It’s morning assembly, and Form One students at Pui Ching Middle School, have their iPads ready. It’s the same story in their English and Chinese classes. As they listen to the news, read poems or watch other media on the screens in front of them, the students are preparing to put forward their thoughts via projector linked to their devices.
They are a pioneering group in a school already at the forefront of e-learning. From this autumn, the use of iPads will be rolled out to Form Two and Form Four classes. The school already has its own online learning system with various teaching materials and activities, and its students chat with one another on Facebook or the online course management system Moodle.
But it could take a while before Hong Kong schools use e-books extensively. That is despite the government initiative launched in November, which encourages 30 publishers to digitise their textbooks. The E-Textbook Market Development Scheme, which involves 88 schools testing the e-books under a Partner Schools Scheme, is spending HK$26 million for publishers to produce about 30 e-textbooks, which are expected to be available for use in the 2014-15 school year.
Not that long ago using videos in e-learning was pretty prohibitive due to the costs associated with it. Fast forward a few years and with everyone having access to video-cameras on their smartphones and laptops, it has become a lot more feasible for the everyday e-learning designer to use videos in his/her projects. However, just because video has become more commonplace, that doesn’t mean that adding video to e-learning is without its challenges or that every project merits it. I recently did some research into using video in e-learning for a course I’m presently designing and I thought I’d compile some of my findings into a blog post.
Technology may be the magic cure India needs for the ills that plague its school education, executives from companies providing technology solutions for classrooms said in a discussion at the World Economic Forum’s India Economic Summit, 2012.
Education has a role to play in efforts of a country looking to transforming itself from a middle-income economy to a high-income one said the discussion’s moderator, Gordon Brown, United Nations special envoy for global education and the former Prime Minister of the UK. There is “no other important issue other than education in this country or globally,” he added.
And in India, said the executives, at least some significant education challenges can be met through technology.
Digital resources—from games to blogs to social networking—are strong forces in education today, but how can those tools be effectively utilized by educators and course designers in higher education? Filled with practical advice, the e-Learning and Social Networking Handbook, Second Edition provides a comprehensive overview of online learning tools and offers strategies for using these resources in course design, highlighting some of the most relevant and challenging topics in e-learning today, including:
using social networking for educational purposes
designing for a distributed environment
strengths and weaknesses of delivering content in various formats (text, audio, and video)
potential constraints on course design
implementation, evaluation, induction, and training
Illustrated by short, descriptive case studies, the e-Learning and Social Networking Handbook, Second Edition also directs the reader to useful resources that will enhance their course design. This helpful guide will be invaluable to all those involved in the design and delivery of online learning in higher education.
Josh Bersin cites YouTube Videos as one of the best learning tools available in his session at the HR Technology Conference last week. I agree and see a bigger role for videos in the learning mix.
Ten or fifteen years ago, video was used by most organizations for training. They would have a library of VHS tapes and a screening room where employees could watch those videos. When the shift in eLearning to the web came with its associated limitation on bandwidth utilization, the size of the videos made them impossible to be use. Several organizations even chose to convert their video eLearning to Flash based eLearning. It’s coming full circle now and videos are all set to return in a big way.
Do you remember the “Choose Your Own Adventure” books you may have read when you were little? Each decision you made would correspond with a page number in the book which you were supposed to immediately turn to. Different decisions elicited different results. A few weeks ago I published a blog post on Virtual Patient eLearning Simulations. These simulations mimic real life experiences and have been a hot eLearning technique used by medical education associations for professional development. This prompted me to think about and share how this realistic simulation method applies to eLearning outside of the medical realm.
Essentially, two basic types of courses exist in the eLearning world. The first is a linear progression in which the learner clicks the next button to go thru a course page by page. The other option is a scenario-based course in which choices and consequences help teach the learner in a more realistic manner. While different methods work for different cases, building scenarios where the learner can actually put into practice what they are learning from the course can be a great way to reiterate course material. So, here is a list of the top five reasons why scenario-based eLearning questions can be beneficial in your eLearning course:
E-Learn–World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education is an international conference organized by the Association for the Advancement of Computing in Education (AACE) and co-sponsored by the International Journal on E-Learning.
This annual conference serves as a multi-disciplinary forum for the exchange of information on research, development, and applications of all topics related to e-Learning in the Corporate, Government, Healthcare, and Higher Education sectors.
An article in the Chronicle of Higher Education about students cheating in those free online classes called MOOCs ignited a fireball of blogging last week about how online learning will, once again, be the ruination of all higher education.
The Chronicle article focused on anecdotal evidence that students enrolled in free massive online courses (MOOCs) are plagiarizing their essays in literature courses.
So what’s the problem with online learning this time?
It lacks credibility because it encourages people to cheat.
Snow days will be free days for most Ohio students this school year, despite a state law that could turn some of them into days of online class.
Only a few central Ohio school districts submitted the paperwork that lets them use a 2-year-old law allowing them to hold classes online up to three days a year. Those days would count as full school days.
Schools lobbied for the law so that, once they use up their five so-called “calamity days,” they can avoid adding days to the end of the year.
But this year, only about 120 of Ohio’s 614 districts applied to use the online lessons. That’s 20 more than last school year.
A world-first “e-learning” project which is transforming children’s lives in some of Auckland’s poorest suburbs is looking for partners to expand throughout the country next year.
Children as young as 5 in nine schools in the Tamaki-Glen Innes area are publishing their work on the internet and attracting feedback from around the world – with extraordinary effects on their motivation.
“It’s so affirming,” says project manager Dorothy Burt.
Two-thirds of the students are from Pasifika families where often the main language at home is not English. Another quarter are Maori.
They start school two years behind the national average but at Pt England School, the first to use the new technology, they now catch up with the average in reading and maths by Year 5.