'Media Component' is the term, like e-learning, that I believe will supersede most others to define the activities, or 'e-tivities' (not sticking) Salmon (2002) that learning designers put into or developers and builders devise for e-learning modules or courses.

Media components are, if you like, the stepping stones that take a learner from ignorant to informed, with learning objectives the aim, but increasingly with effectiveness through greater engagement as we move away from the chronology of the stepping stone, itself a derivation of turning to the next page towards something more exploratory, game–like, intuative and where appropriate – in context for the learning. Where better to learn about health and safety for the nuclear power industry than in a nuclear power plant, where better learn to apply best practice in a retail bank than in the banking hall.

Twelve years ago these media components were described as Lego building blocks (Downes, 2000), though in practice they are more akin to Lego Technics (Pegler, 2002) - they do something. Coming from a background in linear and non-linear (interactive) video-based corporate training, I am trying to think what terms and expressions we used on the paper storyboard pads on which the interactions were devised?

Perhaps as they were added to linear video sequences and derived from scripts written in this form they were 'interactions' or 'interactivities'.

They were built into the narrative like an action sequence we shot as video.

For a while, as we migrated such content to the Web we called it all 'stuff' as a catch-all for content, whether it did something or not.

(A decade on I am yet to see anything as engaging or rich as the DVDs we produced in the 1990s with broadcast standard drama reconstruction or 3d animations, winners of IVCA Gold for their originality, impact and efffectiveness).

Today we are still producing the web-page derived equivalent of the leaflet or workbook, not least because it has taken broadband speeds and the devices and infrastructure a decade to catch–up.

The greatest shift has been to put the learning in our hands on Smartphones and Tablets and with this the desire for greater game–like tactility.

I wonder if another metaphor might be a sequence in music, a number of bars, a phrase that has a certain effect. This might be another way to design the actions.

An architect works on 2D blueprints to create buildings in three dimensions; composers use a score to lay–out music that surrounds us and touches us, film–makers have scripts and storyboards.

If we use PowerPoint to express a sequence or selection of interactivities, of 'media components' or 'learning activities' no wonder they are linear rather than exploratory.

We need to design onto maps and navigate as our heads do – independently.

From Lady Anne Clifford's Great Picture 1646

I am drawn to the image of a 17th century triptych, the Great Picture that expresses the life story of Lady Anne Clifford. There is logic to the left and right panels, Lady Anne age 15 and 76 respectively, while the borders, like going around a game–board give ancestors, relatives, and artefacts any of which, in the 21st century could be brought to life with a link at least or an interaction at best, even in Web 2.0 terms the opportunity to share with others synchronously or asynchronously.

I've heard the phrase 'sand-pit' used too, the thought that you do these things in a playful, perhaps even in an incomplete way, measuring effectiveness will be the driver - media components that work or sequences that have a ressonance for a topic or audience will be used again.

This should not however be at the cost of accessibility. Anyone can play in a sandpit, but not everyone can play in an orchestra or all the instruments in it.

Various metaphors have been applied and can be applied, like building with Lego blocks Downes (2000) though Pegler’s preferences is to make a comparison with Technic ‘Lego’ (Pegler, 2004:Loc4282) where each piece has a set of actions. Wiley imwgined them to be more like atoms (2001). The reality is more mundane, your e-learning module can be like a marathon or the 400m hurdles, with some imagination it can be a triathlon or heptathlon even the modern pentathlon.

The conclusion is that when construction e-learning we need to look for and create digital resources that are:

1. Easily sourced

2. Durable

3. Easily Maintained

4. Accessible

5. Free from legal limitations

6. Quality assured

7. Appropriate cost

8. Resizable

9. Easily repurposed

10. Meaningful

11. Engages the learner

12. Intelligible

To this list of qualities I would add a thirteenth: desirable - is it a media component or activity (e-tivity, Salmon 2002) that your colleagues want to use when building the module, let alone something users take to when faced eith it. And then can it be used too often or inappropriately?

And a fourteenth - they should be reusable too, readily combined, reskinned and rebranded like type in a printing press that can be reused, or a component in a game from picking a card, rolling the dice or answering a question correctly. Is this media component transportable?

In an e-learning module these are multichoice, complete a phrase, connect or put into order.

And a fifteenth – and surely at the top of the list: effective.

Which probably means a sixteenth – measurable, or accountable. We want to know how it behaves and derive meaningful anslytics from it.

Even a seventeenth – fashionsble, or at least of the age, suited to the user group, appropriate for the identified personas doing the learning.

Downes, S (2000) Learning Objects. Available from http://www.newstrolls.com/news/dev/downes/col;umn000523_1.htm

Littlejohn, Falconer, Mcgill (2008) Characterising effective eLearning (sic) resources

Pegler, C and Littlejohn, A (2004) Preparing for Blended e-Learning, Routledge.

Salmon, G (2002) E-tivities

Wiley, D.A. (2000) Connecting Learning Objects to instructional design theory: a definition, a metaphor, and a taxonomy. In D.A. Wiley (ed), The instructional use of Learning Objects. Available from http://reusability.org/read/chapters/wiley.doc

I stumbledupon this while browsing some current e-learning journals and thought it would be of interest to anyone else on the Masters in Open and Distance Education. 

Content quality

Learning goal alignment

Feedback

Adaptation

Motivation

Presentation design

Interactivity usability

Accessibility

Reusability

Standards compliance

REFERENCE

Leacock T.L. and Nesbitt J.C. (2007) A framework for evaluating the quality of multimedia resources. Education Technology and Society 10(2) 44-59

This in 'Evaluation of e–learning materials. A holistic framework'. Bundsgaard and Hansen (2011) Vol 4. No. 4 Journal of Learning Design. Which is worth looking at in itself (I'll come back to it I am sure).

Who said your perspective on life changes when your parents are no longer alive?

It makes life feel terribly short.

You reflect on the life of the person who has just passed away (or is on that path)

Twice last year I create a 'Book of Condolences' for colleagues which in the immediate week and then for a few months gather some 100 or 70+ comments respectively.

As someone said, 'funerals are for the living'.

Sorry to sound downbeat, but I do wonder 'what is the point?' Short of completing the animalistic duty of reproduction. Growing old can be enjoyed with marriages, births and memorable anniversary but there comes a point when even the grandchildren are forging lives of their own and the generations forget that the oldest generation is still with us.

Especially if you are part of what I call the 'splat generation', those kids who went away to university (when the government and local authority was paying for it) and don't go back.

On reflection I'd have liked to have bound our extended family more closely, that having us in the same town/region or community would have benefited everyone, not least from the love, encouragement and 'life-lessons' we pick up from each other's behaviours (mistakes especially).

Both apply, but why tell the former to A'level Oxbridge students? And neither is likely to work particularly well until you are into postgraduate studying even at PhD level surely? That or give it ten years. Nor do any of us have the time or inclination if the goal is to complete a module or gain a qualification. In both cases, the first was said on the radio six months ago or so while the second, quoted by Bill Clinton in his autobiography, is said in a general introduction to history by EHCarr (I think, do correct me if you know better as my best efforts struggle to find where it is written down).

Characterising effective eLearning (sic) resources

Littlejohn, Falconer, Mcgill (2008)

Presented in July 2006, accepted in august 2006 and published in August 2007 or 2008 referencing research and papers written between 1990 and 2004.

OK, this is an academic paper, but in a area that is changing so fast you'd think academics could pull their finger - even publish their thoughts as the develop online.

Digital assets: a single item, image, video or podcast.

Information objects: a structured aggregation of digital assets designed purely to present information.

Learning activities: tasks involving interactions with information to attain a specific learning outcome.

Learning design: structured sequences of information and learning activities to promote learning.

Learning Brief: (JV, 2012) My addition. Where it all begins where a client has a need, a problem to solve or opportunity to pursue, with an idea of the desired outcome, a budget, schedule and idea of resources that can be drawn upon or that will have to be created.

Conceptualization: source information.

Construction: repurpose and use in learner's context.

Integration: develop and use to inform others.

From Laurillard's 2002 Model (a bias for tertiary education).

An example of a PowerPoint presentation and its slides are given (only because, even in 2006, other forms of versatile, easily manipulated content were not readily available).

Narrative: downloaded by a student

Communicative: for discussion (synchronous, asynchronous, cohort, faculty, student body and beyond)

Interactive: searched, scanned (engaged, play)

Adaptive: (which Littlejohn et al give as editing, so reworking within the set, rather than adding anything new)

Productive: taking a constructed module PowerPoint (blog, video, animation, gallery photos, quotes, grabs, snips, apps) and repurposing (mash up) (Which I would call adaptive. (JV 2012, my additions in parenthesise).

Productive: (which Littlejohn al called productive in 2008 but I would call creative)

Resources: representation of knowledge by format and medium, flexibility and cost. With ease of manipulation and interaction key.

· Pure

· Combined

· Adapted

The conclusion is that when construction e-learning we need to look for and create digital resources that are:

1. Easily sourced

2. Durable

3. Easily Maintained

4. Accessible

5. Free from legal limitations

6. Quality assured

7. Appropriate cost

8. Resizable

9. Easily repurposed

10. Meaningful

11. Engages the learner

12. Intelligible

Various metaphors have been applied and can be applied, like building with Lego blocks Downes (2000) though Pegler’s preferences is to make a comparison with Technic ‘Lego’ (Pegler, 2004:Loc4282) where each piece has a set of actions.

Like a chemist combining chemicals to form atoms Wiley (2001)

Towards dynamic resources (less bespoke, more off the shelf, like sets of Apps that work in a designed sequence to produce a managed set of learning outcomes).

Constructivist (limited in precision training that requires specific, measurable outcomes in terms of changed behaviours).

Ownership (not personal learning environments, so much as personalised learning environments. Depends on the person's habits, choices and opportunities – pc, Mac, laptop or desktop, tablet and/or Smartphone; then choices regarding software tools within or married to the learning management system. Word, graphics, draw, charts, video, pics).

Their use in context is key (the institution, course, level, cohort, location).

(JV 2012. My thoughts italicised)

Like early car or computer manufacturer, become mass produced, trying to be lean, less a conveyor belt than a professional kitchen putting out a variety of courses to clients who are largely, within their respective contexts, demanding the same thing.

1890s bike shops turning to motorbikes and motor vehicles.

2000 bespoke websites and migrating learning distance and interactive ‘non-linear’ video based learning online, artisans, one offs, the Sistine Chapel.

REFERENCE

Downes, S (2000) Learning Objects. Available from http://www.newstrolls.com/news/dev/downes/col;umn000523_1.htm

Littlejohn, Falconer, Mcgill (2008) Characterising effective eLearning (sic) resources

Pegler, C and Littlejohn, A (2004) Preparing for Blended e-Learning, Routledge.

Wiley, D.A. (2000) Connecting Learning Objects to instructional design theory: a definition, a metaphor, and a taxonomy. In D.A. Wiley (ed), The instructional use of Learning Objects. Available from http://reusability.org/read/chapters/wiley.doc

 

The Gap between theories, tools and readily available learning tools to 'afford particular learning advantages'. Conole (2007)

It has taken over a decade from the early migration of interactive learning content from DVD to the web to the current 'every day' practice of creating e-learning of all types - modules, programmes, courses, qualifications and so on that are as commonplace to business as the annual audit - is e-learning bread and butter to business like accounting and legal advice, or is it the jam (or Marmite) that complements?

The 'learning advantages' Conole spoke of in 2007 are the business advantages of 2012 - everyday induction (or 'on boarding' as it is called in North America), talent management, product knowledge, skills development, management training, health and safety - you name it. What two decades ago was a linear video, or an not so linear though perfectly valid leaflet, or workbook, with or without a facilitator, is now largely self-regulated e-learning, carefully monitored, with a blended component (a tutorial in tertiary education is a workshop in business)

Littlejohn et al (2008) gave names to some of the emerging tools that are six years on, common place APPS, or software plug-ins that are easily built into a course:

• Digital assets: a single item, image, video or podcast.
• Information objects: a structured aggregation of digital assets designed purely to present information.
• Learning activities: tasks involving interactions with information to attain a specific learning outcome.
• Learning design: structured sequences of information and learning activities to promote learning.

REFERENCE

Though there is nothing to do here on external sites you can add things like AdSense. In 13 years of blogging I've never done this, and sometimes paid a modest fee to stops.

This afternoon my son put AdSense on his Tumblr account, as he is 14 this has to be registered in my name. His teen fashion aggregation thingey clearly has an appeal: he's already made £9.83. His motivation to code, to follow the analytics, to dream up ways to promote his blog and to select images and make fashion choices is compelling to witness.

Vicarious learning? On the fly? Collaboratively? Touch-typing. Online Marketing. Social Marketing.

Wit and youth appear to do the trick.

Meanwhile a game I played scribing content for an old blog and pandering to thes viewing figures may find its reincarnation.

I read this last in 2001; I was on the Masters in Open & Distance Learning (as it was then called).

Whilst there are hints at e-learning the closest this gets to interactive learning is the video-disc and the potential for CD-Rom. Actually, there was by then a developed and successful corporate training DVD business. In 2001 the OU sent out a box of resources at the start of the course. 16 books and a pack of floppy discs I recall to loud 'ListServe' or some such early online collaboration tool.

 

The nature of evaluation

 

Evaluation Stages

• Identify an area of concern
• Decide whether to proceed
• Investigate identified issues
• Analyse findings
• Interpret findings
• Disseminate findings and recommendations
• Review the response to the findings and recommendations.
• Implement agreed actions.

There's an approach to everything. When it comes to evaluation it helps to be systematic. At what point does your approach to evaluation becoming overly complex though? Once again, think of the time and effort, the resources and cost, the skill of the person undertaking the evaluation and so on. Coming from a TV background my old producer used the expression 'pay peanuts and you get monkeys': skill and experience has a price. Evaluation or assessment, of the course and of the student (in the UK), of the student in the US.

Improvement as a result of evaluation (Kogan 1989):

• Quality
• Reduction in cost
• Equalization of access (this is now an entire Open University Module, H810: Accessible Online Learning: Supporting Disabled Students which will be my last to complete the MA in Open & Distance Education)
• Improvements in working conditions
• For whom the evaluation is being conducted.

The idea of summative versus formative evaluation i.e. the value of the course to achieve a task vs. aspects of the course that can be addressed and revised.

Anthropological vs. 'agricultural-botanical'.

Illuminate evaluation. People are not plants. An anthropological approach is required: Observe, interview, analyse, the rationale and evolution of the programme, its operations achievements and difficulties within the 'learning milieu'. Partlett & Hamilton (1972)

CIPP (Stufflebeam et al 1971) evaluation by:

1. Context
2. Input
3. Process
4. Product

CONTEXT: Descriptive data, objectives, intended outcomes (learning objectives)

INPUT: Strategy

PROCESS: Implementation

PRODUCT: Summative evaluation (measured success or otherwise)

UTILIZATION: None, passive and active.

CONCLUSION

 

 

There are other ways to quote from this chapter:

• Handwritten and transcribed
• Reference to the page but this isn't an e-Book.
• Read out loud and transcribed for me using an iPad or iPhone
• A photo as above.

Does the ease at which we can clip and share diminish the learning experience? Where lies the value of taking notes from a teacher and carefully copying up any diagrams they do? These notes the basis for homework (an essay or test, with an end of term, end of year then end of module exam as the final test?)

GLOSSARY

REFERENCE

Daniel, J (1989) 'The worlds of open learning', in: Pained, N (ed) open Learning in Transition, London. Kogan Page.

Partlett, M and Hamilton, D (1981) 'Evaluation as illumination: a new approach to the study of innovatory programmes. Originally published as a paper 1972 for University of Edinburgh Centre for Research in the Educational Sciences. in: Partlet, M and Dearden, G (eds), Introduction to Illuminative Evaluation: Studies in Higher Education, SRHE, University of Surrey, Guilford.

It can't be 'E-learning' and never would have been for long.

No more e-tivities, or e-moderators.

Come on.

Are you a parent with kids coming through secondary education?

The idea of 'E-learning' is a gimmick.

It is and can only be 'Learning'.

There is continuity with all the great educators of the last few hundred years. They have NOT been replaced by technology.

Last month Lewes Old Grammar School celebrated its 500th.

Next year Ballliol College, Oxford celebrates its 750th.

Can we go back further still?

Greece. Even earlier universities in Bologna.

Not that we humans have'nt had a desire to learn forever. This is ours purpose. We learn and move on.

Where was the 'E' in any of the learning that we human folk have busiesd oursleves with over the last 1000 years?

The VERY BEST record of I see and witness, relate to and understand is the Bayeux Tapestry, with re-enactments of the Battle of Hastings every October down here in Sussex.

However warped this history might have been.

E-learning as in 'embroidery' learning?

It is and has been a passing phase, a passing term of this decade, a decade I started uploading interavtive DVD content to the web in 1998.

When we called it i-learning, even 'web based learning'.

In any case, how we learn and what we learn and what we do with it has so much more to do with who we are and the context.

What education needs are inspirational educators

Who are they?

Parents with the time to care

Grandparents who relocate rather than expecting kids to come to them.

Siblings and cousins who stay around

A sense of community

Have I said anything about school yet?

People.

The teacher. The quality and meaning for this person to be an educator. If the motivation is convenience, desperation or fell into it then THEY ARE NOT suitable.

All of us can celebrate great teachers and tutors. We should spot the wasters and have them demoted and removed.

 

E-learning can never be replacement learning, rather it is a tool, a support, a method, an approach that enhances distance learning and complements 'learning'. It has its own vibrancy and currency, with a universe of information and even free 'Open' courses at your finger tips ... and is increasingly mobile.

Imagine taking a slate away from a Victorian child and handing them an iPad.

It would take them no time to figure out what it is about. Increasingly, though my background isn't 'traditional education' I find myself turning to simple skills of involvement and engagement, such as this excuse last month as Lewes and Lewes Old Grammar School celebrate 500 years of teaching with a march through the streets of Lewes and a party in the Paddock (our park).

The Queen had her 60th on the River Thames, we have the 10th of the First World War to think about and an Oxford College has its 750th to mark next year. Keep it simple, dress up, create some banners or the odd float, and march to a band.

I call it 'War One' having heard American's use this expression; I guess they're up to about War 20 by now? And we can't be far behind. Then again, which war was our first? 1066!

Is the period 2014-2018 a great opportunity to educate?

An excuse to consider what drives nations to War?

H G Wells reflected on this in August 1914 and again in 1936. He was wrong to think it was the 'war to end war' but right to look at economic imbalances and protectionism as a root cause. Who would blame the nations of Africa attacking Western Europe for a piece of the pie?

How is and will the world pie be shared out when so few continue to gather so much to themselves and keep it?

The Open University is running as series of lectures at the Imperial War Museum on 8th July I believe, though for my money, an MA in History with the University of Birmingham has more appeal as its emphasis is on 'War One'.

Afternoon Lecture Series, 2.00pm-4.15pm 

2.00pm, The Origins of the First World War

Annika Mombauer, Senior Lecturer in The Open University’s History Department
Was the war an accident, or was it design? This talk will offer an interpretation of the war guilt question based on primary sources and speculate about the possibilities of some different outcomes.

When I last looked 'Modern History' at Oxford only got as far as the 18th century

I think the world wars were considered too recent and were give to PPE (Politics, Philosophy & Economics).

E807 Children and young people's worlds: frameworks for integrated practice

or

H810 Accessible online learning: supporting disabled students

If you have done either let me know what you think.

I've registered for both so am commited to the 'End Game' one way or another.

Professor Martin Weller's BLOG

'In terms of intellectual fulfilment, creativity, networking, impact, productivity, and overall benefit to my scholarly life, blogging wins hands down. I have written books, produced online courses, led research efforts, and directed a number of university projects. While these have all been fulfilling, blogging tops the list because of its room for experimentation and potential to connect to timely intelligent debate. That keeps blogging at the top of the heap'.

Martin Weller (2011)