Just watched the Web 2 video on esource wiki, some intresting points although I did need to watch twice as things flashed by quickly at times.
I would need to take time to think about how Web 2 affects me as sharing is not my forte with the general population, within college it is not a problem.
If you used Web 2 to its full potential and logical conculsion, nothing would be copyrighted, access to all materials for everybody would exist, I am not sure this ideal would go down well in business, or with me.
Some thing to think about for the future whilst we are doing this course.
Steve W
Tuesday, 20 February 2007
Tuesday, 13 February 2007
IMPALA Breeze presentation
This was an intresting 25 minutes, and although it showed a lot of intresting facts on how Professor John Fothergill used various applications to produce an
e-learning / blended course on fibre optics, I felt it could have been shorter and got across the same message.
It gladend the heart to see multimedia being used to near its best capacity, using video, PowerPoint presentations, audio through podcasts, and all rolled up in a Breeze presentation.
There is an awful lot of information to try and digest all at once, and at times seems to lose its way on what it was trying to achieve, and in my opinion could have done with breaking down into smaller areas which I believe would have helped in getting the message across quicker.
There is also a problem with the slide timing in two areas, the videos seem to stop my PC around six seconds before the end of each clip and hang, I therefore have to start the next slide manually. I know it is nothing to do with the PC as I have 2GB of memory and a 64 bit system.
The second problem for is timing between the slides is minimal, and if you are not watching the presentation but listening it all seems to meld into one without a a pause for breath- at times.
The last point on the presentation itself which was a bit worrying was the lack of availability of accessibility to this presentation, there are no rollovers for people who are hard of hearing, and I could not get Jaws to read it properly. Can others please check if they have the same problems?
Overall watching this presentation I did I feel I could also produce to at least the same level (and hopefully better) provided two provisos are met, time and applications.
Time as with all tutors is a major draw back, infact most of us dont have any to produce this level of material on a regular basis, which would be a problem being stored up for later in the course.
The second point is becoming less of a problem, is the skill level of tutors on using the applications and access to these applications, to be able to work with them to produce the materials.
Steve W
e-learning / blended course on fibre optics, I felt it could have been shorter and got across the same message.
It gladend the heart to see multimedia being used to near its best capacity, using video, PowerPoint presentations, audio through podcasts, and all rolled up in a Breeze presentation.
There is an awful lot of information to try and digest all at once, and at times seems to lose its way on what it was trying to achieve, and in my opinion could have done with breaking down into smaller areas which I believe would have helped in getting the message across quicker.
There is also a problem with the slide timing in two areas, the videos seem to stop my PC around six seconds before the end of each clip and hang, I therefore have to start the next slide manually. I know it is nothing to do with the PC as I have 2GB of memory and a 64 bit system.
The second problem for is timing between the slides is minimal, and if you are not watching the presentation but listening it all seems to meld into one without a a pause for breath- at times.
The last point on the presentation itself which was a bit worrying was the lack of availability of accessibility to this presentation, there are no rollovers for people who are hard of hearing, and I could not get Jaws to read it properly. Can others please check if they have the same problems?
Overall watching this presentation I did I feel I could also produce to at least the same level (and hopefully better) provided two provisos are met, time and applications.
Time as with all tutors is a major draw back, infact most of us dont have any to produce this level of material on a regular basis, which would be a problem being stored up for later in the course.
The second point is becoming less of a problem, is the skill level of tutors on using the applications and access to these applications, to be able to work with them to produce the materials.
Steve W
Monday, 5 February 2007
Podcasting and Video Podcasting
Please by all means use the link to go and look at video-podcasting.
(use the title above)
Looked at the podcast as requested and subscribed to page only the first podcast available at this moment in time.
Intresting that video was used instead of just audio for this podcast. Although this may be the future, if people who have not yet mastered the audio side and now see video being used, will this not put them off.
I could see myself using video podcasts, maybe next year when I have time to spend preparing new materials.
It would be useful to know what software and compression he was using to stream this video?
This will be gone into later in the series of video-podcasting
Do the current blog sites we use allow us stream video?
No
Would we have to download the videopod to the computer, before viewing it?
Yes if using this blog site
(use the title above)
Looked at the podcast as requested and subscribed to page only the first podcast available at this moment in time.
Intresting that video was used instead of just audio for this podcast. Although this may be the future, if people who have not yet mastered the audio side and now see video being used, will this not put them off.
I could see myself using video podcasts, maybe next year when I have time to spend preparing new materials.
It would be useful to know what software and compression he was using to stream this video?
This will be gone into later in the series of video-podcasting
Do the current blog sites we use allow us stream video?
No
Would we have to download the videopod to the computer, before viewing it?
Yes if using this blog site
Sunday, 4 February 2007
Web 2 Technologies
Web 2 Technolgies
There are so many different technologies, where do I begin. Well firstly I am using this blog as part of my foundation degree, other technologies I have used are web cams, podcasts.
I have used and intend to carry on using these two in particular where appropriate, it can be all to easy to use web technologies for the sake of using them, or becuse they are there.
The course I teach on are NVQs and are not always appropriate to use say a podcast as the course is tailored to suit that particular student. In a group I could have 30 students 5 of which are doing Word Processing, 10 doing spreadsheets and therest doing everything from database to designing web pages. In this case a podcast would not suit all my students.
A web cam would be useful both at work and at home, this would give me face-2-face contact with the student to help them with their problems with the course. It would have course be dependant that both student and tutor have the technology available.
SteveW
There are so many different technologies, where do I begin. Well firstly I am using this blog as part of my foundation degree, other technologies I have used are web cams, podcasts.
I have used and intend to carry on using these two in particular where appropriate, it can be all to easy to use web technologies for the sake of using them, or becuse they are there.
The course I teach on are NVQs and are not always appropriate to use say a podcast as the course is tailored to suit that particular student. In a group I could have 30 students 5 of which are doing Word Processing, 10 doing spreadsheets and therest doing everything from database to designing web pages. In this case a podcast would not suit all my students.
A web cam would be useful both at work and at home, this would give me face-2-face contact with the student to help them with their problems with the course. It would have course be dependant that both student and tutor have the technology available.
SteveW
Learning Theories
Cole, Engstrom and Wertsch
(Activity Theory)Steve & BarryWhen looking into these three people the thing I found was that as they are fairly new learning theories, information on them is thin on the ground, they all looked at activist/constructive theories as the basis of their work.
A lot of information were in other peoples research into how e-games worked in learning, this happens to be an area in which I am interested.So here goes Cole argues in 1981 "that technologies is organised and re-organised in different ways in different cultures" and in doing this learning by congnative growth is different.
Well there is not much that I can argue with on this point as different areas of economic and IT usage will define how technology is used in educating the masses.
Following alongside Cole, Wertsch (1991) and Engestrom(1992) took on this idea of technology in learning would be to "view cognitive growth as the acquisition of situated structured knowledge of skills. In this view, cognitive structures and skills reflect the accumulation of learned performance, each specific to a particular activity."
So having looked into what the three theorists were talking about I looked at what I have used that may fit in with their theories, well one item I have been particular involved with recently is using "Hangaroo e-game". http://games.ncbuy.com/hangaroo/
You can reprogramme this hangman type game by using simple xml code. ( I have written a short course for this) and this has had some great results from people such as Alison Mills (Dyslexia - student support), and the building and plastering students.
Quiet simply you reprogramme the game for keywords and phrases for your subject. The students learn as they play.
Other places in which I have used e-games to help was "Simms" a project that Gillian Fielding looked after - Simms was used in a programme where the students had difficulty in relating and communicating to other people around them. Simms was used to show role play between people to these students and how this related to their own personal experiences and behaviour. This had a mixed effect.
Web sites and reprots used in this write up are
Hangaroo web site http://games.ncbuy.com/hangaroo/
Jisc learing styles
Barbara O'Keefe, Sean Zehender "Understanding media development A framework case study" Northwestern University USA
Peter John and Rosamund Sutherland "Affordance, opportunity and the pedagogical implications of ICT" University of Plymouth UK.
Steve Wileman
(Activity Theory)Steve & BarryWhen looking into these three people the thing I found was that as they are fairly new learning theories, information on them is thin on the ground, they all looked at activist/constructive theories as the basis of their work.
A lot of information were in other peoples research into how e-games worked in learning, this happens to be an area in which I am interested.So here goes Cole argues in 1981 "that technologies is organised and re-organised in different ways in different cultures" and in doing this learning by congnative growth is different.
Well there is not much that I can argue with on this point as different areas of economic and IT usage will define how technology is used in educating the masses.
Following alongside Cole, Wertsch (1991) and Engestrom(1992) took on this idea of technology in learning would be to "view cognitive growth as the acquisition of situated structured knowledge of skills. In this view, cognitive structures and skills reflect the accumulation of learned performance, each specific to a particular activity."
So having looked into what the three theorists were talking about I looked at what I have used that may fit in with their theories, well one item I have been particular involved with recently is using "Hangaroo e-game". http://games.ncbuy.com/hangaroo/
You can reprogramme this hangman type game by using simple xml code. ( I have written a short course for this) and this has had some great results from people such as Alison Mills (Dyslexia - student support), and the building and plastering students.
Quiet simply you reprogramme the game for keywords and phrases for your subject. The students learn as they play.
Other places in which I have used e-games to help was "Simms" a project that Gillian Fielding looked after - Simms was used in a programme where the students had difficulty in relating and communicating to other people around them. Simms was used to show role play between people to these students and how this related to their own personal experiences and behaviour. This had a mixed effect.
Web sites and reprots used in this write up are
Hangaroo web site http://games.ncbuy.com/hangaroo/
Jisc learing styles
Barbara O'Keefe, Sean Zehender "Understanding media development A framework case study" Northwestern University USA
Peter John and Rosamund Sutherland "Affordance, opportunity and the pedagogical implications of ICT" University of Plymouth UK.
Steve Wileman
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