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Does anyone really need a ‘grownup’ facebook, one where you share one thing with your gran and another with your mates. Have they got time to manage such a thing?
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Does anyone really need a ‘grownup’ facebook, one where you share one thing with your gran and another with your mates. Have they got time to manage such a thing?
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I'm currently working on a branching scenario dental trauma tutorial; students are given a situation and have to choose response A,B or C (actually usually just A or B). Each choice takes them down a slightly different path, the paths diverging through 3 steps. That's a lot of divergence. Designing this in html or flash or some other media would be pretty tricky and time consuming. Fortunately, powerpoint is pretty much perfect for it.
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In seeking to discover the ways distance learners (older than the normal undergraduate population) conceive of and use web technologies, principally web2.0 technologies, researchers at University of Oxford's Technology-Assisted Lifelong Learning project used interviews and questionnaires. They found that the main difference in the way people use technology is not technical savvy (a la digital natives), but in attitude and purpose.
Residents enjoy the 'pervasive social ambience' and see online as a space, analogous to a physical environment, a park is shown by way of illustration, in which you have a presence and can interact with others. Visitors, on the other hand, are instrumental and see the internet as being a toolbox – youTube for videos, diigo for bookmarks and so on. They have things to do and want to get them done in the minimum time to the best standard. The example is given of Skype: a tool which 'visitors' quickly learn to use, illustrating that they don't suffer from some technical or chronological
The distinction is wrapped up with people's identities and contexts when they go online: people will be visitors in some contexts (e.g. at work) and residents in others (e.g. in leisure), and so on; the distinction is not intended to be boolean but rather scalar.
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Posted under the heading: Sitting on the fence, skinning a stag.
Online synchronicity remains a fragile thing. Sure Skype’s great for finding out what distant relatives look and sound like this year, but go to it for some last minute pre-dissertation-submission supervision, for example, and discover that it really isn’t all that reliable.
My recent experiences of OSLE’s (online synchronous learning environments) are a mixed bag, but are they typical?
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Just scanned through the ‘me and my learners’ discussion on the ‘Preparing your online course’ umm, course.
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Was pleased to find an audio hello message in Week 1. Here’s some of the things I liked about it:
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Have just spent 3 hours in Blackboard “Preparing Online Courses”. Apparently the course shouldn’t take as much as 4 hours a week, so I’m going to learn a lot about being more efficient in online study!