Materials & Platforms

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This topic contains 5 replies, has 6 voices, and was last updated by  Moira Maley 5 years, 1 month ago.


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  • #19386

    glenn
    Participant

    So it’s week three, were half way through the online OCTEL course and the first task has me globetrotting, learning about mathematics in America, polishing up on my construction site awareness in Australia and zooming back to London to review a patient’s healthcare, all from the comfort of my computer chair.

    I chose to review the following resources:

    Khan Academy’s YouTube video:
    Expected profit from lottery ticket
    http://youtu.be/6vlBOHckmzU

    ElearningExamples:
    Hazard a Guesshow
    http://elearningexamples.com/hazard-a-guess/

    iEthiCS simulation:
    Introduction to the Andy Dufrayne Case
    http://labyrinth.sgul.ac.uk/openlabyrinth/mnode.asp?id=qwnw2gcwnw2gcgxlrdbqajxhqwnw2gc

    What would appeal to different learners?
    The three examples appeal to auditory and visual learners in different ways, Khans mathematics academy, is an amazing resource with mathematical problems explained in as fun a way as is possible with mathematical formulae, I especially liked the onscreen calculator! This approach helps break the mathematics down, and with the ability to pause, rewind and review, I feel it would help learners who stuck working maths problems out.

    For those with little or no interest in maths then they may want to pass the resource by, instead they can learn about Australia’s construction industry and the types of hazard that are best avoided. The gamey style of the cartoon interface would, I imaging appeal to the desired “younger” audience, although they would need an up to date broadband connection and a flash enabled device, no iPad’s allowed!

    For those interested in healthcare, learning about a patients care needs, and enabling “you” to choose the path that care takes is appealing whist reviewing the outcomes on screen rather than in real-life-or-death situations. Yes the interface isn’t as glossy as the previous e-learning examples but the content is key here, it’s a bit like sticking a 4L engine in a mini, it’s what’s driving the car that really matters. In this instance that applies to both the resources and the quality of them, along with the person making the decisions “you”.

    What learners, if any, would they be inappropriate for and why?
    As touched on briefly, I feel those with little or no interest in any of the topics would find the subject matter of all three examples difficult to follow, those with limited time may also find it frustrating to use some of the examples, as in the case of the e-learning “hazard” game, it could be slow to load, I feel it’s also not easy to reset or create a learning path-way.

    How do each of these resources differ from that of the resources we’re using in ocTEL? Do they promote social learning, re-use of their materials, or open access?
    The resources in OCTEL are similar, we have touched on game style resources please see my previous blog entry, and videos be it live in the case of the webinar’s or recorded. These do help promote learning, recorded video I feel is less social unless used as part of a wider task, where everyone posts a clip of a topic or in response to a problem. All of the reviewed resources are re-useable this being of appeal to courseware developers and tutors, with a little tweaking could be slotted into place quite easily on a different site or in a different course if required and if the subject matter is consistent.

    What ways can you see to improve the effectiveness or potential reach of these resources? Effectiveness can be considered as allowing students to work at their own pace and review areas they need to, providing a richer learning experience by expanding the range of expertise which students will confront, or providing a range of materials in different media formats to suit students’ different learning preferences.

    A “common” limiting theme of the resources that I have reviewed is time, they would all take time to consume and process, in the case of the YouTube video and the iEthiCS simulation, this is less of an issue, as the resources can be stopped, re-started and re-visited, The e-learning example was less likely to be re-visited as easily as users would “loose” their learning path, and have to either start again or sit the quiz in one sitting, which may have been the original intention.

    Device accessibility should never be overlooked either, and in the case of the e-learning examples site, lots of the resources are made using flash, which won’t work or display on the iPad or other mobile devices easily.

    I think one overall criticism of YouTube video resources in general is that, there is for me too much choice, unless “some-one” whoever that someone may be, be it tutor, cohort or learning designer, presents the resources based on theme, topic or subject, I feel that users could be overwhelmed with choice and become easily distracted. Let’s face it the Internet is full enough of distractions as it is, and without the guidance of direction, the mind and mouse will wander!

    Comments welcome either here or voa the blog entry ….

  • #19485

    Santanu Vasant
    Moderator

    @glenn – some great observations there, I was going to answer with a longer answer but I think I will just say I agree with your main point about needing guidance. I have found this to be the case. Unless it’s a topic I am interested in, know about and want to learn more, then materials and platforms to me are just noise online. This is my main argument around MOOCs – great, you have all these MOOCs – how many people actually engage with the content?! They don’t serve any learning purpose, in my view, in the same way as the local library is just a local library unless I want a book on pruning roses or learning to code apps. Might be an old fashioned view but unless the materials are designed for self learning (which some MOOCs are not, they are bad pedagogy replicated online, again my view), then a tutor / teacher / facilitator is needed.

    Again, comments welcome!

  • #19574

    James Kerr
    Keymaster

    As adult learners in a MOOC such as ocTEL, we can pick and choose what we want to learn and follow our interests. When we give examples, they are just that; examples. In a more directed or formal learning situation, there may not be as many options for tools or resources, but motivations are different. The course is directed, the learning objective is clearly spelled out. We may not be interested in the example, but we work through it because we have to. Motivation and approaches to learning are tightly connected.

    Viewing videos is passive learning. How can one take that type of resource and remix it into an active learning experience?

    • #21559

      Gary – great suggestions for how videos can be made less passive. Another method of making videos less passive is to break it up with activities e.g. a URL to be visited or piece of text to be read that then informs the rest of the video. Links to poll understanding/agreement, quizzes etc. Since the user can pause the video this is fairly straightforward. For example MediaCore and Panopto allows for questions to be posted, links added, etc that the user interacts with before returning to the video. Another suggested strategy is where a question is raised and each student/learner is expected to add their response to that query alongside the video or if not using MediaCore or Panopto there is nothing to stop a link being included in the video that takes the student to a Google document, etc….

  • #19605

    Gary Vear
    Participant

    AS with everything in learning, it is all down to the approach. I once worked with a colleague who refused to ever use videos in lesson as it was “copping out!”. I would then see him spend 30 mins incoherently stumble through a topic, leaving the learners dazed and confused. A short 5 minute video would have prevented this. If you present the video in such a way that is gives the “I haven’t planned anything, so lets watch this” then it will just be passive levels of learning.

    If one embeds the videos within the discussion or activity then it can become a key tool. When I delivered sessions I would use videos to stimulate discussion on theory, allowing the learners to visualise the ideologies being explored. Using video as a recap tool is also effective. For instance, I would film a groups choreography and upload it to the moodle, allowing them to review the movements at home and help refresh their memory the following week when the inevitably would have forgotten what they did.

  • #21815

    Moira Maley
    Participant

    @glenn – indeed reading your comments which seem an overview by a teacher thinking about the learners’ perspective, has made me reflect on another perspective that impacts on the re-uability of learning objects … the intent of the author.  If one sets about making a generic re-usable object, the product is of a different nature to if you decide to share one that you made for a place in your own teaching.

    In my opinion (at the moment) alot of the you-tube resources would be appealing to students seeking almost a charismatic experience in their learning. Maybe this is part of the online learner’s dilemma that they may lack a real, immediate “leader / teacher” figure and they are seeking an aspect of that in the resources they use!  Whereas if you have an identified leader figure in your f2f learning environment the style of object which will complement that would be different.

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