In pursuit of a better way: sounds like we need an Angel

With the heightened awareness of politics, due to the recent american presidential election, I'd like to borrow and re-engineer in typical web 2.0 generation style a phrase from the political world - "it's all about the learning, stupid....."

http://tonysuess.com/2008/02/14/angel-lms-prepare-to-be-impressed/



And my point is... Technology can be a massive hinderance to learning. Usability (Interface and functional design), technological robustness and reliability for both learners and learning designers (teachers) is vitally important. Perhaps the use of Angel is a better option in combining the administrative needs of a higher education institution, the learning needs of the students and the learning design needs of teachers - Well Tony Seuss seem to think so. Not have used angel myself i am nevertheless impressed with Tony's observations in his blog post.

Studies in Digital Technology

News just in from Andrew Clay in Media Production...

TECH2002 Studies in Digital Technology 2007-2008

‘Studies in Digital Technology’ is a contextual studies module for media students in the Division of Technology in the Faculty of Computing Sciences and Engineering. The module aims to apply critical concepts to the study of digital media texts, services and products. In recent years, this has meant an increasing focus on the technologies associated with the concept of ‘Web 2.0’.

Students took part in a group project that was assessed through an individual coursework portfolio. The project involved making and/or using media technologies combined with the insight of critical reflection. The groups had to choose one of six technological areas (identified by the 2007 Horizon Report) associated with network media such as the web and mobile phones identified as a focus:

1. user-generated content
2. social networking
3. mobile phones
4. virtual worlds
5. new modes of electronic publishing
6. massively multiplayer online gaming.

The most popular topics were social networking, mobile phones and virtual worlds.

Students used a number of Web 2.0 tools. A group blog and wiki in Blackboard was used to plan and prepare group assessments, and to analyse current developments in digital technology. Individual notebooks were also kept using Tiddlywiki to log and reflect upon their personal progress through the project. I used my own blog and wiki in Blackboard to feed ideas and good practice to the students.

It was suggested that the student blogs could be used as communication tools to think aloud and write about their research, sharing it with others, but the blogs tended to be used more like email than reflective journals. The wikis were set up to be information storehouses for publishing the group’s research. The wikis were very slow in developing and the students had to be prompted to work on the presentation, content and navigation of the wikis to make them more effective in time for assessment, and this got a good response.

Students were encouraged to think about two critical frameworks – Critical Technical Practice (CTP), the hands-on analysis of the values that are designed into technologies and how they might be altered, and Experience Centred Design (XcD), or a concern for user experience in technology with an emphasis on felt experience. However, most groups found it difficult to apply these methodologies with any confidence. But there was some good reflection on experience and primary research. One group compared living with and without mobile phones and social networks, another group held a party in Second Life. Overall, traditional weaknesses were exposed. Poor organizational, critical and writing skills were in evidence. Some were empowered by the use of social technologies, but others were as challenged as they would have been by more traditional forms of learning and assessment. Just as with traditional reading and writing, we cannot assume that students will be comfortable with the literacy of read/write web tools, especially where use is prescribed. It will be interesting to see how students will respond to a greater freedom to choose appropriate tools as a framework of assessment as the module develops next year. Is it going to be possible to foster critical literacies and informed decision making about the use of appropriate social tools in response to providing evidence for assessment purposes?

Learning what makes Facebook tick

A group of students at Stanford University in the heart of Silicon Valley have turned their attention towards a unique course that blends popular culture with the more time-worn principles of psychology.

Read More...

A useful resourceful helpful site

I stumbled across the below site, well worth adding to your favourites.

http://www.c4lpt.co.uk/recommended/top100.html

I also highly recommend that you subscribe to Jane Hart's blog site - she too has her finger on the e-pulse http://janeknight.typepad.com/

Whilst I'm here I'd just mention the guys over at CommonCraft have done another great video explaining Twitter http://www.commoncraft.com/.

Bob, weave and procrastinate, but you can't hide

from the fact that - Web 2.0 is the future of education

It's always good when you find someone respected in the field (Steve Hargadon) who tells it how it is (will be)!!

The beauty of Web 2.0 tools is that they are simple for staff and students. All it means for Staff is a tiny little bit of up front effort in thinking about how web 2.0 tools can be applied effectively to their teaching situation. Miracle results will not happen overnight, but immediate benefits can be seen.

Web 2.0 tools do not replace current methods of teaching, they enhance existing teaching and learning methods. Variety can be added to learning tasks increasing the enjoyment for both students and Staff.

The best way to learn about web 2.o tools is to use them as a student, as a lifelong learner. Institutions can help teachers to speed up the process of integrating web 2.0 tools effectively into there armoury of teaching and learning tools by offering short courses firstly on technicalities and secondly on good pedagogic practices.

Vote for Web 2.0 and be on the winning side!! (and you'll enjoy it). If you are not sure of web 2.0 - I'd say you need to give it a chance, look out for workshops run by Richard Hall and your e-learning faculty co-ordinators. Check out the DMU blackboard e-learning staff support site for other good background information.

Reasons to use Ning

A useful article, that outlines some advantages to using a Ning network for teaching and learning. similar advantages are available for organizations who wish to create a 'learning' network.

social-network-instead-of a VLE

Social Bookmarking - Are you doing it, if not why not?

Some views on the benefits of social bookmarking that may be of interest. Specifically of interest may be reasons why teachers and students should join a social bookmarking site and a discussion of strategies for managing Social Bookmarking learning activities

Social Bookmarking - Reasons and Strategies for use

Let us know what you think!

Conference proceedings for ISAGA2007

Chris (Goldsmith) and I have been working on a small project looking at the potential of using video simulation games in some of our teaching in Humanities. Anyway, a week ago (or so..... I'm a little tardy with the post) we attended the ISAGA conference in Nijmegen, Netherlands, to gain some insight into developments. Apart from being a great place it was also an excellent conference, with 200plus delegates and a wide range of presentations and workshops, covering all aspects of simulation design, use and evaluation. Those of you who are interested in the learning aspects of both online and offline simulations – and learning by doing - will find plenty of ideas, inspiration and a flavour of the diverse research in the area at the Isaga2007 conference Website.