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Saturday, January 22, 2005 |
A Look Into The Cell Architecture [Slashdot:]
this is worth a read to get a flavor of what it means the have really
fast and cheap procdessing (G5 plus 8 vetor processors) that is
designed for parallel processing -- the dawn of a new era -- BL
11:42:07 PM  .
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Forever Access vs. Archiving Courses:
Practical Limitations of LMS Storage. What do you do with an online course after the
course has finished? Archive it, obviously, but for how
long? And with what sort of access? Online course providers
are now facing these sorts of issues and storage space
fills up, content licenses expire and the usefulness of the
course itself diminishes. This presentation (PowerPoint
slides) looks at some of these issues and how they were
handled at Penn State University. Via EDUCAUSE.
By Allan Gyorke, January, 2005
[Refer][Research][Reflect] [OLDaily]
11:40:00 AM Google It!.
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Games That Make Leaders. More from james Paul Gee, who with two other
professors from the University of Wisconsin-Madison,
extolled the virtues of games in learning at a seminar on
Wednesday (video of the event is available on the site).
"Video games let their players step into new personas
and explore alternatives. Not only that, but people can try
to solve problems they’re not good at yet, get immediate
feedback on the consequences and try again
immediately." The author of the Slashdot
post where I found this comments, "My
workplace is already doing this (but don't tell my
boss)." By Jason Stitt and Les Chappell, Wisconsin
Technology Network, January 20, 2005
[Refer][Research][Reflect] [OLDaily]
11:38:57 AM Google It!.
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Technical Notes: Evaluating Digital Authoring Tools. Abstract
As
the quality of authoring software increases, online course developers
become less reliant on proprietary learning management systems, and
develop skills in the design of original, in-house materials and the
delivery platforms for them. This report examines the capabilities of
digital authoring software tools for the development of learning
materials. Seven software tools are evaluated, representing the
following categories: single purposes; activity creation; course
development and presentation; general presentation; testing and
assessment. By Russ Wilde, Masters of Distance Education Program,
Athabasca University - Canada's Open University. [International Review of Research in Open and Distance Learning]
10:28:02 AM Google It!.
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Technical Reports: Selection of Collaborative Tools.
The previous report summarised the findings of an online survey
concerning Master's of Distance Education students' attitudes to online
collaborative tools. The respondents in the study were 135 graduate
students and faculty members of Athabasca University's Centre for
Distance Education (CDE). They demonstrated particular interest in
tools that offer the following features: file sharing; automatic
synchronisation of documentation for the group; audio conferencing;
text chat; and privacy. In the effort to respond to this interest, the
Centre conducted a series of trials of conferencing and other
file-sharing products. This report discusses the merits and
disadvantages of current collaborative methods, and problems faced by
distance educators and their students in seeking to adopt them. By Tom
Kane, Jon Baggaley. [International Review of Research in Open and Distance Learning]
10:24:20 AM Google It!.
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The Hybridisation of Conventional Higher Education: UK perspective.
Before the creation of the United Kingdom Open University (UKOU) - its
Charter was given in 1969 and the first students were admitted in 1971
- the full-time residential model of higher education was pervasive,
with part-time and distance modes of study seen as separate and
inferior. The UKOU demonstrated the effectiveness of distance learning
but also, because of its success, in some ways inhibited change in the
mainstream tertiary sector. As social and political pressures on the
sector grew, higher education providers were forced to innovate and
models of "open learning" offered ways forward. As a result, the
distinction between "distance" and "face-to-face" delivery rapidly
eroded during the 1990s. However, barriers still remain to a more
radical approach to provision as a whole.
Key terms: Open
learning, distance learning, barriers to innovation, communications and
information technology, learning environment By Roger Lewis. [International Review of Research in Open and Distance Learning]
10:23:19 AM Google It!.
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The Hybridisation of Higher Education in Canada.
Canada's postsecondary institutions are becoming increasingly involved
with technology enhanced learning, generally under the rubric of
distance education. Growth and activity in distance education stems
from rapid developments in communication and information technologies
such as videoconferencing and the Internet. This case study focuses on
the use of new technologies, primarily within the context of higher
education institutions operating in Canada's English speaking
provinces. Capitalising on the interactive capabilities of "new"
learning technologies, some distance education providers are starting
to behave more like conventional educational institutions in terms of
forming study groups and student cohorts. Conversely, new
telecommunications technologies are having a reverse impact on
traditional classroom settings, and as a result conventional
universities are beginning to establish administrative structures
reflective of those used by distance education providers. When viewed
in tandem, these trends reflect growing convergence between
conventional and distance learning modes, leading to the hybridisation
of higher education in Canada. By Douglas Shale. [International Review of Research in Open and Distance Learning]
10:22:39 AM Google It!.
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The Development of Social Climate in Virtual Learning Discussion Groups.
As the educational use of computer mediated communication (CMC)
increases there is growing interest among researchers as to social
processes evolving within the varied models of group work using
Internet, e.g., special interest groups, topical discussion groups,
discussion forums attached to virtual courses, and learning
communities. In this paper we present a synthetic summary of five
studies that explored social climate issues in synchronous and
asynchronous online activities in academic courses, focusing on the
following questions: Does a social atmosphere develop in online
learning discussion groups? What are the different modes of social
interaction are manifest in online learning discussion groups? What is
the role of the virtual teacher with regards to the social climate in
online learning discussion groups? Discussed are the implications of
these five studies\\' on the design of
virtual-learning-discussion-groups, and the results for the
characterization of teacher moderation functions. By Avigail Oren,
David Mioduser, Rafi Nachmias. [International Review of Research in Open and Distance Learning]
10:20:25 AM Google It!.
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Technical Report: Chat and Instant Messaging Systems (synchronous): Report 3 3.. [Previous reviews of chat and IM systems are presented in Reports 6 and 14 in this series.]
A
further set of four text-based instant messaging (IM) products was
evaluated: ATandT Anywhere, Parachat, Sonork, and Yahoo Messenger, all
available at no cost. Yahoo Messenger was judged to be the most
effective of the three products for use by distance education (DE)
teachers and students, being compatible with most common operating
systems and accommodating up to 50 chat room participants. Yahoo
Messenger also possesses integrated audio and video capabilities.
ATandT Anywhere is an efficient product, which supports Windows-based
operating systems only. Parachat (Basic version) is a basic, browser
accessed chat board without instant messaging (IM) capabilities. By
Brian Ludwig, Krista Pocente, Jon Baggaley, Patrick J. Fahy. [International Review of Research in Open and Distance Learning]
10:19:04 AM Google It!.
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Technical Notes: Chat and Instant Messaging Systems (synchronous): Report 2 3.
This study extends the earlier review of online chat systems (Report
6), by reviewing a further seven products that provide text-based
instant messaging (IM). The functionality of these products in distance
education contexts is stressed in relation to their comparative costs,
complexity, control, clarity, technical framework, and other functional
options. By Ellen Kinsel, Merv Roy, Hartley Waldman, Donna (M. M.)
Woloschuk, Patrick J. Fahy. [International Review of Research in Open and Distance Learning]
10:17:57 AM Google It!.
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Technical Notes: Online Video Conferencing Products.
This is the first in Athabasca University's series of evaluation
reports to feature online Webcam and video conferencing products. While
Webcam software generates a simple visual presentation from a live
online camera, video conferencing products contain a wider range of
interactive features serving multi-point interactions between
participants. In many online situations, the addition of video images
to a live presentation can add substantially to its educational
effectiveness. Ten products online services are reviewed, supporting a
wide range of video-based activities. By Pam Craven, Brian Keppy, Jon
Baggaley. [International Review of Research in Open and Distance Learning]
10:17:10 AM Google It!.
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When is a Learning Object not an Object: A first step towards a theory of learning objects.
For some, "learning objects" are the "next big thing" in distance
education promising smart learning environments, fantastic economies of
scale, and the power to tap into expanding educational markets. While
learning objects may be revolutionary in the long term, in the short
term, definitional problems and conceptual confusion undermine our
ability to understand and critically evaluate the emerging field. This
article is an attempt to provide an adequate definition of learning
objects by (a) jettisoning useless theoretical links hitherto invoked
to theorize learning objects, and (b) reducing the definition of
learning objects to the bare essentials. The article closes with
suggestions for further research and further refinement of the
definition of learning objects. By Mike Sosteric and Susan Hesemeier. [International Review of Research in Open and Distance Learning]
10:16:10 AM Google It!.
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Quality Standards in eLearning: A Matrix of Analysis.
Most institutions of postsecondary and higher education are creating or
adopting quality statements, standards, and criteria regarding their
niche of the "eLearning enterprise." In doing so, they have a tendency
to reinvent the wheel. This article summarizes current published
quality standards in the US, and analyzes and organizes them into a
nine-cell matrix. It concludes with discussion of emerging issues with
respect to the nine standards-areas.
Key Terms: ELearning,
online learning, Web-based learning, quality standards; development,
delivery and support of online learning By Jia Frydenberg. [International Review of Research in Open and Distance Learning]
10:15:14 AM Google It!.
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Technical Notes: Whiteboard Products.
A common feature of online collaborative methodologies is the
whiteboard, a tabula rasa type area in which participants can share
simultaneous applications and learning experiences. The current report
is the first in this series to examine a range of whiteboard
technologies specifically. Some are available in stand-alone freeware
products such as Groupboard, while others are components of
license-based packages such as VClass and WebCT. The whiteboard
features of these three products are reviewed. By Nolan Cox, Cindy
Hoyme, Neil Martindale, and Liz Morch. [International Review of Research in Open and Distance Learning]
10:14:21 AM Google It!.
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Technical Notes: Integrated Course Delivery Packages.
This report contains updates of three products: Elluminate, LearnLinc,
and Wimba. Each features audio communication, both asynchronous and
synchronous, and has been selected for this report to complement the
preceding review of Internet audio products. The three packages also
contain integrated applications for online, classroom-like, educational
activities and discussions. A fourth service, Ed2Go, offers online
tutorial facilities similar to those provided by the Elluminate vendor.
The four reviews are offered as examples of the many products now
offering integrated applications of this type. By Judy Annis, Tracy
Hensel, Patricia Lundstrom, and Richard Jones. [International Review of Research in Open and Distance Learning]
10:13:42 AM Google It!.
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Research Notes Article: Bridges to Effective Learning Through Radio.
Indira Gandhi National Open University has been allotted 40 FM radio
stations from which to broadcast educational programmes for the benefit
of students and general public in India. These FM radio stations,
delivered through the Gyan Vani network, cater to learners seeking to
gain knowledge in the areas of basic, primary, higher, and extension
education. Radio programming covers various subject areas. It is
anticipated that the opening of India's airwaves will prove beneficial
to the nation's general population, thus fostering the democratising
principals of empowerment, advocacy, and community participation. This
study examines the results of a survey conducted to obtain feedback
from a representative sample of the Gyan Vani network's projected
audience. The survey focused on audience's perceived need for a radio
channel dedicated exclusively to educational programming; it also
provided an opportunity for respondents to suggest possible programme
content and formats. Respondents, in general, indicated that they
looked towards the network Gyan Vani to fulfil personal and educational
goals by offering certified vocational courses, coaching for entrance
exams, updated information on careers, courses, etc. By Usha Chandar
and Ramesh Sharma. [International Review of Research in Open and Distance Learning]
10:12:37 AM Google It!.
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Learner Support Services for Online Students: Scaffolding for success.
A critical component of an effective retention program for online
students is a learner support services program. While many factors
contribute to attrition, at the top of the list are level of
interaction and support. To this end, some students in distance
learning programs and courses report feelings of isolation, lack of
self-direction and management, and eventual decrease in motivation
levels. This article describes the types of learner support services
strategies that can effectively address these retention challenges.
Examples from Western Governors University (WGU) are provided to
describe these strategies in action.
Key terms: learner support,
online learning, scaffolding, self-directed learning, isolation,
learning community, advising By Stacey Ludwig-Hardman and Joanna C.
Dunlap. [International Review of Research in Open and Distance Learning]
10:11:28 AM Google It!.
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Second Language Acquisition Theories as a Framework for Creating Distance Learning Courses.
Moore and Kearsley (1996) maintain distance educators should provide
for three types of interaction: (a) learner-content, (b)
learner-instructor, and (c) learner-learner. According to
interactionist second language acquisition (SLA) theories that reflect
Krashen's theory (1994) that comprehensible input is critical for
second language acquisition, interaction can enhance second language
acquisition and fluency. Effective output is necessary as well. We
reviewed the research on distance learning for second language learners
and concluded that SLA theories can, and should, be the framework that
drives the development of courses for students seeking to learn
languages by distance technology. This article delineates issues to
consider in support of combining SLA theories and research literature
as a guide in creating distance language learning courses. By Eileen N.
Ariza and Sandra Hancock. [International Review of Research in Open and Distance Learning]
10:10:54 AM Google It!.
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Site Profile: the Sofia Project. "The Sofia project is an open content initiative launched by the Foothill - De Anza Community College District with funding support from The William and Flora Hewlett Foundation. Under the leadership of Foothill College, Sofia promotes faculty and institutional sharing of online content. Modeled after MIT’s OpenCourseWare Initiative, Sofia encourages the free exchange of community college-level materials on the World Wide Web. It
is our hope that Sofia will lead to the exploration of ways of
supporting instruction and student learning using web-based resources."
I've been tracking the
development of the Sofia project for several months and I'm pleased to
see the initial offering of eight courses in the Sofia Course Gallery (http://sofia.fhda.edu/gallery/):
Creative Typography, Elementary Statistics, Physical Geography,
Enterprise Network Security, Introduction to Java Programming,
Introduction to Macromedia Flash, Musicianship II, and Webpage
Authoring. The course materials are well constructed, well organized,
and effectively presented; they should be of value to both instructors
and to self-study students. JH
[EduResources Weblog--Higher Education Resources Online]
9:36:51 AM Google It!.
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© Copyright 2005 Bruce Landon.
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