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MOOCs, knowledge and digital economy

Education | 2010. 12. 22. 15:57 | Posted by 스마트 안전보건

This article is a research project by Dave Comier, George Siemens, et al and

deals with Massive Online Open Courses (MOOCs), which means that all knowledge

and information may be done and shared on and online basis.

These videos tell you more about MOOCs.

 

Sometime in June Sandy McAuley, Bonnie Stewart, George Siemens and I decided to apply to SSHRC for funding for researching the place of MOOCs in the digital economy. We did a little work creating videos to allow people to understand what was going on in a MOOC and decide if it was something they might want to do.

We also did a huge write up that you might find interesting

The MOOC Model for Digital Practice responds to the “Building Digital Skills for Tomorrow” section of the consultation paper Improving Canada’s Digital Advantage: Strategies for Sustainable Prosperity by synthesizing the current state of knowledge about Massive Online Open Courses (MOOCs).


See more at davecormier.com

 

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Reflection papers of instructional design and technology

Education | 2010. 12. 18. 03:28 | Posted by 스마트 안전보건

This is my reflection papers of introduction to instructional design and technology

with a book 'Trends and Issues in Instructional Design and Technology'

I divided this book into 5 units. Each unit has several chapters in it and

consists of like below.

Unit 1: Section 1 – Defining the Field (Chapters 1-3)
Unit 2: Section 2 – Theories and Models of Learning and Instruction (Chapters 4-9)
Unit 3: Section 3 – Evaluating, Implementing, and Managing Instructional Programs

and Projects and Section 4 – Human Performance Technology (Chapters 10-17)
Unit 4: Section 5 – Trends and Issues in Various Settings and Section 6

Getting an IDT Position and Success At It (Chapters 18-27)
Unit 5: Section 7 – New Directions in Instructional Design and Technology

(Chapters 28-32)

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Top 10 strategies for a successful E-learning

Education | 2010. 12. 17. 07:48 | Posted by 스마트 안전보건

Many tasks, roles, and tools are required to design and develop robust,

effective e-learning.

By Mark Steiner

 

Today’s wide blend of technologies enables an extraordinary range of cognitive, affective, and social enhancements of learning capabilities. Advances in collaborative learning and experiential simulation enable a variety of guided and inquiry-based learning that cross the barriers of distance and time. Through a mixture of instructional media, learners and educators can experience synchronous and asynchronous interactions.

 

This article focuses primarily on asynchronous learning, specifically constructing self-paced e-learning courses, though these strategies could be applied to a variety of learning design and development situations. Designing and developing robust, effective e-learning is not easy. Many tasks, roles, and tools are required to complete the process successfully. Here are 10 of the fundamentals critical to success.

 
  1. Educate the client on the fundamentals of e-learning. Regardless of a client’s level of e-learning awareness or sophistication, an educational process must occur. This is true whether it is an internal or external client. Even among experienced professionals within this industry, individuals undoubtedly have varying nomenclature regarding roles, processes, and tools. It is essential to educate your client on roles, processes, tools, options, costs, feasibility, and consequences to ensure all parties are operating on similar assumptions and guidelines. You and your client should approach the endeavor as a partnership. Assist your client in realizing what an integral part it is to the process. Build trust with your client by providing it with sensible, honest, pragmatic expertise. However, don’t be afraid to exert control and don’t be afraid to say no. Remember it’s your responsibility to set and control the client’s expectations.
 
  1. Determine the actualtraining need or gap. If training is not the solution to the problem, you are guaranteed to fail. It is doubtful either you or your client desire such an outcome. To help ensure determination of the actual deficiency, perform a thorough analysis, working closely with your client. Begin your analysis with what your client thinks is wrong, then dig deeper, utilizing your previous experiences, education, and intuition. There are a variety of resources that can assist individuals and organizations in enhancing and strengthening their analysis process.
 
  1. Define your process and communicate it, focusing on key review points in the cycle. The design and development of e-learning is often a complicated collision of ideas, tools, roles, people, technology, and desired outcomes. You and your client want predictable results. A well-defined, reliable process is the clearest way to get the desired results. What activities are to occur? When will they occur? Which ones must be completed before other activities can begin? It is important to make your client aware of its responsibilities: specifically inputs, review cycles, and corresponding impacts

 

Mark Steiner is president of learning solutions firm mark steiner, inc. Visitwww.marksteinerinc.com for more information.

Read more at www.trainingmag.com


 

 

 

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This is my grade this semester '2010 Fall'

Education | 2010. 12. 17. 01:24 | Posted by 스마트 안전보건

I took 4 subjects with 11 credits this fall semester 2010 and finally got my grades

for this semester this morning. I got 3 'A' (same as A+ in KOREA) and 1 'pass'

for the internship. What a beautiful morning it is !

스크린샷_2010-12-16_오전_9.11.35.png

 These are what I have done this fall for my first master semester.

http://web.me.com/mndk2b
http://iglassbox.site40.net

http://uncsnl.tk

http://how2do.host56.com

http://how2doproject.tk

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Designing effective instructions (CDT)

Education | 2010. 12. 15. 05:55 | Posted by 스마트 안전보건

I read a book about designing effective instructions by David Merrill.

This is about how you organize and prepare for your presentation or instruction in from of

public. These are the summary of it.

 

Component Display Theory by David Merrill

 

David Merrill has developed a system of instructional design that is called component display theory (CDT) (1983, 1994). There are parts of CDT that are beyond the purview of this book and most FLEs. However, Merrill’s discussion of primary presentation forms can provide a very useful guide in the development of short presentations, extended training, and publications—any form of FLE (Family Life Educator).

A common way to begin would be to share a principle with the learners. Merrill calls this an expository generality (EG), which simply means that the teacher tells (called “expository” mode) some general idea, principle, concept, truth, or process (a generality).

스크린샷_2010-12-14_오전_11.21.09.png

In order to help learners understand just what the principle means, the teacher may next choose to provide examples (Eeg or expository instances) that illustrate the major points.

In fact, it seemed clear that the child ran out of interest in the food long before the food ran out. The parent continued to shovel the food into an increasingly unhappy child. That is a good example of nonsensitivity.

Even in such situations, the same general principle presides: When parents are sensitive to their children and their needs, the children are more likely to grow into socially competent people.


Each of the subparts of a principle can be taught in the same way. The principle as stated above has at least three major subparts dealing with the importance of sensitivity, commitment, and relationship.

Merrill’s first principle (2001) states that “learning is facilitated when the learner is engaged in solving a real-world problem” (p. 461).

Merrill’s second principle is that learning is facilitated when existing knowledge is activated as a foundation for new knowledge.

Merrill’s (2000) third principle states that learning is facilitated when new knowledge is demonstrated to the learner. “learning is facilitated when new knowledge is demonstrated to the learner” (Merrill, 2000, p. 2). Many demonstrations over many sessions may be necessary for effective learning.

Merrill’s (2001) fourth principle states that “learning is facilitated when the learner is required to use his or her new knowledge to solve problems” (p. 463). Merrill (2000): “Most learners learn from the errors

they make, especially when they are shown how to recognize the error, how to recover from the error, and how to avoid the error in the future” (p. 8).

Merrill’s (2000) fifth and final point is that “learning is facilitated when new knowledge is integrated into the learner’s world” (p. 2). There is nothing quite like teaching to force us to understand a principle and how it works. Your participants might be invited to give a mini lesson to the class, to teach a group at work or in their faith community.

Merrill (2000) observes that there is no satisfaction quite like moving from student to teacher or mentor.

“The real motivation for learners is learning. When learners are able to demonstrate improvement in skill, they are motivated to perform even better” (p. 8). The combination of integrating the skills into everyday life and sharing them with others cements the lessons.

Conclusion
When instruction—whether oral or written—is designed according to established principles of instructional design, the message is more likely to be effective. In addition, the instruction is more likely to be enjoyable for both the educator and the participant.

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E-learning 3.0

Education | 2010. 12. 8. 05:37 | Posted by 스마트 안전보건

This is an article from Steve Wheeler, who is an educational technology professor

at University of Plymouth in UK. It deals with E-learning 3.0 with 4 categories.

I especially like 3D visualization and interaction, in which Augmented Reality in

education belongs to. Just have a look and grab some ideas.

I'm excited by the future. It's something I have always looked forward to! But what will e-learning look like in a few years time? When Stephen Downes laid down his manifesto for e-Learning 2.0 in 2005, he tapped into the zeitgeist of emerging social technologies and theorised a number of possibilities. Four years on technology is moving ever more rapidly, and a reappraisal of learning within digital spaces is overdue.
In conversation earlier today on Twitter with Sue Waters and Darcy Moore, we discussed what learning would look like in a Web 3.0 world, and how it might differ from current learning. This led me to revisit some thinking I have been doing recently about what for the sake of convenience I will call 'e-Learning 3.0'. I will try to encapsulate some of these thoughts here, attempt some (hopefully not too dangerous) predictions, and hopefully promote some discussion. I believe that e-Learning 3.0 will have at least four key drivers:
  1. Distributed computing

 

  1. Extended smart mobile technology

 

  1. Collaborative intelligent filtering

 

  1. 3D visualisation and interaction
Firstly, in a Web 3.0 world we will not only tap into the semantic web with all it promises, but e-Learning 3.0 will transgress the boundaries of traditional institutions, and there will be an increase in self-organised learning. Why? Because we will gain easier access to the tools and services that enable us to personalise our learning, and these will be aggregated more easily too. Additionally, with new cloud computing and increased reliability of data storage and retrieval, the mashup is a viable replacement for the portal which will lead to less reliance on centralised provision. This in turn may hasten the death of the ailing institutional VLE.

Secondly, many commentators such as
Derek Baird believe that Learning 3.0 is all about mobile technologies. Mobiles will play a big part in the story of e-Learning 3.0. There will need to be ubiquitous access to tools, services and learning resources, including people - peer learning group, subject specialists and expert support. With smart phone devices and better connectivity through constantly improving line-of-sight (satellite and wireless) networking services, there is little to stop learners everywhere from accessing what they need on the move, from virtually anywhere on the planet. Digital divides of the future will not focus on 'have and have not' socio-economic divides, but will more likely be 'will and will not' psychological divides, and 'can and cannot' skills divides.

Thirdly, truly collaborative learning will be possible in all contexts. Through predictive filtering and massively multi-user participative features, e-Learning 3.0 will make collaborating across distance much easier. With the best will in the world, very little collaborative learning occurs through the use of wikis and blogs, whilst social networks generally connect people but often superficially, and can also isolate. In a recent post entitled
Is Twitter the semantic web?, I speculated on Twitter's functionality and suggested that through its primitive filtering tools such as RT, DM, @ and #tagging, we are witnessing some of the early semantic features that enable users to work smarter and more collaboratively. Intelligent agents will take this a lot farther.

Finally, 3D visualisation will become more readily available. Quicker processing speeds and higher screen resolutions will provide opportunities for smoother avatar-driven 3D interaction. Multi-gesture devices which will operate in 3D space will also become more widely available, reminiscent of the opening scenes of the science fiction film Minority Report. Touch surface interfaces are already here (I have one on my laptop) and multi-touch versions too (my iPhone has one) which will ultimately signal the demise of the mouse and keyboard. See David Beers blog for more on these ideas. 3D multi-touch interfaces will make a whole range of tasks easier including file management, fine motor-skill interaction, exploration of virtual spaces and manipulation of virtual objects.

Read more at steve-wheeler.blogspot.com

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Augmented World and Digital Games

Creativity | 2010. 11. 23. 02:10 | Posted by 스마트 안전보건

The Department of Virtual Worlds / Digital Games is concerned with technologies,

systems and occurrences of virtual and augmented realities (VR/AR/MR) as well as the

individual manifestations of digital games (serious games, pervasive games, online games,

mobile games, etc.). Their production, content and usage/adoption in particular with regard

to their application-relevant potential are investigated and new applications are developed

in an interdisciplinary (technology and social science based) approach.

 

Department Virtual Worlds / Digital Games
headerphoto Department Virtual Worlds / Digital Games

Thematic Topics

Mobile Mixed Reality: The increasing availability of powerful mobile devices offers new opportunities for extending the users’ real environment by virtual content or even replacing it entirely. We research the necessary technologies as well as the effects of their usage.
Augmented Reality (AR) technologies: we research technologies simplifying and extending the usage of AR. This includes computer vision based interaction techniques and markup languages for AR 
Game-based learning: We focus on the technological challenges and the social analysis of the opportunities and impact of serious games e.g. for formal and informal knowledge transfer or for training purposes.

Virtual worlds / Virtual Reality (VR): How can we develop virtual worlds and VR (as its corresponding interaction metaphor) for new user groups and novel application areas? How can we overcome existing media breaks when using VR?

Read more at www.tu-ilmenau.de

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Augmented Reality vs. Diminished Reality

Creativity | 2010. 11. 23. 02:04 | Posted by 스마트 안전보건

Augmented reality adds a layer of information with 3D rendered imagery into

the real world, on the other hand, there is another definition opposite to

augmented reality, called Diminished reality. Here you can get some ideas

about Augmented Reality and Diminished Reality.

 

The Pleasure and Danger of Augmented Reality

Eye
Smart phones. One can’t imagine life without them.  Ah, the endless convenience: looking up a restaurant on Yelp, finding out a movie’s rating on Rotten Tomatoes, seeing that cute guy’s profile on Facebook.
Augmented reality adds a layer of information on top of everything in front of your eyes. How? By making you wear glasses that have tiny video cameras in them. These cameras “see” the world on your behalf and livestream it to the inside of your glasses. You feel like you’re watching the world through transparent glasses, but in fact you’re seeing a movie of the scene in front of your eyes.
One can immediately see the value of augmented content. Just imagine being a tourist in Paris and having a quick history of the Eiffel Tower displayed next to it. You’d never need holiday guidebooks like Lonely Planet again!
Augmented reality adds content to a live streaming video, but it could just as easily remove content as well.

See more at bigthink.com

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Augmented Reality Games

Creativity | 2010. 11. 21. 08:01 | Posted by 스마트 안전보건

These AR games are for smart phone users. I found this site

while I browsing Internet for my research paper this year.

 

Best Selling Augmented Reality Games of 2009

 
 

2009 was the year AR games broke from the lab into the hands of consumers – and this post celebrates that achievement.

 

By Platform

 
Nintendo
 
Augmented Reality games have been developed for a multitude of platforms such as PC/Mac, Nokia phones, Windows Mobile phones, Android phones, PDAs with cameras, Nintendo DSi, and the Gizmondo.
 

By Genre

 

Another popular approach to group games is by genre. When it comes to AR games genres, there’s a bit more variety than platforms: this year we have seen mostly shooters, but also horror games, a treasure hunt, and even one driving game.

 

By Commercial Success

 
I would have loved to provide you with a sorted list of games by revenue. Unfortunately, this information is not yet public. My guesstimate is that the most commercially succesful AR game of 2009 was in fact released for the PSP – not the iPhone.
 
 

By Game Mechanic

 
The term “Game mechanics” is defined by game design scholars as “a construct of rules intended to produce an enjoyable game“.
 

360 Shooters

 
The top game mechanic of AR games on the iphone uses the compass and accelerometer (3GS only) to compute your orientation and overlay graphics on the iPhone screen as if the action is happening all around you in 360 degrees.
 
2) Arcade Reality
 
 
3) Mosquitoes
 
 
4) – ARGH – AR Ghost Hunter
 
 
5) Fire Fighter 360
 
 
7) Pandemica
 

See more at gamesalfresco.com

 

 

 

 

 

 

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Best free online wiki sites

Creativity | 2010. 11. 19. 07:46 | Posted by 스마트 안전보건

These wiki sites are best recommended wikis in terms of compatibility, functionality,

and easiness. Wiki is the most collaborative site especially for education settings.

 

 

Best Free Online Wiki 
my_documents_thumb1
For several weeks I have explored and shared both the Enjoyable and Disappointing of free, online wikis from the most popular to a couple of up-and-comers.
These highlights have consisted of the positives as well as negatives, the latter of which will hopefully be addressed by each respective wiki.

Wikia’s To Do

Reducing the sense of information overload and page clutter, will go a long way toward improving the overall Wikia User eXperience (UX). With so many choices, so much content, numerous ads, and an incoherent visual flow, one is forced to spend an inordinate amount of time scanning pages to find desired actions and navigation choices.
00 wikia_home

Wetpaint’s To Do

Wetpaint presents a very well refined and enjoyable User eXperience (UX) with the need to smooth out some rough edges

PBwiki’s To Do

wetpaint
00-pbwiki-homepage
PBwiki provides robust functionality for both editing wiki pages as well viewing those changes.

Google Sites’ To Do

00-google-sites-homepage
See more at tpgblog.com

 

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