Key Findings
Here are just some of the findings from this report:E-Learning 2.0 modalities are growing at very fast rates with use of blogs up 20.7% from a year ago, communities of practice up 12.3%, and Wikis up 7.7%.40% of respondents indicate they are making some use of e-Learning 2.0 approaches.Over the next 12 months, 70.1% of survey respondents plan to apply more e-Learning 2.0 approaches to their learning endeavors.66% of survey respondents believe that younger workers will demand e-Learning 2.0 approaches to performance support.Only 28.1% of members report that their organizations are preparing workers on using Web 2.0 approaches for learning and work.Among members working in organizations with 10,000 or more workers, 10.8% cannot access LinkedIn, 26.2% cannot access Gmail, 35.0% cannot access YouTube, and 39.2% cannot access either Facebook or MySpace.Among members who have made significant use of e-Learning 2.0 approaches, 60.6% reporting improved learner / user performance.
These kinds of designs are excellent for learning discrete bits of information, practicing simple and basic behaviors, building complex psychomotor skills, and learning to use applications or processes that require a narrow, prescriptive approach
instruction that attempts to control the learner’s responses and environment
acquisition
learning goal is enculturation
Enculturation results from interactions among people, objects, and culture in a collective effort to solve problems, create products, or perform service
Carrying on a dialogue tells the student that she/he is an equal member of the community.
applicable to their needs when they need them, motivating learning
This convergence of tools, practice, and theory enables teachers and students to discuss, plan, create, and implement unique strategies for providing instruction within a unique environment.
enablers
Learners are collaborators in the learning process and have an equal role in setting goals.
They make most of the decisions related to what to learn, how to study, and which resources to use.
Teachers pass on information to the learner. The clearer the information the more the learner will acquire.
Evaluation is a critical strategy within traditional learning environments
Teachers focus on interacting at a metacognitive level with the learners. They help students analyze their learning deficits through questioning.
Insufficient learning or failure
Tools enable learners to contribute to the community.
learners who want to learn what they need as fast as they can to apply within their community of practice
Tools are not objects of instruction.
Scott Grabinger
Instructional Design for Sociocultural Learning Environments
The CETL(NI) has developed a Hybrid Learning Model which can be used to describe learning activities as a series of understandable and universal set of learning events where the teachers and students experience and roles are clearly defined at each stage. The strength of this method is its transparency, use of plain English and its potential in breaking down effective complex learning activities into a generic, re-usable format so that good practice can be disseminated, reapplied and evaluated easily.
Moodle’s pedagogic pretensions A lot of rot is spoken about Moodle supporting a ‘constructivist’ approach to learning
That was always a utopian dream. This Vygotsky-inspired babble is only really spouted by academics with too much time on their hands. It’s really just a standard collection of learning management tools with no real pedagogic innovation or intent. There’s nothing in Moodle that wasn’t, or isn’t, in other LMSs or VLEs if you will.
Educationalists love to talk about learner-centric, constructivist models of learning but usually default back into a didactic, lecture-driven, ‘I teach-you learn’, behaviour. Stray too far from the current model and any LMS will collapse into a soup of collaborative connectivity
Moodle I believe is just a tool. Pedagogy is not about a tool it is about the approach
Learning in any LMS with the pedagogical constraints of process driven learning is about1. Storing & Access of information2. Communicate3. Evaluate4. Collaborate
teaching/learning as performance and teaching/learning as text
perceived institutional presence — the degree to which online learners felt connected to the university — was positively related to learning outcomes, satisfaction with the course, and intent to stay in the program.
students in the traditional classes interacted with each other far less than those in the hybrid (Web–enhanced) classes
quality of interaction in online discussions, rather than quantity, may be the better predictor of student achievement
Interrogating the structure of learning management systems such as Blackboard brings to light the unnoticed ways in which the software frames online classroom interaction
Rose (2004) argued in her critique of learning management systems that the mediated tools instructors use to teach their classes are not value–free. The author lamented that “there is no acknowledgment of the fundamental transformations that must be wreaked upon content imported into platforms such as WebCT and Blackboard, nor of the fact that the very structure of these systems constrains instructional possibilities and decision–making.” [4] Like a highly bureaucratic organization, once a structure is built into a learning management system, changing the structure becomes unimaginable (Sandvig, 2006).
Online class discussions typically involve more student–student interaction and less instructor–student interaction. Lobel, et al. (2005) found that instructors were the center of the interaction network during in person discussions whereas the group was the center during online discussions. Blackboard’s discussion feature allows students to interact directly with each other, bypassing the instructor. However, the degree of structural flexibility in a Blackboard discussion board resides to a large extent in the decisions the instructor makes. May students attach files? May students start new discussion threads? May students post anonymously? Do they rate each other’s messages? What is the rating system?
What has changed is the instructor’s increased ability to track students’ use of the class Web site: number of messages posted, number of messages read, and how many times various pages or sections are accessed. Mullen (2002) argued that this type of information seems to provide an objective measure of student engagement, but in fact creates a dangerously decontextualized, essentialized image of a class in which levels of “participation” stand in for evidence of learning having taken place. Students are treated not as learners, as partners in an educational enterprise, but as users
“The brave new world of digital education promises greater access, increased democratic participation, and the transcendence of discrimination through pure minds. We must interrogate the actuality of these hypes: who has access, is participation online transformative, and is transcendence of difference a goal of progressive pedagogies?” [8]
In this post you will find a list of 49 FREE eBooks for instructional designers and eLearning professionals. If you have read any of the following books I will highly appreciate if you share your opinion with the eLearning community.
If you know a free e-Learning book that is not included in the list please I will highly appreciate if you write a comment with a link to that book.
It will be added at the top of the list!
In this post you will find a list of 49 FREE eBooks for instructional designers and eLearning professionals. If you have read any of the following books I will highly appreciate if you share your opinion with the eLearning community.
If you know a free e-Learning book that is not included in the list please I will highly appreciate if you write a comment with a link to that book.
It will be added at the top of the list!
Transforming Assessment is an Australian Learning and Teaching Council Fellowship specifically looking at the use of e-assessment within online learning environments, particularly those using one or more Web 2.0 or virtual world technologies.
In terms of what guild members saw as the engines of adoption, 52% felt that their own personal use of tools was the most important factor, with only a third claiming that Learners or staff are requesting it, and just 25% that it was management driven.