Let’s re-examine the basic benefits of e-learning. With the high cost of transportation as well as hectic work and family schedules, many people who have been slow to take online courses are signing up for the first time. You may be wondering what advantages e-learning has over traditional face-to-face courses.
The major benefits: accessibility and convenience. Your online course can be logged into at any time and at any place. This is a huge advantage over traditional face-to-face courses that are held in a classroom or meeting place, especially if you have a busy life that required travel or many family or work commitments.
Further, the convenience of the online course really can’t be matched. Needless to say, none of that is true if you’re in a situation where you do not have high-speed internet, or your connection is limited or intermittent. But, assuming that you’ve got a great connection and that it’s always available, you’re in fantastic shape with an online course. You can log in after the kids are in bed. You can work during your lunch break. You can work from your hotel room or an airport or a restaurant offering wifi connections. There is truly nothing like it.
But, what about the other benefits? Surely there is more to life than convenience and access. How about the learning? What about the idea of connecting with other students? How about the intangible, but very valuable feelings you get when you join a college or university community? If you take an online course, will you be missing out on school spirit, study buddies, lively in-class discussions, and passionate discussions over coffee and pastries at the local purveyor of fine coffee drinks and bakery items?
E-learning has come a long way from its earliest origins. Back in its inception, online programs often offered courses that got the job done, but they weren’t very exciting. You might write responses to questions for each lesson, the e-mail them to your instructor. You might read online material, listen to audio, then take interactive quizzes, which were automatically scored and entered in a gradebook. Alternatively, you might watch videos of recorded classroom lectures, and then take a test over the contents of the lecture and readings. Again, the methods got the job done, and they pushed content to you, but they weren’t very exciting.
What has changed?
First, there’s been a big shift in the way that people envision online courses. Before, there was always the notion of “pushing” or “delivering” content. Course designers thought that if they could “push” or “deliver” content to the learner, everything would be okay. The leaner would soak up the content, and then respond to it in a way that would reflect how much he or she learned. That might have worked for some learners, but it certainly did not work for all.
The “push” concept of learning, which characterized correspondence courses and some traditional lecture courses, led to high drop-out rates, and low completion rates. In fact, it was not unusual for a correspondence course that utilized the “push” concept to have completion rates as low as 18 percent.
“Push” has turned to “Pull.”
Thanks to improved software, high-speed connections, but most of all, to a new philosophy of learning that stresses interaction and engagement, rather than passive receptivity, e-learning is in a new era.
Instead of “pushing” content, the college or university sets up a learning environment that encourages students to interact. They are “pulling” content and responses to each other.
How does the “pull” concept work?
First of all, the student who logs into an online course will find that he or she is required to interact and communicate not only with the professor, but also with other students. Information streams in on demand – which is to say it is “pulled” from the servers.
Second, the student chooses what, when, and where he pulls content from. It’s a choice. So, there are many ways to customize the learning experience, and the sequence and way in which he/she pulls material corresponds to one’s own unique learning styles and preferences.
Pulling means customizing. While it’s necessary to conform and perform in an online course, a good course is not rigid. It allows the learner to do things in a way that is comfortable. Do you like to interact with your peers first, before you do the reading? Do you like to take practice exams? Do you like to read what others are saying in their drafts? It’s all possible in the “pull” model of online courses.
Learning communities are friendly places. The successful elearning experience is one that creates a sense of a learning community that can be as strong – perhaps even stronger than – the face-to-face experience. You never feel alone, and when you have questions, you can post them at the very moment you have them. You don’t have to wait until class.
Also, you have a chance to frame yourself in a positive way. You are protected emotionally and socially far more than you would ever be protected in a face-to-face course. You may have experienced courses in which you felt pressured to go along with “group think” or to “dumb down” in order to conform with your group or to not seem like a freak during in-class discussions. In an online course, you have much more flexibility. Sure, there’s common sense, “netiquette” and appropriate behavior, but overall, most people find the online environment to be open and intellectually freeing.
Why e-learning? In responding to the question, it becomes evident that more questions are triggered. Nevertheless, it’s clear that e-learning makes sense, and will make even more sense as time goes on and infrastructure improves in rural areas (more high-speed access) and people are able to do some of the work via mobile learning.
Tuesday, August 26, 2008
Sunday, August 24, 2008
New and Notable Web-based Tools, Services, Information Sources
MetaTeam: Team Performance Management. http://www.evisioner.com
Evisioner.com has a very simple, streamlined interface for project management that also incorporates customer relationship management (CRM). It also allows "one-stop shopping" for multiple teams, tasks, and team members. The interface is straightforward, and the approach intuitive, which means there is very little lost start-up time. The free version has unlimited teams, members, and projects. The corporate version (very reasonable at $298) allows dictionaries, email alerts, and more.
Zoho CRM: Customer Relationship Management. http://www.zoho.com
Up to use Zoho's amazingly powerful and flexible web-based CRM tool for free. One of the most attractive features is that you can import spreadsheet data using Zoho CRM's import wizard, and it will automatically populate fields. It has built-in planning tools that allow one to create projections for potential revenue, and to track performance. You can classify leads by specific campaign and also make projections and forecasts.
Sesame Street: http://www.sesamestreet.org
Parents will be thrilled to see another safe site for their children. With flash videos and interactive instructions, the level is perfect for young children just learning how to use a computer. There numerous activities, which include interactive story-telling, follow-along reading, games, and videos. he site offers over 400 mini-games and 3000 Sesame Street videos, and parents can browse a large variety of helpful parenting articles.One can save playlists, and interact. The familiarity of the Sesame Street brand and ethos will appeal to those who feel very comfortable with the safe, trusted, and literacy-based brand.
IntoDit: Wiki and Learning Tool. http://www.intodit.com
Finally, a flexible wiki that allows users to drag and drop content, including text, graphics, and video. Intodit is a free service where people can create groups for their interests the Wiki way. Users can share their interests by building pages or starting discussions for their Wiki groups. An example of the wiki in action is the Death In Venice use of intodit.com http://deathinvenice.intodit.com/. It's quite flexible and useful - definitely a quantum leap advance over the early, clunky wikis.
DojoLearning. http://www.dojolearning.com
This is a very easy-to-use tool that allows trainers to set up individual lessons and training. It allows one to incorporate video, text, and chat. It does not have, it appears, assessment or quiz functions. It has a great deal of potential for its clarity of presentation and ease of use. One feature that makes it unique is the ability to keep track of people and relationships.
OEDb's Funding Sources for Research: http://oedb.org/library/beginning-online-learning/100_places_to_find_funding_your_research
OEDb continues with strong leadership in providing very useful information for online institutions, educators, administrators, students, and technologists. I bookmarked this immediately. 100+ Places to Find Funding For Your Research is a very useful list, and saves hours combing through the web, or working one's possibly outdated printed directories.
Your English Success: http://www.yourenglishsuccess.com/
This is a unique approach to writing and communication courses. The focus is on multicultural communication when the lingua franca is English. It's practical and pragmatic. Recommended.
Evisioner.com has a very simple, streamlined interface for project management that also incorporates customer relationship management (CRM). It also allows "one-stop shopping" for multiple teams, tasks, and team members. The interface is straightforward, and the approach intuitive, which means there is very little lost start-up time. The free version has unlimited teams, members, and projects. The corporate version (very reasonable at $298) allows dictionaries, email alerts, and more.
Zoho CRM: Customer Relationship Management. http://www.zoho.com
Up to use Zoho's amazingly powerful and flexible web-based CRM tool for free. One of the most attractive features is that you can import spreadsheet data using Zoho CRM's import wizard, and it will automatically populate fields. It has built-in planning tools that allow one to create projections for potential revenue, and to track performance. You can classify leads by specific campaign and also make projections and forecasts.
Sesame Street: http://www.sesamestreet.org
Parents will be thrilled to see another safe site for their children. With flash videos and interactive instructions, the level is perfect for young children just learning how to use a computer. There numerous activities, which include interactive story-telling, follow-along reading, games, and videos. he site offers over 400 mini-games and 3000 Sesame Street videos, and parents can browse a large variety of helpful parenting articles.One can save playlists, and interact. The familiarity of the Sesame Street brand and ethos will appeal to those who feel very comfortable with the safe, trusted, and literacy-based brand.
IntoDit: Wiki and Learning Tool. http://www.intodit.com
Finally, a flexible wiki that allows users to drag and drop content, including text, graphics, and video. Intodit is a free service where people can create groups for their interests the Wiki way. Users can share their interests by building pages or starting discussions for their Wiki groups. An example of the wiki in action is the Death In Venice use of intodit.com http://deathinvenice.intodit.com/. It's quite flexible and useful - definitely a quantum leap advance over the early, clunky wikis.
DojoLearning. http://www.dojolearning.com
This is a very easy-to-use tool that allows trainers to set up individual lessons and training. It allows one to incorporate video, text, and chat. It does not have, it appears, assessment or quiz functions. It has a great deal of potential for its clarity of presentation and ease of use. One feature that makes it unique is the ability to keep track of people and relationships.
OEDb's Funding Sources for Research: http://oedb.org/library/beginning-online-learning/100_places_to_find_funding_your_research
OEDb continues with strong leadership in providing very useful information for online institutions, educators, administrators, students, and technologists. I bookmarked this immediately. 100+ Places to Find Funding For Your Research is a very useful list, and saves hours combing through the web, or working one's possibly outdated printed directories.
Your English Success: http://www.yourenglishsuccess.com/
This is a unique approach to writing and communication courses. The focus is on multicultural communication when the lingua franca is English. It's practical and pragmatic. Recommended.
Wednesday, August 20, 2008
I'm New to E-Learning - What Do I Do?
Even though you've completed your online course orientation, and you've read all the material your school has given you on online courses, you may still have a few questions about the way things work. You're open-minded and willing to give the online courses a change because they are convenient, affordable, and just what you need. But, you're nervous. What are you supposed to do? How will you do it? Will you figure out the way it works before it's too late in the semester?
You're not alone. Everyone who has taken a course has the same questions. Although each program and school is different, here are a few tips and pointers that will help you get started, keep on track, and feel good about your course, your program, your fellow students, your instructor, and most of all -- your educational plans and your future.
Here is a list of activities and pointers for being successful with your online course.
Log In Early: Find out what your username and password will be, and where to find the portal or access point to your course. After you log in for the first time, be sure to review the entire course at least two or three times. Click on all the links, go to all the pages. Then, do it again. You'll be happy you did. You'll feel more comfortable and confident.
Acquire Texts Before the Course Begins: Have you ever waited until the last minute to buy your books, just to find out that the bookstore is sold out? Granted, textbooks are expensive, and everyone would like to delay the purchase. At the same time, though, it's best to get the books early to assure yourself that you'll have them for the first day of class. Ideally, when log into your course, you'll have your books at your side and will be able to review the readings and the required work.
Know the Mechanics of the Course: How Does It Work? Chances are, your course will be hosted on one of the most popular course management systems, or learning management systems. You may be using Blackboard, Angel, or Desire to Learn. Or, you may be using Moodle, which is the open-source learning management system preferred by many schools who wish to host their own solution and not pay the fees required of some learning management system providers. Alternatively, you may use a proprietary product. In any case, be sure to go through the orientation. One of the things you'll need to do early in the game is to download the proper plug-ins so that the elements in your learning management system actually work. Otherwise, you'll be very frustrated.
Introduce Yourself Early: It is a great idea to introduce yourself as early as you can in the discussion board area. Also, if your course allows you to create a homepage or to post photos of your pets, your interests, and landscapes from your vacation, please be sure to do so. You'll be amazed at how friendly the space becomes - how close and bonded you start to feel with your fellow students.
Check In Often: Some people think that checking in once every few days is sufficient. Not a good idea! You may miss an important announcement, and, more importantly, you may start to feel isolated. If you check in often, and read the discussion posts and announcements, you'll feel a part of the group.
Required Work: Familiarize Yourself Early. As you go through the course, be sure to print out your required work. Create a little timetable for yourself and map out your own travel, work, family, and other time-eating obligations. Budget time for work, study, and posting.
Find Out Professor Expectations: What does your professor expect? Are deadlines rigid? Will the dropbox shut off at 11:59 pm on the day things are due? Find out early, and work in a pro-active manner. Adjust yourself to the requirements of the course.
Due Dates: Use Them for Planning and Goal-Setting. Once you've mapped out your requirements, matched them with schedules, you can set out timelines, milestones, and "to do" lists. This will help you set goals. You'll be amazed at how comfortable you feel with things once you've started to hit those milestones, one after another. You'll feel confident. You'll start feeling what educational psychologists call a strong sense of "self-efficacy." Great job!
Keep Up With Readings: Nothing is worse than falling behind. One of the easiest ways to get yourself in a trap is to fall behind in the readings, and then try to do the work without actually reading the assignments. Not only will you have nothing relevant to say in the discussion board threads that have to do with the reading, you'll be bored when you read others. So, keep up and keep involved.
Practice "Active Reading": A great way to motivate yourself to do the readings is to perfect your own style of "active reading." What is active reading? It's a way that you read and think so that you're creating categories in your mind, and you're relating the reading to your own experiences, prior readings, and the beliefs you have developed. As you read, think of what you'll have to write for your course. Don't be afraid to start jotting down notes or outlines for papers or short essay questions.
Pay Attention to Announcements: It's easy to overlook them. However, the professor has posted them for a reason. Be sure to read them and to follow any links or suggested readings.
Inform Your Instructor Ahead of Time If Problems Foreseen: Will you be deployed? Will you need to travel for work? Do you have a vacation planned? Let your professor know ahead of time. Then, if you can, try to work ahead.
Turn In Work Ahead of Time: Rather than begging for extensions, take the pro-active route and turn in work ahead of time. If you do turn in work, let your professor know. Don't expect instant turnaround, though. The professor may need to grade your work with the others at the actual due date. Be patient and flexible.
Develop Back-Up Plan For Turning In Work: What do you do if your internet is down? What if you have firewalls in the place where you're working from temporarily, and you can't access your learning management system? Find a way to turn in your work -- even if it is via email -- so that you can make your deadlines. Work with the professor to find out the best approach.
Post Early and Often in the Discussion Board: The more you post, the more comfortable you'll feel with your fellow students. You'll learn a lot from each other -- and, be sure to be willing to respond to questions and demonstrate a helpful, supportive, upbeat attitude. You'll be amazed at how you'll feel. You'll start to develop a good, solid sense of affiliation and belonging.
Fellow Students and Peer Review: Very Valuable. One of the most engaging and interesting aspects of online courses is the fact that you'll really have a chance to see the work of others and to review / respond / and learn from each other. Share ideas, but be sure to keep a thick skin. Sometimes people think they're being humorous when they're not.
Know Where To Turn If You Need Help: Mentors, Study Buddies, Tutors. Check out your college's resources. Make sure you're aware of all the support that is available if you find yourself in need of help.
Assessments and Quizzes: Any Practice Exams or Example Papers? If you can find a place to do practice tests or quizzes, it may be a great way to feel comfortable with the course content. You may be able to practice for your exams and quizzes. Often, the textbook is the provider of the practice materials.
Log In and Use Your Virtual Library and Online Resources. Your college or university has invested money, time, and human resources in developing virtual libraries and resource bases. Be sure to check them out and visit the sites often. They will help you as you work on essays and research papers.
Use a Building Block Approach for Writing Papers. Waiting until the night before is not a good idea. Don't procrastinate! Start mapping out your strategy for writing a paper (essay, term paper, research project) and develop a building block approach that works for you.
***
If you follow all these suggestions, you'll find your experience with online courses will be much more positive than you might have imagined. As you encounter friends and family who may be nervous about taking online courses, feel free to share your "lessons learned" and success strategies. Work together, win together!
You're not alone. Everyone who has taken a course has the same questions. Although each program and school is different, here are a few tips and pointers that will help you get started, keep on track, and feel good about your course, your program, your fellow students, your instructor, and most of all -- your educational plans and your future.
Here is a list of activities and pointers for being successful with your online course.
Log In Early: Find out what your username and password will be, and where to find the portal or access point to your course. After you log in for the first time, be sure to review the entire course at least two or three times. Click on all the links, go to all the pages. Then, do it again. You'll be happy you did. You'll feel more comfortable and confident.
Acquire Texts Before the Course Begins: Have you ever waited until the last minute to buy your books, just to find out that the bookstore is sold out? Granted, textbooks are expensive, and everyone would like to delay the purchase. At the same time, though, it's best to get the books early to assure yourself that you'll have them for the first day of class. Ideally, when log into your course, you'll have your books at your side and will be able to review the readings and the required work.
Know the Mechanics of the Course: How Does It Work? Chances are, your course will be hosted on one of the most popular course management systems, or learning management systems. You may be using Blackboard, Angel, or Desire to Learn. Or, you may be using Moodle, which is the open-source learning management system preferred by many schools who wish to host their own solution and not pay the fees required of some learning management system providers. Alternatively, you may use a proprietary product. In any case, be sure to go through the orientation. One of the things you'll need to do early in the game is to download the proper plug-ins so that the elements in your learning management system actually work. Otherwise, you'll be very frustrated.
Introduce Yourself Early: It is a great idea to introduce yourself as early as you can in the discussion board area. Also, if your course allows you to create a homepage or to post photos of your pets, your interests, and landscapes from your vacation, please be sure to do so. You'll be amazed at how friendly the space becomes - how close and bonded you start to feel with your fellow students.
Check In Often: Some people think that checking in once every few days is sufficient. Not a good idea! You may miss an important announcement, and, more importantly, you may start to feel isolated. If you check in often, and read the discussion posts and announcements, you'll feel a part of the group.
Required Work: Familiarize Yourself Early. As you go through the course, be sure to print out your required work. Create a little timetable for yourself and map out your own travel, work, family, and other time-eating obligations. Budget time for work, study, and posting.
Find Out Professor Expectations: What does your professor expect? Are deadlines rigid? Will the dropbox shut off at 11:59 pm on the day things are due? Find out early, and work in a pro-active manner. Adjust yourself to the requirements of the course.
Due Dates: Use Them for Planning and Goal-Setting. Once you've mapped out your requirements, matched them with schedules, you can set out timelines, milestones, and "to do" lists. This will help you set goals. You'll be amazed at how comfortable you feel with things once you've started to hit those milestones, one after another. You'll feel confident. You'll start feeling what educational psychologists call a strong sense of "self-efficacy." Great job!
Keep Up With Readings: Nothing is worse than falling behind. One of the easiest ways to get yourself in a trap is to fall behind in the readings, and then try to do the work without actually reading the assignments. Not only will you have nothing relevant to say in the discussion board threads that have to do with the reading, you'll be bored when you read others. So, keep up and keep involved.
Practice "Active Reading": A great way to motivate yourself to do the readings is to perfect your own style of "active reading." What is active reading? It's a way that you read and think so that you're creating categories in your mind, and you're relating the reading to your own experiences, prior readings, and the beliefs you have developed. As you read, think of what you'll have to write for your course. Don't be afraid to start jotting down notes or outlines for papers or short essay questions.
Pay Attention to Announcements: It's easy to overlook them. However, the professor has posted them for a reason. Be sure to read them and to follow any links or suggested readings.
Inform Your Instructor Ahead of Time If Problems Foreseen: Will you be deployed? Will you need to travel for work? Do you have a vacation planned? Let your professor know ahead of time. Then, if you can, try to work ahead.
Turn In Work Ahead of Time: Rather than begging for extensions, take the pro-active route and turn in work ahead of time. If you do turn in work, let your professor know. Don't expect instant turnaround, though. The professor may need to grade your work with the others at the actual due date. Be patient and flexible.
Develop Back-Up Plan For Turning In Work: What do you do if your internet is down? What if you have firewalls in the place where you're working from temporarily, and you can't access your learning management system? Find a way to turn in your work -- even if it is via email -- so that you can make your deadlines. Work with the professor to find out the best approach.
Post Early and Often in the Discussion Board: The more you post, the more comfortable you'll feel with your fellow students. You'll learn a lot from each other -- and, be sure to be willing to respond to questions and demonstrate a helpful, supportive, upbeat attitude. You'll be amazed at how you'll feel. You'll start to develop a good, solid sense of affiliation and belonging.
Fellow Students and Peer Review: Very Valuable. One of the most engaging and interesting aspects of online courses is the fact that you'll really have a chance to see the work of others and to review / respond / and learn from each other. Share ideas, but be sure to keep a thick skin. Sometimes people think they're being humorous when they're not.
Know Where To Turn If You Need Help: Mentors, Study Buddies, Tutors. Check out your college's resources. Make sure you're aware of all the support that is available if you find yourself in need of help.
Assessments and Quizzes: Any Practice Exams or Example Papers? If you can find a place to do practice tests or quizzes, it may be a great way to feel comfortable with the course content. You may be able to practice for your exams and quizzes. Often, the textbook is the provider of the practice materials.
Log In and Use Your Virtual Library and Online Resources. Your college or university has invested money, time, and human resources in developing virtual libraries and resource bases. Be sure to check them out and visit the sites often. They will help you as you work on essays and research papers.
Use a Building Block Approach for Writing Papers. Waiting until the night before is not a good idea. Don't procrastinate! Start mapping out your strategy for writing a paper (essay, term paper, research project) and develop a building block approach that works for you.
***
If you follow all these suggestions, you'll find your experience with online courses will be much more positive than you might have imagined. As you encounter friends and family who may be nervous about taking online courses, feel free to share your "lessons learned" and success strategies. Work together, win together!
Thursday, August 14, 2008
Advances for Mobile Learning?: Nokia Recognizes New Mobile Application Developers
Mobile learning continues to receive important boosts from software application developers, whose innovations expand the capabilities of mobile devices, and add levels of interactivity and functionality. This enables mobile learning to take quantum leaps. Such technology gives everyone the ability to be a creative thought leader in e-learning / m-learning, and to form a dynamic, interactive learning environment that encourages grassroots-level, learner-driven activities.
Nokia has recognized several innovators in 2008 Nokia Innovation Series. Here are the winners and a few thoughts on possible applications to mobile learning.
Plusmo, http://plusmo.com/ developed by Santa Clara-based Plusmo, Inc.: More than 20,000 widgets, which include the ability to "mobilize" one's blog. This is critical for interactivity, and can facilitate excellent discussions and course interactions.
Whrrl, http://www.whrrl.com/ from Seattle-based developer Pelago, Inc.; Qik, from Foster City. Whrrl allows individuals to track each other on maps, and to input GPS-based data. This is perfect for marketing courses that involve demographics, site scouting, etc. and also for geology / geography courses involving field data collection and sharing.
CA-based Qik, Inc. http://qik.com/. Qik has an application that allows the user to stream video from his/her phone. This is perfect for sharing live information, including field-based lectures that students can watch and safe for viewing later. Excellent synchronous and asynchronous possibilities.
Webmessenger Mobile, developed by Los Angeles-based Webmessenger, Inc http://www.webmessenger.com/. This is a very useful application that allows the transmission of messages to numerous clients, without having to go through the headache of having to set everyone up on a network such as twitter (http://twitter.com/). Further, messaging and communication could be a bit more secure than a service such as Twitter (although Twitter definitely has a lot of pluses).
BackupPal, from Advanced Wireless Solutions in Burbank, CA. http://www.backup-pal.com/ What a great service! One can store cell phone / pda / mobile contact information remotely, rather than on one's SIM or in the resident memory of the mobile device. This is wildly liberating for mobile courses, since it allows one to use virtually any device to stay in touch with one's group. Wow. I could have used this a few weeks ago as my BlackBerry died and I had to replace it. Unfortunately, even though I had the SIM card, everything was stored to the handset memory. I could have used this a year ago when I left my cell phone somewhere in Chicago O'Hare airport...
Hava Mobile Player, http://www.myhava.com/ from Monsoon Multimedia in San Mateo, CA. HAVA is a revolutionary TV place-shifter that streams video very efficiently over a standard ethernet, 802.11g wireless network or over a broadband Internet connection. HAVA changes the traditional TV viewing paradigm by streaming live TV to network connected PC’s and or mobile phones. I'm not sure what "live" TV is (news? c-span? sports)... at the same time, this could be very valuable for courses that require individuals to watch certain programs or events together, and then to comment on them.
JoikuSpot from Finland-based developer Joikusoft Oy, Ltd.; http://www.joiku.com/shop/index.php?action=products&mode=productDetails&product_id=33 Joikospot turns your cell phone into a wifi hotspot. With JoikoSpot, you can connect your laptop or iPod to internet everywhere through your mobile phone and Wi-Fi. This sounds perfect for mobile learning courses, if the connections work well. It would be interesting to compare this with other technologies that are now available. Problems have been reported (not surprising) -- but, if this technology means I can get a connection in the middle of the prairie or in a valley between highly forested hills, I'm in.
UbiSafe (http://www.ubiest.com/lang_id_2/page_id_/ctg_cat_id_170-198/prodotto.htm), which incorporates a GPS tracking device. In theory, it's for personal security, but could also be very effective for courses requiring field-based research, and/or travel. The possibilities of incorporating the application with mapping, marketing, or any sort of demographic / sociological research requiring data collection tied to a specific location are endless.
Blogs of Note:
Stephen Downes' OLDaily: http://www.downes.ca/news/OLDaily.htm
James Farmer: http://incsub.com/
Ewan MacIntosh: http://edu.blogs.com/edublogs/
Chris Sessums: http://elgg.org/
Gaming in Education: http://hotmilkydrink.typepad.com/
Nokia has recognized several innovators in 2008 Nokia Innovation Series. Here are the winners and a few thoughts on possible applications to mobile learning.
Plusmo, http://plusmo.com/ developed by Santa Clara-based Plusmo, Inc.: More than 20,000 widgets, which include the ability to "mobilize" one's blog. This is critical for interactivity, and can facilitate excellent discussions and course interactions.
Whrrl, http://www.whrrl.com/ from Seattle-based developer Pelago, Inc.; Qik, from Foster City. Whrrl allows individuals to track each other on maps, and to input GPS-based data. This is perfect for marketing courses that involve demographics, site scouting, etc. and also for geology / geography courses involving field data collection and sharing.
CA-based Qik, Inc. http://qik.com/. Qik has an application that allows the user to stream video from his/her phone. This is perfect for sharing live information, including field-based lectures that students can watch and safe for viewing later. Excellent synchronous and asynchronous possibilities.
Webmessenger Mobile, developed by Los Angeles-based Webmessenger, Inc http://www.webmessenger.com/. This is a very useful application that allows the transmission of messages to numerous clients, without having to go through the headache of having to set everyone up on a network such as twitter (http://twitter.com/). Further, messaging and communication could be a bit more secure than a service such as Twitter (although Twitter definitely has a lot of pluses).
BackupPal, from Advanced Wireless Solutions in Burbank, CA. http://www.backup-pal.com/ What a great service! One can store cell phone / pda / mobile contact information remotely, rather than on one's SIM or in the resident memory of the mobile device. This is wildly liberating for mobile courses, since it allows one to use virtually any device to stay in touch with one's group. Wow. I could have used this a few weeks ago as my BlackBerry died and I had to replace it. Unfortunately, even though I had the SIM card, everything was stored to the handset memory. I could have used this a year ago when I left my cell phone somewhere in Chicago O'Hare airport...
Hava Mobile Player, http://www.myhava.com/ from Monsoon Multimedia in San Mateo, CA. HAVA is a revolutionary TV place-shifter that streams video very efficiently over a standard ethernet, 802.11g wireless network or over a broadband Internet connection. HAVA changes the traditional TV viewing paradigm by streaming live TV to network connected PC’s and or mobile phones. I'm not sure what "live" TV is (news? c-span? sports)... at the same time, this could be very valuable for courses that require individuals to watch certain programs or events together, and then to comment on them.
JoikuSpot from Finland-based developer Joikusoft Oy, Ltd.; http://www.joiku.com/shop/index.php?action=products&mode=productDetails&product_id=33 Joikospot turns your cell phone into a wifi hotspot. With JoikoSpot, you can connect your laptop or iPod to internet everywhere through your mobile phone and Wi-Fi. This sounds perfect for mobile learning courses, if the connections work well. It would be interesting to compare this with other technologies that are now available. Problems have been reported (not surprising) -- but, if this technology means I can get a connection in the middle of the prairie or in a valley between highly forested hills, I'm in.
UbiSafe (http://www.ubiest.com/lang_id_2/page_id_/ctg_cat_id_170-198/prodotto.htm), which incorporates a GPS tracking device. In theory, it's for personal security, but could also be very effective for courses requiring field-based research, and/or travel. The possibilities of incorporating the application with mapping, marketing, or any sort of demographic / sociological research requiring data collection tied to a specific location are endless.
Blogs of Note:
Stephen Downes' OLDaily: http://www.downes.ca/news/OLDaily.htm
James Farmer: http://incsub.com/
Ewan MacIntosh: http://edu.blogs.com/edublogs/
Chris Sessums: http://elgg.org/
Gaming in Education: http://hotmilkydrink.typepad.com/
Saturday, August 09, 2008
Connecting Real-Life Issues and Writing Courses: A Few Sample Topics for Essays and Research Papers
A great way to motivate students to conduct research and to write with true enthusiasm and passion is to let them select writing prompts that relate to everyday life and occurrences, and which give them an opportunity to express their point of view. Engaging students in issues they care about, and making sure that the topics are current and up-to-date helps writers avoid the problem of cliched responses, stale statistics, and a flat emotional appeal. Further, guiding students away from cliched, standard prompts may help eliminate copying and pasting and retrieving canned papers from repositories.
1. Human Encroachment and Animal Maulings (why are so many people mauled by bears, etc each year?)
A. Opening -- an illustrative example. Show an example. Follow with a thesis statement and overview.
B. What is going on? What is the problem? Describe it. (Use current examples, and cite sources. The examples should be real. If they are composites or hypothetical examples of what could have likely occurred, be sure to mention so.)
C. What is the extent of the problem? Provide statistics and examples. (use reliable sources, and try to obtain the original statistics, not a watered down version from an excerpt or press release)
D. What are possible explanations? Provide two sides of the story. What do you think?
E. What can be done? Describe possible solutions. What are some communities doing? Do you agree? What would you do?
F. Conclusion (more than a summary) -- Restate what you believe to be the most urgent aspects of the situation, and the most pressing moral or ethical dilemmas. Discuss what you think would be the best approach.
Brown Bears in Kamchatka
2. When Pets Become Predators: What Happens when "cute" and "exotic" pets are released into the "wild" (aka the neighborhood) by their overwhelmed owners?
A. The Nightmare Scenario -- worst case situation (!) Opening -- an illustrative example. Show an example. Follow with a thesis statement and overview.
B. What is going on? What is the problem? Describe it. (Use current examples, and cite sources. The examples should be real. If they are composites or hypothetical examples of what could have likely occurred, be sure to mention so.)
C. What is the extent of the problem? Provide statistics and examples. (use reliable sources, and try to obtain the original statistics, not a watered down version from an excerpt or press release)
D. What are possible explanations? Provide two sides of the story.
E. Common responses and solutions: what are communities doing? Do you agree? why or why not?
F. Ethical Dilemmas: What are some of the issues?
G. The Ethics of the "Easy Answer" -- is the easiest, most expedient solution the most ethical one? Why or why not?
H. What might happen in the future?
I. Conclusion (more than a summary) -- Restate what you believe to be the most urgent aspects of the situation, and the most pressing moral or ethical dilemmas. Discuss what you think would be the best approach.
Pet Boa That Swallowed the Family Cat
3. The New Homelessness in America: Mortgage Crisis Consequences on Families
A. The Faces Behind the Statistics -- Did you know...? Opening -- an illustrative example. Show an example. Follow with a thesis statement and overview.
B. What is going on? What is the problem? Describe it. (Use current examples, and cite sources. The examples should be real. If they are composites or hypothetical examples of what could have likely occurred, be sure to mention so.)
C. What is the extent of the problem? Provide statistics and examples. (use reliable sources, and try to obtain the original statistics, not a watered down version from an excerpt or press release)
D. What are possible explanations? Provide two sides of the story.
E. Common responses and solutions: what are communities doing? Do you agree? why or why not?
F. Ethical Dilemmas: What are some of the issues?
G. The Ethics of the "Easy Answer" -- is the easiest, most expedient solution the most ethical one? Why or why not?
H. What might happen in the future?
I. Conclusion (more than a summary) -- Restate what you believe to be the most urgent aspects of the situation, and the most pressing moral or ethical dilemmas. Discuss what you think would be the best approach.
The New Homeless: The Mortgage Crisis and It Human Impact
4. New Homelessness in America: The Pet Face of the Crisis (Princess Chunk, etc.)
A. "Left Behind" -- and it's not a very nice place to be... if you're a cat, dog, ferret, or iguana...
Opening -- an illustrative example. Show an example. Follow with a thesis statement and overview.
B. What is going on? What is the problem? Describe it. (Use current examples, and cite sources. The examples should be real. If they are composites or hypothetical examples of what could have likely occurred, be sure to mention so.)
C. What is the extent of the problem? Provide statistics and examples. (use reliable sources, and try to obtain the original statistics, not a watered down version from an excerpt or press release) .
D. What are possible explanations? Provide two sides of the story.
E. Common responses and solutions: what are communities doing? Do you agree? why or why not?
F. Ethical Dilemmas: What are some of the issues?
G. The Ethics of the "Easy Answer" -- is the easiest, most expedient solution the most ethical one? Why or why not?
H. What might happen in the future?
I. Conclusion (more than a summary) -- Restate what you believe to be the most urgent aspects of the situation, and the most pressing moral or ethical dilemmas. Discuss what you think would be the best approach.
Princess Chunk
1. Human Encroachment and Animal Maulings (why are so many people mauled by bears, etc each year?)
A. Opening -- an illustrative example. Show an example. Follow with a thesis statement and overview.
B. What is going on? What is the problem? Describe it. (Use current examples, and cite sources. The examples should be real. If they are composites or hypothetical examples of what could have likely occurred, be sure to mention so.)
C. What is the extent of the problem? Provide statistics and examples. (use reliable sources, and try to obtain the original statistics, not a watered down version from an excerpt or press release)
D. What are possible explanations? Provide two sides of the story. What do you think?
E. What can be done? Describe possible solutions. What are some communities doing? Do you agree? What would you do?
F. Conclusion (more than a summary) -- Restate what you believe to be the most urgent aspects of the situation, and the most pressing moral or ethical dilemmas. Discuss what you think would be the best approach.
Brown Bears in Kamchatka
2. When Pets Become Predators: What Happens when "cute" and "exotic" pets are released into the "wild" (aka the neighborhood) by their overwhelmed owners?
A. The Nightmare Scenario -- worst case situation (!) Opening -- an illustrative example. Show an example. Follow with a thesis statement and overview.
B. What is going on? What is the problem? Describe it. (Use current examples, and cite sources. The examples should be real. If they are composites or hypothetical examples of what could have likely occurred, be sure to mention so.)
C. What is the extent of the problem? Provide statistics and examples. (use reliable sources, and try to obtain the original statistics, not a watered down version from an excerpt or press release)
D. What are possible explanations? Provide two sides of the story.
E. Common responses and solutions: what are communities doing? Do you agree? why or why not?
F. Ethical Dilemmas: What are some of the issues?
G. The Ethics of the "Easy Answer" -- is the easiest, most expedient solution the most ethical one? Why or why not?
H. What might happen in the future?
I. Conclusion (more than a summary) -- Restate what you believe to be the most urgent aspects of the situation, and the most pressing moral or ethical dilemmas. Discuss what you think would be the best approach.
Pet Boa That Swallowed the Family Cat
3. The New Homelessness in America: Mortgage Crisis Consequences on Families
A. The Faces Behind the Statistics -- Did you know...? Opening -- an illustrative example. Show an example. Follow with a thesis statement and overview.
B. What is going on? What is the problem? Describe it. (Use current examples, and cite sources. The examples should be real. If they are composites or hypothetical examples of what could have likely occurred, be sure to mention so.)
C. What is the extent of the problem? Provide statistics and examples. (use reliable sources, and try to obtain the original statistics, not a watered down version from an excerpt or press release)
D. What are possible explanations? Provide two sides of the story.
E. Common responses and solutions: what are communities doing? Do you agree? why or why not?
F. Ethical Dilemmas: What are some of the issues?
G. The Ethics of the "Easy Answer" -- is the easiest, most expedient solution the most ethical one? Why or why not?
H. What might happen in the future?
I. Conclusion (more than a summary) -- Restate what you believe to be the most urgent aspects of the situation, and the most pressing moral or ethical dilemmas. Discuss what you think would be the best approach.
The New Homeless: The Mortgage Crisis and It Human Impact
4. New Homelessness in America: The Pet Face of the Crisis (Princess Chunk, etc.)
A. "Left Behind" -- and it's not a very nice place to be... if you're a cat, dog, ferret, or iguana...
Opening -- an illustrative example. Show an example. Follow with a thesis statement and overview.
B. What is going on? What is the problem? Describe it. (Use current examples, and cite sources. The examples should be real. If they are composites or hypothetical examples of what could have likely occurred, be sure to mention so.)
C. What is the extent of the problem? Provide statistics and examples. (use reliable sources, and try to obtain the original statistics, not a watered down version from an excerpt or press release) .
D. What are possible explanations? Provide two sides of the story.
E. Common responses and solutions: what are communities doing? Do you agree? why or why not?
F. Ethical Dilemmas: What are some of the issues?
G. The Ethics of the "Easy Answer" -- is the easiest, most expedient solution the most ethical one? Why or why not?
H. What might happen in the future?
I. Conclusion (more than a summary) -- Restate what you believe to be the most urgent aspects of the situation, and the most pressing moral or ethical dilemmas. Discuss what you think would be the best approach.
Princess Chunk
Tuesday, August 05, 2008
The Best Way to Learn in an Online Course
A well-designed online course will guide you through the course content, and will also guide you in the best way to learn the material and to achieve desired learning outcomes. The course will bring together cognitive and behavioral approaches. In addition, self-regulation (motivation, goal-setting, etc) will be incorporated in a seamless way so that you're learning how to manage time, how to practice for exams, and how to plan for achieving outcomes.
There is quite a bit of support for an integrated learning approach. In 1996, H. Tait and N. J. Entwistle published the results of a study that revealed very useful connections between behavioral, cognitive, and emotional strategies. They concluded that the most effective learning strategies were ones that reinforced each other in a seamless, integrative manner. These insights are very useful for designers, instructors, and administrators who can develop and guide courses in ways that can naturally incorporate the acquisition of learning strategies.
In fact, a well-designed online or hybrid course can (and probably should) teach learning strategies as well as the course content. Needless to say, achieving learning outcomes requires one to have at least some facility with multiple learning strategies, particularly when learning styles differ. Further, external factors such as lack of access and confusion can create anxiety, frustration, or confusion and can act as barriers to persistence.
Cognitive Learning Strategies
1---Rehearsal
Rehearsal is not simply a matter of repetition. It involves organizing information so that it is easy to retrieve. In a traditional setting, students often copy notes, or recopy the content. Studies have suggested that this is not particularly effective at achieving deep learning, but it does help students in classification and identification of content.
In an online environment, "rehearsal" is an automatic, and is often built into navigation tools, and reinforced by using color, typography, and design. Learning activities can also ask students to type categories and to rehearse knowledge. This approach is most effective when it requires students to make connections or to classify and organize content.
One effective to rehearse knowledge is to take practice tests and quizzes (when available). Another is to share information in the discussion board.
2---Organization
Organizing involves placing information into a form that allows you to retrieve information. This may involve creating key topics and issues, and to build cognitive structures that allow classification, grouping, and inter-relation. It requires synthesis, evaluation, and higher-level activities which can lead to deeper learning.
In an online environment, if you are required to engage in an instructional activity that requires both rehearsal and organization, you will be more able to be flexible in your thinking and to use the information in more than one setting or context.
3---Elaboration
You may need to describe, define, or explain a topic. You are elaborating. This procedure is deeply constructivist in its epistemological underpinnings, which is to say that it requires students to not only repeat, restate, classify, organize, it requires you to make connections between seemingly unrelated chunks of information. It may also require making connections between course content and the your own knowledge or experience.
An online course can require you to write essays, or provide brief analyses that require the learner to engage in elaboration. To be most effective, a set of procedures or "guiding questions" can provide the scaffolding needed. Modeling elaboration by providing examples of "situated learning" -- learning that places the content within a certain context and asks the student to transform it -- can lead to the acquisition of effective learning strategies.
Behavioral Learning Strategies
1---Interpersonal help-seeking
In a classroom setting or traditional face-to-face environment, in-class group work or study groups outside the class provide an easy way to seek help.
In an online course you may wish to find answers to questions by using the discussion board, asking fellow students, posting to a wiki, doing research, finding an online tutor, or going to a virtual world or serious game for simulation(s).
2---Interaction / social reinforcement
Interactivity in a face-to-face setting is often most effective when a facilitator moderates discussions and models the behavior that is deemed desirable.
In the online environment, chat and discussion areas can be very effective, particularly if there are multimedia aspects -- video and audio -- that are easily accessed.
Blogs, instant message, informal webinars, collaborative projects and games can be ways of modeling positive interaction, and one can "reality check" one's ideas and/or thoughts. One of the most effective methods of achieving social reinforcement in an online environment is to ask students to post a project or paper in order to allow others to see what they are doing and to comment.
Establishing a group and putting together a way to communicate with online study buddies can be a very nice and effective approach, as well. Instant messaging can work, as well as other approaches.
3---Seeking help from written material
This strategy involves procedures for obtaining information from books, digital resources, and other items. Key strategies involve teaching how to narrow a search, how to recognize the correct information once it has been retrieved, and how to apply it in an appropriate manner.
The online environment offers many opportunities to coach students on how to retrieve and use information. This can range from the use of a virtual library, or the use of learning objects.
Learning objects may be informal as well as formal. For example, you may find a number of useful videos posted in YouTube or on Google Video, or in free services such as Neulio. You may also find quizzes and interactive games, or informal assessments in queendom.com or learnhub.
In fact, this is one of the best places for learning objects. Small, highly granular objects -- interactive maps, online dictionaries, diagrams, guides and flowcharts -- can be quite helpful. They can also link with cognitive strategies that involve making connections, organizing, and repeating.
4---Practical application
These procedures ask you to try things in the real world. Effective learning strategies can be modeled and transferred by using simulations, games, and virtual worlds.
Self-Regulation Strategies
1---Time management
Using the calendar function can be very helpful for organizing and planning your time. You may also wish to analyze the tasks and match the tasks to the chunks of time you have available.
Timed deadlines, and disabling/disabling access to Instant Messanger, chat, Skype, internet, and games may help.
2---Emotional control (anxiety and concentration)
Effective learning strategies in this area include procedures for minimizing and reducing anxiety, lack of concentration, and frustration.
Because of the nature of technology, the online environment can, at times, create anxiety and frustration, particularly when there are technical difficulties and access is interrupted. Poor design and navigation can create anxiety, while good design, navigation, support, and instructional activities can help the learner gain an enhanced sense of self-efficacy and self concept.
Keep in mind that the online environment (including the interface, the nature of navigation, the kinds of features), will always be in flux. This is even more the case in the Web 2.0 environment, which incorporates a great number of mashups and other informal integrated web applications. To know how is to feel confident. On way to keep emotionally calm is to try to create your own integrated web applications, or to build your own sites in myspace, facebook, linkedin, or other social networking areas.
3---Motivation
Part of the face-to-face instructional environment includes procedures to motivate individuals who are not interested in the material, or who do not like the instructional environment.
Good instructional design can be very effective in motivating you, or teaching yourself how to motivate yourself by adding interest, making connections and points of reference to your lives, establishing relevance, and instilling a sense of the usefulness and even urgency in mastering the topic.
A course that helps you connect with other people and to get the information you need can be very useful. Having access to social networking can be good in creating study buddies, sharing helpful tips and hints, and setting up mentoring. Facebook, Linkin.com, myspace, bebo.com, and a number of sims in virtual worlds (Second Life, there.com), encourage social networking in a productive, learning outcomes-oriented way. For example, you may find a tutor for Spanish in Second Life or through ning.
4---Comprehension monitoring
In the traditional environment, these refer to procedures that assess the degree to which learning objectives have been attained, and they help the instructor identify where gaps in learning exist.
In the online environment, the successful student has methods of testing, tracking, and checking his or her comprehension of the content and mastery of learning objectives. This often takes the form of e-mailing the instructor to obtain feedback. However, it can also be automated, and students can take online quizzes and/or engage in activities that help them assess whether or not they are on track. You may also take advantage so social networks for feedback and monitoring.
Conclusions
Planning an online course so that it helps guide you and your fellow students in the acquisition of effective learning strategies is a multi-pronged endeavor.
It requires a thorough understanding of a) your fellow students, their abilities, backgrounds, language, contexts, beliefs, core values, and reasons for taking the course; b) the technological environment, which includes access, hardware, variability of access, complexity of interface, etc.; c) the kinds of learning objectives that the course of study will generally involve; d) the instructors, their backgrounds and technical ability, their understanding of effective mentoring, and their willingness to adapt to ever-changing technological requirements.
Finally, be sure to employ Web 2.0 tools, tips, and strategies for access to people and resources. Social networking, collaborative information building, and informal learning tools (mashups, etc.) are constantly evolving and can help you.
Useful Resources
Ackerman, P. L., Sternberg, R. J., and Glaser, R. (Eds.) (1989). Learning and individual differences. New York : Freeman.
Caverly, D. C., and Orlando, V. P. (1991). Textbook Study Strategies. In R. F. Flippo and D. C. Caverly (Eds.), Teaching reading and study strategies at the college level. (pp. 86-155). Newark , DE : International Reading Association.
Driskell, J. E., Copper, C., and Moran, A. (1994). Does mental practice enhance performance? Journal of Applied Psychology, 78, 805-814.
Schmeck, R. R. (Ed.) (1988). Learning strategies and learning styles. New York : Plenum Press.
Tait, H. and Entwistle, N. J. (1996). "Identifying students at risk through ineefcitve study strategies", Higher Education 31, 97-116.
Weinstein, C. E., & Mayer, R. E. (1986). The teaching of learning strategies. In M. C. Wittock (Ed.), Handbook of research on teaching (3 rd ed. Pp 315-327). New York , Macmillan.
There is quite a bit of support for an integrated learning approach. In 1996, H. Tait and N. J. Entwistle published the results of a study that revealed very useful connections between behavioral, cognitive, and emotional strategies. They concluded that the most effective learning strategies were ones that reinforced each other in a seamless, integrative manner. These insights are very useful for designers, instructors, and administrators who can develop and guide courses in ways that can naturally incorporate the acquisition of learning strategies.
In fact, a well-designed online or hybrid course can (and probably should) teach learning strategies as well as the course content. Needless to say, achieving learning outcomes requires one to have at least some facility with multiple learning strategies, particularly when learning styles differ. Further, external factors such as lack of access and confusion can create anxiety, frustration, or confusion and can act as barriers to persistence.
Cognitive Learning Strategies
1---Rehearsal
Rehearsal is not simply a matter of repetition. It involves organizing information so that it is easy to retrieve. In a traditional setting, students often copy notes, or recopy the content. Studies have suggested that this is not particularly effective at achieving deep learning, but it does help students in classification and identification of content.
In an online environment, "rehearsal" is an automatic, and is often built into navigation tools, and reinforced by using color, typography, and design. Learning activities can also ask students to type categories and to rehearse knowledge. This approach is most effective when it requires students to make connections or to classify and organize content.
One effective to rehearse knowledge is to take practice tests and quizzes (when available). Another is to share information in the discussion board.
2---Organization
Organizing involves placing information into a form that allows you to retrieve information. This may involve creating key topics and issues, and to build cognitive structures that allow classification, grouping, and inter-relation. It requires synthesis, evaluation, and higher-level activities which can lead to deeper learning.
In an online environment, if you are required to engage in an instructional activity that requires both rehearsal and organization, you will be more able to be flexible in your thinking and to use the information in more than one setting or context.
3---Elaboration
You may need to describe, define, or explain a topic. You are elaborating. This procedure is deeply constructivist in its epistemological underpinnings, which is to say that it requires students to not only repeat, restate, classify, organize, it requires you to make connections between seemingly unrelated chunks of information. It may also require making connections between course content and the your own knowledge or experience.
An online course can require you to write essays, or provide brief analyses that require the learner to engage in elaboration. To be most effective, a set of procedures or "guiding questions" can provide the scaffolding needed. Modeling elaboration by providing examples of "situated learning" -- learning that places the content within a certain context and asks the student to transform it -- can lead to the acquisition of effective learning strategies.
Behavioral Learning Strategies
1---Interpersonal help-seeking
In a classroom setting or traditional face-to-face environment, in-class group work or study groups outside the class provide an easy way to seek help.
In an online course you may wish to find answers to questions by using the discussion board, asking fellow students, posting to a wiki, doing research, finding an online tutor, or going to a virtual world or serious game for simulation(s).
2---Interaction / social reinforcement
Interactivity in a face-to-face setting is often most effective when a facilitator moderates discussions and models the behavior that is deemed desirable.
In the online environment, chat and discussion areas can be very effective, particularly if there are multimedia aspects -- video and audio -- that are easily accessed.
Blogs, instant message, informal webinars, collaborative projects and games can be ways of modeling positive interaction, and one can "reality check" one's ideas and/or thoughts. One of the most effective methods of achieving social reinforcement in an online environment is to ask students to post a project or paper in order to allow others to see what they are doing and to comment.
Establishing a group and putting together a way to communicate with online study buddies can be a very nice and effective approach, as well. Instant messaging can work, as well as other approaches.
3---Seeking help from written material
This strategy involves procedures for obtaining information from books, digital resources, and other items. Key strategies involve teaching how to narrow a search, how to recognize the correct information once it has been retrieved, and how to apply it in an appropriate manner.
The online environment offers many opportunities to coach students on how to retrieve and use information. This can range from the use of a virtual library, or the use of learning objects.
Learning objects may be informal as well as formal. For example, you may find a number of useful videos posted in YouTube or on Google Video, or in free services such as Neulio. You may also find quizzes and interactive games, or informal assessments in queendom.com or learnhub.
In fact, this is one of the best places for learning objects. Small, highly granular objects -- interactive maps, online dictionaries, diagrams, guides and flowcharts -- can be quite helpful. They can also link with cognitive strategies that involve making connections, organizing, and repeating.
4---Practical application
These procedures ask you to try things in the real world. Effective learning strategies can be modeled and transferred by using simulations, games, and virtual worlds.
Self-Regulation Strategies
1---Time management
Using the calendar function can be very helpful for organizing and planning your time. You may also wish to analyze the tasks and match the tasks to the chunks of time you have available.
Timed deadlines, and disabling/disabling access to Instant Messanger, chat, Skype, internet, and games may help.
2---Emotional control (anxiety and concentration)
Effective learning strategies in this area include procedures for minimizing and reducing anxiety, lack of concentration, and frustration.
Because of the nature of technology, the online environment can, at times, create anxiety and frustration, particularly when there are technical difficulties and access is interrupted. Poor design and navigation can create anxiety, while good design, navigation, support, and instructional activities can help the learner gain an enhanced sense of self-efficacy and self concept.
Keep in mind that the online environment (including the interface, the nature of navigation, the kinds of features), will always be in flux. This is even more the case in the Web 2.0 environment, which incorporates a great number of mashups and other informal integrated web applications. To know how is to feel confident. On way to keep emotionally calm is to try to create your own integrated web applications, or to build your own sites in myspace, facebook, linkedin, or other social networking areas.
3---Motivation
Part of the face-to-face instructional environment includes procedures to motivate individuals who are not interested in the material, or who do not like the instructional environment.
Good instructional design can be very effective in motivating you, or teaching yourself how to motivate yourself by adding interest, making connections and points of reference to your lives, establishing relevance, and instilling a sense of the usefulness and even urgency in mastering the topic.
A course that helps you connect with other people and to get the information you need can be very useful. Having access to social networking can be good in creating study buddies, sharing helpful tips and hints, and setting up mentoring. Facebook, Linkin.com, myspace, bebo.com, and a number of sims in virtual worlds (Second Life, there.com), encourage social networking in a productive, learning outcomes-oriented way. For example, you may find a tutor for Spanish in Second Life or through ning.
4---Comprehension monitoring
In the traditional environment, these refer to procedures that assess the degree to which learning objectives have been attained, and they help the instructor identify where gaps in learning exist.
In the online environment, the successful student has methods of testing, tracking, and checking his or her comprehension of the content and mastery of learning objectives. This often takes the form of e-mailing the instructor to obtain feedback. However, it can also be automated, and students can take online quizzes and/or engage in activities that help them assess whether or not they are on track. You may also take advantage so social networks for feedback and monitoring.
Conclusions
Planning an online course so that it helps guide you and your fellow students in the acquisition of effective learning strategies is a multi-pronged endeavor.
It requires a thorough understanding of a) your fellow students, their abilities, backgrounds, language, contexts, beliefs, core values, and reasons for taking the course; b) the technological environment, which includes access, hardware, variability of access, complexity of interface, etc.; c) the kinds of learning objectives that the course of study will generally involve; d) the instructors, their backgrounds and technical ability, their understanding of effective mentoring, and their willingness to adapt to ever-changing technological requirements.
Finally, be sure to employ Web 2.0 tools, tips, and strategies for access to people and resources. Social networking, collaborative information building, and informal learning tools (mashups, etc.) are constantly evolving and can help you.
Useful Resources
Ackerman, P. L., Sternberg, R. J., and Glaser, R. (Eds.) (1989). Learning and individual differences. New York : Freeman.
Caverly, D. C., and Orlando, V. P. (1991). Textbook Study Strategies. In R. F. Flippo and D. C. Caverly (Eds.), Teaching reading and study strategies at the college level. (pp. 86-155). Newark , DE : International Reading Association.
Driskell, J. E., Copper, C., and Moran, A. (1994). Does mental practice enhance performance? Journal of Applied Psychology, 78, 805-814.
Schmeck, R. R. (Ed.) (1988). Learning strategies and learning styles. New York : Plenum Press.
Tait, H. and Entwistle, N. J. (1996). "Identifying students at risk through ineefcitve study strategies", Higher Education 31, 97-116.
Weinstein, C. E., & Mayer, R. E. (1986). The teaching of learning strategies. In M. C. Wittock (Ed.), Handbook of research on teaching (3 rd ed. Pp 315-327). New York , Macmillan.
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