'Online Learning' Category
With the advent of new programming that allows web applications to interact with each other, mashups are becoming more complex as well as flexible. Schmapplets.com’s map-text-image mashup is quickly becoming one of my favorites. It pulls in maps, directory information, and user reviews to create fun, interactive maps and virtual tours of many of the world’s cities. What makes it even more unique is that you can create your own virtual tour, or “schmapplet,” and share it on the web with the world.
Here are a few examples of Schmapplets:
Walking tours of famous cities. The city map guides you, and as you mouse over the locations, you get photos and text for a nice virtual tour. Unfortunately, there is no audio… yet.
Locations of restaurants in certain districts of cities. Are you looking for a Moroccan restaurant in Tribeca? There’s probably a schmapplet that will help you find it. Here’s Josh Hubbard’s Guide to Boston: http://www.schmapplets.com/joshatbc/199/
Reviews of restaurants and shopping: People can post reviews. You can post your own review of restaurants. For example, here’s Simon Mildenberg’s reviews of NYC restaurants: http://www.schmapplets.com/simon.mildenberg/213/
What makes schmapplets different than, say, hotels.com, is that you can even post a photo and more information. A word of caution, though – the experience is only as good as the data that underlies the experience. Out-of-date and incorrect information render a tourguide pretty useless. This could be a problem for Schmapplets – they need to have a dynamic database rather than a static one. I am hoping that dynamic database is exactly what they have.
Create your own virtual tour. This is what I like best about schmapplets.com. It’s a great mashup because it gives me the chance to create a virtual tour that’s visually attractive, easy to follow, and easy to use. The only downside is that the detailed maps (from google maps) are only available for a limited number of places, and so it’s hard to take a tour outside the boundaries of the premade map.
For example, I wanted to do a tour of Oklahoma oil and gas exploration and production, but was not able to go outside the boundaries of Oklahoma City. I did a “work-around” and put in stops in downtown Oklahoma City, but I actually described something else. I am sure it will confuse people, but I could not think of any other way to describe something 50 miles east of Oklahoma City.
Here’s my schmapplet, Oil and Gas Exploration in Oklahoma, located here: http://www.schmapplets.com/beyondutopia/1267
The possibilities of schmapplets underscores the reality of Web 2.0. The fact is, most people are expecting interactivity and functionality in their web experiences, and e-learning programs that do not include Web 2.0 experiences will begin to annoy and bore their students.
Posted by Susan Nash.
This week’s interview is with Burks Oakley, trailblazer in online learning programs, who has received numerous awards and accolades, including ones received from the Sloan Consortium.
What is your name, and what is your involvement with e-learning?
My name is Burks Oakley. I have been involved in the e-learning field since the late 1980’s. I currently am a Visiting Research Professor at the University of Illinois at Springfield, and in this capacity, I teach an online class and I am involved in research about online education. I also work as a consultant in the field of online learning, and give a number of faculty development presentations and workshops on college campuses throughout the country. I’m technically a Professor Emeritus of Electrical and Computer Engineering at the University of Illinois at Urbana-Champaign, which is a nice way of saying that I am a retired engineering professor.
How did you get interested in distance education?
I actually was an award-winning classroom teacher in a former life (a long time ago). When students began to have access to PC’s in the late 1980’s, I developed some stand-alone software to help improve student learning in my on-campus class on electric circuit analysis (I worked as an electrical engineering professor at that time). The success of this software led me to develop a networked version, where the students could submit homework over the Internet (using FTP) and get instant feedback on how well they understood the concepts. In the Spring 1994 semester, I added asynchronous computer conferencing to this, so that students could contact TA’s or other students online and ask questions if they were having difficulties. All of this experience helped land me a position in the office of the Vice President for Academic Affairs at the University of Illinois, and when the Vice President started a university-wide initiative in the area of online education (what you are calling distance education), she asked me to direct it. And I worked as the Director of the University of Illinois Online initiative for the next ten years, assisting the three campuses of the University of Illinois (Chicago, Springfield, Urbana-Champaign) develop their online programs. So you can see that I sort of got into this field in a round-about manner.
What is your favorite new trend in distance education?
Without a doubt, my favorite new trend is Web 2.0 and all of the Web 2.0 technologies that we can use to improve student learning. For example, I have my students post their introductions in a class wiki, I have asked them each to start a blog where they can reflect on their learning, and I produce weekly podcasts for the class, in which I summarize our discussions and highlight important points.
What is your favorite technology?
Wow, that is a tough question. Do I have to pick a favorite? I assume that you mean among all of the many technologies that are used in the e-learning field. I’ll re-phrase your question – what is the one Internet technology I wouldn’t want to do without? OK, Susan, if that is what you want to know, my answer would have to be Google. I use Google multiple times each day – and more and more, it isn’t just the search feature of Google, but it is the personalized Google page at iGoogle, having my calendar in Google Calendar, blogging using Blogger, creating web pages with Google Page Creator, collaboratively authoring documents in Google Documents, reading and sending e-mail using my Gmail account – well, I could go on and on. Why didn’t I buy Google stock when it was only $100 per share?!!!!!!
What kinds of instructional materials do you use in elearning?
I guess that I am fairly traditional here. I use webpages for handouts (and I still author them in Netscape Composer, version 4.8 from 2002), PDF files (see more below – a great replacement for textbooks), and I use Blackboard for the weekly discussions in my online class. As I just mentioned, I also am podcasting for my online class, and I use a blog to distribute the RSS feed for this podcast series. Oh, I guess I also produce some short PowerPoint presentations with audio, and I use Impatica for this purpose. One other thing that I do in my online class that is somewhat unique – I attach a thumbnail photo to each and every one of my postings in Blackboard, so that the students see me as a “real” person, rather than an anonymous instructor in cyberspace. I have a small digital camera, and take photos of myself everywhere – at a conference in Florida, on the golf course, in my home office, and so on. So they get to see me in my everyday life, which I think helps build our learning community, something that is so very important in any online class.
How do you use textbooks in e-learning?
Susan – I actually don’t use any texts in the online classes that I have taught. For example, this semester I am teaching a course called “Internet and American Life”. In this class, we are exploring the many ways that the Internet is impacting our lives in the United States today, and the laws and public policies that are related to the use of the Internet. The course is based primarily on publications from the Pew Internet and American Life Project (see: http://www.pewinternet.org/). And we supplement this material with current articles from various online sources – ranging from the NY Times and the Washington Post to blogs written by Internet experts. The nice thing about this course is that it is so relevant to the lives of the students – so we use the principles of social constructivism – and the students do a lot of searching on their own to find relevant articles.
What is your favorite quote? Or, what book that caught your eye recently?
One of my favorite quotes is from Larry Ecton, of Summit Electric Supply in Albuquerque, NM. He said “In times of change, learners inherit the earth, while the learned find themselves equipped to deal with a world that no longer exists.” For more of my favorite quotes, visit my website at:
http://www.burksoakley.com/quotes.html
Burks Oakley was interviewed by susan.
Today’s interview is with Garth Wigle, who is involved in training for Canada’s air navigation systems.
What is your name, and what is your involvement with e-learning?
Garth Wigle. I am an education specialist with Canada’s air navigation service provider looking for new ways to deliver training to a workforce of approximately 5000 people that is deployed throughout the country from coast to coast to coast. I initially became involved in e-learning as a way to continue my own edification while working shifts and traveling extensively.
I completed my Master of Arts via a combination of face-to-face and asynchronous e-learning. I also now facilitate online in a Bachelor of Education in Adult Education program with an Ontario university.
As a result of these activities, I suddenly became the “e-learning expert” in the company, hence my current focus on locating and implementing appropriate new learning technologies for training air traffic controllers, flight service specialists, and electronics technologists. My most recent project has been the acquisition and implementation of a virtual classroom platform to allow us to engage in synchronous e-learning activities.
How did you get interested in distance education?
My first foray into distance education was 30 years ago via a “snail mail” correspondence course as part of a Bachelor of Science degree in Physics.
The program was completed largely via audiocassette and mailed in assignments. The only face-to-face component would have been the required lab work. Needless to say, the long lag time between submitting assignments and receiving feedback made it difficult to stay motivated to complete the work in a timely fashion. With the advent of the Internet and the near real time communication capability of email, distance learning became a much more engaging prospect for me. Since 2000, I have garnered considerable experience both as a learner and as a facilitator in asynchronous e-learning environments.
What is your favorite new trend in distance education?
I am becoming intrigued with the idea of mobile learning: using personal audio/video devices, cell phones, PDAs, etc. to deliver just in time knowledge nuggets to people as they need them.
What is your favorite technology?
At the moment, I would say my favourite technology is the virtual classroom as it allows us to combine the personal interaction of face-to-face learning events with many of the advantages of computer-based training (e.g. reduced travel costs, engaging interactivity).
What kinds of instructional materials do you use in elearning?
In my asynchronous work I generally use assigned readings, asynchronous discussion boards, assignments, and some small group work. In the computer-based training or synchronous e-learning packages I use a combination of assigned readings, audio-visual aids, application sharing, polling, quizzes, group work, assignments, and discussions.
How do you use textbooks in e-learning?
For me, textbooks have always been additional resources in any learning environment whether online or face-to-face. In the e-learning environment textbooks may be either hard copy or electronic, but they are still resources for additional information beyond what is provided in the lesson itself. They are one place learners may go to help them make sense of the new knowledge or skill they are learning.
What is your favorite quote? or, what’s a book that caught your eye recently?
My favourite quote, and one that is perhaps foundational to my personal philosophy as an adult educator, is from Einstein: “I never teach my pupils. I only try to provide an environment in which they can learn.”
Interviewed by Susan Smith Nash.
Welcome to a series of interviews with e-learning and distance professionals. This week’s interview is with Leah Piatt, Duke University, who is involved in corporate training and adult education.
What is your name, and what is your involvement with e-learning?
Leah S. Piatt. Relatively new to corporate training and adult education, I’ve been leading the way in our departmental work with e-learning. I’ve worked with Elluminate. I’m eagerly awaiting the day when I will get to actually moderate a class using this tool.
How did you get interested in distance education?
Some of our participants live and work an hour or more away from our training facility. We’re really trying to alleviate travel and time obligations. I anticipate that e-learning will also help with the number of instructor lead classes we teach and bring about a more blended learning approach.
What is your favorite new trend in distance education?
I love the idea of continuing education via distance education. This could open up the amount of guest speakers we have both by eliminating travel time for the speaker as well as allowing someone who’d missed the session to hear the recording and view the presentation later.
What is your favorite technology?
Elluminate
What kinds of instructional materials do you use in e-learning?
Power Point, Word, clip art, Snag-It, Captivate (soon, hopefully).
How do you use textbooks in e-learning?
We don’t use textbooks, rather participant guides and job aids. These can be emailed before the session begins or converted to power point.
What is your favorite quote? or, what’s a book that caught your eye recently?
quote: “While you teach, you learn.” — based on the words of Seneca the Younger, 4BC-65AD
book: The Primal Teen: What The New Discoveries About the Teenage Brain Tell Us About Our Kids — Barbara Strauch
“Minimizing” is in, and “supersizing” is out, according to a new report from the Hartmann Group called “Portion Control from a Consumer Perspective.” One can’t help but wonder if this is viral, which is to say that a meme is afoot. If so, we’ll see huge changes in the way that virtually everything is perceived. Minimizing, streamlining, “portion control” — not just in terms of obesity, but also in terms of code, in the bulk and heft of products.
Soon, the learning management system as we know it — the “super-sized” version — could be replaced by smaller, easier-to-digest presentations.
Translated into the e-learning, the “meme” or “viral trend” could mean that consumers will want:
a) small bite-sized downloadable chunks (audio and/or video);
b) discussion boards that are accessible via smartphones and handhelds; with posts possible via e-mail;
c) “lite” or transparent structure, without the labyrinth of endless clicks,
d) no more bulky authentication, and the need to download plugins ranging from java to activeX.
Here’s what the Hartmann Report had to say about food, which seems to be a perfect metaphor for e-learning products. Consumers are most daunted by portion-control while dining out, says the report, and by personal notions as to what constitutes a “normal” serving. Subsequently, consumers are seeking greater variety and quality in single-serve packaged goods as well as more individualized attention from supermarket food courts and deli’s.
If you’re interested in the original report that gave rise to this meditation on the nature of memes and how they may translate to other fields, here’s a link to the report. The Hartmann Group’s report examines food service preferences from a behavioral viewpoint and provides insights for manufacturers, restaurant operators and retailers who work with consumers on moderation. One chapter examines the relationship between consumer demand for single-serve or portion-controlled products, and retail and manufacturing’s response to the demand.
Here’s a link to wikipedia’s entry on “viral video.”
Posted by Susan Smith Nash.
An effective online learning utilizes both behavioral and cognitive psychology in order to create a learning environment that results in the mastery of basic concepts and facts, an ability to synthesize information, integrate and relate it to life and personal experiences, and to work with and apply new knowledge in new contexts and settings so that deep learning takes place.
Behavioral Psychology:
Premise: The underlying attitudes and beliefs in a person will manifest as behaviors
The online course consists of a series of behaviors. These behaviors consist of a) going to the site; b) contacting instructor and/or student; c) doing online research to make connections; d) applying knowledge to one’s life, then reporting on it (a paper or discussion board entry)
Behavior is determined by outcomes/consequences — the behavior of the student online will be determined on what he/she perceives to be the consequences of actions. One positive “consequence” is the receipt of feedback.
Knowledge is manifested in behavior (correct answers)
Behavioralism/Objectivism: Objectivism has value in an online course because it allows a strategy for creating categories and organizing principles so that the student has a framework the knowledge being acquired. For example, a behaviorist approach can be used in developing multiple-choice or true-false tests, particularly when it is important to be able to identify images, etc. or to be able to organize facts and figures.
Method:
Content presentation — the website should be organized in a way that encourages the student to be able to classify and categorize knowledge, to place it in a framework, and then to make connections, compare and contrast
Question is put to student — Questions deal with identification, classification, timelines, and comparisons of data
Student is told if answer is right
Positive reinforcement for right answers
Cycle is repeated for wrong answers
External truths and knowledge exists for learners to memorize
Teacher control
Students learn to categorize and classify
Cognitive Psychology:
Premise: Learner is positioned as an active processor of information.
Active engagement: The student will be asked to not only read from the book or the website, but also to actively become involved in additional research. The learner is also asked to engage in analytical tasks that have to do with processing, evaluating, assessing, and creatively transforming information.
Emphasis on internal mental states: a) emotional states — the student is asked to respond, react, and report on the material; b) memory — the student is asked to recall information or experiences and to reflect upon them with respect to new information; c) connections — the student is encouraged to make connections, and thus by relating material to other knowledge bases, the student is able to achieve deep learning — learning which will be useful in the student’s life.
Realistic context: Considers perspective and knowledge of student. Various points of view are always considered, and inclusion is a goal.
Constructivism (Active learning, Adult learning):
Methods vary:
Encourage knowledge formation — Reading, researching, discussion with instructor and other students
Process is different for each student — Students are not required to do their reading / research / thinking tasks in any particular order, but are asked to think about the implications of the knowledge and to apply them to a practical situation.
Self-directed exploration– Students have choices in the topics they explore and write about
Discovery learning — Learners are are asked to actively engage in their own explorations — either via the Internet (clicking on links, downloading journal articles), or via their own life / work travels.
Construction of concepts, schema and mental models — The website is structured in a way that gives a visual guide to some of the concepts and paradigms being constructed and explored.
Truth and knowledge is constructed by students based on perspective and experience — Journals and final projects allow students to explore this; research that builds on experience also reinforces it.
Instructor observes, coaches and facilitates — The instructor is coached in the most effective methods and approaches to use when working online — rapid response; quick turnaround; positive guidance; additional suggestions (re: websites, resources, articles); interesting topics that relate to student’s interests and goals; good guiding questions
Students create meaning — they can do this either in their own work, or via collaborative work so that their findings are mediated, and one can become aware of some of the cultural constraints to knowledge / knowledge formation.
Both approaches, cognitive and behavioralism, can be successfully employed in an online course. The most effective programs incorporate both, and also acknowledge the need to accommodate learning styles.
Posted by Susan Smith Nash
I am truly amazed by the amount of cynicism directed by some readers toward e-books, as if their existence were a conspiracy to render traditional books obsolete in the spirit of Fahrenheit 451. Much effort has gone into comparing e-publishing to traditional book publishing, conveniently summarized in Wikipedia’s entry on e-books. An Internet search for “Will e-books succeed?” brings up numerous articles and even blogs dedicated to the concept. Avid e-book readers defend their e-practice in commentaries to rants. Whether individuals express preference or aversion toward e-books, there are numerous reasons related to lifestyle preferences, as well as personal views on technologies, learning methods, and pleasure reading. Some people yearn for a familiar kinesthetic page-turning experience, whereas others readily accept that paperbacks no longer require paper.
The problem with the e-book/traditional book debate is that e-books have evolved but common perceptions of them have not. Most people are familiar with e-books only as electronic versions of their logocentric counterparts. For example, consider Powerhomebiz’s “Top Ten Reasons Why EBooks are Better than Printed Books.” This list offers ten convincing reasons why businesses should switch to using e-books. However, one of the most critical and defining components of contemporary e-books is barely implied: “You usually get far more than just the book. Most eBooks are sold with bonuses and related information that usually don’t come with the purchase of a traditional book. You might pay the same or even a bit more for an eBook, but you usually get more, too.” What does it mean to get far more? What are these bonuses? Perhaps the author is referring to hot-links to references and the ability to quickly search the entire e-book for a word or phrase (these features are noted subsequently in the list). Still, the definition of e-book seems limited to the traditional text-based approach.
What if we could depart from thinking about books as a collection of words? What if a book could contain video and audio? What if a book could evaluate the reader’s understanding of it? What if multiple intelligences do exist, and what if we could stimulate more well-rounded learning by modifying the definition of “book”? Before I delve any further into absurdities — after all, everyone knows that words live in books, audio lives in radios, and videos live on TVs — let’s fathom to consider what might happen if these media could be happily married, and let’s use psychologist Howard Gardner’s categories of intelligence as a framework for theorizing how this might impact learning.
Verbal-linguistic intelligence has to do with words, spoken or written. Traditional books cater to this type of learning, thus it carries over to e-books. However, in e-books this kind of learning might be enhanced with audio. For example, what if a reader could click on a word to hear how it is pronounced, or roll over a glossary definition to hear it read aloud?
Related to verbal-linguistic intelligence is musical intelligence, where a person learns aurally through rhythms. What if book text could be instantly turned into a lecture, so the reader could actually listen to the content? What if a reader could click a button to hear a clever rhyme, supplemental to the text, designed to help him or her remember a concept?
Bodily-kinesthetic intelligence deals with muscle memory and learning by doing, rather than by reading or hearing. Imagine if a student could read about architectural concepts, and then follow step-by-step videos to build projects (and have the ability to pause the videos when necessary). Similarly, a dance student might find it more useful to observe and follow an instructional video embedded within a dance theory e-book, than to read about all the physiological and qualitative details of specific exercises.
Spatial intelligence is similar to bodily-kinesthetic intelligence, because it involves learning through visual aspects. People with good visual memory might benefit from embedded videos in e-books just as people more oriented toward bodily-kinesthetic intelligence, since videos potentially offer more sensory stimulation than reading alone. I say “potentially” because learning stimulation is difficult to quantify and is subjective. It is possible to be emotionally or even physically moved by written text, as people more attuned to verbal-linguistic learning might attest.
Considering these four kinds of intelligences — verbal-linguistic, musical, bodily-kinesthetic, and spatial — and assuming that people learn through different means (how many times have we heard people say, “I’m more of a visual/aural/kinesthetic learner”?), it becomes evident that if we assume the purpose of a book is to instruct, it is better to instruct beyond a monopolistic framework of verbal-linguistic or logocentric intelligence.
E-book adversaries might argue against my point by saying that not every book is meant to instruct in a traditional academic sense. Some books are meant for pleasure reading. Well, consider this: book sound effects. Imagine that you’re reading a murder mystery, and the protagonist enters an abandoned house where a violent crime took place. You hear a door squeak and distant footsteps that fade away. You continue to read about how the protagonist explores the room. Suddenly, you hear blood-curling scream comes from the next room. The benefit of this type of reading for pleasure or entertainment is that the reader can still imagine what is taking place; the sound effects work to further stimulate the imagination. An obvious problem would be synchronizing the sound effects with the text. This could be fixed if the text rolled like a movie, and the reader could set the speed. The only traditional books I’m aware of that currently have sound effects are children’s books, like Sounds of the Farm by Gail Donovan where the reader can press buttons to hear how animals sound, but the sound cannot be associated with specific parts of the book except through the possibility of textual command to the reader to push a button.
Thus far, I have argued that diverse reading experiences could be enhanced through the integration of aural and visual stimuli with traditional text-based books. However, I have only touched upon four of Gardner’s original seven intelligences. If, by this point in the article, anyone still doubts that e-books can theoretically offer a more comprehensive learning experience than traditional books, I firmly believe any hint of skepticism will be erased after exploring what e-books could potentially do for the remaining three intelligences.
The notion of self-reflection is a dominant theme in contemporary education theories, and was identified by Gardner as intrapersonal intelligence. Interaction with others is interpersonal intelligence, in which learning occurs through discussions and participation in group activities where a person directly encounters others’ perspectives. E-books have the ability to stimulate self-reflection and group interaction if they could be integrated with online learning platforms, thereby facilitating online discussions and journal-keeping. Furthermore, while students can self-reflect on a traditional book by making lengthy notes in a separate notebook, what if in an e-book it were possible to highlight text, type notes in a pop-up window, and even link notes to text?
Last but not least is logical-mathematical intelligence, which deals with logic and reasoning. Traditionally, instructors have been responsible for assessing students’ understanding of course concepts. But what if a student could take e-quizzes and get immediate feedback on his or her comprehension? This would certainly help students know what they needed to review before class or prior to an exam.
So, what if we stopped thinking of e-books as electronic versions of the same book you could pick up at your neighborhood bookstore? What if instead they were dynamic learning environments that addressed all seven of Gardner’s multiple intelligences, and thereby provided a more engaging and meaningful learning experience to readers?
Xplana Learning has assumed a leadership role in the development of e-books and online learning platforms, and has indeed redefined e-books in order to maximize usability and engagement, rendering learning through XplanaBooks far more comprehensive than traditional books and other e-books on the market. In the above examples, Xplana answers the question “What if e-books could?” as “Yes, our e-books can.”
In the great e-book debate, it’s time to stop worrying about whether e-books are going to replace traditional books. This argument, in my opinion, has no substance, as individual preference for reading medium is largely dependant on lifestyle. Secondly, e-books are venturing into a new realm that oversteps the limitations of traditional text-based books. We should be able to appreciate what e-books can add to the learning experience, and consider how we can continue developing e-books in relationship to contemporary educational theories in order to maximize learning outcomes.
Architecture student Kim was a senior who needed to take three upper-level courses in her major and one elective to complete her degree. She consulted with some of her friends to find out what they thought was the least challenging elective. The word in the dorm was that the school’s “Beatles” online course promised an easy A.
“The instructor sends you his lecture notes, and you just have to look at them when you’re doing the quiz. You’re not supposed to use any materials, but everyone does it.”
“You never have to go to class, and the only days you need to worry about are the three quiz days. You take the quiz from home.”
“My roommate helped me do the quizzes last semester. I would print out an extra set of lecture notes, and she’d take the odd number questions.”
The “Beatles” course was exactly what Kim was looking for. She enrolled. That semester, she spent no more than six hours of her life memorizing her instructor’s notes and regurgitating that information for the online 30-question multiple choice quizzes. She printed out lecture notes for herself and her roommate, who had agreed to help due to the 45-minute time limit.
Professor Rogers who taught the popular online “Beatles” course had decided to impose the rigid time limit after entire classes were passing with A’s. He had originally allocated a full regular class time of an hour and fifteen minutes for each quiz. Although Rogers made his students sign an honor code of conduct (via email) that they would not use notes during the quizzes, he quickly learned this was happening through course evaluation comments from more honorable students.
By the time Rogers realized there was a problem, his open-enrollment course had gained such popularity that over 300 students were enrolling in it each semester. He felt overwhelmed. How could he possibly monitor the ethical behavior of each student? He consulted with Chair Rodriguez of the Music Department. Rodriguez knew little about online education, and proposed that lessening the time to 45 minutes might be the solution, as it would encourage students to study more before each quiz. The result was an increased percentage of roommates and friends in the game of tag-team quizzing.
The fact of the matter is that when Professor Rogers tried to force learning upon students, those who did not wish to learn the materials found a solution, albeit unethical, to pass the class with flying colors. Students who followed the rules and spent time learning the materials, and took the quizzes without any notes or help from friends, routinely received lower quiz scores than those who cheated.
The main problem was that Professor Rogers did not cultivate an engaging learning environment. He believed that everyone who enrolled in his course genuinely wanted to learn about The Beatles. He assumed all students were self-driven learners. He did not take time to explore opportunities for online teacher-student and student-student interactions.
Online discussions and group activities are a critical component of e-learning, just as attendance, participation, and group projects are commonplace in the traditional classroom setting. It is important to remember that students’ interest and involvement in a given subject can be greatly influenced by positive interpersonal communication, even if they’ve come to the course in pursuit of an easy A. Many professors are still new to online education, and it is important for them to understand the variety and flexibility of resources at their fingertips in order to maximize teaching and learning.
Educational podcasts have arrived. Downloadable, automatically updated audio content fits the lifestyle of learners who are taking courses in traditional face-to-face settings as well as via the Internet or mobile devices.
With iTunesU and the debut of the iPhone, the number of individuals who download lectures and other educational audio to mobile devices has skyrocketed. iTunesU, which started rather modestly in 2006, now hosts educational content for dozens of colleges and universities. At this point, more than 10 million downloads have been tracked (iTunesU, 2007). This fall, when most people go to class, the number is expected to reach an all-time high, for those attending face-to-face classes and also those who are taking online courses.
Just how are people using the audio content they download? What is the best use? Now you can weigh in by voting in a poll: http://elearnqueen.blogspot.com
You’ll see the poll if you scroll down the right-hand column. Here are the possible responses to the question, What are the best uses of educational podcasts?
Just-in-time content before test
Listen while driving
Refresh key points, concepts, schema
Entertain with stories, examples, case studies
Podcasts have demonstrated themselves to be very useful for educational purposes because, as opposed to traditional audio files that are accessed from a password-protected website, podcasts allow you to subscribe to the feed and to receive updates and new content automatically.
Professor lecture notes: For large lecture courses in a traditional face-to-face environment, having the ability to download the lecture notes and listen to them again can be quite helpful. For students taking the course at a distance, lecture notes can be invaluable supplements to the text and other instructional materials. The only possible downside is that the audio quality may not be studio-grade, given that the lectures are being recorded in a lecture hall, and there could be ambient noise and variable sound levels.
Textbook supplements: Having podcasts that cover textbook content appeals to students who are audio learners and who remember items and organize them most effectively when they hear them. According to the split-attention principle, the most effective way to deliver audio content is to somehow reinforce it with a complementary image. In this case, one could include graphics or images that could be viewed while listening to the podcast. For example, if the lecture is about the situation in the Middle East, the audio lecture could be accompanied by maps, photographs, and other useful and relevant visual information.
Course topic / related content: What are the goals of the course? What are students expected to do with the information? Ideally, the students learn critical thinking skills and, most importantly, how to apply the information being presented. So, it can be very useful to prepare audio files / podcasts that incorporate current events, case studies, and up-to-date information that relates to the core course information.
Research paper / term paper-related content: Even if students have taken research and writing courses, it is always helpful to guide the way and demonstrate how to be effective with online research, how to write an annotated bibliography, when to look for additional sources, and which citation styles should be used. Having an audio guide can help alleviate anxiety and provide reassurance to help students overcome writer’s block.
Student podcasts: Students often enjoy recording and posting audio in addition to text. It is a perfect opportunity to rehumanize the e-learning space, and posting audio is a way to develop a sense of community.
There are several ways to listen to the content. The way that you use content depends on your equipment, connectivity, and learning preferences.
Just-in-time downloads: Students can download content before a test or class discussion. It helps reinforce knowledge and leads to effective use of short-term or working memory.
Category or Schema-builders: Some podcasts are organized around key concepts and they are very useful because they guide students and help them develop categories for organizing knowledge.
Elaboration: Audio and podcasts often include stories and narratives organized in a way that help students develop an in-depth understanding of the concepts.
Problem-solving: Podcasts that provide examples of how the information is used to solve problems, and which may include analogies or extended metaphors help students make connections. They can then use the information to solve problems or apply the information to experiential learning.
Podcasts that are accompanied by images (either stills or video) can also be used in training in order to demonstrate procedures or in the identification of a condition, person, place, or thing. Some examples can be found in a new resource, available in August from Charles C. Thomas publishers. Entitled Excellence in College Teaching and Learning, the is one of the few books available that covers both traditional and online teaching and learning.
The full potential of educational podcasts has not even begun to be tapped, and the advent of new technologies as well as enhanced infrastructure and bandwidth minimizing programs will also contribute to the popularity of the form. Video (via vodcasts) through youtube, google.video and other services continues to push the envelope and encourage students to collaborate on projects and share ideas.
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