SITUATED LEARNING: HOW TO USE SOCIAL MEDIA FOR ELEARNING
Before the web-conference all attendee’s will receive an email containing a questionnaire. They will be asked;
What are your expectations from today’s meeting?
On a scale of 1-10 how familiar are you with the term ‘Situated learning’?
Do you use social media to market your e-learning courses?
“Lead with marketing not learning” (Stephen Walsh [KINEO])
This webinar addresses new blends and marketing strategies, and ask the question ‘what about social learning?’
“Continuous learning meet the learning campaign” (ASTD, 2014)
WHAT’S IN IT FOR YOU
Know the different cognitive tools used to start your learning campaign.
Know how these communication facilities and collaboration software resources can grow your eLearning.
Know about constructivist educational principles and be able to apply them to situated learning.
WHAT IS SITUATED LEARNING?
Herrington & Oliver, (1995; 1998) identified nine discrete characteristics of; ‘Situated and Web-based Instructional Design of Elearning’.
1/ Authentic concepts
2/ Authentic activities
3/ Access to expert performances and the modelling of processes.
4/ Multiple roles and perspectives
5/Collaborative construction of knowledge.
6/ Reflection to enable abstractions to be formed
7/Articulation to enable tacit knowledge to be made explicit.
8/ Coaching and scaffolding by the teacher at critical times.
9/ Authentic assessment of learning within the task.
WHY IS SITUATED LEARNING IMPORTANT?
‘Seven Spaces of Social Media’, (Matt Locke)
1/ Secret spaces – Text/email
2/ Group spaces – Facebook/Discussion boards.
3/ Publishing spaces – Blog/Twitter/WordPress/Flickr
4/Performing spaces – Gaming/Virtual reality.
5/ Participating spaces – Web-conferencing.
6/ Watching spaces – TV/Lectures/Ted talks.
8/ Data spaces – Big data analysis.
CONTINUOUS LEARNING MEET THE LEARNING CAMPAIGN
Meanings: Association; Signifier; Index.
Explore the timing of information exposure. What does it mean for marketing? How often must you repeat a message before people buy into a product or service? E.g. repeat cycle of minutes/hours/days/week/or years and years.
BRAIN and MEMORY: Seven tips that improves Elearning (Kohn, A. ASTD Conference). Recommends you should, “Connect with the learners three times; spaced learning”.
Recommended reading: BRAIN RULES, 12 principles for thriving at work, home and at school, (John Medina, 2008)
Recommended Elearning tools.
“It’s about using marketing tools to spread the learning content” (ASTD, 2014)
After the meeting attendees are invited to contribute to building a resource bank by clicking on this link.
• LinkedIn: uk.linkedin.com/pub/errol-charles-campbell/16/2a3/8b3/
• WordPress: http://errolcharles.wordpress
• Twitter: https://twitter.com/ezzardchar
PRESENTERS NOTES: Errol
Introduction: ‘Lead with marketing not learning’
This article by Stephen Walsh (17th April 2013, City &Guilds Kineo) was both refreshing and liberating, because it made sense to me as an e-learning professional. There is a clear and di-rect link from the learner to the content as a strategy, targeting the learner and thus going where they are, i.e. social media.
This involves using a ‘Situated Learning model’ and various Social media tools. One of the primary aims for an instructional designer is how to change behaviour and attitudes through the use of engaging and compelling interaction, this also being the goal of a mar-keting professional. So it makes sense to ‘lead with marketing not learning’.
Stephen Walsh makes the point, “engagement can’t just happen within the walled garden of your learning programme, you’re in the marketing and persuasion game there are no walls”
What is content marketing? ‘Content marketing is a marketing technique for creating and dis-tributing valuable, relevant and consistent content to attract and acquire clearly defined audience with the objective of driving profitable action” see, CMI (Content Marketing Insti-tute). Also see, Ultimate EBook – 100 Content Marketing Example (Joe Pulizzi, founder of CMI)
Situated learning environments reflect the ways in which the knowledge and learning out-comes are to be used in real-life settings beyond the classroom. For this reason, a situated learning environment needs to provide an arena which preserves the complexity of the real-life context with ‘rich situational affordances’. From a design viewpoint, the setting needs to provide learners with a variety of resources reflecting different perspectives. (Brown et al, 1989; Collins, 1988; Gabrys, Weiner, & Lesgold, 1993; Harley, 1998; Moore et al, 1994; Resnick, 1987; Winn, 1993; Young, 1993)
The learning activities that are designed for situated learning must have real-world relevance. This relevance can be achieved by the development of ill-defined rather than the more com-monly used prescriptive activities. Authenticity is enhanced through the use of single com-plex task to be investigated by students rather than a series of fragmented task. In some in-stances it is useful to create opportunities for students to define for themselves task and sub-tasks required to complete an activity. Authentic tasks require a sustained period of time for investigation and needs to provide learners with the opportunity to detect relevant infor-mation from among that which is irrelevant (Brown et al, 1989; Cognition and Technology Group at Vanderbilt (CTGV), 1990a; Griffin, 1995; Harley, 1993; Tripp, 1993; Winn, 1993; Young, 1993).
Access to expert performances and the modelling of processes
In real-life settings, learners often learn through interaction with those who are more experi-enced and with experts. Such interactions provide learners with access to expert thinking and modelling processes. Often learners learn through interaction with other learners with different levels of expertise and the opportunity for sharing narratives and stories. The de-sign of situated learning environments benefits from the development of instructional activi-ties involving the observation of, and participation in what is termed, real-life episodes (Col-lins, 1988; Collins et al., 1989; Lave & Wenger, 1991; Resnick, 1987).
Multiple roles and perspectives
A depth of knowledge that is gained from access to different perspectives and representations of the material that is to be learned. This form of learning activity is characterised by learn-ers dealing with information presented from various points of view or being given the op-portunity to express different points of view through collaboration. Alternately the learner is given the opportunity to immerse themselves within a learning environment that is suffi-ciently rich to enable multiple investigation of the resources and repeated examination (Bransford, et al., 1990; Brown et al., 1989, CTGV, 1990a; CTGV, 1993; Collins et al., 1989; Lave & Wenger, 1991; Spiro, Feltovich, Jacobson, & Coulson, 1991a; Spiro, Feltovich, Ja-cobson, & Coulson, 1991b; Young, 1993).
Collaborative construction of knowledge
Much of the learning that occurs outside the walls of formal institution takes place through activities and task that are addressed and attempted by a group rather than an individual. Col-laborative learning requires the organisation of learners into pairs or groups and involves appropriate incentive structures for whole group achievement. Whereas previously many computer-based learning environments were deliberately designed for individuals working in isolation, situated learning environments are characterised by activities with learners learning with and from one another in co-operative and collaborative ventures (Bransford
et al., 1990; Brown et al., 1989; CTGV, 1990a; Collins et al., 1989; Resnick, 1989; Young, 1993).
Reflection to enable abstractions to be formed
Reflection is a learning strategy that encourages and enables students to consider and deliber-ate on both their learning and learning processes. It is facilitated by task and context with high degrees of authenticity. In computer-based settings, it is facilitated when students are able to return to any element of the program if desired, and to act upon the outcome of their reflections. Other strategies that can be used to encourage reflection include providing learners with the opportunity to compare themselves with experts and with other learners in various stages of accomplishment (Brown et al, 1989b; CTGV, 1990a; Collins et al, 1989; Resnick, 1987).
Articulation to enable tacit knowledge to be made explicit
The purpose of articulation is to create inherent, as opposed to constructed, opportunities for the learner to explain their understandings and constructed meanings. The task that are re-quired to create the appropriate contexts for articulation are complex and involve collabora-tive groups, which enable first social then individual understanding. Strategies often used for this purpose include the public presentation of arguments by learners, an activity requiring articulation and defence of students’ ideas and their learning (Bransford, et al, 1990; Col-lins, 1988; Collins et al, 1989).
Coaching and scaffolding by the teacher at critical times
Situated learning often provide distinct roles for teachers as facilitators and coaches for the learners. In these roles the teacher is able to provide different forms of support for learning, particular support in the form of scaffolding. The forms of design strategy that have been used for this purpose include the use of complex, open-ended learning environments where no attempt is made to provide scaffolding or coaching. In such settings more able partners in collaborative environments are often able to assist others with scaffolding and coaching. Often designers of situated learning setting involving computer-based applications create opportunities for articulation by the teacher implementing the program to provide coach-ing and scaffolding assistance for significant portion of the period of use (Collins, 1988; Collins et al, 1989; Griffin, 1995; Harley, 1993; Resnick, 1987; Young, 1993).
Authentic assessment of learning within the task.
Many writers have argued the need for authentic assessment, assessment which is character-ised by fidelity of context where students have the opportunity, as they would in real life to be effective performers with their acquired knowledge, and opportunities to craft polish per-formances or products. Authentic assessment requires significant student time and effort in collaboration with others and, as with authentic learning activities, requires complex, ill-structured challenges that involves judgement and a full array of tasks with the assessment seamlessly integrated with the activity. Authentic assessments have multiple indicators of learning and require attention to the validity and reliability of the measures to enable ap-propriate criteria for scoring varied products (McLellan, 1993; Young 1993; Young, 1995).
‘Six spaces of social media’
In addition there is a seventh space.
Behaviours: Private, intimate communication, normally with only one or two others, often using private references, slang or code Expectations: Absolute privacy and control over the communication between users, and no unauthorised communication from third parties (eg spam) Examples: SMS, IM
Behaviours: Reinforcing the identity of a self-defined group, and your position within the group, e.g. ‘stroking’ behaviour to let the group share a sense of belonging, or mild competi-tiveness to signal hierarchies within the group (e.g. who has the most friends, posts, tags, etc) expectations: A shared reference point for the group – e.g. a band, football club, school, workplace, region, etc. Rules about approving membership of the group, and icons for the group to signal their membership (badges, profiles, etc.) Examples: Facebook, Myspace, Twitter, Bebo, etc.
Behaviours: Creating your own content or showcasing your talents to an audience outside of our usual social group Expectations: The ability to control the context and presentation of our creative content. Ways to receive feedback, comments and advice from other users. Example: Flickr, YouTube, Revver, LinkedIn, WordPress, Creative Commons, etc.
Behaviours: Playing a defined role within a game structure. Experimenting through simula-tion, rehearsal and teamwork to achieve a goal. Iterative exploration or repetition of activities in order to perfect their performance Expectations: A clear set of rules that is understood by all players. Clear rewards for success or failure. The ability to test the boundaries of the game structure, or to perform extravagantly to show off your talents Examples: MMORPGs (Massively Multiplayer Online Role-Playing Game), Sports, Drama
Behaviours: Co-ordination of lots of small individual acts to achieve a common goal. Shared belief in the goal, and advocacy to encourage participation by others. Expectations: Rules or structures that help co-ordinate activity towards the goal. The ability to create micro-communities within larger participation groups – e.g. a group of friends going on a political march together, or a workplace group created to train for a marathon Examples: Meetup, Threadless, CambrianHouse.com, and MySociety
Behaviours: Passive viewing of a linear event as part of a large group. Organising a group to attend an event, and sharing experiences afterwards Expectations: Spectacle, entertainment, a feeling of thrill or joy. A shared sense of occasion, or of being taking out of your everyday existence for the duration of the event. Mementos or relics of the event (e.g. programs, tickets, recordings, photos, etc.) Examples: Television, Cinema, Sports, Theatre, etc.
So using these six spaces to try and get people to think outside of platforms, technology, gen-res or formats, and to think instead of what users might be *doing* in these spaces, and what they might be doing it *for*. Using these spaces as the inspiration for designing interactions should help us to think about how users’ *feel* about the services they use, and what kinds of implicit expectations they have of the service and other users. It asks questions for people de-signing services, or projects that are based on these services. Who is in control of what ele-ments of the service? What kind of conversations are users having, and with whom? What kind of behaviours are accepted, and how are they rewarded? What kind of behaviours are rejected, and what are the punishments?
I’m sure there are many, many variants of this kind of analysis around the web, but I’ve found it really useful as a way of helping people think of the ‘register’ the project is operating within, to design from the point of view of the user, and to make sure we don’t cross implicit boundaries that will offend them or discourage participation.
BIG DATA SPACES
The use of ‘Big Data’ analytics.
“Big data in eLearning: The Future of Elearning Industry”
A) Offering invaluable feedback
B) Allowing eLearning professionals to design more personalised eLearning courses.
C) Targeting effective eLearning and eLearning goals.
D) Tracking learner patterns.
E) Expanding understanding of the eLearning process (eLearning Industry; by Chris-topher Pappas).
SECOND SEGMENT (questions from the audience)
Applying Situated learning to social media
‘Continuous learning meet the learning campaign’, is a about new blends and marketing strat-egies (Cammy Bean, 2014) ‘The Accidental Instructional Designer: Learning Design for the Digital Age’.
“The idea of a learning campaign, as with an advertising campaign, makes a lot of sense. The real secret to behaviour change (goal for our learners) may be a sustained campaign that as, multiple content touch points over a sustained period of time that keep reinforcing
key messages, in order to create motivation and desire to act, and the tools and skills to put that into place”.
Target your learners they are your market
Finding your hook, we need to consider;
A) Why grabbing the learner’s attention early is so vital?
B) What strategies and tips you use to hook your audience?
C) How do you keep people motivated to stick around?
Different types of cognitive approaches and design models; how they can be used:
• When you want to make a big impact in a short amount of time
• When you want to create an asset that you can reuse in bigger programs
• When you want to spark conversation and share ideas
SEARCH AND FIND
• For a more expert audience who knows the basics and want to dig deeper
• For an audience who wants more control over their experience; this allows people to make adult decisions about where to spend their time
EXPLORING THE PROCESS
• refresher training on a new process or workflow so people can drill down where they need to
• for more expert or advanced learners who already know enough on a topic
JOB AIDES AND PERFORMANCE SUPPORT
• what questions they might have
• when people need to quickly get their hands on information and tips
• as refresher training
• if it’s a skill people won’t use very often and thus won’t have practiced to the point of habit
• when the risk of doing it wrong is high and you want to make sure people have a guide they can follow to do it properly
THE E-MAGAZINE OR THE E-BOOK
• to create awareness about a new policy or program that’s rolling out
• as part of an on boarding program for new hires
• as part of a broader learning campaign that includes other assets training down the line, such as tutorials or more detailed how-to do’s
KNOWLEDGE AND SKILLS BUILDER
• for a lot of e-learning programs
• when teaching technical policies, processes and procedures, and some soft skills that require practice
• if you need a solid model for a rapid design process
• as a checklist to make sure your programs covers some basic steps that will ensure better knowledge transfer and retention
• almost any time
• in both infomercials to add context to a short video, or in an overall narrative force in a knowledge and skill builder
LEARN AND APPLY
• when you want to give people a choice in how they go through the program
• when you think people will know it all and be eager to prove themselves without hav-ing to go through all the content
• to model an overall process from start to finish in the best possible way
• when you want people to consider key decision points in a process
• if you don’t have time to create a full-branching program
SEE IT IN ACTION
• for demonstrating soft skills
• to prepare people for classroom sessions where they will be expected to role play situ-ations in front of an audience to get specific feedback on their own performance
• to model optimal performance
THE THINK ALOUD
• as performance support tool (think YouTube video of someone showing you how they fixed that leaky tap)
• when you want to illustrate the thinking that goes into solving a problem ( like ex-plaining how to fix a complex software system)
SHARING EXPERT VIEWS
• when you want to show a particular point of view to your audience
• to show thought processes behind complex problem solving skills, allowing people to extrapolate the experts situation to their own
GOAL-BASED SCENARIOS (FULL BRANCHING)
• to let people experience different outcomes or try different approaches
• when it is important that people experience the importance of wrong choices (rather than just being told)
• for the contextual practice of a skill
• to explore how different attitudes can change the outcome of a situation
INVESTIGATE AND DECIDE
• to teach complex problem solving skills
• to create a learning experience in which the learner has to dive right into a situation
• for a more experienced audience who already feels it “knows” the subject
(Cammy Bean, 2014)
DESIGN PRINCIPLES FOR WEB-BASED LEARNING
• Building Pedagogical Patterns for Learning and Technology; ‘Conversational Frame-work’ (Diana Laurillard, 2012), using Bloom’s Taxonomy as a ‘Design Model’
• ADDIE (Analysis; Design; Development; Implement; Evaluation)
• SAM (Successive Approximation Model)
• CCAF (Context; Challenge; Activity; Feedback). Situated learning, using scenarios (Leaving ADDIE for SAM Field Guide; Richard Sites and Angel Green, 2014)
• ZONE of APROXIMAL DEVELOPMENT, defined as the distance between the child’s (adult’s) “actual development level as determined by independent problem solving” and the higher level of “potential development as determined through prob-lem solving” under adult guidance or in collaboration with more capable peers, (Vygotsky, 1978, p. 86)
Pedagogical Pattern Collector Design Model (example of an e-learning tool)
‘Bloom’s Taxonomy learning outcomes’ (see PDF)
THIRD SEGMENT Apply a learning campaign strategy to Situated Learning, “it isn’t about mar-keting the learning itself, but using marketing tools to spread the learning content”
“Who are you trying to reach? With what message? Where do those people hang out? How are we going to get action? What is the campaign theme? How will we know if it’s working? These are the questions asked in content marketing and as a learning professional, so should you”. “Creating relevant and valuable content, that is, meaningful; memorable and motiva-tional. Therefore social tools like Facebook pages and Twitter accounts make content mar-keting an even more powerful tool, in terms of the marketing professionals aims to:
• Attract and convert prospects into advocates and believers, even raving fans.
• Using a range of channels and techniques that are specifically designed to reach the target audience(s).
• Create a sustained campaign that evolves and responds based on early feedback, and brings about measurable results”.
A learning campaign that attracts and engage learners and drives behaviour change by de-ploying a spaced learning calendar, using social media and performance support tools.
SPACED LEARNING: space learning overtime helps to enforce stronger memories and better encoding
“Today’s technology-based tools enables training re-enforcement through spaced learning, and the use of smart LMS to deliver content over time to individualise through spaced sched-ules and with greater personalisation based on learning needs”. Thalheimer, (2010) research has established that if you want to help people remember, use these three proven methods;
• Align the learning and performance context: Use realistic, contextual practice exer-cises and scenario-based questions to mimic the real world and ensure better transfer on-the-job.
• Provide retrieval practice: Provide practice opportunities that mimic the real world situation in which the learner will have to retrieve and use this information.
• Provide spaced repetitions: Instead of dumping all the content and practice opportu-nities into one single learning event, space them out over time to help forge stronger memories and better encoding.
Elaborate to enables better retention of memory
• Semantic encoding-Meaning
• Phonemic encoding-Comprehension
• Structural encoding-Visual shapes
The more elaborately we encode information at the moment of learning, the stronger the memory.
We remember much better the more elaborately we encode our encounters, especially if we can personalise it emotionally, using stories.
Slide 38 Repeat to remember
“You can improve your chances of remembering something if you are able to reproduce the environment in which you first put it into your brain. This condition is called context-dependant or state-dependant learning”, e.g. sound, smell, colour associations.
Every brain is different, adopt multiple roles and perspectives, engage your learners using a range of channels and techniques, (see, Howard Gardner; ‘Frames of Mind: The theory of Multiple Intelligence).
Slide 40 Visual
‘Vision trumps all other senses’, a picture grabs attention and it is easier to encode. ‘We pay lots of attention to colour; orientation; size and we pay special attention if the object is in motion
WIIFM (What’s in it for me?) “We need people to care about the content (content market-ing), not because we simply want them to like our e-learning design, but because we want them to take action. Action at the end of an e-learning program may want you to go out and do something, for example, set up an account on a social networking site and send a practice message, or trial a new software program”.
Remember to repeat
‘You didn’t learn something by hearing it once’. How often should you have to repeat some-thing for it becomes fixed in your memory? Explore the timing of information re-exposure, and what does this mean for marketing? Arthur Kohn recommends you should, ‘connect with the learners three times:
1. Two days after the session, quiz them on a piece of critical information, e.g. ‘ac-cording to the instructor what was the most important first step?
2. Two weeks later, ask a question to elicit elaborate recall, e.g. according to that lec-ture on xxx how can you imagine using that information in your organisation? Use either a written response or possibly social media tools, e.g. group sharing such as Google Hangout or the discussion forum on your internal network.
3. After two weeks engage with them yet again to ask; can you give examples of how you’ve used this in your organisation, (feedback) (Arthur Kohn, 2013,ASTD con-ference)
It isn’t about marketing the learning itself, but using marketing tools to spread the learning content.
Your aim to make the learning experience, meaningful, memorable and motivational, can be achieved if the learner makes an emotional connection to the content. By associating the learning to a real-life experience, e.g. stories, will enable a deep encoding and easier recall of information, personalising the event for the learner. Consider how the ad-men use a learning campaign to generate sales, i.e. AIDA: Attention; Interest; Desire; Action. As an e-learning professional wanting to sell e-learning to your learners, apply the same technique. ‘It needs to be compelling and needs to grab the learner and sustain their interest’ (Cammy Bean, 2014, pg88).
‘Images take less effort to understand, (Cammy Bean, 2014, pg.146)’. Signifiers attach no real association emotionally or otherwise to learning, (operant conditional responses) relying
principally on the use of symbols and signs, and the abstract meanings that we give to them, e.g. black, white.
Applying index enables categorisation of information, easier encoding for remembering e.g. animals (cats, dogs, pigs) Plants (Vegetables, fruits, flowers) etc.
Must Learning Be Boring? Why Not Ask, How Can We Make Classrooms and Homework Fun?
How many of you adults, when you were growing up, were forced by your parents to turn off the tube, and get back to your homework? Is that because television is often more stimulating? Sure, but must that remain so, forevermore? Can’t we extract the useful aspects of multimedia, and leave the rest? Of course we can.
Learning should be ignited by passion for learning and mastery, combined with equal measures of healthy competition and playfulness. Dopamine, and the power of habit, are powerful drivers of both individual and group achievement.
Bold, progressive, creative, outside-the-box thinkers can, in a heartbeat, catalyze an idea that has been brewing for the longest time, but that few have previously articulated in just the right way. But meaningful change requires more: it also requires channeling the powerful forces that can make this happen.
That is not what we have been doing when we teach to the test. We force kids to sit in those horrible little desks, threaten them with exams, and then proceed to bore them to death. We all know that, because we’ve all “been there, and done that.”
Are we now at a tipping point for education?
These are tough times for teachers, for students, for parents. Budget cuts, classroom size increases, pressures to teach to the test, scapegoating of teachers—all these forces have driven many of the best and brightest teachers right out of the classroom. But right alongside these educational horror stories are voices of hope– echoed by Richardson. “This is just the coolest moment to be a learner right now, isn’t it? In this moment, our kids can learn pretty much whatever they want, whenever they want. And it is a big shift that as educators, we have to begin to understand.” E-learning technologies will become the coin of the realm. Will we have the wisdom to embrace genuine, thoroughgoing change in the ways we try to educate our kids? (Breaking News: E-Learning Technologies Empower Kids to Educate Themselves).
Real change punctuates long periods of pain. When conditions are right, society reaches a tipping point, where revolutionary change—change that pessimists, posing as realists, thought could never happen—often takes place overnight. With due apologies to English teachers, who I greatly admire, “you ain’t seen nothin’ yet.”
The Elephant in the Room
Most educators, and many e-learning professionals take a more cautious approach. They don’t acknowledge the elephant in the room. They try to tiptoe around it. So they talk about band-aid approaches. But band-aids, applied to the same old gaping wounds, won’t stop the bleeding. Sometimes, deep wounds require major surgery.
Which begs us to ask this question: doesn’t the fundamental assumption of incremental change fail to capture the central contradiction: that what kids are already doing to help themselves to learn has made boring classrooms obsolete?
Why not offer kids customized opportunities to find what they need? Why base advancement in the educational system on a child’s “date of manufacture,” as Sir Ken Robinson puts it.
Why not turn education into a captivating, challenging, story-like adventure or quest? This is light years away from the dull and unimaginative classroom experiences that we have created.
This subject, of course, raises many questions. Who will be the new authorities? Should kids just play video games instead of studying Shakespeare? How do we distinguish genuine playful learning from addictive games or commercial exploitation of our kids? Who sets the new standards? What will the new curriculum be, and how will it prepare our kids for the future?
Who Are the Real Enemies of Education?
Here is the real question that kids will be asking us, as educators: Are you with us, or against us? Will you try to maintain power, control and authority instead of changing with the times? Will you educators rest on your laurels? Or will you join us, and embrace the future?
The future belongs to those who not only have the the courage to shout, “The emperor has no clothes!” but also the wisdom to channel the forces that actually bring about genuine change. Our Obi-Wan Kenobi will be the visionary who sees the path that lies beyond the confusion of Detroit classrooms with 60 kids. Our Yoda will be the one who clearly articulates the central contradictions of our time. Our Luke Skywalker—our Jedi knight—will be the one who bravely confronts the Dark Side. Like all masters of the Martial Arts, he will channel the energy of opposing forces, and put it to work in the service of good. Our Princess Leia will not tiptoe around the problem. She will have no fear of arousing the Beasts of the Establishment and Status Quo. All of our heroes will remember the force, and use it wisely.
When thinking about how to transform education with the tools of e-learning technology, I have two more words of advice as you embark on our quest:
Tagged undermake homework fun
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is education boring
Enemies of Education
Sir Ken Robinson
Read 439 times Last modified on Tuesday, 23 October 2012 16:10
Gene Levinson is a professional home tutor and cloud-based educational entrepreneur. He has worked as a biology teacher, Director of Communications, Biotechnology Researcher, and Clinical Genetics Lab Founder/Director. As a postdoctoral fellow, he did HIV-related research while tutoring Harvard undergraduates. As a graduate student, he described the mechanisms responsible for the evolution of simple repetitive DNA throughout the biosphere. He is a graduate of U.C. Irvine (PhD) and U.C. Berkeley. Prior to professional tutoring, he obtained formal teacher training at Thomas Jefferson High School for Science and Technology.
Rationale for Performance Support, what it is? The important role it plays in training and development. Watch the video and learn more. click on the link
mind42.com forms the basis for my 'Action Research', in which I evaluate elearning resource, which will facilitate interactive collaboration. The aim is to evaluate the proposition mind42 userability for real-time interactive elearning.
I presently use ebrary, for collecting, reading, bookmarking, endnotes and reference gathering. But after close scrutiny of both Citulike and Drigo, I now see how their various resources would be advantageous.
Citulike, offers collaborative resource tools, which are beneficial to academic researchers, and helpful to me, by using the web browser to collect and store bibliographic records. Used in conjunction with the RSS feeder and the Google reader, I believe is the way to get the best from Citulike functionalities.
There are advantages in using Citulike over ebrary, in the collaboration and sharing of information. Where ebrary is more of a library resource, which conveniently for me is linked to summons and the university library, it does not appear to offer collaborative features linking to the web. I may be wrong.
Personally, I think Drigo presents an additional affordance to thst offered by Citulike. With a cloud base system Drigo do’es not only enables collaboration but also interactivity, and extremely desirable because it incorporates andriod and apps to add portability, through, ipad and iphone. I would use Drigo to gather, organise and communicate my teaching material, and Citulike for maintaining accurate and up to date academic research and gathering and sharing information within a community.
Drigo functionality would enable, the develop of own practice, i.e from the macro to the micro perspective, e.g. activities being centered around my personal commitments, giving me the opportunity to manage various elements such as time and place in which colaboration and interactions take place, as a result becoming less of a problem in achieving a good work, life balance