e objective of this study was to test whether information presented on slides during presentations is retained at the expense of information presented only orally, and to investigate part of the conditions under which this effect occurs, and how it can be avoided. Such an effect could be expected and explained either as a kind of redundancy effect due to excessive cognitive load caused by simultaneous presentation of oral and written information, or as a consequence of dysfunctional allocation of attention at the expense of oral information occurring in learners with a high subjective importance of slides. The hypothesized effect and these potential explanations were tested in an experimental study. In courses about literature search and access, 209 university students received a presentation accompanied either by no slides or by regular or concise PowerPoint slides. The retention of information presented orally and of information presented orally and on slides was measured separately in each condition and standardized for comparability. Cognitive load and subjective importance of slides were also measured. The results indicate a "speech suppression effect" of regular slides at the expense of oral information (within and across conditions), which cannot be explained by cognitive overload but rather by dysfunctional allocation of attention, and can be avoided by concise slides. It is concluded that theoretical approaches should account for the allocation of attention below the threshold of cognitive overload and its role for learning, and that a culture of presentations with concise slides should be established.

An overview of different evaluation methods