The richness of Rosetta Stone
- Reflection
- Rich Media
- Repetition
- Dr Vilayanur S Ramachandran
- E Rogers
- Sir Ken Robinson
- Randomised Controlled Trial
- Reciprocate
- Repetition
Something of a mixed bag here; I wondered if any at all were to do wit he-learning. All I have therefore is 'rich media'. The award winning 'Gallipoli Day One 3D' is a great example of this. Interactive, 3D, gamified, with videos and text. From a learning point of view this is aimed at the public, not the historian, nor the student studying history - not beyond GCSE at least. I increasingly see the value of reading ... books or eBooks: well researched and written content, read at speed, at your own pace. Take notes. Write an essay. Assessment. Richness, from video to 3D slows it down, dumbs it down, and may have less to contribute than may be apparent.
Reflection is a learning thing, not unique to e-learning. This is what I am doing here; a means to reflect on four yeas of postgraduate study. Done with a sense of direction it can move your learning on, without it is to fly without a rudder.
Descriptive reflection: There is basically a description of events, but the account shows some evidence of deeper consideration in relatively descriptive language. There is no real evidence of the notion of alternative viewpoints in use.
Dialogic reflection: This writing suggests that there is a ‘stepping back’ from the events and actions which leads to a different level of discourse. There is a sense of ‘mulling about’, discourse with self and an exploration of the role of self in events and actions. There is consideration of the qualities of judgements and of possible alternatives for explaining and hypothesising. The reflection is analytical or integrative, linking factors and perspectives.
Critical reflection: This form of reflection, in addition to dialogic reflection, shows evidence that the learner is aware that the same actions and events may be seen in different contexts with different explanations associated with the contexts. They are influenced by ‘multiple historical and socio-political contexts’, for example.
(developed from Hatton and Smith, 1995)
Repetition is learning. E-learning can support the necessary repetition, with platforms such as QStream. A quiz played until you can get all the questions right does this. It's how the brain works; you forget unless you repeat and apply. See more on the 'forgetting curve' researched by Ebbinghaus.
Dr Vilayanur S Ramachandran is a neurogolist. Worth following him.
Rogers spent five decade studying the nature of innovation.
Ken Robinson does some powerful TED lectures where he talks about the right to celebrate the human side of the child, that:
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human beings are naturally different and diverse
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that 'lighting the light of curiosity' is key and that
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human life is inherently creative.
A 'randomised controlled trial' is what you need if your research is going to stand up to close scientific scrutiny. Does the e-learning app do what it says it can do? Few can.
To reciprocate' is to collaborate. Comment on the blog would be one. Take part in a forum, synchronous or not. Generate content, but also aggregate or 'curate' the work of others ... and return the honour where someone comments on what you have to say.
REFERENCE
Dr Vilayanur S Ramachandran - Thomson, H (2010) V. S. Ramachandran: Mind, metaphor and mirror neurons 10 January 2011 by Helen Thomson Magazine issue 2794.
Rogers, E.M. (2003) Diffusion of Innovations (5th edn), New York, Simon and Schuster.
Schon, A.A. (1983) The Reflective Practioner: How Professionals think in Action, London: Temple Smith
Kolb, D.A. 1984 Experiential Learning: Experience as the Source of Learning and Development, Englewood Cliffs, NJ: Prentice-Hall.
Moon, J. (2005) ‘Guide for busy academics no. 4: learning through reflection’ (online), The Higher Education Academy. Available from: http://www.heacademy.ac.uk/assets/York/documents/resources/resourcedatabase/id69_guide_for_busy_academics_no4.doc (accessed 28 Sept 2010).
Smith, M. (1996) ‘Reflection: what constitutes reflection – and what significance does it have for educators? The contributions of Dewey, Schön, and Boud et al. assessed’ (online), The Encyclopaedia of Informal Education. Available from: http://www.infed.org/biblio/b-reflect.htm (accessed 21 Sept 2010).
Phylis Creme (2005) The compulsory nature of core activities might support the underlying approach that reflective activity “should be recognised part of the assessment process; otherwise students would not take them seriously”
