Starting week three with some input is useful (I hope).
The book"Game changers: Education and information technologies" by Educause (edited by Diana Oblinger) contains a lot of information, but is an important stake in the ground of e-Learning. It reports on different new models of how ICTs are being integrated into higher education. Feel free to read some of the chapters that catch your eye, or skim-read here and there, but do take notice of this important publication. The book is a free download.
I have read Chapter 3 of this book. It is amazing. What comes to my mind is that we all need to embrace IT in teaching and learning. This chapter talks about how we can use computer simulations to assist students formulate hypotheses and design their own investigations, how we can use IT in assessments etc. IT in education is really changing things. My major worry is that teachers and students are way below the required skills in today`s IT world. This is why many traditional teachers will oppose IT innovations because they lack the skills. Secondly, I envisage a time when students in future will be too skilled in IT and therefore will be able to manipulate their assessment and cheat exams if everything is to go IT!!
ReplyDeleteMubuuke
I have to agree with you Mubuuke! When I was at school the computer sciences subject only started, I still learned to type on a typing machine etc... The other day we spoke to our neighbours whos children are in a private school here in pretoria and students do research on the internet daily, have almost daily powerpoint presentations to prepare, the communication to parents happen through email and not letters that the students can forget in their bags, performance of students are send to parents regularly, and they say that if you're not friends on facebook with your children you won't "connect" to your child or know what's going on in his life...
ReplyDeleteSo, yes, that is a few things to think about... The question is how electronically skilled and prepared are we as lecturers to receive these students? We'll definitely lose their interest if our subject content and how we present are not up to scratch. All in all we cannot afford to fall behind!
From my learner's point of view: alas, not the same! The chapter on nontraditional learners (5)underpins some of the shortfalls that they experience, and technologically they fall way behind: they do not have access to computers or the internet at home, but they can access the internet at work while they are on the course. For this they also have a limited time, enough to view the podcast and to comment on the discussion board. They all do have cellphones, but airtime is the issue ... :(
ReplyDeleteThe good thing about the Generation Y, though, is that they master the basics easier, so getting them to participate online should not be the biggest issue. I trust!
I
At Medunsa we definitely are dealing with the majority students as you have described, Elna. Majority, but not all. But now to design and develop an e-Learning Intervention taking all this into account - especially students with such diverse skill and background, especially first years. I must agree Elna, this GenY - after the first few months they "shape" so well, and the 2nd year it goes so much better.
ReplyDeleteI think it is easier for the learners by the way to embrace IT. Infact from my experience, students prefer learning using IT today. The real hassle is with faculty who still think that `as it was in the beginning, now and for ever`. Thats where am having issues. The university has made it clear that we must go IT, but some of these old professors cannot hear any of that. They prefer their old routine ways. I think they hate exposing their `ignorance`, and they are tired of learning new skills. Paradoxically, it is these guys who are in positions of making key decisions. I think much as we focus on learners, the lecturers are being neglected. We should not assume that they know because the truth is that they DO NOT KNOW.
ReplyDeleteMubuuke
I guess all Mphil e-Learning participants are in a unique situation in that you can simultaneously experience both sides of the divide. A students you are experiencing the (and the bad) of studying through an e-mediated system, and as lecturers you are designing an e-Intervention. So the important question ta ask is ... What got you exited (as student)? And what made you less scared (as lecturer)?
ReplyDeleteThen do that
The excitable and literature references to e-learning potential and challenges is very motivational. The more you work at it, learn, understand and incorporate e-learning with fair results the faster I dispel fear, ignorance, prejudice, and other academic's egocentric biases. My biggest problem is that it is time consuming to work out strategic protocols for acieving what you want .. facilitation of deep learning in medical students.
ReplyDeleteI agree that facilitating deep learning is (always) time consuming. This makes e-Learning not new in that regard. But you are correct, especially in the beginning it takes more time. One could argue though that the time investment later pays off in that it can save time again.
DeleteWell on my part as a student, e-learning has made my work easier and added flavour to my learning. I do not need to sit down with the lecturer physically for me to learn. The virtual learning environment has made learning interesting that I can continue learning from any where I am.As a lecturer, I got excited because technology has taken higher education to a new level. I wanted to get the skills of directing my students` learning even if am not with them.
ReplyDeleteMubuuke
Thanks for all the comments. Any body else want to add their ideas on how being a student and lecturer while doing e-Learning is useful?
ReplyDelete