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H809 Activity 7.3 First part of the Conole et al. paper

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Edited by Jonathan Vernon, Tuesday, 26 Mar 2013, 06:57

Activity 7.3: Reading the first part of the paper (2 hours)

Read the first part of the Conole et al. paper through to the end of section 1, ‘Introduction’ (pp. 17–21).

As you read the paper note the different purposes the authors envisage for their model. Then consider and make notes on the following questions:

  • Who do the authors see as the main audience for this paper?
  • What is the main aim of the paper?

Try to fit the readings met so far in the module into Table 1 of the Conole et al. paper.

The main audience of the paper would appear to be fellow academics of tertiary education and postgraduate students of the same with a particular interest in e–learning. This might include PGCE students, teachers and educators, learning designers and e–learning designers. The main aim, purpose or outcome of the paper is to provide insights and practical skills, to isolate and match theories and application so putting theory into practice and allocating theories to design decisions and choice indicating implications, objectives and choices. Models help to Visualise and clarify.

The dichotomy suggested as existing between reflection and non-reflection is a false one.

We reflect on everything we do in our subconcious whether we like it or not otherwise we'd be dead. This is what is going on when REM is observed in our sleep - our brains are going through stuff, mixing it up with and across some 15 parts of the neuronal network and slowly turning a short term thought into a long term memory. Or some such, I'm neither a neuroscientist nor a psychlologist.

By stating non-reflection the authors may be suggesting this is a conscious decision not to do a formal exercise of reflecting. We can't, as I said, turn our brains off.

The 3D model doesn't work for me while the 2D do.

Three years of reading Conole and I still find some of her visual conceptions hard to comprehend, bucking the trend or coming from a conceptualisation of the world that I don't get - or reinvention where it isn't necessary. I recall the triangle of Vygotsky and Activity Theory by Engestrom transmogrified into a diamond.

There is a good reason for a copywriter and art director to sit together in the creative department of an advertising agency - one words, the other visuale. It is rare for a person to be good at both.

1) Hiltz and Meinke (1998) Virtual Classroom in a traditional setting. Behaviourist/Cognitive leaning towards constructive where content can be viewed and reviewed at leisure. Experiential in 'suck it and see' what happens from the research point of view.

2) Wegerif and Mercer (1997) Computing to analyse large amounts of text. Socially–situated and Activity Theory / Experiential.

3) Laurillard (1994) A conference presentation where others listen and observe - both the presenter and the slides they show. Behaviourist. Didactic. 'Telling' in a lecture.

4) Oliver et al (2007) A chapter in a book. Written for academics and students to read.Behaviourist. Didactic. Read our wise words as an absolute. Constructively formed via a peer–reviewed paper. Two authors collabirating.

5) Rouen and Eliahu (2000) is a conference presentation too, financed by the Centre for Education. Behaviourist. Didactic. 'Telling' in a lecture. Constructed between the authors.

 

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H810 - How to turn 13 issues into 3 for our End of Module Assignment

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Edited by Jonathan Vernon, Sunday, 6 Jan 2013, 21:13

Courtesy of browsing through my own and two other tutor groups, and looking at the lists produced by a couple of student friends who did H810 in 2010 and 2011 I've developed this 'long list' of 13 issues. I wanted to eliminate concepts and models, which were distracting me. I struggled repeatedly to get these in any order until I did two things:

1) put the issues into my context, knowing the set up and people, what could or would result in something happening for the better in relation to delivering any learning, let alone accessible e-learning for those for whom there are barriers from a variety of known impairments or disabilities

2) create a table of all 13 issues and compare one to the other as less or more important IN MY CONTEXT.

My chosen context is the coaching and teaching of swimming in the UK - with e-learning available for teachers, coaches, club officials, parents and athletes.

I particularly want to thank Simon Carrie who has my point 3 as his first issue - I hadn't given it a moment's thought but in my context, and no doubt in the context of most of us, it cearly is very important - people and tools cost time and money.

(The ones I am likely to pick for the EMA are highlighted - skewed by the needs and practices of my chosen context)

1 Objecti(ive) - The importance of and scoping of the objective as means to an outcome
2 Subject - Significance or role of the subject (student/lecturer) User Centred Design. Involve users in the design.
3 Incentives - Incentives to invest
4 Universal Design - Universal Design/Equity
5= Novice 2 Expert - The role of the novice to learn, participate and develop expertise.
5= Framework for change - A framework for change - An Activity Systems as a model for analysis and action
7 Tools - Role of tools - assistive, web pages, equipment and 'design for all'.
8 Contradictions - Contradictions , conflicts of problems with the actions between components of a recognised activity system
9= Rules - The role of rules (legalese and guidelines) - informal and formal
9= History - What the history of such efforts says about what should be done next and what can be achieved in the future.
11= Division of labour - Division of labour - who is responsible, who is the broker?
11= Community - The community as a ‘community of practices’ or a constellation of connections that engage and participate.
13 Game-like - Game-like play between institutions

What are your thoughts? In your context? How would you prioritise or word these issues? Are there more still (probably).

The two other contexts that interest me are from the point of view of an e-learning agency and from a client point of view.

For the latter - Object(ive) as everyone works to the brief once this is written with clear objectives, universal design for those for whom design as an expressions of creativity and problem solving is important. Tools as agencies are expected to come up with a 'clever' technical response. Framework for change - as in a consultancy capacity the agency will be expected to offer some actionable plan.

For the former - Incentives (as performance Improvement), Rules (legal and mission compliance) and division of labour (who does what) are likely to be significant.

 

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H800: 46 The card-based Hybrid Learning Model and a card-based Tool Kit for writers.

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Edited by Jonathan Vernon, Sunday, 8 Jul 2012, 13:21

H800%20Wk8%20HLM%20GRAB.JPG

From HLM Flash DemoVideo player: Flash Demo

For someone who does NOT have a formal teaching background this for me is the first time in 13 months that I have something practical that is based in learning, not 'e-learning' that I feel can apply immediately to any learning context: instructing sailing, teaching swimming, advising on digital marketing, supporting a team making a short film ... and especially thinking of ways to occupy children who are now on a three week holiday.

Blogspot from conference presentation of HLM

Institutional e-learning services

HLM Grid

I found this exercise extraordinarily useful. In the space of an hour I felt I assembled the makings of a series of activities, a module that might take place over a weekend, or a week or two. Thinking of this as learning first, and e-learning second helped.

I decided on creating a course on 'marketing to the social web.'

I've always fallen back on system, surveys and so on. A set of questions, in this case cards, that you can mix about, sets the process up. A similar end result might be achieved in different ways, but here, falling back on the cards and working with these options helps you to get something down. Indeed, having the cards makes you appreciate at every stage you could approach it differently. It would highlight any repetitive approach, something some online educators are guilty of i.e. a course where every activity is a person talking to camera with a transcript of what they say. And no better than the weekly lecture and reading list which was almost my entire three year undergraduate experience.

The graphics worry me. I do think there is value in engaging the best graphic designer for things like this, to come up with something universal. I wonder how some learners would interpret a class that involved the use of flash cards with coloured in cartoons on them. Given the ability of the www to offer choices I'd give users a choice of a dozen alternative images for each activity.

As I'm looking at various courses on digital marketing I'll see how I can add to this.

Activity/Task –Objective

Learning Event

Teacher’s Role

Learner’s Role

Resources

Tools (inc. Technologies)

Other comments

Survey on current awareness of advertising/marketing in social networks

RECEIVES

Explain

Evaluate

Review

WWW

Marketing to the Social Web as key resource.

Survey Monkey

(e-reader)

Individual

24 hours of Google Alerts, Twitter and Facebook, Linkedin.

EXPLORES

Coach

Research

WWW

Min six people sharing task to cover entire 24 hour period.

Write in a blog, microblog. As text from the spoken word. Writing within parameters, not just Twitter’s 140 characters, but other word counts.

IMITATES

Perform

Apply

Perform

Reflect

WWW

Twitter

Wordpress

LiveJournal

Blogger

Writers & Artists Handbook.

Voice Recognition Software

Touch Typing Software

Trying to develop a fluid, immediate, even ‘stream of consciousness’ approach to writing.

Image only in a blog.

CREATES

Coach

Create

WWW

Flickr

Tumblr

Facebook

Digital Camera

Mobile Phone

Webcam

Comment on blogs, join in forum discussion .

EXPERIMENTERS

Explain

Practice

WWW

Blogging for Dummies.

Letters to the editor. Letters.

RSS

Within the group and beyond

Add sound to a blog … voice, music, live (Skype) and broadcast (podcast).

PRACTICES

Coach

Perform

WWW

Podbean

Headset

Microphone

Group

Measure

RECEIVES

Apply

Questions

WWW

Analytics

Neilsen

Research companies

Tools

Technorati

Google Analytics

Buzzmetrics

Group

Promote (PR, advertising, marketing)

EXPERIMENT

Perform

Explains

Explore

Perform

WWW

Viral Video

Event

D&AD DVD

Mobile platforms

DVD player

Group

Survey on final awareness of advertising/marketing in/to social networks.

RECEIVES

Explain

Evaluate

Review

WWW

Marketing to the Social Web as key resource.

Survey Monkey

(e-reader)

Individual

 

The Writer's Tool Kit

All these cards had me thinking of  a writer's tool kit, 'The Observation Deck' by Naomi Epel. In that period where I wrote fiction all day I often dipped into this, simply to keep me going. In pratise it is far more useful for someone who blogs all the time as it triggers a line of thought.

DSC01578.JPG

If you're running a creative writing course this IS your learning design done; each week take a different card from the box and do.

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