With Web 4.0 and personal software agents that track and register your purchases, your movements, your professional, commercial and recreational activities the future seems to promise a truly brave new world of targeted and meaningful information. Your past behaviors and activities will be considered predictors of future behavior, and the information streamed to you will be based on patterns that you have established. In theory, the information will help you do a better job in whatever you want to do. However, will you be held hostage to your old patterns? Will the information actually restrict your options?
Some would argue that by anticipating and playing to your patterns, you are essentially held captive to the past. Sometimes the past is a predictor of the present and the future. However, human choice is not necessarily confined to such tight patterns. This is essentially the problem with an over-reliance on long-tail marketing. If you liked one book, does it always and necessarily follow that you'll like a book in the same genre or on the same pattern?
I am reading a recently released psycho-biography of Bill Clinton, written by a psychiatrist who is focusing on Clinton's family, his formative years, his family environment, and the presumption that Clinton has displayed hypomanic behavior essentially all his life. Does it follow that I would be interested in other biographies about Bill Clinton? Needless to say, Amazon.com has already recommended many to me. Amazon has already emailed me books that cover subcategories of hypomania, bipolar disorder, and other psychological disorders. All have left me cold. One book was enough. I am ready to move on. My next purchase was a collection of gothic tales by early Victorian author Elizabeth Gaskell.
My reason for mentioning my resistance to purchasing more biographies on Bill Clinton or books on people exhibiting hypomania is point out that sometimes I don't necessarily want to follow the pattern. My behavior, as it manifests on the surface, is perhaps an outlier and a one-time event. I don't want to be influenced or swayed in subtle ways to constantly repeating the past. While I realize that patterns are a reality of all our lives, and that deeper correspondences happen after a few iterations of an algorithm a la neural networking, or a few derivations, I still like to think that there is the potential for random choice and activity.
Perhaps the idea of being able to deviate from a dull, predictable pattern was what was so appealing about the fractals and obsession with chaos theory and randomness that so characterized the 90s. Chaos theory was deeply liberating. Fuzzy logic seemed to give us ways to create algorithms to at least see how vagueness and approximations may manifest in everyday activities. The nice thing is that both chaos theory and fuzzy logic embraced a certain intellectual and ontological openness that would resist the notion of feeding our behaviors into a computer and spewing out predictive patterns and then, shaping our information flow so that we're consigned to repeat the past.
Will all of this change with Web 3.0 and Web 4.0? If what I'm reading about Web 4.0 is accurate, we are in for a very constricted future. Privacy issues aside, what does it mean when all our behaviors are harvested, classified, processed, and then spewed back to us? Will it be a situation where everything we are given is some sort of skewed echo of the past?
The thought leaders on Web 3.0 and Web 4.0 are not very comforting. Nova Spivack at Radar Technologies has mapped out what he views as the evolution of the Web (http://novaspivack.typepad.com/nova_spivacks_weblog/2007/02/steps_towards_a.html).
We're at Web 2.0, he argues, with the "semantic web" just around the corner as Web 3.0. Some argue that Web 3.0 is already here, as new versions of browsers (Mozilla, Google Chrome, IE) allow one to type in search questions in the browser navigation bar. Further, the mashups that are supposed to characterize Web 3.0 are already here. It's quite easy to create your own mashup on your own start page, especially if it brings together Google Maps and something from a database (news archives, yahoo directories, etc.).
Unfortunately, Web 3.0 and Web 4.0 seem doggedly deterministic, and committed to mapping us and creating a full identity about who / what behaviors we exhibited -- as though they were all done as expressions of freedom of will and without influence of groups or friends (which are, despite the underlying and never quite articulated "friends-forever" wish underlying the collection of contact in a social network).
Granted, we're never quite liberated from our patterns. But -- why lock them down in tighter and tighter, ever narrowing circles?
I'm all for the promise of Web 3.0. Many aspects, such as mashups and social networking are here. For example, some social networking sites such as Bebo have made creating customized mashups quite easy, with copy and paste code that you can insert right into your site. Other Web 3.0 services and features include social media sharing, lightweight collaboration, and social networking. These, too, have expanded dramatically (see overview of listings below).
Web 4.0 will, in theory, include an array of sensors that will gather information from one's environment and use them to create a deep profile of your behaviors and activities.
http://rexsthoughtspot.blogspot.com/2007/06/researchers-discover-web-40.html. While this may seem convenient, and it makes our real world a virtual world -- we will be going in and out of virtual and "real" realities -- the implications are rather unnerving. Here's a rather satirical / tongue-in-cheek view (http://blogs.intel.com/it/2006/11/web_40_a_new_hype.php).
How does this apply to e-learning? Clearly, the tendency in the future might be to simply repeat and reinforce what one already knows, with expansions, revisions, and tightening focus. The ability to branch out and think about obscure, unrelated, even random things can and will be seriously constricted in the world of Web 4.0 as envisioned now.
Since this will not be too appealing to many people (thought-leaders, programmers, innovators), Web 4.0 will probably be deconstructed, undermined, and subverted even as it evolves.
One can only hope...
Social Media Sharing Resources
Communication
* Blogs: Blogger, Livejournal, TypePad, Wordpress, Tripod
* Mobile blogging and alerting: Twitter
* Social networking: MySpace, Bebo, Facebook, LinkedIn, Orkut, Skyrock
Collaboration
* Wikis: Wikispaces (personal)
* Social bookmarking: del.icio.us, StumbleUpon
* Social News Sites: Digg, Mixx, Reddit
* Opinion sites: epinions, Yelp, CitySearch, CultureMob
Multimedia
* Photo sharing: Flickr, Photobucket, SmugMug
* Video sharing: YouTube, Google video
* Livecasting: Ustream, Justin.tv, Stickam
* Audio and Music Sharing: imeem, The Hype Machine, Last.fm, ccMixter
Entertainment
* Virtual worlds: Second Life, There.com
* Online gaming: World of Warcraft
* Game sharing: Miniclip.com
Thoughts:
Stephen Downes on "Why the Semantic Web Will Fail"
http://halfanhour.blogspot.com/2007/03/why-semantic-web-will-fail.html
Strange Days (d. Katherine Bigelow, 1995)
http://www.imdb.com/title/tt0114558/
http://www.ram.org/ramblings/movies/strange_days.html
Monday, October 13, 2008
Sunday, October 05, 2008
Apocalypse Manana: Dealing with Intrusive Thoughts and Cognitive Interference
With headlines proclaiming the meltdown of civilization as we know it, and economic apocalypse around the corner, it's no wonder that e-learners may have difficulty with focus. Intrusive thoughts can cause cognitive interference, as can the emotional response that one naturally has to the idea that the world as we know it is coming to an end. Yet, when you wake up and find the world has not come to an end, how you deal with the consequences of the fact that you spent the last few days wondering how to squirrel away canned goods and grieving over the erosion of your life's savings, your 401-K? One quick approach is to postpone apocalypse -- let it occur manana -- and in the meantime, find ways to deal with intrusive thoughts and cognitive interference in order to get your life back on track. You can learn more about the effects of intrusive thoughts and cognitive interference on stress in the family environment and job performance with an online bachelors degree in social work. In the meantime, here are a few thoughts.
The first step is to recognize that you are having intrusive thoughts. Don't criticize yourself for it. It is natural. In fact, you may be dispositionally inclined to experience intrusive thoughts. According to research on intrusive thoughts and cognitive interference in students working in laboratory situations, researchers Sarason etal concluded that some individuals posssessed personality traits that predisposed them to have intrusive thoughts, which caused cognitive interference (Sarason, 1986).
Tending to have intrusive thoughts may be a part of one's disposition, and an aspect of one's personality which is not likely to change over time. However, having intrusive thoughts can be associated with depression or anxiety. The types of intrusive thoughts will vary. Researchers have found that if one is clinically depressed, the intrusive thoughts tend to be self-critical, and they tend to express the viewpoint that one is helpless and unable to influence one's situation (Sarason, 1986, p. 1017). For a depressed individual, apocalyptic and highly negative headlines will tend to trigger thoughts of helplessness, and lead to negative beliefs, leading to a tendency to withdraw and to stop working on projects.
In contrast, for individuals experiencing generalized anxiety, the intrusive thoughts may also be initially negative. However, the key difference is that with anxious individuals, the intrusive thoughts act as triggers, and they lead to a series of intrusive thoughts, which tend to go along established pathways of associations. The pathways and networks of associations are well-developed and well-traveled, which creates an almost predictable outcome.
Studies have shown that anxious individuals tend to have a bias toward threatening information (Sarason, 1986, p. 1017). In times of economic crisis and apocalyptic headlines, the anxious individual may find it almost impossible to block out or resist the attraction of the cues that trigger the thoughts.
While some intrusive thoughts are task-related, many will not be. Researchers have found that athletes as well as students have issues with cognitive interference. For example, in a study of golfers, researchers Thill and Curry (2000) found that certain self-regulation strategies worked quite well when golfers had intrusive thoughts such as worry about competition, other golfers, the environment, etc.
Social comparison intrusive thoughts were found to be more destructive than task-involvement, and learning and achievement thoughts (Thill & Curry, 2000, p. 104). Thus, the golfers were more successful when they were able to identify when intrusive thoughts were occurring and then to consciously turn the thoughts to those of task-accomplishment and process.
Task-accomplishment thoughts can be negative and destructive when they are associated with perfectionism (Flett & Madorsky, 2002). If the intrusive thoughts follow a pattern of making negative comparisons with others, or disparaging one's efforts because they do not achieve the highest ratings, there could be a problem of perfectionism. Flett and Madorsky found that perfectionistic thinkers who had intrusive thoughts tended to ruminate on the thoughts, repeating them to the point of being incapacitated. One strategy for stopping the rumination and going on to productive thoughts could involve setting easily achieved goals, and then rewarding oneself for reaching them. Have you logged into your course today? Pat yourself on the back. Did you interact on the discussion board? Another reward. Avoid creating a reward system that depends on the evaluations of others (grades from instructors, positive feedback from students, etc.). Keep the locus of control on yourself.
It is possible that intrusive thoughts are associated with other behaviors, such as rituals, magical thinking, hoarding, excessive ordering and arranging. While one should not jump to pathologize natural responses to difficult times, it is also important to recognize that there could be an underlying issue, such as obessive-compulsive disorder. Psychiatrists Merlo and Storch (2006) have discussed the connection between intrusive thoughts, cognitive interference, and obsessive-compulsive disorder. The key is to be open-minded rather than self-condemning if you recognize behavior patterns that correspond with obsessive-compulsive disorder. There is nothing wrong with seeking support.
Strategies for Controlling Intrusive Thoughts and Minimizing Cognitive Interference
1. Listen to your thoughts. Find out when and how you respond to external news or triggers. If your thoughts tend to be about people, places, social comparisons, recognize that. Try to replace the thoughts with those that relate to your task: process, procedures, short-term goals.
2. If you find yourself feeling helpless and telling yourself that you are not able to do anything to protect yourself against change, reassure yourself that your feelings and thoughts are normal. However, there are ways to protect yourself. One is to study, and keep steady with your plans to improve your life and your future. Remind yourself that statistically speaking, education is the best approach.
3. If you find your thoughts and feelings racing ahead, and you find yourself predicting negative outcomes and doomsday scenarios, recognize that you may be feeling anxious. Racing thoughts and random, negative associations that respond to feelings of being threatened are very understandable given the situation. Reassure yourself that the racing thoughts are simply racing thoughts. You do not have to act or react to them.
4. Recognize that cognitive interference tends to occur in one or more spheres of cognition. There may be a visual trigger, which will trigger thoughts and emotions. One way to respond to the visual triggers switch learning strategies and move more toward alternative modes. For example, you may focus on audio and kinaesthetic, which can help you keep track. Write notes. Listen to lectures. Watch videos.
5. Do what you can to place yourself in a situation that minimizes interference. When the cognitive interference occurs, sort out the task-related thoughts and the non-task related thoughts. Set aside the non-task-related thoughts, and tell yourself you do not have to react to them.
6. Realize that some decisions are fear-based and some are not. Evaluate your actions or the thoughts about the actions you're thinking about taking. Are your thoughts racing? Are you telling yourself you need to change your major? Make a list of pro's and con's. Sleep on the decision.
7. Recognize when decisions need to be made quickly, and when they can be postponed. If you are studying for a test, you need to continue to study, even if your emotions are surging and you're feeling a fight-flight response. Channel the fight-flight into the fight at hand: the test. Use adrenaline to sharpen your focus on the task at hand rather than to let it distract you.
8. If your intrusive thoughts share characteristics of perfectionism, make sure that you recognize this, and the destructive nature of perfectionism. Develop a strategy for rewarding yourself for achieving small goals and milestones, and commend yourself for completing tasks, and avoid comparing your performance to others, or to a quality standard. Simply pat yourself on the back for showing up and doing it.
9. If you find you are engaging in behaviors that are ritualized and to the point of being incapacitating, it might be helpful to employ some of the strategies used by those with obsessive-compulsive disorder in order to liberate yourself from the tyranny of a compulsion, and to reintroduce choice into your life.
These are unsettling times. Yet, they do not have to be self-defeating times. You can use the challenges that you are feeling to gain self-awareness and to develop strategies that will help you be a more effective e-learner and a more self-confident global citizen, able to move forward with calm and compassion. Ultimately, the ability to develop self-regulation strategies and to weather storms of surging thoughts and feelings will make you a true leader.
References
Flett, Gordon L.; Madorsky, Dara; Hewitt, Paul L.; Heisel, Marnin J. (2002). Perfectionism Cognitions, Rumination, and Psychological Distress Journal of Rational-Emotive & Cognitive-Behavior Therapy, Spring 2002, Vol. 20 Issue: Number 1 p33-47.
Ladouceur, Robert; Freeston, Mark H.; Rhéaume, Josée; Dugas, Michel J.; Gagnon, Fabien; Thibodeau, Nicole; Fournier, Sarah (2000) Strategies used with intrusive thoughts: A comparison of OCD patients with anxious and community controls. Journal of Abnormal Psychology, Vol 109(2), May 2000. pp. 179-187.
Merlo, Lisa J.; Storch, Eric A. (2006) Obsessive-compulsive disorder: Tools for recognizing its many expressions. Journal of Family Practice, Mar2006, Vol. 55 Issue 3, p217-222.
Pierce, Gregory R.; Ptacek, J. T.; Taylor, Bruce; Yee, Penny L.; Henderson, Ciarda A.; Lauventi, Helene J.; Loffredo, Cynthia M. (1998) The role of dispositional and situational factors in cognitive interference. Journal of Personality and Social Psychology, Vol 75(4), Oct 1998. pp. 1016-1031.
Sarason, I. G., Sarason, B. R., Keefe, D. E., Hayes, B. E., & Shearin, E. N. (1986). Cognitive interference: Situational determinants and traitlike characteristics. Journal of Personality and Social Psychology, 51, 215-226.
Thill, Edgar E.; Cury, François. (2000). Learning to play golf under different goal conditions: their effects on irrelevant thoughts and on subsequent control strategies. European Journal of Social Psychology, Jan2000, Vol. 30 Issue 1, p101-122
The first step is to recognize that you are having intrusive thoughts. Don't criticize yourself for it. It is natural. In fact, you may be dispositionally inclined to experience intrusive thoughts. According to research on intrusive thoughts and cognitive interference in students working in laboratory situations, researchers Sarason etal concluded that some individuals posssessed personality traits that predisposed them to have intrusive thoughts, which caused cognitive interference (Sarason, 1986).
Tending to have intrusive thoughts may be a part of one's disposition, and an aspect of one's personality which is not likely to change over time. However, having intrusive thoughts can be associated with depression or anxiety. The types of intrusive thoughts will vary. Researchers have found that if one is clinically depressed, the intrusive thoughts tend to be self-critical, and they tend to express the viewpoint that one is helpless and unable to influence one's situation (Sarason, 1986, p. 1017). For a depressed individual, apocalyptic and highly negative headlines will tend to trigger thoughts of helplessness, and lead to negative beliefs, leading to a tendency to withdraw and to stop working on projects.
In contrast, for individuals experiencing generalized anxiety, the intrusive thoughts may also be initially negative. However, the key difference is that with anxious individuals, the intrusive thoughts act as triggers, and they lead to a series of intrusive thoughts, which tend to go along established pathways of associations. The pathways and networks of associations are well-developed and well-traveled, which creates an almost predictable outcome.
Studies have shown that anxious individuals tend to have a bias toward threatening information (Sarason, 1986, p. 1017). In times of economic crisis and apocalyptic headlines, the anxious individual may find it almost impossible to block out or resist the attraction of the cues that trigger the thoughts.
While some intrusive thoughts are task-related, many will not be. Researchers have found that athletes as well as students have issues with cognitive interference. For example, in a study of golfers, researchers Thill and Curry (2000) found that certain self-regulation strategies worked quite well when golfers had intrusive thoughts such as worry about competition, other golfers, the environment, etc.
Social comparison intrusive thoughts were found to be more destructive than task-involvement, and learning and achievement thoughts (Thill & Curry, 2000, p. 104). Thus, the golfers were more successful when they were able to identify when intrusive thoughts were occurring and then to consciously turn the thoughts to those of task-accomplishment and process.
Task-accomplishment thoughts can be negative and destructive when they are associated with perfectionism (Flett & Madorsky, 2002). If the intrusive thoughts follow a pattern of making negative comparisons with others, or disparaging one's efforts because they do not achieve the highest ratings, there could be a problem of perfectionism. Flett and Madorsky found that perfectionistic thinkers who had intrusive thoughts tended to ruminate on the thoughts, repeating them to the point of being incapacitated. One strategy for stopping the rumination and going on to productive thoughts could involve setting easily achieved goals, and then rewarding oneself for reaching them. Have you logged into your course today? Pat yourself on the back. Did you interact on the discussion board? Another reward. Avoid creating a reward system that depends on the evaluations of others (grades from instructors, positive feedback from students, etc.). Keep the locus of control on yourself.
It is possible that intrusive thoughts are associated with other behaviors, such as rituals, magical thinking, hoarding, excessive ordering and arranging. While one should not jump to pathologize natural responses to difficult times, it is also important to recognize that there could be an underlying issue, such as obessive-compulsive disorder. Psychiatrists Merlo and Storch (2006) have discussed the connection between intrusive thoughts, cognitive interference, and obsessive-compulsive disorder. The key is to be open-minded rather than self-condemning if you recognize behavior patterns that correspond with obsessive-compulsive disorder. There is nothing wrong with seeking support.
Strategies for Controlling Intrusive Thoughts and Minimizing Cognitive Interference
1. Listen to your thoughts. Find out when and how you respond to external news or triggers. If your thoughts tend to be about people, places, social comparisons, recognize that. Try to replace the thoughts with those that relate to your task: process, procedures, short-term goals.
2. If you find yourself feeling helpless and telling yourself that you are not able to do anything to protect yourself against change, reassure yourself that your feelings and thoughts are normal. However, there are ways to protect yourself. One is to study, and keep steady with your plans to improve your life and your future. Remind yourself that statistically speaking, education is the best approach.
3. If you find your thoughts and feelings racing ahead, and you find yourself predicting negative outcomes and doomsday scenarios, recognize that you may be feeling anxious. Racing thoughts and random, negative associations that respond to feelings of being threatened are very understandable given the situation. Reassure yourself that the racing thoughts are simply racing thoughts. You do not have to act or react to them.
4. Recognize that cognitive interference tends to occur in one or more spheres of cognition. There may be a visual trigger, which will trigger thoughts and emotions. One way to respond to the visual triggers switch learning strategies and move more toward alternative modes. For example, you may focus on audio and kinaesthetic, which can help you keep track. Write notes. Listen to lectures. Watch videos.
5. Do what you can to place yourself in a situation that minimizes interference. When the cognitive interference occurs, sort out the task-related thoughts and the non-task related thoughts. Set aside the non-task-related thoughts, and tell yourself you do not have to react to them.
6. Realize that some decisions are fear-based and some are not. Evaluate your actions or the thoughts about the actions you're thinking about taking. Are your thoughts racing? Are you telling yourself you need to change your major? Make a list of pro's and con's. Sleep on the decision.
7. Recognize when decisions need to be made quickly, and when they can be postponed. If you are studying for a test, you need to continue to study, even if your emotions are surging and you're feeling a fight-flight response. Channel the fight-flight into the fight at hand: the test. Use adrenaline to sharpen your focus on the task at hand rather than to let it distract you.
8. If your intrusive thoughts share characteristics of perfectionism, make sure that you recognize this, and the destructive nature of perfectionism. Develop a strategy for rewarding yourself for achieving small goals and milestones, and commend yourself for completing tasks, and avoid comparing your performance to others, or to a quality standard. Simply pat yourself on the back for showing up and doing it.
9. If you find you are engaging in behaviors that are ritualized and to the point of being incapacitating, it might be helpful to employ some of the strategies used by those with obsessive-compulsive disorder in order to liberate yourself from the tyranny of a compulsion, and to reintroduce choice into your life.
These are unsettling times. Yet, they do not have to be self-defeating times. You can use the challenges that you are feeling to gain self-awareness and to develop strategies that will help you be a more effective e-learner and a more self-confident global citizen, able to move forward with calm and compassion. Ultimately, the ability to develop self-regulation strategies and to weather storms of surging thoughts and feelings will make you a true leader.
References
Flett, Gordon L.; Madorsky, Dara; Hewitt, Paul L.; Heisel, Marnin J. (2002). Perfectionism Cognitions, Rumination, and Psychological Distress Journal of Rational-Emotive & Cognitive-Behavior Therapy, Spring 2002, Vol. 20 Issue: Number 1 p33-47.
Ladouceur, Robert; Freeston, Mark H.; Rhéaume, Josée; Dugas, Michel J.; Gagnon, Fabien; Thibodeau, Nicole; Fournier, Sarah (2000) Strategies used with intrusive thoughts: A comparison of OCD patients with anxious and community controls. Journal of Abnormal Psychology, Vol 109(2), May 2000. pp. 179-187.
Merlo, Lisa J.; Storch, Eric A. (2006) Obsessive-compulsive disorder: Tools for recognizing its many expressions. Journal of Family Practice, Mar2006, Vol. 55 Issue 3, p217-222.
Pierce, Gregory R.; Ptacek, J. T.; Taylor, Bruce; Yee, Penny L.; Henderson, Ciarda A.; Lauventi, Helene J.; Loffredo, Cynthia M. (1998) The role of dispositional and situational factors in cognitive interference. Journal of Personality and Social Psychology, Vol 75(4), Oct 1998. pp. 1016-1031.
Sarason, I. G., Sarason, B. R., Keefe, D. E., Hayes, B. E., & Shearin, E. N. (1986). Cognitive interference: Situational determinants and traitlike characteristics. Journal of Personality and Social Psychology, 51, 215-226.
Thill, Edgar E.; Cury, François. (2000). Learning to play golf under different goal conditions: their effects on irrelevant thoughts and on subsequent control strategies. European Journal of Social Psychology, Jan2000, Vol. 30 Issue 1, p101-122
Friday, October 03, 2008
Interview with Christopher Chang, LexDex - flash cards for cell phone or online
Welcome to an interview with a mobile learning innovator, Christopher Chang, cofounder of LexDex. LexDex (http://www.lexdex.com/) has developed a new approach to flash card learning, which is ideal for mobile applications. We chose to focus on this application because new releases of cell phones and handheld devices mean that mobile learning will continue to move forward as applications are developed that work across platforms, devices, and interfaces.
1. What are LexDex's flash cards?
LexDex is a fresh take on the flash cards of generations past. We've taken those annoying and heavy stacks of easy to lose flash cards and turned them into digital flash cards that you can study online or on your phone. We cover many language subjects aside from Mandarin (Chinese), such as Spanish, French, Swahili, etc, but also others such as economics, art history, and anthropology. Our growing database has well over 500 textbooks. LexDex is in beta testing and is free to use.
3. Are they text only?
Currently we do not have sound or video in the flash cards application. The flash cards are primarily text, but are interactive. Users can flip and switch, shuffle, and even remove words when they've become confident with the stack.
To answer your question however, we believe flash cards work for all learning styles.
For the Visual, they are seeing the card. For the Verbal, they can read the cards out loud. The bodily/kinesthetic can use LexDex Mobile Flash Cards on their cell phones and move and walk as they read the cards. In the near future (next semester), users will be able to input their own cards. Musical/rhythmic learners can dance and sing the answers. If you don't like to study in noisy areas, then you read quietly and just hear your own voice in your head. Here is a website that goes into more detail. http://www.metamath.com/lsweb/fourls.htm
5. What is the state of online education in China? Would you say that the Chinese private sector is active in developing elearning solutions that the world can use? Please list three or four examples.
LexDex, although based in Shanghai(China), is targeting college students in the United States in a range of subjects. The online education market is booming in China, however must of the players are foreign companies, such as Chinesepod, English First, and Mando Mandarin. All three design their own course content and private one and one web-tutoring. The private sector is not active in developing elearning solutions as far as I know. If you did not ask this question under the belief that we were developing for the Chinese market and would still like more info on this subject, then please let me know through email.
The problem with companies that implement the top down model is that the school and then the teachers have to approve it. This results in an experience for the student that is completely dependent upon that of the teacher. If there are study tools or services provided that the teacher does not like, then the students never have access to it. Quia.com is an example of this. The content does not directly reach the students.
With the bottom up model, all the input is generated by users or students. Livemocha.com and quizlet.com are examples of bottom up. The problem here is that students need to rely on other people's content to get good grades that may determine their future. They will have no idea if the content is correct or if it includes all the words in the chapter. Some of these companies create their own content, and this would require a demographic of procrastinators to go above and beyond to find content that is relevant to what they are studying. The ideal situation is to be tied to the institution but reach the students directly, and that is what LexDex does.
The future of LexDex is also very promising. Let's make a comparison to the Music industry and mp3s. They were all fragmented, having pockets of music here and there. Most users didn't want to go to the trouble of going to five or six different websites to DL a few songs. Then came iTunes along and standardized the price of each song and made it convenient for users to find all the songs the wanted in the same place.
Study groups, user-input, calendars, and many more functions can be designed.
1. What are LexDex's flash cards?
LexDex is a fresh take on the flash cards of generations past. We've taken those annoying and heavy stacks of easy to lose flash cards and turned them into digital flash cards that you can study online or on your phone. We cover many language subjects aside from Mandarin (Chinese), such as Spanish, French, Swahili, etc, but also others such as economics, art history, and anthropology. Our growing database has well over 500 textbooks. LexDex is in beta testing and is free to use.
2. How can they be downloaded on cell phones? What do you use? (flash? quicktime?)
They can be downloaded anywhere in the world through an sms link that we send to your cell phone or they can be downloaded to your desktop and transferred to your phone by USB.
They can be downloaded anywhere in the world through an sms link that we send to your cell phone or they can be downloaded to your desktop and transferred to your phone by USB.
3. Are they text only?
Currently we do not have sound or video in the flash cards application. The flash cards are primarily text, but are interactive. Users can flip and switch, shuffle, and even remove words when they've become confident with the stack.
4. One critique of flashcards is that they are not very effective if the instructional design of a program has not integrated them in a way that helps achieve the desired outcomes.
How does LexDex respond to that critique?
LexDex will not be limited to flash cards. Studying through applications on the cell phone is a new concept to grasp, and an introductory application like flash cards which has been around for ages makes it easier to understand and take in. Several other games and study tools to learn vocabulary have already been or are being developed as we speak.
Furthermore LexDex is not here to replace school textbooks. LexDex supplements students' study routines, adding convenience and ease of use. We have prepared study guides and vocabulary lists that can be learned through our flash card application or on through many soon to become educational, yet fun games.
LexDex will not be limited to flash cards. Studying through applications on the cell phone is a new concept to grasp, and an introductory application like flash cards which has been around for ages makes it easier to understand and take in. Several other games and study tools to learn vocabulary have already been or are being developed as we speak.
Furthermore LexDex is not here to replace school textbooks. LexDex supplements students' study routines, adding convenience and ease of use. We have prepared study guides and vocabulary lists that can be learned through our flash card application or on through many soon to become educational, yet fun games.
To answer your question however, we believe flash cards work for all learning styles.
For the Visual, they are seeing the card. For the Verbal, they can read the cards out loud. The bodily/kinesthetic can use LexDex Mobile Flash Cards on their cell phones and move and walk as they read the cards. In the near future (next semester), users will be able to input their own cards. Musical/rhythmic learners can dance and sing the answers. If you don't like to study in noisy areas, then you read quietly and just hear your own voice in your head. Here is a website that goes into more detail. http://www.metamath.com/lsweb/fourls.htm
5. What is the state of online education in China? Would you say that the Chinese private sector is active in developing elearning solutions that the world can use? Please list three or four examples.
LexDex, although based in Shanghai(China), is targeting college students in the United States in a range of subjects. The online education market is booming in China, however must of the players are foreign companies, such as Chinesepod, English First, and Mando Mandarin. All three design their own course content and private one and one web-tutoring. The private sector is not active in developing elearning solutions as far as I know. If you did not ask this question under the belief that we were developing for the Chinese market and would still like more info on this subject, then please let me know through email.
As far as LexDex is concerned, we are confident we can become big players in the elearning market because our known competitors are either strictly top down (tied to the institution) or bottom up (content generated by students). LexDex will connect the two together.
The problem with companies that implement the top down model is that the school and then the teachers have to approve it. This results in an experience for the student that is completely dependent upon that of the teacher. If there are study tools or services provided that the teacher does not like, then the students never have access to it. Quia.com is an example of this. The content does not directly reach the students.
With the bottom up model, all the input is generated by users or students. Livemocha.com and quizlet.com are examples of bottom up. The problem here is that students need to rely on other people's content to get good grades that may determine their future. They will have no idea if the content is correct or if it includes all the words in the chapter. Some of these companies create their own content, and this would require a demographic of procrastinators to go above and beyond to find content that is relevant to what they are studying. The ideal situation is to be tied to the institution but reach the students directly, and that is what LexDex does.
The future of LexDex is also very promising. Let's make a comparison to the Music industry and mp3s. They were all fragmented, having pockets of music here and there. Most users didn't want to go to the trouble of going to five or six different websites to DL a few songs. Then came iTunes along and standardized the price of each song and made it convenient for users to find all the songs the wanted in the same place.
It's a similar situation with education. You have individual publishers with websites or CDs made specifically for a textbook. These tools have lots of value and students who use them rate them as very useful, however, they don't want to go to several places to access these study tools for each book. LexDex wants to consolidate this market and bring everything under one roof. When this happens, the possibilities are endless.
Study groups, user-input, calendars, and many more functions can be designed.
a. links to lexdex and different views of the product
b. graphics illustrating lexdex
http://lexdex.com/node/213499 - the bottom of the page has 4 screens
http://lexdex.com/ - scroll over the questions and screen shots will pop out.
b. graphics illustrating lexdex
http://lexdex.com/node/213499 - the bottom of the page has 4 screens
http://lexdex.com/ - scroll over the questions and screen shots will pop out.
****
Interested in the archive for the Webinar that Ken Molay and Susan Nash held? Click here :) http://seminars.adobe.acrobat.com/p36747344/
New podcast:
Wednesday, September 24, 2008
You're Invited! Free Webinar on Web Conferencing Tips For Training And Education
Learn the secrets to creating and delivering collaborative training presentations that engage your students and enhance comprehension. Author and e-learning authority Susan Smith Nash, Ph.D. teams up with webinar expert Ken Molay to share tips and guidelines in this informative session.
Register here: http://www.eventspan.com/event/2008-09-25-web-conferencing-tips-for-training-and-education
Web seminars are creating new opportunities for instructors and trainers to reach more students in a more convenient fashion than traditional room-based lectures allow. However, presenting information via web conference requires new approaches and skills
Register here: http://www.eventspan.com/event/2008-09-25-web-conferencing-tips-for-training-and-education
Web seminars are creating new opportunities for instructors and trainers to reach more students in a more convenient fashion than traditional room-based lectures allow. However, presenting information via web conference requires new approaches and skills
This seminar gives you valuable information on how best to create and deliver instructional content for remote audiences. You will gain insight into the challenges and advantages presented by distance learning and come away with an understanding of best practices for interacting with your students and working with conference-based courses.
You will get the benefit of two industry experts sharing their complementary areas of expertise. Susan Smith Nash, Ph.D., author of Excellence in College Teaching and Learning: Classroom and Online Instruction, looks at ways in which web conferencing technology affects teaching and learning styles, giving guidelines on how to adjust your training to take advantage of the medium. Ken Molay, president of Webinar Success, shows you additional tips to meet the unique demands of the web seminar format.
The one-hour seminar includes time for an interactive question and answer session with both speakers.
The information is appropriate for trainers in educational institutions or in business environments.
- What types of content work in a web seminar and what should be avoided
- Ways to improve student comprehension and retention
- How to improve your presentation and instructional style
- How to combine online training with traditional coursework
Wednesday, September 17, 2008
Interview with E-Learning Professional: John Erdner, Nfomedia
Today's interview is with John Erdner, founder of an innovative learning management system and philosophy: Nfomedia (http://www.nfomedia.com), which brings together social networks and e-learning. Nfomedia is remarkable for its short learning curve, simple to use technologies, and Web 2.0 integrations.
What is your name and what is your involvement in e-learning?
My name is John Erdner. I am founder and CEO of Nfomedia Inc. The company originated in Stillwater, OK (2005) and is now based in Austin, TX. My educational background and work experience is software development/engineering management. Most of my colleagues, friends, and family are professionals (faculty/administrators) in the education industry.
What is Nfomedia, and what is its vision?
Nfomedia is a social e-learning platform which uses the latest Web technologies. Most of the features are familiar to our users from other social networking sites like Facebook, YouTube, and LinkedIn. The familiarity is especially true for students and growing for instructors. Nfomedia offers the standard social networking features which includes user profiles, friends, discussion boards, text messaging, wiki editing. These features are put into a learning environment by grouping them in private areas called course sites. All course sites also include grade book, announcements, exams, student journals, and content editing.
What do you like best about Nfomedia? What are some of its advantages?
The simple user interface and short learning curve for faculty and students. Faculty with limited Web experience can deploy a secure course website in a matter of minutes.
In what ways has e-learning changed the way that students and instructors interact with each other and the course material?
We’ve found course blogs to be very popular. Students are sometimes more willing to communicate ideas in an online format which leads to great discussions that may not occur inside a traditional classroom. Additionally, I've been told by faculty that online participation (course blogs, message boards, chat rooms, etc.) greatly helps to develop/improve critical thinking and writing skills.
What do you think will be then next big breakthrough in distance learning?
Nfomedia is planning to have discussions/questions on content pages. This should make it easier for students to ask questions while studying online content/material (no need to jump to another area on the website, like a discussion). The instructor will be notified when a new comment is posted. Also students/instructors will be able to sort by ‘most discussed areas’. Over time content should improve because the instructor can easily pin point areas that receive the most questions/comments. These discussions can be cleared at the end of a semester.
Also, I expect to see webcams integrated more into the learning environment. For example the instructor might give live lectures and use a chat window for real-time questions. Similarly, a student with a webcam could connect via their webcam in ‘picture in picture’ mode to ask a question. These sessions could be recorded and replayed by students. Another possibility is a video blog where student can post presentations using webcams.
Have you recently read a book that has made you think in a new way? What was it?
One of my goals is to read more books on e-learning. I spend most of my free time keeping up with emerging Web technologies by reading blogs. I'm always looking for new ways to use these technologies in an online learning environment. The groundwork for Nfomedia has been created (i.e. we have an excellent development toolset). Therefore we are able to add new features very quickly.
Optional question: If you were a political strategist, how would you harness the power of Web 2.0 applications?
Certainly the 2008 presidential campaigns have used Web technologies effectively for presenting political viewpoints and fund raising like never before. However outside of an election, using these technologies in politics is a challenging question.
What is your name and what is your involvement in e-learning?
My name is John Erdner. I am founder and CEO of Nfomedia Inc. The company originated in Stillwater, OK (2005) and is now based in Austin, TX. My educational background and work experience is software development/engineering management. Most of my colleagues, friends, and family are professionals (faculty/administrators) in the education industry.
What is Nfomedia, and what is its vision?
Nfomedia is a social e-learning platform which uses the latest Web technologies. Most of the features are familiar to our users from other social networking sites like Facebook, YouTube, and LinkedIn. The familiarity is especially true for students and growing for instructors. Nfomedia offers the standard social networking features which includes user profiles, friends, discussion boards, text messaging, wiki editing. These features are put into a learning environment by grouping them in private areas called course sites. All course sites also include grade book, announcements, exams, student journals, and content editing.
What do you like best about Nfomedia? What are some of its advantages?
The simple user interface and short learning curve for faculty and students. Faculty with limited Web experience can deploy a secure course website in a matter of minutes.
In what ways has e-learning changed the way that students and instructors interact with each other and the course material?
We’ve found course blogs to be very popular. Students are sometimes more willing to communicate ideas in an online format which leads to great discussions that may not occur inside a traditional classroom. Additionally, I've been told by faculty that online participation (course blogs, message boards, chat rooms, etc.) greatly helps to develop/improve critical thinking and writing skills.
What do you think will be then next big breakthrough in distance learning?
Nfomedia is planning to have discussions/questions on content pages. This should make it easier for students to ask questions while studying online content/material (no need to jump to another area on the website, like a discussion). The instructor will be notified when a new comment is posted. Also students/instructors will be able to sort by ‘most discussed areas’. Over time content should improve because the instructor can easily pin point areas that receive the most questions/comments. These discussions can be cleared at the end of a semester.
Also, I expect to see webcams integrated more into the learning environment. For example the instructor might give live lectures and use a chat window for real-time questions. Similarly, a student with a webcam could connect via their webcam in ‘picture in picture’ mode to ask a question. These sessions could be recorded and replayed by students. Another possibility is a video blog where student can post presentations using webcams.
Have you recently read a book that has made you think in a new way? What was it?
One of my goals is to read more books on e-learning. I spend most of my free time keeping up with emerging Web technologies by reading blogs. I'm always looking for new ways to use these technologies in an online learning environment. The groundwork for Nfomedia has been created (i.e. we have an excellent development toolset). Therefore we are able to add new features very quickly.
Optional question: If you were a political strategist, how would you harness the power of Web 2.0 applications?
Certainly the 2008 presidential campaigns have used Web technologies effectively for presenting political viewpoints and fund raising like never before. However outside of an election, using these technologies in politics is a challenging question.
Thursday, September 04, 2008
Corgi Big Bark Awards, Plus "Corgi Tail Wags" Special Commendations
E-Learning Queen's Corgi Big Bark Awards were created to recognize innovations in e-learning, the awards are a way to encourage people who have a dream and a ision, and whose energy provides very welcome inspiration and affirmation for all involved in e-learning.
The Corgi Big Barks are awarded to products and services that achieve a high score in the following categories:
* meets a need in a new way
* is easy to use
* encourages the user think of new ways to teach and learn
* makes one think of new ways to communicate / share / collaborate
* demonstrates a sense of whimsy, humor, beauty
* is practical and affordable
* promotes social responsibility
Neulio Learning Communities
http://learningcommunities.neulio.com/?sort=recent
These video-based learning modules are uniquely accommodating to all formats (video, presentations, assessment), along with being remarkably easy to use. The learning community concept encourages the sharing of information and knowledge, as well as an approach that take the Socratic method deep into Web 3.0 territory.
Texas State Technical College West Texas Wind Energy Program
http://www.windenergyeducation.com
Texas State Technical College West Texas began offering a two year Associates degree in Wind Energy at the Sweetwater campus in 2007. What sets this alternative energy program apart is the fact that the certification program is 100% online. Wind energy and turbine technology certification is one part of a major sea change that is rippling through our world. Education that works is community-oriented, online, accessible, earth-friendly, alternative/independent in terms of energy, and infrastructure-enhancing.
Nfomedia
http://www.nfomedia.com
Nfomedia is a free social networking utility designed to enable blended or hybrid learning for higher education courses. The interface is remarkably easy to use, and it encourages one to think of hybrid applications, both e-learning / face-to-face, and hybrid with e-learning and mobile learning.
Wolfram Demonstration Projects
http://demonstrations.wolfram.com/
Some of the mathematical modeling projects showcased here are so beautiful and elegant they absolutely mesmerize one. At the very least, they inspire math teachers and students to start thinking about how they can share both useful and simply elegant mathematical models. Examples of recent demonstration projects include individual models in 3D graphics, computational geometry, and recreational mathematics. Wolfram Demonstration Projects represent the pinnacle of productive social networking: the results will eventually manifest in the phenomenal world as technological innovations and conceptual breakthroughs. It is a mathematics "sand box" writ large.
Corgi Tail Wags:
These programs and initiatives get "Tail Wags" for being innovative and for seeking green energy alternatives. They have great potential to be further developed by introducing e-learning and mobile learning elements.
Outlook for demand for wind energy, profile of the jobs and the
technology, and overview of employment (that can't be outsourced): http://system.tstc.edu/forecasting/techbriefs/wind.asp
Laramie Community College: Associate of Science and Certificate Program in Wind Energy (new Fall 2008)
http://www.lccc.wy.edu/Index.aspx?page=1092
Not online, and has hands-on lab. The field work would be very compatible with mobile learning.
Lawrence Technological University: Associate in Alternative Energy Technology
The Associate Degree in the Alternative Energy Technician Program gives future technicians a working knowledge of Alternative Energy systems.
Many of the courses in the core program appear to be very amenable to e-learning delivery.
http://www.ltu.edu/engineering/mechanical/alt_energy_associates.asp
Iowa Lakes Community College: Wind Energy and Turbine Technology
http://www.iowalakes.edu/programs_study/industrial/wind_energy_turbine/index.htm
Alliant Energy is collaborating with Iowa Lakes Community College (ILCC) to develop the curriculum for their Wind Energy and Turbine Technology program. This two-year Associate in Applied Science degree prepares students to install, maintain and service modern wind turbines. Graduates will be ready to support Iowa’s growing wind infrastructure as companies rush to build renewable energy generation.
Minnesota West Community and Technical College
Associate Degree in Wind Energy
http://www.mnwest.edu/programs/program-type/aas/wind-energy-technology/
As energy costs continue to escalate, the demand for lower cost, more efficient, and renewable energy sources continue to be explored. The career of Wind Energy Technician includes everything from installation and repair to troubleshooting of wind energy towers. This technician will be capable of working closely with clients with an understanding of environmental issues and politics, written technical skills, and data interpretation.
The Ogallala Commons
http://www.ogallalacommons.org/index.htm
Ogallala Commons is a nonprofit resource development network, offering leadership and education to reinvigorate the commonwealths that form the basis of all communities, both human and natural. Ogalllala Commons country overlies the vast High Plains-Ogallala Aquifer (shaded blue on the map), covering about 174,000 square miles across parts of eight Great Plains states. The backbone of Ogallala Commons extends along the long north-south axis of U.S. Highway 385 (road line on map) and the 102 Meridian(see our logo)... but our commons also stretches west to the Rocky Mountain foothills and eastward to the river-braided prairies of the Midwest (symbolized by the four directions on our logo).
This is a wonderful endeavor to create leadership approaches that support rural communities, environments, educational endeavors, and a "whole person" spiritual life. Because the communities are so geographically scattered, elearning would be ideal. This is a great opportunity to test new ways to overcome new digital divides (lack of broadband), and to implement new mobile learning techniques and technologies. Access is fundamental.
** (the Corgi is Gizmo, proud resident of Dumas, Texas)
The Corgi Big Barks are awarded to products and services that achieve a high score in the following categories:
* meets a need in a new way
* is easy to use
* encourages the user think of new ways to teach and learn
* makes one think of new ways to communicate / share / collaborate
* demonstrates a sense of whimsy, humor, beauty
* is practical and affordable
* promotes social responsibility
Neulio Learning Communities
http://learningcommunities.neulio.com/?sort=recentThese video-based learning modules are uniquely accommodating to all formats (video, presentations, assessment), along with being remarkably easy to use. The learning community concept encourages the sharing of information and knowledge, as well as an approach that take the Socratic method deep into Web 3.0 territory.
Texas State Technical College West Texas Wind Energy Program
http://www.windenergyeducation.comTexas State Technical College West Texas began offering a two year Associates degree in Wind Energy at the Sweetwater campus in 2007. What sets this alternative energy program apart is the fact that the certification program is 100% online. Wind energy and turbine technology certification is one part of a major sea change that is rippling through our world. Education that works is community-oriented, online, accessible, earth-friendly, alternative/independent in terms of energy, and infrastructure-enhancing.
Nfomedia
http://www.nfomedia.comNfomedia is a free social networking utility designed to enable blended or hybrid learning for higher education courses. The interface is remarkably easy to use, and it encourages one to think of hybrid applications, both e-learning / face-to-face, and hybrid with e-learning and mobile learning.
Wolfram Demonstration Projects
http://demonstrations.wolfram.com/Some of the mathematical modeling projects showcased here are so beautiful and elegant they absolutely mesmerize one. At the very least, they inspire math teachers and students to start thinking about how they can share both useful and simply elegant mathematical models. Examples of recent demonstration projects include individual models in 3D graphics, computational geometry, and recreational mathematics. Wolfram Demonstration Projects represent the pinnacle of productive social networking: the results will eventually manifest in the phenomenal world as technological innovations and conceptual breakthroughs. It is a mathematics "sand box" writ large.
Corgi Tail Wags:
These programs and initiatives get "Tail Wags" for being innovative and for seeking green energy alternatives. They have great potential to be further developed by introducing e-learning and mobile learning elements.Outlook for demand for wind energy, profile of the jobs and the
technology, and overview of employment (that can't be outsourced): http://system.tstc.edu/forecasting/techbriefs/wind.asp
Laramie Community College: Associate of Science and Certificate Program in Wind Energy (new Fall 2008)
http://www.lccc.wy.edu/Index.aspx?page=1092
Not online, and has hands-on lab. The field work would be very compatible with mobile learning.
Lawrence Technological University: Associate in Alternative Energy Technology
The Associate Degree in the Alternative Energy Technician Program gives future technicians a working knowledge of Alternative Energy systems.
Many of the courses in the core program appear to be very amenable to e-learning delivery.
http://www.ltu.edu/engineering/mechanical/alt_energy_associates.asp
Iowa Lakes Community College: Wind Energy and Turbine Technology
http://www.iowalakes.edu/programs_study/industrial/wind_energy_turbine/index.htm
Alliant Energy is collaborating with Iowa Lakes Community College (ILCC) to develop the curriculum for their Wind Energy and Turbine Technology program. This two-year Associate in Applied Science degree prepares students to install, maintain and service modern wind turbines. Graduates will be ready to support Iowa’s growing wind infrastructure as companies rush to build renewable energy generation.
Minnesota West Community and Technical College
Associate Degree in Wind Energy
http://www.mnwest.edu/programs/program-type/aas/wind-energy-technology/
As energy costs continue to escalate, the demand for lower cost, more efficient, and renewable energy sources continue to be explored. The career of Wind Energy Technician includes everything from installation and repair to troubleshooting of wind energy towers. This technician will be capable of working closely with clients with an understanding of environmental issues and politics, written technical skills, and data interpretation.
The Ogallala Commons
http://www.ogallalacommons.org/index.htm
Ogallala Commons is a nonprofit resource development network, offering leadership and education to reinvigorate the commonwealths that form the basis of all communities, both human and natural. Ogalllala Commons country overlies the vast High Plains-Ogallala Aquifer (shaded blue on the map), covering about 174,000 square miles across parts of eight Great Plains states. The backbone of Ogallala Commons extends along the long north-south axis of U.S. Highway 385 (road line on map) and the 102 Meridian(see our logo)... but our commons also stretches west to the Rocky Mountain foothills and eastward to the river-braided prairies of the Midwest (symbolized by the four directions on our logo).
This is a wonderful endeavor to create leadership approaches that support rural communities, environments, educational endeavors, and a "whole person" spiritual life. Because the communities are so geographically scattered, elearning would be ideal. This is a great opportunity to test new ways to overcome new digital divides (lack of broadband), and to implement new mobile learning techniques and technologies. Access is fundamental.
** (the Corgi is Gizmo, proud resident of Dumas, Texas)
Tuesday, August 26, 2008
Why E-Learning? “Pull” vs. “Push” Makes All the Difference
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.
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.
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/
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