Archive for May, 2009

Article: Are Baby Boomers Killing Facebook & Twitter? – MacWorld

I found this article interesting. It discusses how generations move onto the Next Big Thing, and use it very differently to those who adopt it early.

For example:
Gen-Y and Gen-Z are more likely to use Twitter to follow their favourite movie and music stars, and write tweets about ‘going to get a coffee’ or ‘going to the bathroom now’.

Now that Gen-X has picked it up, they use Twitter to follow industry trends and write about their professional work, whereas Babyboomers and Gen-Jones might use it to keep in touch with their kids.


  • How does your age/demographic change how you use or perceive technology?
  • If Gen-Z are going to keep moving onto the Next New Thing to stay ahead of any control by their parents/community guardians, is this a good thing?
  • How can we teach Gen-Z (and younger!) to be moral in their use of technology to keep ahead of the ‘cyber-bullying’ trends?

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In my reading so far I’ve found two useful models for expressing interactivity in eLearning.

Gilly Salmon’s 5-Stages

This focusses more on moderation.

Stage 1 – Access & Motivation – New online learner can be experiencing considerable frustration in logging on. The e-moderator must play a role for ensuring access and welcoming and encouraging. The essential element is motivation to get online participants through the early stages. E-tivities at this stage must provide rookie online learners with a gentle introduction to using the new online learning milieu. However, at the beginning, high-esteem online learners need support sometimes.

Stage 2 – Socialization – The e-moderator by creating his/her own special online community through e-tivities must build the bridges for all online participants. Online participants can be excited to share and exchange their thoughts and collaborate with.

Stage 3 – Information Exchange – In this stage, not only must information be exchanged, but also cooperative tasks must be achieved. Online learners must explore necessary information at their own pace and place by respecting different and diverse views points of others. Dr. Salmon states that online learners in this stage interact with the course content and interaction with the e-moderators and/or other people.

Stage 4 – Knowledge Construction – E-tivities at this stage have online discussion or knowledge development aspects. Online learners must take control of their own knowledge construction in use of new ways. At this stage, e-moderators have imperative roles to build and maintain online groups.

Stage 5 – Development – Online learners in this stage must become critical and self-reflective as well as responsible for their own learning to be able to build on the ideas acquired through the e-tivities and apply them to their individual contexts. They also become.

Mark Lange’s 4-Levels

This focusses more on learner experience.

Level 1 – Passive – The learner acts merely as a reciever of information. The learner may read text on the screen as well as graphics, charts and illustrations and navigate back and forth.

Level 2 – Limited Interaction – The learner makes cimple responses to instructional cues – such as scenario-based multiple choice and column matching.

Level 3 – Complex Instruction – The learner makes multiple and varied responses to cues. As well as multiple choice quizes (Level 2) the learner may be required to type into text boxes and manipulate graphic objects to test the assessment of the information presented. Scenario-based branching, where the progress through the information is based upon answers and decisions input by the learner, can be used.

Level 4 – Real-time Interaction – The training session involves a life-like set of complex cues and responses. The learner is engaged in a simulation that exactly mirrors the work situation. Stimuli and response are coordinated to the actual environment. Sessions are most likely held in a collaborative environment with other learners and a facilitator.

  • How do these two models assist you in understanding interaction in eLearning?
  • Do you think they adequately cover the continuum of interaction?
  • Why would Salmon focus on moderation and Lange on the learner?
  • If you were to produce a simple model for eLearning Interaction – what would be the stages/steps/levels?

[nb: I’m trying to source the original document for Lange’s Interactions – but until then, there is a good write up on the levels in Schone’s eBook which is available from the link]

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