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.
Read more: Tablets help Hong Kong students learn | South China Morning Post.
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.
Read more: Using Video in e-Learning: (Almost) Everything You Need to Know « Flirting w/ eLearning.
Viva eLearning has a great selection of free videos on elearning for learning professionals.
So if you need to do things like:
- record and import audio into PowerPoint,
- find out more about creative commons, or
- engage and motive online students
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.
Read More: E-learning to shape future of education in India – Livemint.
This is a great list of some of the hashtags people are using on Twitter to hold conversations on eLearning topics.
There are 103 hashtags in this list and make a great starting point.
Search for the tag using Hootsuite or similar. Easier to follow the thread if you put the tag into its own column.
See the list here: List of eLearning Twitter Hashtags.
By Frank Rennie & Tara Morrison
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.
Pre Order (Dec 2012) e-Learning and Social Networking Handbook: Resources for 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.
Why Video Again? Read on to find out the answer: The Return Of Video To eLearning | Upside Learning Blog.
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:
Full Text: eLearning Simulations: Choose Your Own Adventure « Managing eLearning.
9th to 12th October 2012
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.
Web address: http://aace.org/conf/elearn
Sponsored by: AACE – Association for the Advancement of Computing in Education
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.
To which I say: Really?
Full Text: Big Fat Online Education Myths | Cheating Like Weasels in Online Classes | GetEducated.com.