This makes it permissible to embed the videos into learning materials as the YouTube player is the means by which this happens, in contrast to downloading and converting them to another format which is not automatically permitted.
This is, however, on the basis that the video has been uploaded with the permission of the rightsholder and thus not infringing copyright in the first place.
Abstract that has been accepted at the forthcoming eLearning in health: collaboration, sharing and sustainability in the current environment conference.
mportant questions about the ways in which learning complex systems can be assisted by making use of the same technological environments that give rise to the learning need
However, the specific suggestion we address here is that vicarious learning is a distinct idea that may have its own implications, particularly for distance learners and others whose access to normal learning dialogue is limited.
Vicarious learning accordingly arises in situations where a learning experience is witnessed and reacted to as a learning experience by another learner.
This is a clear example of vicarious learning where the focus of the learning episode is some cognitive skill or understanding
The Answer Garden (Ackerman & Malone, 1990) and Answer Web (Slater, 1993) are computer-based learning systems based on networks of questions that have been asked by learners and answered by experts, allowing future learners simply to access these exchanges and thus to learn vicariously.
In general, we may regard a perceptual experience as an
informational state of the subject: it has a certain
content -- the world is represented a certain way
-- and hence it permits of a non-derivative classification as
true or false. For an internal state to be so
regarded, it must have appropriate connections with behaviour
-- it must have a certain motive force upon the actions of
the subject.... The informational states which a subject acquires
through perception are non-conceptual, or
nonconceptualised. Judgements based upon such
states necessarily involve conceptualisation.
The central idea behind the theory of nonconceptual mental content is
that some mental states can represent the world even though the bearer
of those mental states need not possess the concepts required to
specify their content.
Martin Weller argues that openness in education has been successful in establishing itself as an approach. However, this initial victory should be viewed as part of a larger battle around the nature of openness. Drawing lessons from history and the green movement, a number of challenges for the open education movement are identified as it enters this new stage.
Video: How changing knowledge needs and structures are influencing the development of new learning systems and models
Discusses constructivism and the diminished relevance of the teacher and their recommended texts/learning materials.
Cognitive overload: it is difficult to separate the 'content' from the 'context' in a OER, thus it is difficult to decontextualize an OER and re-contextualize it to a different learning context/purpose;
The most succinct summation of this question was provided by an accountant who was in my group a couple of years ago. She phrased it as:
(£ consuming vs £ benefit)
access - the ability to actually go online and connect to the internet
skills - to be able to use the internet
motivation - knowing the reasons why using the internet is a good thing
trust - a fear of crime, or not knowing where to start to go online