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Posts Tagged ‘interactivity’

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I find this rather exciting!

The National Library of Australia has thrown open its sacred doors and allowed us to go treasure hunting for text, images and media.

You can search newspapers back to 1803 and read articles, you can search for an image and purchase a print, you can play with maps.

Honestly, if you are teaching a Social Studies/Human Society & Its Environment class you need to click the link and play with the wonders the National Library have unearthed for us. Or, send the students there armed with an assignment to, for instance, create a timeline of events surrounding the Federation of Australia.

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I assure you, there is nothing wrong with me; I just want Apps.

This YouTube shows off the soon to be released Moodle4iPhone application to run Moodle courses through my iPhone. It isn’t a new skin or theme, it is an App, or a piece of software that you need on your iPhone that will display a Moodle course in a way that makes it easy to navigate and use many of the common Moodle-y tools.

Because it is an App, that means I won’t need to have people select the right skin, or clumbsily try and move around a page that was designed for 10 inch+ monitors on their little phone.

I’m too excited about this, and as soon as it is released I’ll be downloading the App and testing it out – then when I’m happy, I’ll bring my iPhone-using students over to use this fabulous new tool!

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site: Google Wave – wikipedia
site: About Google Wave – Google

clip: What is Google Wave? – epipho
clip: Google Wave Collaboration Tool – wwwinsanelygreatmac
clip: Google Wave Preview Review “Revolutionise Email”? – mobilephone2003


Yesterday I got my developers ‘sneak peak’ version of the long-promised Google Wave… I have to say that I like it a lot better than wiki for the tasks I’m thinking of using it for.

My first thought is to use this as a curriculum development tool – allowing SME‘s (Subject Matter Experts) and an Instructional Designer (or ID Coordinator) to get together and work synchronously or nonsynchronously on developing courses, units, reading materials, etc.

I can see potential in the future to write the use of this tool into assessments – specially for group work, but also perhaps a way of revising ‘how’ a doument was built (because of the ‘playback’ mode).

Will it kill email? – not convinced, but I can see that it would be a helpful tool in collaborative work. Still won’t be useful for emailing out my Christmas newsletter with pictures of my dogs.

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site: Wikipedia – by Wikipedia
site: Academic Papers on Wikipedia – by Wikipedia
site: Wikipedia Watch – critical look at Wikipedia
site: Principles and Patterns of Social Knowledge Applications – a paper on Wikipedia
clip: Trailer 1 from “Truth in Numbers: The Wikipedia Story”

I think you have worked out by now that I tend to use Wikipedia links to help explain jargon, conceptual and technical words and issues. So, in principal, I’m a fan of using Wikipedia.

Where this gets interesting, though, is siting Wikipedia as an academic source of information.

Do we trust Wikipedia – which is produced by ‘the masses’?
Or do we disown Wikipedia in favour of academically peer-reviewed works – therefore, produced by ‘the few and elite’?

My own view is that with ALL sources, it needs to be measured – for bias, for its own sources, for relevancy, for reliability. I like using Wikipedia as a first step in research, it tells me the basics and then I dig further into the sources mentioned at the end of the article.

In my own study, the academics will not accept Wikipedia being sited, so I leave it out of the bibliography.

– That being all tertiary… should Wikipedia be accepted as source for Primary or Secondary schools?

– Is Wikipedia more up-to-date (and so ‘correct’) then those huge collections of encyclopedia that collect dust in the reserve section of the library – and requires yearly ‘updates’ that never get used?

– Wikipedia is certainly more accessable then other encyclopedia, but is that a good thing?

– Is the collective might always right when it comes to ‘truth’ – or does that lead to being revisionist? is being revisionist wrong?

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Article: New Smithsonian site lets teachers and students create short historical movies — eSchool News

Site: Picturing the Thirties — Smithsonian American Art Museum

Tool: Primary Access — University of Virginia

More info on DigitalStorytelling: Educational Uses of Digital Storytelling — University of Houston; Center for Digital Storytelling

Ever been tempted to try out DigitalStorytelling for yourself, but didn’t know where to start (or have a bottomless wallet for resources)?

The Smithsonian and the University of Virginia have teamed together on a project focussing on a Modern History topic (namely the 1930’s), and because the tools and resources are free (hurrah!) this means YOU get to play with it.

Digital Storytelling is a fantastic way to engage students, teachers and just about anyone else who has ever wanted to be the next Ken Burns or Steven Spielberg. There are many different definitions of “digital storytelling,” but in general, all of them revolve around the idea of combining the longstanding art of telling stories with any of a variety of available multimedia tools, including graphics, audio, video animation, and Web publishing.

Digital stories are “mini-movies” created and edited by people like you and your students – using cameras, computers, scanners and their own photo albums. Everyone has a story to tell and new technology means that anyone can create a story that can be shown on a website or in a digital presentation.

Most Digital Stories contain a spoken story supplemented by photographs. Some contain small pieces of video footage and a musical background. Photos can be recently taken as part of the workshop or scanned in from old photo albums. — Digital StorytellingNew South Wales Country Area Program

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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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