Greetings colleagues,
Uhm, this is very embarrassing but I can't get onto the page where everyone's posts are on the sidebar. Where we have to respond. Can someone PLEASE remind me (in idiot's guide terms please).
Or can I just click on the link Lianne set up on Sunlearn?
This is my biggest challenge - technology and I just don't mix! One day my brain manages and the next day it's all gone. Case and point, my current "situation". Knew how to get there yesterday but today there's a blank space where the technological part of my brain used to be.
So if the teacher is this daft, can she really expect the students to fare much better? More importantly how can I assist/advise when I'm this inept myself. Hopefully there is hope for a techno idiot such as myself with the help of this module. At least I've managed to get onto my own blog:)
Here's hoping...
L
Friday 30 September 2016
Thursday 29 September 2016
Good morning everyone
I read the articles by Keiller & Inglis-Jassiem as well as Masters & Ellaway and agree that the student voice is imperative in the planning process of a module. I have quite a few students that are outside if Cape Town and would like to use an online approach to be more interactive with them. These would be more e-learning than blended learning because I only get to interact with them face to face for a six week contact period at the end of their internship for revision and preparation of their board exam.
I have a few question though and these are a few concerns that were also highlighted in the articles:
1. Would a questionnaire and/or survey be sufficient to ascertain their skills pertaining to technology?(perhaps it's a silly question because they are probably more techno savvy than I am but of course it is important to know).
2. What if there isn't the necessary infrastructure at that particular site? Do I look at alternative ways particularly for just that site or do I maintain uniformity throughout and use the same medium for all the students?
3. I quite like the idea of cell phone technology (m learning) because that seems the most accessible route to interact with students but the socio-economic status vary between students so not everyone might have access to a smart phone.
4. How much of the responsibility to participate in an online activity lies with the student and how much "facilitation" is required form the teacher? In the Master & Ellaway article they suggest "handholding" could be counterproductive but that the users should also not be pushed beyond their ability. How does one find the balance?
5. Does one set a time limit on the online activity to ensure that everyone participates within a particular time frame? What if not everyone meet the deadline? Is this then a missed opportunity and they have to take responsibility for missing the deadline and find an alternative means of performing a particular task/activity (refer to number 4)?
My head is spinning at some of the technical aspects of e-learning (quite intimidating) but at the same time I also find that the more I read, the more I learn! Perhaps I'll get clarity from some of the articles on some of the above questions as I read more but in the meantime your input will be much appreciated.
Regards
Liezel
I read the articles by Keiller & Inglis-Jassiem as well as Masters & Ellaway and agree that the student voice is imperative in the planning process of a module. I have quite a few students that are outside if Cape Town and would like to use an online approach to be more interactive with them. These would be more e-learning than blended learning because I only get to interact with them face to face for a six week contact period at the end of their internship for revision and preparation of their board exam.
I have a few question though and these are a few concerns that were also highlighted in the articles:
1. Would a questionnaire and/or survey be sufficient to ascertain their skills pertaining to technology?(perhaps it's a silly question because they are probably more techno savvy than I am but of course it is important to know).
2. What if there isn't the necessary infrastructure at that particular site? Do I look at alternative ways particularly for just that site or do I maintain uniformity throughout and use the same medium for all the students?
3. I quite like the idea of cell phone technology (m learning) because that seems the most accessible route to interact with students but the socio-economic status vary between students so not everyone might have access to a smart phone.
4. How much of the responsibility to participate in an online activity lies with the student and how much "facilitation" is required form the teacher? In the Master & Ellaway article they suggest "handholding" could be counterproductive but that the users should also not be pushed beyond their ability. How does one find the balance?
5. Does one set a time limit on the online activity to ensure that everyone participates within a particular time frame? What if not everyone meet the deadline? Is this then a missed opportunity and they have to take responsibility for missing the deadline and find an alternative means of performing a particular task/activity (refer to number 4)?
My head is spinning at some of the technical aspects of e-learning (quite intimidating) but at the same time I also find that the more I read, the more I learn! Perhaps I'll get clarity from some of the articles on some of the above questions as I read more but in the meantime your input will be much appreciated.
Regards
Liezel
Tuesday 27 September 2016
Greetings fellow classmates and bloggers!
So here we are nearing the finish line with one more module to complete and some (of the lucky few)on the brink of completing their research projects and crossing the stage to graduate in December. Well done to all of you on your commitment and hard work and reaping the rewards very soon.
My journey took a bit of a twist because of a few health issues but I am happy with how things worked out regardless. I believe that this is how things were supposed to work out so am content that I get an additional few months to finish my mini thesis. So I'm taking the scenic route to get to the same destination-point is regardless of how long it takes, I will get to the destination! The end goal of graduating remains the same even if it is later than anticipated originally.
Am trying to work my way through the literature about e-learning and will post some views and questions soon.
Let the conversation begin!!!
L
So here we are nearing the finish line with one more module to complete and some (of the lucky few)on the brink of completing their research projects and crossing the stage to graduate in December. Well done to all of you on your commitment and hard work and reaping the rewards very soon.
My journey took a bit of a twist because of a few health issues but I am happy with how things worked out regardless. I believe that this is how things were supposed to work out so am content that I get an additional few months to finish my mini thesis. So I'm taking the scenic route to get to the same destination-point is regardless of how long it takes, I will get to the destination! The end goal of graduating remains the same even if it is later than anticipated originally.
Am trying to work my way through the literature about e-learning and will post some views and questions soon.
Let the conversation begin!!!
L
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