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Ditch the tricksy technology and hire a brilliant speaker.

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Yes, So followed the AGM. Did the Webinar. Downlaoded Xerte.

Now trying to build more than a Power Point Slide Show.

Odd that, the very first effort I made to create a piece of learning was called 'How to make a slide presentation'. I shot it on Sony Reel-to-Reel kit - I was 17.

Page turning, next clicking ... we moved on in the early 1990s with interactive DVD.

It frequently feels that we go two steps forward, then seven back.

I look at some online learning and think - 'Give me a pop-up book'! It would be better.

I'm yet to see or experience anything as engaging as an Audi engine in 3D interactive animation as part of a tool for training mechanics.

There is rich e-learning ... and poor e-learning.

I'm hard to please - judging this stuff for a national panel every decade does this to you.

You expect the extraordinary at every turn, but it very rarely is.

The simplest way to get extraordinary?

Ditch the tricksy technology and hire a brilliant speaker.

P.S. I don't call the OU tricksy - I call it effective. It works. What I expect in e-training is something a bit more inspired.

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h810 Activity 21.1 Scripting for the visually impaired

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Edited by Jonathan Vernon, Saturday, 10 Nov 2012, 06:32

1) Find an example of an online learning resource from your own context that has plenty of visual content that might need to be described for a visually impaired student.

Teaching breaststroke : symmetrical whip kick and glide, arms in front of the shoulders during the pull, head still looking no further than in front of your hands.

Coach Marlins - my swim teaching and coaching blog.

A personal resource, reflection on swimming (masters) and coaching for Mid Sussex Marlins Swimming Club.  A first step towards creating a mobile resource. Below is an excerpt from a typical morning teaching four groups - three grade groups (4.5.7) typically 7 - 11 year olds) and a disability swimming group of children and adults.

See 'The Swim Drills Books'

The introduction read here : YouTube

Grade 7 are technically superior and have more stamina and may be a little older. The ones I watch out for are the 7 year olds in with 10 and 11 year olds as they need a different approach, TLC and play.

WARM UP

  • 3 x 50m warm up of front crawl and backstroke

Always giving a tip before starting them off (and accommodating the odd swimmer who is invariably late), say 'smooth swimming' or 'long legs'. i.e. reducing splashing and creating a more efficient swimmer.

  1. Make sure too that there is a 5m between each swimmer.
  2. 25m of Breaststroke to see what I've got and potentially adjust accordingly.

LEGS

Breastroke%2520breathe%2520kick%2520glide%2520drill%25207.JPG

  • Kick on front with a kicker float.
  • Taking tips from 'The Swim Drill Book'
  • I remember to put as much emphasis on keeping the chin in.

The glide is key - this is where to put the emphasis.

  • May start the 'Kick, Pull, Glide' or better 'Kick, Pull, Slide' mantra to get it into their heads.

ARMS

 

Breastroke%2520poolside%2520drill%25201.JPG

Standing demo of the arm stroke, from Guzman, forming an equilateral triangle and keeping the fingers pointing away.

  • Will 'describe' the triangle poolside then ask what it is and what kind of triangle.
  • Anything to get them to think about it a little.

Breaststroke%2520poolside%2520drill%25202.JPG

  • I show this as a single action.
  • Other things I might say include 'heart shaped' *(upside down).
  • And making a sound effect 'Bu-dooosh' as I push my arms out.

Breastroke%2520poolside%2520drill%25203.JPG

Repeat the need for a pronounced glide, even asking fo a 2 second count (one Mississippi, two Mississippi)

I support by showing images from 'The Swimming Drill Book' on an iPhone or the Kindle

Leading into the turn we do in sequence (from the shallow end):

    • Push and glide for count of 5 seconds
    • Same, then add the underwater stroke and See how far you can go.

Legs Only Drill (Advanced)

Arms outstretched above the head. No kicker float

  • The whole BR transition counting 3,2,1.

2) Use the resources for this activity to help you to decide which visual content needs describing.

  • The objects that need describing might be photos, diagrams, models, animations and so on.

In the resources I was impressed by the clear, logical, analytical description of some of the complex bar charts, flow charts, pie charts and others. This is how all descriptions should be. In 2010 or 2011 the BBC reviewed how weather forecasts were delivered. It was determined that they were far too flowery. A plainer, clearer approach - overview, identified the region, immediate and forecast weather. Move on. Much more like 'The Shipping Forecast' was wanted and worked better. No more 'weather-caster personalities' then. It isn't entertainment, it is information.

3) For those objects that need describing, decide what kind of description would be needed.

'Before beginning to write a description, establish what the image is showing and what the most important aspects are'. UKAAF

'Consider what is important about the photograph in the context of how the image is going to be used, and how much detail is essential'. UKAAF

In swimming, any description of these visuals should emphasise the purpose of the action, the key action in relation to the physics and physiology of the pull, the action in relation to the rules of competitive swimming.

  • Keep it simple
  • Get to the point
  • Choose the right words

4) Choose two visual objects and write a description of each.

Kick without a float. Arm pull practice standing in water or on the side of the pool.

If you can, ask someone who has not seen these visual objects to read your descriptions. Then show them the object and the context. What was their reaction? (If you have online tools to share visual resources, ask another student in your tutor group to do this activity with you.)

5) Which aspects of this task were straightforward?

Knowing that gender is irrelevant. Putting it in context.

6) Which aspects of the task were difficult?

Care not to use terms or metaphors that the swimmer may not be familiar with if they have never seen them.

Reading text on a diagram and wanting to shut my eyes so that I can hear the description without the image. Need to use screen reader or record and play back.

'Remember that blind or partially sighted people cannot skim read, so let them know how long the description is likely to be'. UKAAF

Knowing what to leave out, being confident to leave something out then knowing how to handle it.

'It is important that information provided for sighted people is also made available to blind and partially sighted people, even if the way the information is given is different'. RNIB (2009)

An author should write with a single reader in mind - in this instance while visual impairment is the modus operandi - they are first of all a swimmer or swim teacher/assistant - so the description must be given with this in mind, which in turn defines the writing/editing process of what to put in or what to leave out.

7) What else might have helped you to do it more easily or helped to improve your descriptions?

Physically moving the student athletes arms and legs through the positions. With their consent, allowing a visually impaired swimmer lay the hands on the arms then legs of someone as they go through the movement.

  • An artist's manikin or a jointed doll, male or female action figure,
  • Braille embossed outline.

'However converting a visual graphic to an appropriate tactile graphic is not simply a matter of taking a visual image and making some kind of "tactile photocopy". The tactile sense is considerably less sensitive than the visual sense, and touch works in a more serial manner than vision. Therefore the visual graphic needs to be re-designed to make sense in a tactile form for blind and partial sighted readers'. RNIB (2009)

In some subjects, interpreting an image or diagram could be a key skill that students are expected to learn.

Drill-down organization

Descriptions should follow a drill-down organization, e.g., a brief summary followed by extended description and/or specific data. Drill-down organization allows the reader to either continue reading for more information or stop when they have read all they want.

Keeping this logic rather than imaging the sighted eye skipping about the page, so I imagine I am not allowed to lift the stylus from the screen ... it has to be ine continuous, logical flow. Constructing a narrative would add some logic to it as well.

10) Can descriptions be done in such a way that you are not giving students the answers?

This was an interesting and relevant point regarding humorous cartoons 'Cartoons and comic strips need to be described if necessary. Set the scene of the cartoon without giving away the joke Provide a brief overview of the image.'

The same therefore applies to 'giving the answer' - treat it as the punch line but leave it out. and like a quiz book say, 'answers on page x'.

11) What do you think your strategy would be if you can’t find a way to give a description without compromising the learning outcomes?

Script differently - this is after all a different audience - and all students are ultimately an audience of one. Perhaps all resources will become highly personalised in future?

12) How can providing descriptions be included in the workflow process of delivering an online module? (This was touched on in the discussion for Activity 17.3.)

  • I liked this quotation:

"When organisations send me information in formats that I can read myself it allows me to be independent, feel informed and appreciated - just like every other customer." End-user UKAAF

From Describing images 2: Charts and graphs

  • Definition of print disability
  • A print-disabled person is anyone for whom a visual, cognitive, or physical disability hinders the ability to read print. This includes all visual impairments, dyslexia, and any physical disabilities that prevent the handling of a physical copy of a print publication.

REFERENCE

RNIB Tactile Images : http://www.rnib.org.uk/professionals/accessibleinformation/accessibleformats/accessibleimages/Pages/accessible_images.aspx

RNIB Image Descriptions : http://www.rnib.org.uk/professionals/accessibleinformation/accessibleformats/accessibleimages/imagedescriptions/Pages/image_descriptions.aspx

Gould, B., O’Connell, T. and Freed, G. (2008) Effective Practices for Description of Science Content within Digital Talking Books [online], National Center for Accessible Media (NCAM), http://ncam.wgbh.org/ experience_learn/ educational_media/ stemdx (last accessed 10 November 2012).

UK Association for Accessible Formats (UKAAF) (undated) Formats and Guidance: Accessible Images [online], http://www.ukaaf.org/ formats-and-guidance#accessible (last accessed 10 November 2012).

University of Aberdeen (undated) Keep It Simple [online], http://www.abdn.ac.uk/ eLearning/ accessibility/ checklist/ keep-it-simple/ (last accessed 10 November 2012).

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What's the point of a portfolio? Whether online or at home in your desk?

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Edited by Jonathan Vernon, Thursday, 7 Feb 2013, 06:44

Balancing%2520two%2520faces%2520of%2520eportfolios.JPG

Fig. 1. The two faces of e-portfolios. Barrett (2010).

Think of an e-portfolio in terms of:

  • Workspace
  • Showcase
  • Specific academic fields
  • A Learning journey

Evidence (content):

  • Writing
  • Photos
  • Videos
  • Research projects
  • Observations by mentors and peers
  • Reflective thinking

(Butler 2006, p. 2) My view is that these tasks, or affordances, are better and well managed by a blog. During 2010 while in my first year of the Masters in Open and Distance Education (MAODE) not only were we encouraged to use the OU Student Blog platform, but we were also encourages to use the OU eportfolio MyStuff.

Rubbish%2520Shute.JPG

Fig. 2 Müllschlucker

I dutifully 'dumped' and labelled content, even sorted it in an effort to write assignment using this system. I would liken it to a Müllschlucker - a rubbish shoot in a tall appartment block (Isn't the German for it such a great word?)  - it made grabbing and dumping stuff easy. What was far harder was to sift through this content and create meaning from it  a a later date. It didn't have enough of me about it most of the time to trigger recollections. We got a warning that MyStuff would be killed off - I made a stab at sorting through what I'd put there, but like boxes of papers in a lock-up garage I was more relieved when it was over. I also tried a couple of external e-portfolio services: Peppblepad and Mahara for example. I tripped up quickly as the learning curve was too steep for me - and why duplicate what I was enjoying with WordPress?

I'm about to cook a lasagna, so why give me a pick-axe? Or, I want to make a toasted sandwich so why give me a MagiMix? All tools need to be carefully promoted, demonstrated then used in a sandpit with careful instruction and support. Basic scaffolding in other words.

"The overarching purpose of portfolios is to create a sense of personal ownership over one's accomplishments, because ownership engenders feelings of pride, responsibility, and dedication." (Paris and Ayres, 1994,p.10).

"The e-portfolio is the central _and common point for the student experience. It is a reflection of the student as a person undergoing continuous personal development, _not just a store of evidence." (Rebbeck, 2008) Process (a series of activities) Product (the end result of the process) Blogging and keeping an e-portfolio are synonymous

A web-log, or blog, is an online journal that encourages communication of ideas, and individual entries are usually displayed in reverse-chronological order. Barrett  (2010, p6)

Blogs provide an ideal tool to construct learning journals, as discussed by Crichton and Kopp (2008) from the University of Calgary, ‘... that eJournals help to make ePortfolios more authentic and relevant to the students’ lives.’

Workspace or Working Portfolio. Washington Stage University.

  • Or (digital) shoebox.
  • Presentation Portfolios, showcase or ‘showtime.’

John Dewey (1933) discusses both retrospective (for analysis of data) and prospective modes of reflection (for planning). Beck and Bear (2009) studied reflection in the teaching cycle, comparing how pre-service teachers rated the development of their reflection skills in both formative and summative e-folios. E-portfolio%2520based%2520learning%2520KOLB.JPG Fig. 3. JISC (2008) Effective Practice with E-portfolios. Higher Education Funding Council for England (HEFCE) on behalf of JISC. (Page 11)

Reflection is the "heart and soul" of a portfolio, and is essential to brain-based learning (Kolb, 1984; Zull, 2002). Once we have looked back over our body of work, then we have an opportunity to look forward, setting a direction for future learning through goals... reflection in the future tense. Barrett  (2010, p3)

Blogs are organized in reverse chronological order; most showcase portfolios are organized thematically, around a set of learning goals, outcomes or standards. Both levels of reflection and organization are important, and require different strategies for supporting different levels of reflection.

REFERENCE

Barrett, H. (2010). Balancing the Two Faces of ePortfolios. Educação, Formação & Tecnologias, 3(1), 6-14. [Online], Available online: http://eft.educom.pt (Accessed 29 SEPT 2010) http://electronicportfolios.org/balance/ (Accessed 4 NOV 2012) Updated version http://electronicportfolios.org/balance/Balancing2.htm (Accessed 4 NOV 2012)

Beck, R. & Bear, S. (2009) "Teacher's Self-Assessment of Reflection Skills as an Outcome of E-Folios" in Adamy & Milman (2009) Evaluating Electronic Portfolios in Teacher Education. Charlotte: Information Age Publishers.

Beetham, H. (2005) e-Portfolios in post-16 learning in the UK: Developments, issues and opportunities www.jisc.ac.uk/media/ documents/themes/elearning/eportfolioped.pdf Bruce, L (1994) Self-Assessment (Last accessed 4Nov2012) http://ozpk.tripod.com/000000selfassess

Butler, P (2006)  Review of the Literature on Portfolios and Eportfolios.  eCDF ePortfolio Project. Massey University College of Education. Palmerston North, New Zealand Crichton, S. and Kopp, G. (2008) "The Value of eJournals to Support ePortfolio Development for Assessment in Teacher Education." Paper presented at the Annual Meeting of the American Educational Research Association, New York City, March 24–28, 2008.  An updated version of this paper was published by the British Columbia Ministry of Education, Innovations in Education, 2nd Edition, April 2011. Available online (PDF of book); Printable version of revised article: balancingarticle2.pdf

Dewey,J. (1933) How we think. How we think: A restatement of the relation of reflective thinking to the educative process. (1971 ed.). Chicago:Regnery

JISC (2008) Effective Practice with E-portfolios. Higher Education Funding Council for England (HEFCE) on behalf of JISC.

Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.

Paris, S., & Ayres, L. (1994). Becoming reflective students and teachers. Washington D.C.: American Psychological Association. Rebbeck, G (2008) e-Learning Coordinator, Thanet College, quoted in JISC, 2008). Zull, J. (2002). The Art of Changing the Brain. Sterling, VA: Stylus Publishing

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Reflection on keeping an OU Blog

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Edited by Jonathan Vernon, Thursday, 7 Feb 2013, 07:04

MAODE%2520Wordle%252033%2520a.JPG

Fig. 1. The Open University's Masters in Open and Distance Education (MAODE).

Expressed as a Wordle. A personal collection of key influencers based on those tagged in this blog. Includes my own reading and indulgences.

On Friday, at midday, this blog reached a significant milestone.

I've been at it for 33 months. I've blogged the best part of FIVE modules now - most of which required or invited some use of the blog platform (or another). I required little encouragement - I used to keep a diary and have found since 1999 that in their digital form they are an extraordinarily versatile way to gather, consider, share and develop ideas.

The investment in time, on average, an hour a day in addition to - though sometimes instead of coursework over 1000+ days.

(This excludes 8 months I spent on the Masters in Open and Distance Learning in 2001)

To mark this event, and as I need to go through this online diary, this e-journal, this 'web-log' (as they were also once momentarily called) ahead of some exciting meetings coming up next week I thought a simple task might be to click through the tags to identify who have been the key influencers in my reading and thinking over the last two and a half years.

MAODE%25252520Wordle%2525252033%25252520x.JPG

Fig.2. Another way of looking at it. Betham, Conole and Weller are key MOADE authors from the Open University. John Seely Brown is a vital undercurrent, Engestrom one of several enthusiasms like Vygostky. While Gagne, second hand hardback, needs to be on your desk for frequent reference.

What I thought would take an hour has taken nearly 40 hours.

Clicking on a tag opens a corner of my head, the notes take me back to that day, that week, that assignment or task. It also takes me back to the discussions, resources and papers. And when I find an error the proof-reader in me has to fix. Aptly, as we approach November 5th, and living in Lewes where there are marches and fireworks from late October for a couple of weeks peaking of course all evening on the 5th, my head feels as if someone has accidentally set light to a box of assorted fireworks.

Just as well. Meetings these days are like a viva voce with eager ears and probing questions - they want the content of my mind and whatever else I bring to the subject after thirty years in corporate training and communications.

MAODE%2520Wordle%252033%2520d.JPG

Fig. 3. Wordle allows you to say how many words you want to include in the mix. To create weight I had to repeat the names I consider most important twice, three or four times in the list. I also removed first names as Wordle would have scattered these into the mix independently like peppercorns in a pan of vegetable stock.

The Task

  • List all authors who have been part of my learning and thinking over the last couple of years.
  • Include authors that my antennae have picked up that are relevant to my interest in learning, design, the moving image and the english language.
  • Visualise this and draw some conclusions

MAODE%2520Wordle%252033%2520z.JPG

Fig.4. This even makes three of the key protagonists look like an advertising agency Gagne, Beetham and Conole.

The Outcome

I can never finish. Take this morning. I stumble upon my notes on three case studies on the use of e-portfolios from H807 which I covered from February 2010-September 2010. To begin with I feel compelled to correct the referencing in order to understand the value, pertinence and good manners (let alone the legal duty) to cite things correctly. (Even though this post was locked - a 'private' dump of grabs and my thoughts).

Then I add an image or two.

These days I feel a post requires a visual experssion of its contents to open and benefits from whatever other diagrams, charts or images you can conjure from your mind or a Google Search - 'the word' + images creative commons - is how I play it.

David%2520Ogilvy%2520Bentley.JPG

Fig. 5. From David Oglivy's book 'Ogilvy on advertising' - a simple suggestion - a striking image, a pertinent headline and always caption the picture. Then write your body copy.

A background in advertising has something to do with this and the influence of David Ogilvy.

 

xxxxxxxxxxxxxxxxx

I spend over two hours on the first of three case studies in just one single post. At the time I rubbished e-portfolios. The notes and references are there. Tapped back in I can now make something of it. A second time round the terms, the ideas - even some of the authors are familiar. It makes for an easier and relevant read. What is more, it is current and pertinent. A blog can be a portfolio - indeed this is what I'd recommend.

From time to time I will have to emerge from this tramp through the jungle of my MAODE mind.

Not least to work, to sleep, to cook and play.

Gagne%25202.JPG

Fig. 6. In a word

USEFUL LINKS

Wordle

Date duration calculator

REFERENCE

Gagne, R.N. (1965) Conditions of Learning Holt, Rinehart and Winston

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Should we design learning with brain centers in mind rather than sensory channels? What do you think? What do you do?

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Edited by Jonathan Vernon, Thursday, 1 Nov 2012, 09:21

A%2520modern%2520vision%2520of%2520cortical%2520networks%2520SNIP%25202.JPG

Source: http://shape-of-code.coding-guidelines.com/tag/brain/

So, for example, design with the language and visual centres of the brain in mind, so that the specific combination of senses that might be engaged work in favour not in conflict with the process.

For example, we can read a map (visual) while receiving instructions on its use (auditory) - as the visual and language centers are distinct.

However, as I discovered yesterday, when I tried to pass on a message to my wife verbally who was in the depths of writing a report to a tight deadline not a word was heard - her language centre was so fully occupied that she shut me out. She didn't even see me come into the room. (She did enjoy the tea and toast though).

The mind's a tricky thing - are we being too clever? We've survived tens of thousands of years without multi-media or e-learning. I reckon the most useful things I have learnt in life were watching my grandfather service a car, put up wallpaper and empty the guttes.

 

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H810 : Activity 19 Accessibility Guidelines - the good, the bad and the ugly

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Edited by Jonathan Vernon, Wednesday, 31 Oct 2012, 12:48

The Good

Maria%2520Montessori.JPG

Fig.1. Maria Montessori

My journey into accessibility guidelines, legislation, principles and case studies quickly diverted me into the nature of multi-modal learning. I knew as I started this module that I was looking for or expected when I term the 'Montesori Effect'.

Maria Montesori was ill-treated because of her gender, finding resistance to her desire to study medicine and further resistance once she got there. I wonder if there is resonance here for a disabled student meeting resistance or faced with prejudice of any kind when pursing their academic studies? Montessori's early studies involved children with disabilities and it is through this that she developed her educational philosophy that has come to influence the ways we teach. I can see that her work is something I shall have to study too.

'Montessori experimented with allowing children free choice of the materials, uninterrupted work, and freedom of movement and activity within the limits set by the environment'. Wikipedia (last accessed 31st October 2012)

Turning to reading up on accessibility guidelines I read through the following:

National Center for Accessible Media

Software and tools

Educational Issues for Students with Disabilities

Accessible interactive software can bring the benefits of multimedia and experimental learning to students who may otherwise be left out. Interactive learning experiences will be especially enriching for students who may otherwise have more limited experiences. Because students with disabilities may not be exposed to as wide a range of activities as other students, accessible software can contribute positively toward filling in some of those gaps.

Low-vision students may still learn from a visual program, provided it is well designed.

Software should allow:

  • fonts to be adjusted
  • provide clear contrast for objects that students must locate and manipulate
  • include keyboard commands to reduce mouse dependence
  • provide a system cursor that moves with important screen events so that magnifiers can track them.

Benefits of Multimodal Learning

Making software and digital publications accessible to students with disabilities has benefits for other students as well.

These benefits are especially important for students learning English as a second language and those with reading difficulty. Accessible textbooks and software often provide multi-modal access to information, combining text with audio. 

Tindall-Ford and colleagues showed in several different experiments that when information is presented in audio and visual form, performance on complex tasks is improved (1997).

'The intellectual complexity of information, generated by the degree of element interactivity, may determine the conditions under which the structure of presented information is critical and thus, when cognitively derived information-presentation techniques such as integrated and audio-visual packages are most useful. Finally, the measures of perceived mental effort used in this article lend further support to the notion that cognitive load is a critical and major factor when formatting information'. (Tindall-Ford et al 1997:283- 84)

The Bad?

Microsoft%2520Keyboard%2520Dual%2520Learning%2520SNIP.JPG

Fig.2. A contemporary example of dual-mode learning?

'When two sensory modes are better than one' deserves a class of its own. I've migrated discussion on this to an e-learning group in Linkedin while opening it up to discussion here and in the H810 Student Forum.

J.R. Williams reviewed about 100 studies from the literature on use of multimedia in instruction and found that combining visual and verbal information can lead to enhanced comprehension (1998). Mentioned in the above guidelines, though not giving the reference I offer below - again, worth studying in its own right.

The Ugly?

Tindall-Ford%2520Integrated%2520Diagram%2520and%2520Instructions.JPG

Fig.3. An example of the integrated instructions used by Tindall et al (1997)

FURTHER LINKS

Maria Montessori:

http://en.wikipedia.org/wiki/Maria_Montessori

REFERENCE

Tindall-Ford, S, Chandler, P, & Sweller, J 1997, 'When two sensory modes are better than one', Journal Of Experimental Psychology: Applied, 3, 4, pp. 257-287, (Last viewed 31st October 2012).

Williams J.R. (1998) Guidelines for the Use of Multimedia in Instruction Proceedings of the Human Factors and Ergonomics Society Annual Meeting October 1998 42: 1447-1451,

 

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H810 Activity 15.1 Assistive Technology

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Edited by Jonathan Vernon, Sunday, 19 Oct 2014, 10:55

20121022-102631.jpg

Fig.1 Assitive technologies to improve access to e-learning

There are a myriad of hardware and software tools that alongside other assistive technologies a disabled person may use to improve access to learning. As part of the MA in Open and Distance Educaiton (MAODE) module H810 Accessible Online Learning : Supporting Disabled Students we are reviewing the widest range of circumstances and tools - and MBA like applying these to our own contexts.

When I started this course I did wonder if it couldn't be covered in a weekend residential – boy am I mistaken.

So much so that I think it should be a 60 pointer over several more months.

If we can remember back to the Paralympics just think of the vast scale and variety of access issues these athletes had, then add cognitive impairments for which the Olympics are unable to cater - then think of any impairment as a position on a spectrum that includes us - our vision, our hearing, our mobility and cognitive skills are on here somewhere too. Indeed, there are tools that come out of assistive technology that have value to all of us, from automatic captioning, tagging and transcription of video, to screens over which we have greater control. Here area few I picked out:

HEAD POINTERS

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Head pointers need to suit the precise needs, wishes and expectations of the user and may be used in conjunction with other tools and software. A sophisticated package such as TrackerPro costs £1,288 and includes head, visor and shoulder kit, a tracking webcame and software. At this level it can be used to engage with computer games, as well as to use packages designed to suit the users other needs in relation to visual and audio impairment. These packages are supported by assessors.

KEYBOARDS

20121022-102029.jpg

Keyboards come in a plethora of shapes, sizes, textures and colours, with various overlays and supporting software for single hand or head pointer use too.

Integrated with screens, wheelchair, hardware and software a market leader for people with considerable mobile impairment, voice and sight impairment such as DynaVox Vmax will cost £9,000. There is considerable online support, with videos too. Setting up and support from an assessor is provided.

Beyond the tools provided with the operating system or browsers which will magnify images to a reasonable degree, there are software bundles such iZoom (PC) £321 and VisioVoice (MAC) £232 with a far greater level of sophistication and adjustment to suit users with sight impairments, dyslexia and mobility requirements. Working with a variety of inputting devices this allows the user to make many kinds of adjustments to the way information is displayed.

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H810 Activity 14.1 Using assistive technology - reflection on access to learning through acccess to work

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Edited by Jonathan Vernon, Sunday, 21 Oct 2012, 14:42


20121021-084048.jpg

Fig.1 From 'Access to work' a video from MicroLink

Any of us could or will stumble the first time we are faced with a new tool or piece of software - I'd like to see any of us tested using a tool such as Delicious or ScoopIt and see how we get on, or trying to use a Microwriter, programme the washing machine or even turn on someone else's Microwave.

All experiences become familiar in time if we give them a go or get some useful tips. The same implies whether or not you have a disability or combination of disabilities or not.

To make sense of the plethora of accessibility tools, software and built-in 'assists' - and the equally enormous combinations and varieties of people who may benefit from using them I am having to get into my minds eye four people, or 'personas' who have quite different needs and imagine them, in context, wanting to and trying to use tools that ought to improve access for them. Some intriguingly are likely to suit all users if they offer a short cut or a different way into the information - I prefer a transcript over lectures. I like to use narrator in the car or when busy with some other task like painting the shed - the book is read to me as I can't do what I am doing and look at the screen at the same time. I call this the 'Montesori Effect' - how meeting a learning challenge for one community of learners you gain insights and create tools that benefit everyone.

As for any of us, when it comes to learning, context is important whether we have the space, time, kit and inclination. There is a big difference between giving something a go and having to use it with a set goal in mind. Anyone remember the first time they had to create something using PowerPoint, or Word come to think of it? Or writing a blog - let alone embedding images, video or audio.

Some of this reminds me of my first computer - an Amstrad. All green text and no mouse. My father got himself a Microwriter and mastered it. Bizarre. Confined to a wheelchair (badly broken leg from skiing) for some months in my early teens I ought to have been able to keep up with school work - but somehow a box of books didn't do it for me.

When I get stuck I can now turn to a son, daughter or my wife who may or may not be able to help. We also pick up the phone to 'The Lewes Computer Guy' for technical fixes. Had I a disability how likely is it that I can turn to someone with the very same set of challenges that I face for tips and advice? On some context a blind person will and can turn to a supportive community, but this might not be so easy if you are, or feel like, the only person with Dyslexia or Cerebral Palsy at your schoolor university.

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Hang on lads, I've had a great idea!

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Edited by Jonathan Vernon, Thursday, 18 Oct 2012, 13:30

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Fig. 1. 'Hang on lads, I've had a great idea!' Richard Wilson at the De la Warr

If curation is the way forward to facilitate learning online then the next step will be for each of us to draw on our experiences as a visitors to countless museums and galleries, houses and castles - from the mishaps of a rainy day to the inspired and repeated visits to museum events.

Does this become a journey through your mind?

Is it any wonder that people who demonstrate extraordinary feats of recollection do so by pegging images to a journey through a familiar space?

Might a way to prepare for an exam to create a temporary exhibition of your own?

Where have you been that is worth forgetting or remembering?

For me it should be 'The Tank Museum' in Dorset. We only went because after five days of rain on a 6 day camping holiday we were running out of places to go. Another on the same trip was 'Monkey World'.

Both trips were memorable, 'The Tank Museum' because they had rigged up a First World War Vicker's Machine Gun to a video game so therefore the first time I personally placed my hands exactly as my grandfather would have done - explains why he had thumbs like a Spoonbill's beak.

As for 'Monkey World' - whatever that male monkey was up to on his own up a tree but in full view of visitors took some explaining (or not explaining) to a 10 and 12 year old.

Perhaps the most 'rubbish' trips are the most memorable for that very reason?

Where do you suggest NOT going?!

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How The OU uses narrative in e-learning - to get your attention and to make knowledge palatable and memorable

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Edited by Jonathan Vernon, Wednesday, 17 Oct 2012, 09:00

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All links here : http://www.youtube.com/course?list=EChQpDGfX5e7DDGEQvLonjDQsbclAF2N-t

The brilliance of the OU team two years ago produced the 'History of English in Ten minutes' - here we go again with ten one minute long animated vignettes on the great ideas and great thinkers of economists.

Had I seen this as a 17 year old perhaps I would have stuck with a subject that I dropped after a couple of months in favour of History. I like narrative and personalities, indeed storytelling in the form of a biography is an excellent way into a subject - you relate to the person in the story and you get an easy and appealing introduction to the topic.

Getting this right takes skill - a clear brief, excellent script, high production values (artist, animators, voice over) throughout, and of course a budget that makes it possible and an excellent team of prodcers, writers, sound engineers, editors and programmers.

A minute at the top of a piece of e-learning isn't too much to ask is it? It not only attracts interest, but I suggest it helps with retention and enhances the learning experience too.

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How e-learning would benefit from looking at some s-training

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Edited by Jonathan Vernon, Saturday, 13 Oct 2012, 16:10
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One tactic used in all swimming training from club squads to the Olympics is the concept of whole-part-whole: to develop the stroke, either to improve skills or strength, you break the stroke into parts. The simplest expression of this is arms only or legs only followed by the full stroke. This is repeated over different distances and whether an aerobic or anaerobic set, against different turn around or repeat times. This is finessed with drills, so taking on of the four competive strokes - frontcrawl backcrawl, breasstroke and butterfly - what might we see?

This morning's Master's set had the following drills: short doggie laddle, long doggie paddle, catchup, touchfloat and closed fist. Each was a 50m drill followed by 50m full stroke. Later we did some arms only sets over 100m against the clock. And we swam sme backstroke and breaststroke for slme variety before some short full strokes sprints on Frontcrawl and a swim down.

How might this translate into a training session or e-learning module?

To start with the module, like a set, would need to change every week, so that there is progression in the challenges set, the skills in technique to demonstrate and even the times to rest or turn around a swim.

There would need to be variety too, which typically means emphasis on a different stroke but inlcudes having a different coach, swimming in a different lane and having different swimmers in the lane with you.

I rarely see such variety or such progressive, long term, planned in progression in learning and development, while many e-learning modules are no better than the leaflet or linear video they replace - they are fixed.

Does this work?

How do you reversion content so that it gets progrossively more challenging at a pace that puts the individual learning just beyond being able to d the thing with ease? Effort matters, easy learning isn't learning, just as a stroll in the park isn't a training run.

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Some online tutor sessions work, some do not. Some social platforms work, others do not. Why?

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Edited by Jonathan Vernon, Sunday, 4 May 2014, 09:58

Gagne (1970 pp29-30) suggests that instruction in an organized group discussion develops the use and generalizaton of knowledge – or knowledge transfer. Oxbridge tutors contend that the 'Oxbridge Tutorial' – a weekly, structured micro-meeting of two or three people, achieves this. One student reads out a short essay that the tutor and students discuss.

'When properly led', Gagne continues, 'such discussions, where the knowledge itself has been initially mastered', not only stimulates the production of new extensions of knowledge by students but also provides a convenient means of critical evaluation and discrimination of these ideas. Gagne (ibid).

Forty years on from when Gagne wrote this there are what are meant to be or hoped to be learning contexts where this kind of knowledge transfer through group discussion can still work – or may fail to work – either because the degree of subject mastery between students is too broad or there are too many students, or the wrong mix of students.

For example, in the Open University's Masters of Open and Distance Education (MAODE) between 12 and 16 postgraduate students meet online in a series of strucutured online tutor forums – some of these work, some do not. As these meetings are largelly not compulsory and as they are asynchronous and online, it is rare to have people in them together – the discussions are threaded. What is more, in any tutor group there will typically be a mixture of students who are on their first, their second, third, fourth or even fifth module of the Master's – some of whom, given the parameters offered by flexible and distance learning, may have spread these modules over five years. Then there is the task and how it is set, whether the participants are meant to work alone or collaboratively – the simplest and most frequent model online is an expectation to read resources and share notes and thoughts. However, personal experience over five such modules suggests that the committed engagement of say six people, working collaboratively on a clear set of tasks and activities with a time limit and climactic conclusion of delivering a joint project, works best.

Too many of these online tutorials drift, or fizzle out: too few posts, posts that are two long, fragmented posts linking to pages elsewhere, the indifference of participants, the lack of, or nature of the tutor involvement, excessive and misplaced social chat, or discussing subjects that are off topic ... It depends very much on the mix, inclinations, availability and level of 'knowledge mastery' as to how such online tutorials work out. As well as the eclectic combination of students the role, availability, online and other teaching skills, even the personality of the tutor and of course THEIR knowledge experience and mastery matters.

Just reflect on how such workshops or seminars may work or fail face–to–face – the hunger for knowledge on the topic under discussion, the mix of personalities and the degree to which their experience or level of understanding is the same, at slight or considerable variance, let alone any differences of culture, background, gender or in a business setting – position and the department they have come from.

Ideally the workshop convener, or what the French call an 'animateur' should, assemble or construct such groups with great care, like a director casting actors to perform a piece of improvisation. Different contexts offer different opportunities. As a graduate trainee in an advertising agency six of us were repeatedly assembled, the various departmental specialists and directors playing roles at specific times – bit players in these scenarios. On reflection, stage management by a team in the HR department had been vital. It is therefore 'stage management' that I consider of significant importance when trying to construct such collective learning experiences online in a corporate setting.

CONCLUSION

Know your players, cast with care, give direction, record what goes on and step in to nudge, re–kindle, stop or start conversations or activities.

REFERENCE

Gagne, R (1970) The Conditions of Learning

ADDITIONAL LINKS

Robert Gagne Wikispaces

Theories of Learning

Cognitive Design Principles

The Nine Events - from Kevin the Librarian

Various Models of learning - Illustrated

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What a noggin ...

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Edited by Jonathan Vernon, Tuesday, 9 Oct 2012, 11:56

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Fig. 1. Benzi, after Gianlorenzo Bernini. 'Damned Soul', 1705-07

It has taken me 33 months, my fifth module and x assignments ... 12-16 ? and for the first time three things have happened:

  • The first draft is written with two days to go.
  • The word count is only 100 or so over the limit.
  • I stuck to the treatment.
  • Its a tad journalistic at this stage, but I enjoyed it.

On top of the MA the OU has given me the tools and confidence, and in this case, the knowledge, to write.

Thanks OU!

Off to London for the day.

RA this afternoon for the 'Bronzes' Exhibition, then a presentation in the evening - me talking, 'Use of video in e-learning' at an IVCA meeting.


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Exploring the World of Social Learning

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Edited by Jonathan Vernon, Tuesday, 19 Nov 2013, 11:04



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Find it here: Smashwords

There can be no better recommendation to read a book than when its author spots you as a like-mind and invites you to read.

I am halfway through Julian Stodd's 'Exploring the World of Social Learning' and am keen to spread the word to those like me who are studying for a Masters in Open and Distance Education (MAODE) - particularly in H807, H808 and H800 we are asked to learn collaboratively and go understand the dynamics of shared learning spaces online from this blog-cum-bulletin board platform, to student tutors groups and break-out cafes. You may even have made it over to the Open University Linkedin group (go see).

I not only find myself nodding in agreement but better still in Web 2.0 terms I find I keep wanting to pause to explore a thought or theme further, the subject matter embracing learning, social learning and e-learning - while drawing on a professional corporate learning and development background, which makes a valuable change from an academic perspective on social learning in tertiary education.

To do this I return to this my open to all e-portfolio-cum-blog to search for what I have thus far picked up on social learning, learning theories, forums and so on. And to do the same in other people's blogs as hearing these familiar voices helps make better sense of it all.

I should add a grab here of the couple of dozen books I have read in, on and around 'social learning' - I put 'Exploring the World of Social Learning' alongside:

'The Digital Scholar' Martin Weller

'A New Culture of Learning' Douglas Thomson and John Seely Brown

'From Teams to Knots' Yrjö Engeström

'The Now Revolution' Jay Baer and Amber Naslund

via a solid grounding in educational theory that you'd get from Vygotsky's 'Educational Psycology'.

An alternative to, or addition to reading about social learning in an academic papers, that are by definition are several years out of date, rate MySpace above Facebook and fail to mention iPads or Smartphones in the mix.

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Can you recommend a 'must read' from your course?

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Edited by Jonathan Vernon, Thursday, 4 Oct 2012, 11:30

20121003-070538.jpg While studying for a Masters in Open and Distance Learning (MAODE) I love to have one or more books on the go to read from cover to cover.

Courtesy of the eBook format, as I read I highlight, bookmark, make notes and share excerpts on Twitter @JJ27VV.

The OU courses don't do whole books (with one exception).

Sections highlighted by other readers are indicated too making the reading process less of the private, isolated affair it was in the past. John Seely Brown spoke at The OU too, so find his lecture here.

When it comes to e-learning there are a handful of must-read books, such as his one.

What have you come across that you would recommend?

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MAODE Students - All the Hs: H810, H807, H800, H808 ...

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Edited by Jonathan Vernon, Sunday, 16 Mar 2014, 05:54

Enlightened and loving the MAODE, but always keen to have a book on the side that I can read, take notes on, think about and share. This, I have come to understand, is largelly because I was taught (or indoctrinated) to learn this way - books, notes, essay, exam.

Though never sharing - learning used to be such a secretive affair I thought.

How The OU has turned me inside out - the content of my mind is yours if you want it, and where we find difference or similarity let's bounce around some ideas to reinvent our own knowledge.

As I read this in eBook form on an iPad I add notes electronically on the page, or reading it on a Kndle I take notes on the iPad - I even take notes on paper to write up later. I highlight. I also share choice quotes on Twitter @JJ27VV. Which in turn, aggregates the key ideas that I can then cut and paste here, with comments that others may add.

Simply sharing ideas in a web 2.0 21st Century Way!

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My Masters in Open and Distance Education (MAODE) with the Open University (OU)

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Edited by Jonathan Vernon, Wednesday, 22 Jan 2014, 09:44

 

My Masters in Open and Distance Education (MAODE) with the Open University (OU)

 

CURRENT (September 2012 – January 2013):

H810: Accessible online learning: supporting disabled students

COMPLETED:

H800: Technology-enhanced learning: practices and debates

H807: Innovations in eLearning – Learning outcomes

B822: Creativity, Innovation and Change

H808: The e-learning professional

This completes the Masters in Open and Distance Education (MAODE)

NEXT (from February 2013):

Either

H817: Openness and innovation in e-learning. (which replaces

H807)

OR

H809 Practice-based research in educational technology

 THEN (from October 2013):

H818: The Networked Practitioner

 

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Teaching as performance - a challenge and entertainment, accessible and reversioned

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Edited by Jonathan Vernon, Sunday, 23 Sept 2012, 09:39

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Fig.1. Jeremy Hardy 1.

Teaching is a performance Jeremy Hardy, The News Quiz, Episode 78, Series 3.

He's got a point, teaching (and coaching) is a performance - we should plan for performance too, but can I quote him? In a discussion, but not in an assignment – though I have little doubt there are those who I can cite from education and sport who say the same thing or something similar. Not only does Jeremy Hardy quip about teaching as 'performance' but he suggests that teachers who were 'characters' provided a benefit too – that and the Grammar School Experience.

Where do we get characters in e–learning?

Where indeed do we get humour or spectacle? Both are ways to create memories and so embed learning, even to motivate students and create a following. How can a tutor do this in e-learning, and if they did a Robin Williams ala Dead Poet's Society would they be sacked? I can think of a tutor who ran a forum who was the heart and soul of the module - probably cost him 15 hours input for the 5 he was paid for. however, if he decided to run a module on basket weaving in the Congo Rainforest I might do it - for the fun of it. Education can be entertainment.

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Fig 2. Contemporary Theories of learning

2. There are 'Multiple approaches to understanding'

Howard Gardner (1999) - reading this in 'Contemporary Theories of Education'. Join me on Twitter @JJ27VV as I share. I have highlighted 60% of the content, there are several bookmarks too and it is only a few pages long. Some key thoughts:

Students do not arrive as blank slates:

  • Biological and cultural backgrounds
  • Personal histories.
  • Idiosyncratic histories
  • Nor can they be 'aligned unidimensionally along a single line of intellectual development'.

So I wonder if there is a reason why at school children are taught in year group cohorts – it matches with a developmental stage.

It may not cater for cognitive ability or drive. A mix of learning abilities and backgrounds affects the learning experience and quality though, it always struck me that, for example a young musician studying in a driven, step by step fashion, largely on a 1 to 1 basis, can progress fast. Far greater tailoring of a range of lessons, combined with the cohort, paced to challenge the style as the Khan Academy does, has to be an improvement.

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Fig.3. Sebastian Coe's parting words at the London 2012 Paralympic Games

3. There are multiple reasons why the Paralympics and Olympics are mot merged – there are benefits of such segregation for learning too – not exclusively, but to focus and scale up expertise and support for specific types of impairment.

The needs of the plethora of disability groups are better catered for separately. Or are they?

When the Games end they must re–integrate with a world where access is far less certain, accommodating or even a shared experience. Is this relevant to access to e–learning? One size does not fit all – creating content that is clear and easier to read, or follow is a reasonable adjustment – however, is it not the case that once along a certain spectrum of impairment, say legally blind rather than sight impaired, or deaf, rather than hearing impaired, or an arm amputee rather than having some mobility impairment that both in sport and in learning – though not all of the time or exclusively – that these people should learn together, as occurs for example through the RNIB or the RAD.

Whilst clearly provision of an audio version of a book, or video with captions and a transcript should be common practice, when it comes to some approaches to e–learning, say gamification, and certainly any social, or synchronous forms of learning then, like the Paralympics, they would benefit from coming together – indeed, if distance and travel is a barrier, and getting a number of sight impaired students together to study, for example, English Literature, was the desire then distance learning as e–learning may be beneficial.

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Fig.4. Our guinea-pigs - reversioning nature's way!

4. Might the approach to responsive e–learning where using HTML5 allows the same content to be used on multiple devices be applied to creating version for devices that are pre–programmed or the hardware is different, to suit a variety of disabled people?

As we live in a multi-device world we increasingly want the same content reversioned for each device - personally I expect to move seamlessly between iPad (my primary device), iPhone and Laptop (secondary devices) and a desktop. I don't expect a Kindle to do more than it does.  I wonder if a piece of hardware suited to the sight impaired might do a better job of tackling such versions? Ditto for the hearing impaired, as well as for people with physical impairments who require different ways to navigate or respond to content.

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Fig.5. New keyboard App

Or Apps that do the same job?

And the module that has set me thinking about the above:

H810 Accessible online learning: supporting disabled learning

With a final thought - we are all equally able and disabled in some way. We share our humanity ... and too short lives.

REFERENCES

Gardner, H (1999) Multiple Approaches to Understanding. Second part of a chapter first published by C.M Reigleuth (ed) Instructional Design Theories and Models: A new paradigm of instructional theory, volume 2. 69–89pp.

Hardy, J. (2012) The News Quiz, BBC Radio 4, Sat 23rd September. Episode 78, Series 3.

Marcotte, E (2010) Responsive Web Design (Last access 23:45 21 September 2012) http://www.alistapart.com/articles/responsive-web-design/

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Reflections on e-learning - September 2010 to September 2012

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Edited by Jonathan Vernon, Saturday, 22 Sept 2012, 06:07

New Software

Things I was starting to get my head around in 2010:

  • Skype (a phone call for free)
  • Delicious (don't get it, yet ... or need it?)
  • Outlook (Never used it 'til last week not being a PC person)
  • Google Docs (Up there and loading docs. Hear good things from all)
  • Compendium (Created a map for an e-tivity based on my H807 ECA. Populating this to share content with a producer).
  • Zoho (signed in but not sure)
  • Mahara (But Google does it for free and has seamless interplay with all your other favourite Google tools)
  • Pebblepad (Mixed reviews)
  • Adobe Share (Been using Adobe products forever so this should get my attention)
  • Internet Explorer (new to this Mac user!)
  • Dropbox (I've always been a box person)

Where I stand in 2012:

  • Skype (use often to friends globally, notably for a job interview with Getty Images, interviewing Dr about Qstream and on an iPad passing my brother and my nephews around a room of cousins between the UK and South Africa at Christmas)
  • Delicious (Still struggle, not least as I have more than one account and because I don't see the need to bookmark anything as to Google is quicker and with cookies enabled takes me into my choices)
  • Outlook (formerly trained at the OU on Outlook - training on a 2010 version while we had a 2011 in our office. Still hate it having been raised on all things Mac. Outlook has the look, feel and functionality of Microsoft DOS c 1992)
  • Google Docs (Use as a store to aggregate content, sometimes to share, wiki-like with fellow OU students who are more ofay with the technology than I am)
  • Compendium (Can't stand it - prefer a variety of free iPad Apps, including SimpleMinds, Bubl.us and several others).
  • Zoho (signed in and gave up)
  • Mahara (signed in a gave up)
  • Pebblepad (signed in and gave up - initially making do with the OU's MyStuff, which has been discontinued. Find it easier to aggregate content, while I'm an OU Student in my OU Blog, then cut and paste into one or more WordPress blogs - I had 16 at the last count)
  • Adobe Share (Don't have the budgets, may be of interest once back in a commercial office)
  • Internet Explorer (Never. Over the period have slowly migrated away from Firefox, like family, use Google Chrome almost exclusively)
  • Dropbox (Not really)
  • PicasaWeb - download for all images from camera, iPhone and iPad. Fix then post to some 50 albums, some with over 1000 images (the Picasa limit), pay for extra space. Uncertain or lack confidence though in degree of privacy, especially if screengrabs and other images are automatically uploaded to Google + images (same PicasaWeb account in a different format)

Where I stood in 2010 compared to 2012:

Old Software

  • Word (Yes, but far less often. I write far more often on the iPad using the AI Writer APP, emailing this to a PC to edit, or uploading into a blog to edit there)
  • Filemaker Pro (No longer. I ran it on Macs and iBooks from its inception but others don't prefering of all things the ghastly Excel). Have Bento, baby FileMaker, on the iPad.
  • AOL (still with AOL, but prefer Gmail and still thinking about changing supplier to BT or Sky)
  • Power Structure (Didn't upgrade, my iBook died and the software is on an rescued harddrive though I doubt it will work with a new operating system)
  • Final Draft (An execellent script writing tool though created for linear output)
  • Adobe Photoshop (Haven't upgraded, making do with Picasa)
  • Dreamweaver (haven't been near it, I never was a programmer type anyway, though cut my teeth in this in 2000)
  • Excell (A very reluctant user - just cannot see how this is used by some to create posters, or run a database that required large quantities of content in a cell. Filemaker Pro is better)

Blogs

  • Diaryland (Quite the thing in 1999). Locked forever. Up forever. Sometimes cut and paste. Always amusing to read posts on developments in web-based learning c. 1999
  • LiveJournal (Preferred by 2002). A stepping stone out of Diaryland.
  • WordPress (Expert) Over a dozen blogs, most notably Mymindbursts, though no longer a diary or journal, but a niche journal largely about e-learning, with subject intersts including creative writing, philosophy, tertiary education, history (First War), online and distance education, theories of education. Also blogs on swim coaching and teaching, on the Machine Gun Corps, on the trials and tribulations of a househusband (from old diaries and blogs), on various fiction themes - but also a number of Books of Condolences, in 2011 for colleagues, but very sadly in 2012 for my mother too.
  • EduBlogs (No more)
  • Blogger (No longer)
  • OuBlog (Extensively for all Masters in Open and Distance Education modules, now on my fifth and final module. Daily reflection, updates, aggregating resources, screen clips, diagrams, images, snips from forums, links to other blogs, tagging to assemble content for assignment, re-blog with re-writes to external blogs. Use it like an e-portfolio with CVs and job descriptions here too.)
  • Blipfoto (A picture a day for four or five months - until I have my iPhone to my son. I make do with an iPad and prefer a cheap phone to have kicking around in my pocket or bag ... and to avoid being online when out on the South Downs walking the dog!)

Social Networking

  • Facebook (Love hate. Great to be in touch with immediate family and trusted friends only. Got some groups going with boys I knew age 8-13 at boarding prep school. Got out of hand when a relation fell very ill and died as to the appropriateness of sharing our concerns and grief online. Inclined to disengage - do so only to find I am still there?)
  • MySpace (Never, though I am there)
  • Friends Reunited (Never since they started to charge, or since they came back)
  • Linkedin (extensive, professional use with several hundred contacts and activity in many groups. Feed blog content into Linkedin automatically, tailor some content for specific groups, particularly relating to e-learning for corporates and tertiary education)
  • Twitter (extensive, professional use. Did use TweetReach and various other tools. URLs shortened from WordPress, will use Bitl.y)

Other

  • Flickr (Used to use extensively - migrated all content to Picasa as Flickr tried to socialise the space and I found my pictures being offered for sale!)
  • Kodak Easyshare (Rescued 500 of 700 uploaded photos and migrated to Picasa before Kodak closed)
  • YouTube (Should be making extensive use of YouTube. Starting to digitise 40 hours of Oxford Undergraduate life 1982-1984. With permissions will migrate clips to the web in due course.)
  • Picasa (my favourite now, the teenagers are on Instagram and Tumnblr)
  • Ancestry.com (Covered every conceivable ancestor as far back as is possible online. Could make use of the 2011 census to track down a great aunt but not inclined to fork out anymore or to deal with spurious requests from people so off the map in terms of the family tree it is verging on trainspotting.)
  • Genes Reunited (as above. Not been near it) Of minor interest at a family funeral to figure out who were the common ancestors - both gentleman born in the 1870s it turned out!

Browsers

  • Firefox (very rarely, probably in erro)
  • AOL (winding up here for the last 18 months, should have got out long ago.)
  • GoogleChrome (Almost exclusively)
  • Internet Explorer (avoided at all costs)

What's new?

For the last 18 months extensive use of an iPad and associated Apps, so much so that it is the replacement laptop and even covers as a mobile phone as people know to email me.

Trying to do my final MAODE module on the iPad.

Proving remarkably easy to do so.

Very versatile, especially where resources can be downloaded as PDFs, even to read in Kindle version. Read from the Kindle, note take on the iPad and post online.

Books. We no longer buy them. Is a garage full of wonderful hardbacks worth anything? Glad I never bothered to put up shelves.

Magazines and newspapers. All redundant. Only kept the Guardian on Saturday to have something to line the guinea-pig hutch, when they went so did the newspaper!

TV. Rarely ever watched live. Prefer BBC iPlayer. Exception being the Olympics and Paralympics.

Pen and paper. I do. An A5 notebook and pen. Though prefer to type up notes as I go along.

Twitter Share. Reading an eBook and sharing a line or two with a note directly into Twitter. This aggregates content in an editable format and alerts 'followers' to a good read - usually on learning, education, e-learning, also on social media, story writing and the First World War. Sometimes some great out of copyright literature.

 

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e-learning needs to be 'my learning'

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Edited by Jonathan Vernon, Thursday, 1 Nov 2012, 13:45

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'Time to see the individual needs in a personal way'

This is relevant to all learners, so perhaps provision for disabled students can put them in the vanguard - this is in theory where e-learning is taking us, reading Littlejohn and Pegler (2007) 'Preparing for blended e-learning'

The authors predict that the shift is towards putting the needs of the learner first - I feel however we are a long eay from that - not least the inertia of the physical infrastrucutre, but the traditions, habits and ways of our educators too.

Instead of seeing e-learning as a way to get one standardised module in front of 10,000 people it needs to be seen as a way of delivering 10,000 modules to 10,000 people with the vastness and complexity of their differing needs, interests, experiences, motivations, capacities, skills and so on.

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Preparing for blended e-learning

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Edited by Jonathan Vernon, Wednesday, 19 Sept 2012, 05:00

Published in 2007, researched and written over the previous 3-5 years, this book intimates the way things are going - or should I say, the way things have gone already?

The world of e-learning is one that moves fast, so fast that the creation of e-learning has become an integrated global industry - companies, often UK based (even with a Brighton bias) span the globe like international management consultancies, law firms or firms of accountants - indeed, the clients are often international law firms, management consultants, accounts and their clients. Does advertising and PR come into this too? Probably. Internal communications? Certainly.

In 'Preparing for blended e-learning' (2007) the authors Alison Littlejohn and Chris Pegler say that the 'integration of our physical world with the digital domain is becoming ubquitous'. At least two decades ago intergration was already occurring, initially internally, through intranets. Leading businesses knew that educating the 'workforce' was vital so they had learning centres, while the likes of Unipart (UGC) had their own 'university' with faculties and a culture of continual learning. Industry was ahead of tertiary education then and feels light years ahead now with learning created collaboratively on wiki platforms, often using Open Source software with colleagues in different time zones. There is a shift to globalisation in tertiary education, with Business Schools such as Insead, but also with integrated, international universities such as Phoenix buying up or buying into universities around the planet - create an undergraduate course in Geography, a blended e-learning package, and put into onto a campus in North America and South, in Europe and the Middle East, the Far East and Australasia ...

'Learners and teachers increasingly are integrating physical and electronic resources, tools and environments within mainstream educational settings. Yet, these new environments are not yet having a major impact on learning. This is partly because the 'blending' of 'real' and 'virtual' domains - or 'blended learning' - is challenging for most teachers, yet it is becoming an essential skill for effective teaching'. (Littlejohn and Pegler, 2006 L287, Kindle Version)

I'd like to see a corporate e-learning agency create blended e-learning for a university - and to blend this in several additional directions courtesy of social learning back into secondary education, forwards into the workplace and sideways into the community and home. Perhaps I should call it 'smudged learning' - it happens anyway, at least in our household. It's surprising how helpful teenagers can be to their parents who work online - and it is us, the parents, who appear to click them in the right direction of for resources and tools for homework. I wanted Adsense on my blog(s) my son was happy to oblige - for a cut, which more than takes care of his pocket money.

'Blending ... centres on the integration of different types of resources and activities within a range of learning environments where learners can interact and build ideas'. (Littlejohn and Pegler, 2006: L341)

We're in it together like a small community in a medieval market town (actually, I live in one of these, Lewes) where the hubbub of the market spills out into the home and schools. All blended e-learning is doing is returning us to a more social, holistic and humanistic way of learning.

Welcome to the blended world.

What new - the drivers for change:

Costs (spreading them, making it count)

Sustainable (shared, flexible resources. In effect, one book can be shared by all)

Methodologies (still about learning outcomes, but treating each student as much as possible as a unique and vulnerable vessel of possibilities - not a cohort, or label)

Complexity (shared through collaboration in a wiki. Academics find this hardest of all, the idea that their mind , or at least parts of it, are open source, to be shared, not held back by barriers of time, tradition and intellectual arrogance. They too are a vessel and in its purest sense their emptying the contents of their heads into the heads of others is what it is all about)

Ethical issues (when is exposure a good thing? How much should we or do we reveal about ourselves? Knowing who your students are should only be seen as a extraordinarily developmental opportunity, not an invasion of privacy).

REFERENCE

Littlejohn, A., and Pegler, C. (2007) 'Preparing for blended e-learning' (2007)

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H810: Activity 2.1 Topic 2 :Recognising barriers: visual impairment

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Edited by Jonathan Vernon, Monday, 8 Oct 2012, 06:21

Recognising a disability is complex - they afe part of society and learning; they are not distinct or even always distguishable due to spectrum and nature of the impairment.

All communication has a significant visual component to it. Barriers can be reduced. Visual impairment is just that - it's on a sliding scale with only 1:5 blind people unable to see anything at all.

What is more, what can be seen may shift, so check as a course progresses as a person's sight may improve or deteriorate.

Assume nothing, the situation for each person will differ – so ask.

LD: Consider how to sequence information so that it is understood. Take care with unfamiliar language and new words.

Embed good practice and be vigilant about maintaining it through to the end.

Think about ways to recieve communication other than the written word.

Awareness, champion and leadership, policy and procedures.

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Where and how I learn ...

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Edited by Jonathan Vernon, Wednesday, 29 Aug 2012, 13:22

In the bath each morning with an iPad smile

Reading, noting, posting blog entiries such as this.

On the bus into Brighton. Composing or preparing a longer blog entry, locating a URL, for example to a BBC iPlayer radio programme I wish to cite or doing the all important referencing bit - so that I, let alone others, can go take a look themselves.

Stiil with the iPad after work with a pad of paper and pen alongside (or directly into my wife's laptop or son's desktop). With the Kindle, highlighting, adding notes and sharing some into Twitter.

With the iPad (the same). Write using the App AIWriter.

Various tools for charts, infigrwphics, wordles and mindmaps. Screem grab and photos with the iPad the uploaded to PicasaWeb.

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Blogs on e-learning

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Edited by Jonathan Vernon, Sunday, 26 Aug 2012, 10:15

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If you read only two, then follow Martin Weller and Doug Belshaw.

No time now, but I want to go back and re-blog Doug, even take some tips on knocking my own e-learning blog into shape. This is like going into a niche bookstore that ONLY promotes stuff on education and e-learnig.

Invaluable across the Masters in Open and Distance Education (MAODE)

The book is good too.

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They've been at it again

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Edited by Jonathan Vernon, Sunday, 26 Aug 2012, 08:44

The virtual swing-doors on my final OU module opened today.

Some time next year I will graduate with a Masters in Open and Distance Education - and unlike my undergraduate degree of many years ago I will feel that I have worked for it, earned it and want the thing - I'll even dress up for my first graduation ceremony.

I have been outside the course system for all of four months so it was with delight though suprise to find thst our virtual learning environment (VLE) has changed yet again. I will have screen grabs somewhere of what it looked like in 2010 and 2011 - I believe I even have seen a screen grab of when I was doing this in 2001.

On the one hand we are getting some 3D shading to lift the 'Learning Schedule' off the page, but we also have a plethora of minute and meaningless icons. I can't figure out what some of them are supposed to represent. Instead of going with recognisable images The OU appear to have tried to go one better but gone one worse - there is no point in replacing or even complementing a title or sub-heading with something that is incomprehensible nor recognised.

A load of stuff has migrated over to the left hand side of the screen - I know that research has long shown that this is where the eye first looks and expects this content to be.

The rest of it I'll discover and re-discover in due course. I prefer the minimalist approach - if it isn't vital don't show it, rather offer options to vall up extras instead of having them on the page regardless. Too many of these links I will NEVER use, except as an exercise in the first week. It's too like entering a grand house knowing that it has far more rooms than you will ever enter and where you risk getting lost.

Less is more.

I am however starting to think that I'll be able to do this almost entirely on an iPad (I don't have my own laptop or desktop and this is cheaper).

An APP for writing on this platform would help - like I have writing in Wordpress.

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