Week 5: Reflection

Today I learned about how to create a youtube channel and integrate it in education. This info really lead me to create a channel for teaching and learning. So, I can teach my students by using the youtube channel in a very modern and easy way. It may ease the teaching and learning process since all of the students are considered as millennium babies. They are more to computer literate compared to books and teacher’s chalk and talk style.

In addition, I learned about the private settings in facebook.  So far, I have explored a lot about Facebook but still I was in confuse how to keep our movements secrets from students view. Anyway, I have learnt about it. Thanks to Dr.Rosseni’s facilitators.

I would like to integrate these technology aspects into my teaching and learning in order to make some differences in my teaching style.

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OER

Open Educational Resources are defined as “technology-enabled, open provision of educational resources for consultation, use and adaptation by a community of users for non-commercial purposes”. They are typically made freely available over the Web or the Internet. Their principal use is by teachers and educational institutions support course development, but they can also be used directly by students. Open Educational Resources include learning objects such as lecture material, references and readings, simulations, experiments and demonstrations, as well as syllabus, curricula and teachers’ guides (UNESCO, 2002).

Open Educational Resources are resources that are made available online for use or reuse.  Institutions have a wide range of educational resources at their disposal and these are often made available to an internal group of students within a closed learning environment. In order for the materials to be shared with the rest of the world, they need to be made openly available under an open licence, for example Creative Commons. A licence of this kind makes the reuse, revising, remixing and redistributing of materials possible.

There are no restrictions on the type of educational resources concerned. They can be presentations, videos of lectures, e books, or complete open courses. A distinction can be made, however, between the individual learning objects and the resources that are assembled using them.

OERs are learning materials that can be accessed, used, and transformed by anyone, anywhere. There are two main advantages: First, OERs can lower education costs substantially. Second, OERs can also help universities reduce their marketing costs. Open resources have been a boon for recruitment.

Resources

http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CI/CI/pdf/themes/Survey_On_Government_OER_Policies.pdf

http://www.surf.nl/en/themas/InnovationinEducation/oer/Pages/default.aspx

http://www.oecd.org/edu/ceri/38645447.pdf

http://www.guardian.co.uk/higher-education-network/blog/2012/jul/04/open-educational-resources-and-economic-growth

http://creativecommons.org/tag/open-educational-resources

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E-learning Components

The benefits of using some type of E-Learning component in the classroom are endless because instructors are only limited by their imaginations and access to technical support/ability.  Some benefits include increased interaction by the students with the material outside of class (active learning), increased access to materials provided to the students (including primary sources), increased discussion among students and between students and instructor, increased efficiency for the instructor in time management (once the site is established), increased creative outlet for the instructor, and increased freedom for instructor (if allowed by department) to travel or reside away from the home institution.

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E-learning Infrastructure

The term “infrastructure” is highly contextual in its meaning. In e-learning contexts “e-learning infrastructure”, “technical infrastructure”, and “ICT infrastructure” all convey a range of meanings.For the technically inclined, “infrastructure” often describes a bottom “layer” of an architectural description or diagram, indicating network hardware components, communications processes, services and protocols. For others, it can also serve as a label that includes the “applications layers” or even more broadly, the entire platform required to deliver services.

LMS or Learning management system. eLearning infrastructure. At the simplest level, a tracking system. LMS’s range from simple course-by-course registration systems to humongous databases that deal with personalization, learning prescriptions, and job competencies.

Infrastructure Models
There is significant investment in many e-learning communities in developing models
and frameworks of the infrastructure supporting e-learning. The are a few
examples represent both technical and non-technical perspectives.

http://www.jisc.ac.uk/uploaded_documents/Altilab04-infrastructureV2.pdf

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Pedagogy of E-learning

  • e-Learning and collaborative/co-constructive pedagogies go together.
  • The dynamics of classrooms change when e-Learning is part of the regular learning environment.
  • Using collaborative, interactive pedagogies that also foster co-operation, appear to lead to effective learning and better teacher/student relationships over time.
  • Technology in classrooms becomes an effective tool when teachers deliberately use them in relation to appropriate and targeted pedagogical practices.
  • Preventing access in schools to mobile technologies or firewalling some sites does not teach effective and critical uses of these technologies that students have ready access to outside of school.
  • Virtual worlds and gaming have potential in compulsory education. They are already used widely in medicine and aviation and other tertiary learning environments, and are increasingly being used in business as part of research and development, as well as employee induction.

(Means et al., 2009) identified three ways in which learning experiences occur with e-Learning tools/affordances:

  • Expository instruction—where digital devices transmit knowledge, much as f2f lectures do.
  • Active learning—where learners build knowledge through the inquiry-based manipulation of digital artifacts such as online drills, simulations, games, or microworlds.
  • Interactive learning—where learners build knowledge through inquiry-based collaborative interaction with other learners and where teachers can become co-learners and act as facilitators
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Theories of E-learning

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Definition of e-learning

E-Learning “electronic learning” refers to a wide range of applications and processes designed to deliver instruction through electronic means.

According to Holmes, B., & Gardner, J, (2006, p.14) e-learning can be defined as “the use of new multimedia technologies and the internet to improve the quality of learning by facilitating access to resources and services as remote exchanges and collaboration.

Meanwhile, Chuang (2009) explains e-learning as the learning that involves interaction between the individual and technology. The other important part of e-learning that should be noted is that e-learning can happen at any time and at anywhere.

The electronic media that is used to deliver the e-learning programs are: the internet, cd-roms, satellite broadcast, audio and video recordings and interactive TV.

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There are many articles define the e-learning. For an example: http://www.mup.com.au/uploads/files/pdf/978-0-522-85130-4.pdf This article has explained all about e-learning.

 

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