I logged into Elluminate tonight and joined the practice session, I have not used this system before and wanted to have a poke around for confidence building purposes. I have to admit being taken aback slightly when I realised my initial thoughts that this would involve me and a ‘bot’ moderator were wrong. Fortunately I had been very polite to the moderator who appears to have been real.
It was quite good fun to practice in a safe environment where there was no rush to be able to complete the activity and I was able to ‘play’ with the set-up.
I enjoyed putting smiley faces and pictures on the whiteboard and had a very enjoyable text chat about what the system did and did not do. We explored saving and sending files, the whiteboard and saving chat/whiteboard. We were unable to complete the voice try out as there were technical issues at the other end (maybe the moderator really was a bot as I initially suspected) but apart from that I hope everything was covered.
The only issue I found, was that when I went to upload a file I was only able to browse file names and not icons. I think that if I knew I needed to transfer pictures/documents I would make sure they were easy to locate and well named, but with that knowledge I feel prepared for that eventuality.
I now feel ready to go into a live room and lurk, knowing that once I gain the courage to join in I will know how.
For anyone who has said they may skip it, please don’t, it was not only educational but enjoyable.
Monday 19 April 2010
Monday 12 April 2010
My Podcast-Dr Who based
I have produced a reflective podcast on my experiences of researching podcasting for my H807 course. I have also uploaded onto the podbean site a transcript of the podcast for any users who struggle to listen due to audio disability.
My Podcast
My Podcast
Social Cues-Brief Background
Before embarking on the Guided reading task I wanted to share some initial thoughts after reading the brief background.
• “All communications media attenuate to at least some degree the social context cues available in face-to-face conversation. The telephone reduces dynamic and static cues by eliminating visual information about the communicators.”
My initial thoughts here were ‘thank goodness’ I have made many a formal or important phone call while sitting in my PJ’s with no make-up on and un-brushed hair. Calls or even emails sent at these times, are as professional as if I was suited up for the face to face occasion, however on a face to face basis I would certainly be taken far less seriously in my PJ’s.
• “the use of emoticons can improve collaborative working”
I’m not sure about other people, but I find myself incorporating smiley faces, winks, sad faces and confused faces in many an email these days, often to draw attention to the fact I’m using humour that I wouldn’t want to be misinterpreted as serious and also to highlight particular emotions. I would certainly think about comments far more if I couldn’t add the emoticons to my writing.
• “even when virtual groups have only just met, they could often be more social than a comparable face-to-face situation.”
I find myself that when I meet new people nerves can overtake me and I become reluctant to participate in case people openly mock me. In a virtual environment I feel safer in the knowledge that people can’t see me. I also find that the virtual environment allows more time to respond to things allowing me to think about an answer rather than blurting out something that just seems obscure. I think this view ties in with:
• “the group seems more homogenous”
And also with the view that:
• “the reduced cues of internet communication allow people to be intimate without the loss of “privacy.”
These were my first thoughts, before any of the further reading and are probably subject to change.
Sarah
• “All communications media attenuate to at least some degree the social context cues available in face-to-face conversation. The telephone reduces dynamic and static cues by eliminating visual information about the communicators.”
My initial thoughts here were ‘thank goodness’ I have made many a formal or important phone call while sitting in my PJ’s with no make-up on and un-brushed hair. Calls or even emails sent at these times, are as professional as if I was suited up for the face to face occasion, however on a face to face basis I would certainly be taken far less seriously in my PJ’s.
• “the use of emoticons can improve collaborative working”
I’m not sure about other people, but I find myself incorporating smiley faces, winks, sad faces and confused faces in many an email these days, often to draw attention to the fact I’m using humour that I wouldn’t want to be misinterpreted as serious and also to highlight particular emotions. I would certainly think about comments far more if I couldn’t add the emoticons to my writing.
• “even when virtual groups have only just met, they could often be more social than a comparable face-to-face situation.”
I find myself that when I meet new people nerves can overtake me and I become reluctant to participate in case people openly mock me. In a virtual environment I feel safer in the knowledge that people can’t see me. I also find that the virtual environment allows more time to respond to things allowing me to think about an answer rather than blurting out something that just seems obscure. I think this view ties in with:
• “the group seems more homogenous”
And also with the view that:
• “the reduced cues of internet communication allow people to be intimate without the loss of “privacy.”
These were my first thoughts, before any of the further reading and are probably subject to change.
Sarah
Friday 19 March 2010
Monday 22 February 2010
Case Study:Disability support in computer-based assessment.
Case Study- Disability support in computer-based assessment. University of Nottingham.
Overview:
To give students with disabilities the same support as other students. The University of Nottingham introduced changes to their CAA system to help with the level of support for students with disabilities. The project was undertaken due to their equal opportunities policy as well as government legislations about equal opportunities.
Objectives:
“The main aim being to focus on the measurement of subject matter understanding rather than a students' ability to interact with a particular assessment format.” (Wilkinson, 2008)
“The priority was to create a design that could be: a) implemented quickly before each exam with no specialist personnel required, and b) could be used on any computer used for examinations rather than being limited to specific machines. Also, because of the uniqueness of examinee requirements the system must permit accommodation at the individual level rather than whole groups” (Wilkinson, 2008)
Evaluation Methods:
No formal evaluations as of yet. (only 30 students are using the system)
Informal discussions have highlighted student feedback to be positive.
Benefits:
The system was designed so that additional accommodations could be used on any machine.
Central administration.
Simple and non technical interface.
Creation of personal profiles allows students needs to be individually addressed be it by changing font size and colour or backgrounds.
The use of radio buttons etc to allow for students who are unable to use a mouse.
Time allocation for users is automatically calculated so students with extensions know exactly how long they have to sit exams.
Academic standards can be maintained as more students with disabilities enter the programme.
Challenges:
Upfront development time was large-however this is a one off set up.
Making sure the students were getting what they required or were entitled to from the system.
Personal Observations:
In a time where more and more people are going on to further education it is important to address the equal opportunities issues that can arise from any form of study. Study support is available for students with disabilities in primary and secondary education but is only recently coming to the forefront in Tertiary education. This innovative approach is something that can be built on for the future. The project worked closely with expert from the ‘Disability Policy Unit’ meaning they had informed support throughout.
References
Wilkinson, S. (2008). Disability support in computer-based assessment [online] http://www.jiscinfonet.ac.uk/case-studies/tangible/nottingham/index_html1 (Accessed 22 February 2010)
Overview:
To give students with disabilities the same support as other students. The University of Nottingham introduced changes to their CAA system to help with the level of support for students with disabilities. The project was undertaken due to their equal opportunities policy as well as government legislations about equal opportunities.
Objectives:
“The main aim being to focus on the measurement of subject matter understanding rather than a students' ability to interact with a particular assessment format.” (Wilkinson, 2008)
“The priority was to create a design that could be: a) implemented quickly before each exam with no specialist personnel required, and b) could be used on any computer used for examinations rather than being limited to specific machines. Also, because of the uniqueness of examinee requirements the system must permit accommodation at the individual level rather than whole groups” (Wilkinson, 2008)
Evaluation Methods:
No formal evaluations as of yet. (only 30 students are using the system)
Informal discussions have highlighted student feedback to be positive.
Benefits:
The system was designed so that additional accommodations could be used on any machine.
Central administration.
Simple and non technical interface.
Creation of personal profiles allows students needs to be individually addressed be it by changing font size and colour or backgrounds.
The use of radio buttons etc to allow for students who are unable to use a mouse.
Time allocation for users is automatically calculated so students with extensions know exactly how long they have to sit exams.
Academic standards can be maintained as more students with disabilities enter the programme.
Challenges:
Upfront development time was large-however this is a one off set up.
Making sure the students were getting what they required or were entitled to from the system.
Personal Observations:
In a time where more and more people are going on to further education it is important to address the equal opportunities issues that can arise from any form of study. Study support is available for students with disabilities in primary and secondary education but is only recently coming to the forefront in Tertiary education. This innovative approach is something that can be built on for the future. The project worked closely with expert from the ‘Disability Policy Unit’ meaning they had informed support throughout.
References
Wilkinson, S. (2008). Disability support in computer-based assessment [online] http://www.jiscinfonet.ac.uk/case-studies/tangible/nottingham/index_html1 (Accessed 22 February 2010)
Use of a VLE to support placement students on Whip. University of Hull
Case Study- Use of a VLE to support placement students on Whip. University of Hull.
Overview:
The University of Hull extended their ‘Merlin’ VLE to support students on placements and provide additional support and assessment submission facilities.
Objectives:
To support students on placement electronically rather than f2f and telephone communications.
Evaluation Methods:
Student feedback to assess where changes may be needed.
Improved academic results after their return to University.
Benefits:
Because Merlin was already in place no further training was required for students.
Merlin is highly effective for communication.
Merlin has a user friendly interface.
Students became more confident and focussed after the support of Merlin on placement.
Communications became easier between placement students, administrative staff and teaching staff.
Cost, as there was no longer a need to telephone all students this reduced communications costs. Students choose what to print off to hard copy reducing photocopying costs.
Challenges:
Ensuring students realised that the university rules still applied to them even when on placement. (This included deadlines).
Getting students to accept that the use of Merlin was compulsory.
Students did not have the same access to library facilities as they would on site.
Tutors had more questions to deal with via email.
Personal Observations:
This implementation has worked well. Leston-Bandeira states that “If the University decided to change or alter its VLE arrangements, this could potentially cause a significant amount of additional administration” (2009) so it is worth noting that future technological changes would need to look at compatibility issues before being taking on or could undo all the work that has been put in.
References
Leston-Bandeira, C. (2008) Use of a VLE to support placement students on Whip. [online] http://www.jiscinfonet.ac.uk/case-studies/tangible/wolverhampton/success1 (Accessed 21 February 2010)
Overview:
The University of Hull extended their ‘Merlin’ VLE to support students on placements and provide additional support and assessment submission facilities.
Objectives:
To support students on placement electronically rather than f2f and telephone communications.
Evaluation Methods:
Student feedback to assess where changes may be needed.
Improved academic results after their return to University.
Benefits:
Because Merlin was already in place no further training was required for students.
Merlin is highly effective for communication.
Merlin has a user friendly interface.
Students became more confident and focussed after the support of Merlin on placement.
Communications became easier between placement students, administrative staff and teaching staff.
Cost, as there was no longer a need to telephone all students this reduced communications costs. Students choose what to print off to hard copy reducing photocopying costs.
Challenges:
Ensuring students realised that the university rules still applied to them even when on placement. (This included deadlines).
Getting students to accept that the use of Merlin was compulsory.
Students did not have the same access to library facilities as they would on site.
Tutors had more questions to deal with via email.
Personal Observations:
This implementation has worked well. Leston-Bandeira states that “If the University decided to change or alter its VLE arrangements, this could potentially cause a significant amount of additional administration” (2009) so it is worth noting that future technological changes would need to look at compatibility issues before being taking on or could undo all the work that has been put in.
References
Leston-Bandeira, C. (2008) Use of a VLE to support placement students on Whip. [online] http://www.jiscinfonet.ac.uk/case-studies/tangible/wolverhampton/success1 (Accessed 21 February 2010)
Saturday 20 February 2010
Use of e-portfolios and blogging in Teacher Education.
Case Study- Use of e-portfolios and blogging in Teacher Education. University of Wolverhampton
Overview:
Hughes introduced an online learning environment, promoting blogging and e-portfolios. This environment was trialled on PGCE students over 3 years. The study was used to promote reflective writing, journal entries and critical incident sharing, it links with learning to learn as well.
The idea was to create an area which would “encourage a deeper engagement with theorising practice leading to observation evidence of teaching practice underpinned by theoretical understanding and application.” (Hughes, 2008)
Objectives:
To create “an online learning environment that presented itself as inherently more dialogic and intuitive.” (Hughes, 2008)
Evaluation Methods:
Exam results have improved.
Student’s enthusiasm for e-learning has increased.
Students are still blogging after the courses finish.
Benefits:
Degree grades over both years have improved.
“The increase in A and B grades across the 2 years was specifically linked to the quality of the reflective writing.” (Hughes, 2008)
Challenges:
Lack of vision in own school
Inability of colleagues to separate the product and learning process.
Start up costs.
Personal Observations:
I think the web folios are a good innovative use of technology. But, I don’t think blogging for students is entirely new and innovative, however, I do accept that by explaining how thinking about these posts can help your grades students will take a more academic approach to their blogs, ultimately improving grades as opposed to the freer less thought out posts many would already be making.
Key finding:
“The results of this study suggest that e-portfolios benefit learning most effectively when considered as part of a joined-up teaching and learning approach, rather than as a discrete entity. The approach should include online repositories, planning and communication tools, and opportunities for both students and teachers to draw out and present e-portfolios at particular times and for particular purposes.” (Hughes, 2008)
References
Hughes, J. (2008) Use of e-portfolios and blogging in Teacher Education [online] http://www.jiscinfonet.ac.uk/case-studies/tangible/wolverhampton/success1 (Accessed 21 February 2010)
Overview:
Hughes introduced an online learning environment, promoting blogging and e-portfolios. This environment was trialled on PGCE students over 3 years. The study was used to promote reflective writing, journal entries and critical incident sharing, it links with learning to learn as well.
The idea was to create an area which would “encourage a deeper engagement with theorising practice leading to observation evidence of teaching practice underpinned by theoretical understanding and application.” (Hughes, 2008)
Objectives:
To create “an online learning environment that presented itself as inherently more dialogic and intuitive.” (Hughes, 2008)
Evaluation Methods:
Exam results have improved.
Student’s enthusiasm for e-learning has increased.
Students are still blogging after the courses finish.
Benefits:
Degree grades over both years have improved.
“The increase in A and B grades across the 2 years was specifically linked to the quality of the reflective writing.” (Hughes, 2008)
Challenges:
Lack of vision in own school
Inability of colleagues to separate the product and learning process.
Start up costs.
Personal Observations:
I think the web folios are a good innovative use of technology. But, I don’t think blogging for students is entirely new and innovative, however, I do accept that by explaining how thinking about these posts can help your grades students will take a more academic approach to their blogs, ultimately improving grades as opposed to the freer less thought out posts many would already be making.
Key finding:
“The results of this study suggest that e-portfolios benefit learning most effectively when considered as part of a joined-up teaching and learning approach, rather than as a discrete entity. The approach should include online repositories, planning and communication tools, and opportunities for both students and teachers to draw out and present e-portfolios at particular times and for particular purposes.” (Hughes, 2008)
References
Hughes, J. (2008) Use of e-portfolios and blogging in Teacher Education [online] http://www.jiscinfonet.ac.uk/case-studies/tangible/wolverhampton/success1 (Accessed 21 February 2010)
Subscribe to:
Posts (Atom)
