Perhaps we should ensure that during the students’ education journey digital literacy skills are embedded throughout thus allowing them to be independent of the VLE and able to adapt those skills to whatever unsupported digital world they find themselves in.

Hi Jo and Glenn,
In response to your quote

bank of resources that we could remix as needed,

that sort of exists with open educational resources (OERs) you might want to have a look at the following Jorum [www.jorum.ac.uk] MERLOT [www.merlot.org/] with Creative Commons licences used it is possible to remix as needed. It does require time to look…[Read more]

Moira – it worked like a dream. Thanks.

Colin – thanks for your blog a good starting point of what is open access in the museums and archives world.

Thanks Moira – just the thing I was looking for. I have a timed PPP that I wanted to record in this manner.

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…[Read more]

Colin good blog and the comparisons are indeed useful and elucidates the different motivational factors at play and why that might be the case. Have you ever taken either  learning approach in your studies?

Good point about the adjustment time that is needed by the learner switching to a different learning environment. Interesting to see a cycle of engagement with deeper and surface learning as learners progress through their course. I wonder if others in other disciplines or subjects have encountered a similar pattern?

Moira,
Thanks for your contribution, I tend to flip between the two. On this course I am in the deep learning mode. I like your approach to demonstrating your understanding of this issue, using narrative is a fresh approach.

A great start to the discussion on learner diversity in immersive environments. It would be interesting to note how some of the other immersive environments as well as OpenSim meet some or all of the design decisions points that you have listed.

The balance of informing without overwhelming/putting off potential learners can be a difficult tightrope to traverse. Whilst there is a need for some means for the learner to ensure they have the necessary skills or equipment to enable them to actively participate and complete the course, getting the tone right and how much information is given…[Read more]

Hi Tom, thanks as I wasn’t aware of the term “ipsative assessment” for those new to the educational use of this term see the following blog entry. Would I be wrong in suggesting that others may have come across this in the guise of self-assessment using reflection log where the individual charts where they started and progress made?

Yes I take your point. So how would you judge which technologies (if any) are best fit for which quadrant with the emphasis on ‘enhancement’?

Hi Andy,
Good take away point. Have you been able to identify an activity or event that would benefit from being swapped from its existing location on the model?

Graham,
Thank you for the suggestion about Tapatalk.

Scott – You raise some good points, so the name changes but the underlying issues are still the same: communication and engagement with people (staff/students) and the efficiency and effectiveness of the technology employed. I especially like your quote

I’ve come to understand that a key role of mine is to bridge to networks of practice such a…

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Maha – Each week’s course entry has a Resource section for example week zero .