Web 3.0 seems to be the newer version of web 2.0. Facebook, YouTube and the other social networks and blogs that fall within the scope of 'Web 2.0'.
According to the Times Online, "in a little over a decade, according to the engineers building the internet of tomorrow, the web will be able to connect every aspect of our digital lives - be it a website, an e-mail, or a file on our PC - to every other aspect. It will know, for instance, when you are typing an e-mail, what the subject of the e-mail is, and be able to suggest websites and books as well as documents, photos and videos you have saved that may be relevant to that topic." http://technology.timesonline.co.uk/tol/news/tech_and_web/the_web/article2726190.ece
Mr. Spivack, the founder of Radar Networks, a leading Web 3.0 company, says, "We have had the first decade of the web, or Web 1.0," which was about the development of the basic platform of the internet and the ability to make huge amounts of information widely accessible, "and we're nearing the end of the second decade - Web 2.0 - which was all about the user interface" and enabling users to connect with one another.
"Now we're about to enter the third decade - Web 3.0 - which is about making the web much smarter."
There seems to be confusion as to how much the semantic web and web 3.0 differ. It is apparent that the semantic web will develop when web 3.0 does and vice versa, meaning that we are still in the era of web 2.0. By adding the semantic web to Web 2.0, critics argue that the closer to web 3.0 we will get. So there is difference between web 3.0 and the semantic web, albeit a very small one. Both seem to rely on each other to develop and operate.
Monday, 23 March 2009
What is the 'semantic web'?
"The Semantic Web vision was conceived by Tim Berners-Lee, the inventor of the World Wide Web. The World Wide Web changed the way we communicate, the way we do business, the way we seek information and entertainment – the very way most of us live our daily lives. Calling it the next step in Web evolution, Berners-Lee defines the Semantic Web as “a web of data that can be processed directly and indirectly by machines.” (http://www.altova.com/semantic_web.html)
It seems the semantic web is simply a way for computers to understand information, so that they can perform the tedious jobs of finding, sharing and combining information on the web.
Tim Berners-Lee originally expressed the vision of the semantic web as follows:
"I have a dream for the Web [in which computers] become capable of analyzing all the data on the Web – the content, links, and transactions between people and computers."
Web 2.0 is focused on the user of a computer. The Semantic web is focused on how the computer and machines operate. The Web requires a human operator, using computer systems to perform the tasks required to find, search and aggregate its information. It's impossible for a computer to do these tasks without human guidance because Web pages are specifically designed for human readers. The Semantic Web aims to change that by presenting web page data in such a way that it is understood by computers, without needing a human operator.
It seems there is not just one single semantic web, there is thousands or maybe even millions, all of which are universally accessible, and none are owned or governed by one company. This will surely mean it will run in the same way that the Web already does.
It seems the semantic web is simply a way for computers to understand information, so that they can perform the tedious jobs of finding, sharing and combining information on the web.
Tim Berners-Lee originally expressed the vision of the semantic web as follows:
"I have a dream for the Web [in which computers] become capable of analyzing all the data on the Web – the content, links, and transactions between people and computers."
Web 2.0 is focused on the user of a computer. The Semantic web is focused on how the computer and machines operate. The Web requires a human operator, using computer systems to perform the tasks required to find, search and aggregate its information. It's impossible for a computer to do these tasks without human guidance because Web pages are specifically designed for human readers. The Semantic Web aims to change that by presenting web page data in such a way that it is understood by computers, without needing a human operator.
It seems there is not just one single semantic web, there is thousands or maybe even millions, all of which are universally accessible, and none are owned or governed by one company. This will surely mean it will run in the same way that the Web already does.
Is there a potential problem being stored up for people if 'education' is tailored to fit into their cultural and personal preferences?
Of course there would be a problem, because people won't be able to then cope with change or alternatives to their own preferences. There will be no balance if people only learn about what they want to learn, and will consequently become culturally naive and misguided.
I think that for most people the idea of learning about other cultures and cultural practices is incredibly important to their education, not only does it have the potential to make people more balanced individuals, but the fact that today we are living in a multicultural society, surely it makes the world a more equal place?
I know alot of people and had alot of friends who didn't see the point in learning a foreign language whilst at school. While this was their preference, it seems there is now a regret as this has cost some of them the chance to get a job they wanted, simply because of their learning preferences at 14 years old. If it was complusorary to learn a language maybe they would have that job....
In a general sense, this would surely mean there would be a divide between the levels of education in schools worldwide. Not everyone is motivated enough to be able to have there own learning preferences, therefore a lot of people would be cut adrift as a result.
And how would it even be possible to teach everyone based on their own cultural and learning preferences, as some would benefit from experiments, some from exams and others from using technology.
Strange example to use, I know, but, if a shepard decided to let all his sheep out and gave them the freedom to roam where they wanted and take their own course in life, how would he ever be able to round them up again? The sheep would be at different stages, levels and wouldn't survive as a group if this was the case. Human education would suffer in the same way.
Instead of having individual preferences, you need a balance of different learning styles, such as tv, websites, books etc, so that people have the freedom to learn the best way they can. But there still needs to be restricitons around this, so that education isn't tailor made for certain people and not others. Some would become lazy, some empowered and others wouldn't know what to do!
I think that for most people the idea of learning about other cultures and cultural practices is incredibly important to their education, not only does it have the potential to make people more balanced individuals, but the fact that today we are living in a multicultural society, surely it makes the world a more equal place?
I know alot of people and had alot of friends who didn't see the point in learning a foreign language whilst at school. While this was their preference, it seems there is now a regret as this has cost some of them the chance to get a job they wanted, simply because of their learning preferences at 14 years old. If it was complusorary to learn a language maybe they would have that job....
In a general sense, this would surely mean there would be a divide between the levels of education in schools worldwide. Not everyone is motivated enough to be able to have there own learning preferences, therefore a lot of people would be cut adrift as a result.
And how would it even be possible to teach everyone based on their own cultural and learning preferences, as some would benefit from experiments, some from exams and others from using technology.
Strange example to use, I know, but, if a shepard decided to let all his sheep out and gave them the freedom to roam where they wanted and take their own course in life, how would he ever be able to round them up again? The sheep would be at different stages, levels and wouldn't survive as a group if this was the case. Human education would suffer in the same way.
Instead of having individual preferences, you need a balance of different learning styles, such as tv, websites, books etc, so that people have the freedom to learn the best way they can. But there still needs to be restricitons around this, so that education isn't tailor made for certain people and not others. Some would become lazy, some empowered and others wouldn't know what to do!
What difference to all this might the 'digital divide' make? a) To socioeconomically related access issues within a society? b) To global access issu
Surely the continuation of this supposed digital divide between the youths and the adults will continue to create problems in everday lives. The way I see it going is as follows; talking about digital natives and digital immigrants will widen the gap between adults (digital immigrants) and the youths (digital natives). The adults will be seen as out of touch and youths will be seen as digitally superior, connoting that they are more powerful. This suggets that by all this it will result in contemporary youth culture being seen as cut off from adult influences.
In 1869, Matthew Arnold wrote that culture "seeks to do away with classes; to make the best that has been thought and known in the world current everywhere; to make all men live in an atmosphere of sweetness and light [...]". (Culture and Anarchy). This notion of culture being unifluenced by class and power will surely be invalid, as those with money and opportunities will benefit from new and innovative technology, whereas those who don't won't be able to keep up with technology, thus losing their status as digital natives, and broadening the digital divide.
By encouraging this Digital divide, it will only create other potential problems for the future in terms of employment. Companies and businesses will only want to employ digital natives as they will have more experience using technology so those people who have access to technology will benefit immensely and have a greater chance of employment.
This sounds abit 'sciencey' for my liking, but this is a huge cause for concern; we, as a world, consume a huge amount of electricity, and this is rapidly running out! Yes there are 'alternatives' , but there is nothing concrete, so what happens when we have to go back to the 'dark ages' and there is not a digital immigrant in sight?
The digital divide between immigrants and natives is growing rapidly in our own country, so what about between us and the world. Especially when you consider that Japan is supposed to be at least 50 years more advanced than we are. Some people in the world will never have seen a computer let alone know how to operate it. Third world countries are struggling to even provide themselves with food let alone the skills to become a country thriving with digital natives.
If young people are more able to digitally 'connect' , surely it would be beneficial to allow them to incorporate thier skills in education in school, to prevent the gap from increasing to much. But also allowing traditional methods to be used so that the emphasis is not placed to heavily upon technonlogy. This would certainly benefit the technologically challenged and the socially rejected to keep up with the modern world.
And maybe more 'natives' should go to thse less priveledge countries, and help to teach those who don't know. the technologically challenged and the socially rejected
In 1869, Matthew Arnold wrote that culture "seeks to do away with classes; to make the best that has been thought and known in the world current everywhere; to make all men live in an atmosphere of sweetness and light [...]". (Culture and Anarchy). This notion of culture being unifluenced by class and power will surely be invalid, as those with money and opportunities will benefit from new and innovative technology, whereas those who don't won't be able to keep up with technology, thus losing their status as digital natives, and broadening the digital divide.
By encouraging this Digital divide, it will only create other potential problems for the future in terms of employment. Companies and businesses will only want to employ digital natives as they will have more experience using technology so those people who have access to technology will benefit immensely and have a greater chance of employment.
This sounds abit 'sciencey' for my liking, but this is a huge cause for concern; we, as a world, consume a huge amount of electricity, and this is rapidly running out! Yes there are 'alternatives' , but there is nothing concrete, so what happens when we have to go back to the 'dark ages' and there is not a digital immigrant in sight?
The digital divide between immigrants and natives is growing rapidly in our own country, so what about between us and the world. Especially when you consider that Japan is supposed to be at least 50 years more advanced than we are. Some people in the world will never have seen a computer let alone know how to operate it. Third world countries are struggling to even provide themselves with food let alone the skills to become a country thriving with digital natives.
If young people are more able to digitally 'connect' , surely it would be beneficial to allow them to incorporate thier skills in education in school, to prevent the gap from increasing to much. But also allowing traditional methods to be used so that the emphasis is not placed to heavily upon technonlogy. This would certainly benefit the technologically challenged and the socially rejected to keep up with the modern world.
And maybe more 'natives' should go to thse less priveledge countries, and help to teach those who don't know. the technologically challenged and the socially rejected
How might Wenger's notions on practice communities relate to Prensky's on education?
Prensky's theories on education and Wenger's on Communities of Practice are certianly linked. "Communities of practice are formed by people who engage in a process of collective learning in a shared domain of human endeavour..." (Wenger 2007). http://www.ewenger.com/theory/
"Our students have changed radically. Today’s students are no longer the people our educational system was designed to teach". (Prensky 2001). http://www.twitchspeed.com/site/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.htm
Both theorists are discussing the concept of learning through a digitally orientated environment. Wenger talks about a hierachy of group members, with those who have more control, and those who simply participate. Similarly, Prensky talks of those who are 'natives', who are digitally advanced and aware, who are the opposite to those known as the digital immigrants.
Both Prensky and Wenger can be linked through their other ideas. Wenger thinks that learning is central to human identity. Prensky argues that children learn more at home, after school, and this is where they build their own identities.
These two theories are related as Wenger argues that by being part of a CoP, you are able to gain a real sense of identity and belonging, as you are able to communicate with the same people that have the same interests as you. As well as having these interests, Prensky would argue that you needed the same level of capablilities to communicate digitally. Digital natives are deemed to operate out of school and CoP's tend be used and participated in out of school.
"Our students have changed radically. Today’s students are no longer the people our educational system was designed to teach". (Prensky 2001). http://www.twitchspeed.com/site/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.htm
Both theorists are discussing the concept of learning through a digitally orientated environment. Wenger talks about a hierachy of group members, with those who have more control, and those who simply participate. Similarly, Prensky talks of those who are 'natives', who are digitally advanced and aware, who are the opposite to those known as the digital immigrants.
Both Prensky and Wenger can be linked through their other ideas. Wenger thinks that learning is central to human identity. Prensky argues that children learn more at home, after school, and this is where they build their own identities.
These two theories are related as Wenger argues that by being part of a CoP, you are able to gain a real sense of identity and belonging, as you are able to communicate with the same people that have the same interests as you. As well as having these interests, Prensky would argue that you needed the same level of capablilities to communicate digitally. Digital natives are deemed to operate out of school and CoP's tend be used and participated in out of school.
Thursday, 19 March 2009
e) Describe the experience of a fictional technophile student in 2020.
Freddie is a technophile. Freddie gets up for his first day of uni. Freddie wakes up via his Ipod super duper docking station, which only came out on sale last week. Freddie also has the latest mx 67 Nokia phone. Freddie thinks this is swish.
Freddie logs in to his Lincoln University Virtual Portal campus learning zone to check his emails. Freddie does this on his new mx 67 Nokia phone. It is point 1 milli seconds quicker than his new Apple Mac laptop. Freddie also checks his Myface page to see if he has any new friend requests. It's been 3 hours since Freddie last checked. Freddie has an virtual online blackbeard seminar at 10, so Freddie sets up his webcam. Freddie then gets his breakfast order in. Freddie stops to reminisce for a minute, about the days when people had to walk to get a Mcdonalds breakfast.
Freddies thoughts are interupted by a vibration. Freddie's Apple Mac screen just vibrated. Freddie got a virtual poke from an old friend. Freddie then plugs his brain into the socket. Freddie like this new innovative technique. It allows Freddie to chanel the thoughts from his brain onto his Apple Mac so Freddie's blogs are done for the week. Freddie likes this no hassle blogging. That's what makes Freddie a technophile.
Freddie logs in to his Lincoln University Virtual Portal campus learning zone to check his emails. Freddie does this on his new mx 67 Nokia phone. It is point 1 milli seconds quicker than his new Apple Mac laptop. Freddie also checks his Myface page to see if he has any new friend requests. It's been 3 hours since Freddie last checked. Freddie has an virtual online blackbeard seminar at 10, so Freddie sets up his webcam. Freddie then gets his breakfast order in. Freddie stops to reminisce for a minute, about the days when people had to walk to get a Mcdonalds breakfast.
Freddies thoughts are interupted by a vibration. Freddie's Apple Mac screen just vibrated. Freddie got a virtual poke from an old friend. Freddie then plugs his brain into the socket. Freddie like this new innovative technique. It allows Freddie to chanel the thoughts from his brain onto his Apple Mac so Freddie's blogs are done for the week. Freddie likes this no hassle blogging. That's what makes Freddie a technophile.
Describe the daily frustrations of a fictional neo-luddite at university now in the UK
The term "neo-Luddite" is often deployed by advocates of technology to describe persons or organizations that resist technological advances. Fact. But to make this more interesting, I think it might be better to put this into perspective by writing a fictional blog entry to demonstrate a neo-luddite's difficulty at uni.
Meet Eddie. Eddie is a simple kinda guy, likes the sea, but detestes the sand between his toes. He is out there. Eddie is about to begin his life at uni. But the thing with Eddie is he is a bit of a neo-luddite. He only managed to apply to go to uni via UCAS because he paid his mates to fill in the form online. And Eddie is yet to realise that the Student Loans Company didn't recieve his letter by post. Eddie didn't realise he had to fill out an online application form. Eddie doesn't like being online.
Eddie is running late for his first lecture as he didn't know how to set his alarm on his phone, and Eddie's usual alarm clock, his mum, isn't there. Next problem Eddie realises is that he hasn't got a timetable for uni. Eddie heard something about printing a timetable off in the library with his unique password and pin. But Eddie doesn't have a unique password in pin. So Eddie sets off in the hope he will find his class. When Eddie gets to class 40 minutes late that day, his tutor tells him to exchange contact details with his peers. But Eddie doesn't have contact details. Eddie hasn't used MSN before. Eddie doesn't even know what Facebook is. Eddie's new classmates seem nice nonetheless, and tell Eddie to get Facebook and MSN, and want Eddie to set up his library user account.
But Eddie is a neo-luddite. A week later, Eddie managed to set up a library user account, with the help of a classmate. Eddie has MSN, but doesn't remember his password, and Facebook proved a diasaster for Eddie. He clicked 'poke' next to some girls name. Eddie didn't realise this is a no-go, being a neo-luddite and all that jazz. The girl now thinks Eddie is a weird boy, who wants to 'poke' her. Eddie is doing the Media culture and communications course, and is already behind, as Eddie doesn't know how to access MC Home.
Eddie is a funny guy though. Eddie makes his tutors laugh. Eddie asked them why they had to study an E-Book. Eddie's mum told him not to do drugs. Eddie also wondered why a modern uni like Lincoln still used a blackboard. Eddie still hadn't seen this blackboard his peers were discussing. Eddie did have a bit of success in his first term though. Eddie thought so. Eddie's Panda Pops label said Eddie had won the competition. All Eddie had to do was enter his unique code online. Eddie never knew if he won. Eddie was a neo-luddite. Eddie will need lots of luck if he is going to get to level 2 and Blogging.
Meet Eddie. Eddie is a simple kinda guy, likes the sea, but detestes the sand between his toes. He is out there. Eddie is about to begin his life at uni. But the thing with Eddie is he is a bit of a neo-luddite. He only managed to apply to go to uni via UCAS because he paid his mates to fill in the form online. And Eddie is yet to realise that the Student Loans Company didn't recieve his letter by post. Eddie didn't realise he had to fill out an online application form. Eddie doesn't like being online.
Eddie is running late for his first lecture as he didn't know how to set his alarm on his phone, and Eddie's usual alarm clock, his mum, isn't there. Next problem Eddie realises is that he hasn't got a timetable for uni. Eddie heard something about printing a timetable off in the library with his unique password and pin. But Eddie doesn't have a unique password in pin. So Eddie sets off in the hope he will find his class. When Eddie gets to class 40 minutes late that day, his tutor tells him to exchange contact details with his peers. But Eddie doesn't have contact details. Eddie hasn't used MSN before. Eddie doesn't even know what Facebook is. Eddie's new classmates seem nice nonetheless, and tell Eddie to get Facebook and MSN, and want Eddie to set up his library user account.
But Eddie is a neo-luddite. A week later, Eddie managed to set up a library user account, with the help of a classmate. Eddie has MSN, but doesn't remember his password, and Facebook proved a diasaster for Eddie. He clicked 'poke' next to some girls name. Eddie didn't realise this is a no-go, being a neo-luddite and all that jazz. The girl now thinks Eddie is a weird boy, who wants to 'poke' her. Eddie is doing the Media culture and communications course, and is already behind, as Eddie doesn't know how to access MC Home.
Eddie is a funny guy though. Eddie makes his tutors laugh. Eddie asked them why they had to study an E-Book. Eddie's mum told him not to do drugs. Eddie also wondered why a modern uni like Lincoln still used a blackboard. Eddie still hadn't seen this blackboard his peers were discussing. Eddie did have a bit of success in his first term though. Eddie thought so. Eddie's Panda Pops label said Eddie had won the competition. All Eddie had to do was enter his unique code online. Eddie never knew if he won. Eddie was a neo-luddite. Eddie will need lots of luck if he is going to get to level 2 and Blogging.
c) A person known to me who most threatens the notion of native/immigrant in digital culture
I will stick with my previous examples for this one. Going by Prensky's theories, both my Dad's age (48 I think) and my sister's (15) should mean they are at the opposite ends of the digital native/immigrant cycle. Prensky's theory would class my Dad as a digital immigrant, and my sister as a digital native. Yet, my Dad is better with web surfing and understanding, email, and computers in general. The only thing I can think of where he is not as good is texting. So this is a flaw within Prensky's work.
Prensky wrote his Digital immigrants and natives article in 2001, and maybe at this time there was not such an emphasis on people in jobs at the time to learn computer skills and be digitally literate.
Since this time, both my parents have done ICT courses or days, complusorary with their jobs, and I don't think this is uncommon. It seems workplaces are now wanting all employees to be familiar with computers, and be able to do certain things in a digital sense.
Prensky said that todays younger generation are all "native speakers of the digital language of computers, video games and the Internet." He has categorised every young person and older person, and in my instance is wrong. This shows that if you are a digital immigrant, it is not out of the question for you to be a native, maybe you need work to pressure you, or a family who regularly use a computer.
Prensky assumed that computers and suchlike was only utilised in everyday life by young people, and they were the only ones who are natives, but the world and older generations have had to adapt to a "native speaking" culture and the result is people of all ages and lifestyles can be digital natives.
Prensky wrote his Digital immigrants and natives article in 2001, and maybe at this time there was not such an emphasis on people in jobs at the time to learn computer skills and be digitally literate.
Since this time, both my parents have done ICT courses or days, complusorary with their jobs, and I don't think this is uncommon. It seems workplaces are now wanting all employees to be familiar with computers, and be able to do certain things in a digital sense.
Prensky said that todays younger generation are all "native speakers of the digital language of computers, video games and the Internet." He has categorised every young person and older person, and in my instance is wrong. This shows that if you are a digital immigrant, it is not out of the question for you to be a native, maybe you need work to pressure you, or a family who regularly use a computer.
Prensky assumed that computers and suchlike was only utilised in everyday life by young people, and they were the only ones who are natives, but the world and older generations have had to adapt to a "native speaking" culture and the result is people of all ages and lifestyles can be digital natives.
b) The youngest digital immigrant I know
The youngest digital immigrant I know would be my sister, who is computer literate, she just ain't that great! As with most 15 year olds, MSN is a walk in the park, and she is fine with this. But anything else is just cringeworthy, and she must crash the computer a good 3 times a week at least! Although I think this could sometimes be partly a psychological thing, in the sense that she knows she is a nightmare, she may one day reach the digital native stage.
a) The oldest digital native I know
The oldest digital native I know would probably be my Dad! He isn't that old...but I can't think of anyone older. He often uses the net to buy and sell accordions, which sounds abit lame, but there is a lot of money to be had! Since he is a nocturnal being, he is often found in the early hours negotiating and searching for goods etc. He is pretty good with computers, through training courses at work, so well done Dad, you are my nominee for the oldest digital native I know.
Should education stretch a person?
To stretch a person i think this refers to pushing someone to their limits. Curtis Mayfield said in 'Move on up', that we should "take nothing less than second best." How true and wise. Prensky's suggests that this should be done through technology, which is all well and good, but is not the only way. I never had a computer in the house growing up, and so had to always hand write school work etc. Although this seemed like a lot of effort at the time, it has proven in comparison to friends who did have a computer, that my literacy skills are superior.
Education has to stretch people. By doing coursework, presentations, exams, even blog work, we are all increasing specific skills which test us on different levels. Without these, going into the world of work would be far harder. Children need to be stretched in all areas of their education and not just rely on technology.
'Stretch' means to elongate, broaden, strengthen, widen and extend. Education certainly needs to do this, not only to increase knowledge, but to help people survive with life scenarios. Certain areas seem unuseful or irrelvant (who has used photosynthesis and osmosis since GCSE's!!), but all that we learn may prove invaluable at any given stage. Jobs, having a family, a mortgage, a car, timekeeping, communication skills etc, are all things we learn and adopt through education.
It can be argued that this works both ways, in the sense that education needs to stretch people, and people need to stretch themselves, through education.
The way I see it is that the economy, the government, and effectively the country, would be unable to function without those who push themselves, without people being educated, and without culture developing and necessarily 'stretching' people.
Education has to stretch people. By doing coursework, presentations, exams, even blog work, we are all increasing specific skills which test us on different levels. Without these, going into the world of work would be far harder. Children need to be stretched in all areas of their education and not just rely on technology.
'Stretch' means to elongate, broaden, strengthen, widen and extend. Education certainly needs to do this, not only to increase knowledge, but to help people survive with life scenarios. Certain areas seem unuseful or irrelvant (who has used photosynthesis and osmosis since GCSE's!!), but all that we learn may prove invaluable at any given stage. Jobs, having a family, a mortgage, a car, timekeeping, communication skills etc, are all things we learn and adopt through education.
It can be argued that this works both ways, in the sense that education needs to stretch people, and people need to stretch themselves, through education.
The way I see it is that the economy, the government, and effectively the country, would be unable to function without those who push themselves, without people being educated, and without culture developing and necessarily 'stretching' people.
Journal abstract five
Abstract five
This article by Adams highlights how the modern world has led to young people who are all digital natives, who have been constantly exposed to new media. He says that teachers and suchlike have had to resort to incorporating more digital methods of educating students to keep up with this trend. In this journal, Adams looks at how the Advanced Placement Language and Composition programme incorporates Web 2.0 tools including several Google Applications into education in schools. Adams goes on to discuss the gap between teachers and students, by saying that the teachers need to keep up to date with technology in order for the students to benefit from education.
This article by Adams highlights how the modern world has led to young people who are all digital natives, who have been constantly exposed to new media. He says that teachers and suchlike have had to resort to incorporating more digital methods of educating students to keep up with this trend. In this journal, Adams looks at how the Advanced Placement Language and Composition programme incorporates Web 2.0 tools including several Google Applications into education in schools. Adams goes on to discuss the gap between teachers and students, by saying that the teachers need to keep up to date with technology in order for the students to benefit from education.
Journal abstract four
Abstract four
This journal on Digital pioneers uses another journal “the skin of culture” to talk about electronic realities in relation to blogging and the environment. The article argues that when in a classroom, the students are the ones looking in on the teacher who is the centre of knowledge, whereas in an electronic environment, it is the students who have this ‘power’ and it is the participants who are put in the centre. The article goes on to say that students don’t learn through oral and listening techniques as much as they used to, and more emphasis is put on digital learning to accommodate for this. The author Glogowski, says that a mixture of these skills is needed, so we need to be digital immigrants as well as natives. He says that he needs the ‘native’ skills to put the journal online, and we need the ‘immigrant’ skills (literacy) to read it.
This journal on Digital pioneers uses another journal “the skin of culture” to talk about electronic realities in relation to blogging and the environment. The article argues that when in a classroom, the students are the ones looking in on the teacher who is the centre of knowledge, whereas in an electronic environment, it is the students who have this ‘power’ and it is the participants who are put in the centre. The article goes on to say that students don’t learn through oral and listening techniques as much as they used to, and more emphasis is put on digital learning to accommodate for this. The author Glogowski, says that a mixture of these skills is needed, so we need to be digital immigrants as well as natives. He says that he needs the ‘native’ skills to put the journal online, and we need the ‘immigrant’ skills (literacy) to read it.
Journal abstract three
Abstract three
This article is very female orientated, and focuses around girls and the learning about femininity online, mainly concerning gender and identity. The main topic is based on chat rooms and social networking. The article is constructed from qualitative research, from 16 girls based in Canada. It states that these girls are able to learn things online and then use these skills offline. It continues by delving into the issue of gender boundaries and shows how the girls enjoy being ‘gender rebellious’. The authors, Kelly et al, also look at the implications these bring for girls.
This article is very female orientated, and focuses around girls and the learning about femininity online, mainly concerning gender and identity. The main topic is based on chat rooms and social networking. The article is constructed from qualitative research, from 16 girls based in Canada. It states that these girls are able to learn things online and then use these skills offline. It continues by delving into the issue of gender boundaries and shows how the girls enjoy being ‘gender rebellious’. The authors, Kelly et al, also look at the implications these bring for girls.
Journal abstract two
Abstract two
This article looks at how teenagers today have grown up in a completely different culture in comparison to previous generations. This is said to be mainly as a result of the development and rise of the internet. Hansford and Adlington say how many teenagers are avid online users, on social networking sites, like Facebook, and video share, shop and so on online. The negative result, it is said, is that in school, these teenagers are reluctant to learn through older methods of learning, like reading and so on. The problem is that teenagers want to learn and are more comfortable with new media, and want to ‘teach’ teachers to use these, whereas teachers want to encourage teenagers and young people to use traditional methods.
This article looks at how teenagers today have grown up in a completely different culture in comparison to previous generations. This is said to be mainly as a result of the development and rise of the internet. Hansford and Adlington say how many teenagers are avid online users, on social networking sites, like Facebook, and video share, shop and so on online. The negative result, it is said, is that in school, these teenagers are reluctant to learn through older methods of learning, like reading and so on. The problem is that teenagers want to learn and are more comfortable with new media, and want to ‘teach’ teachers to use these, whereas teachers want to encourage teenagers and young people to use traditional methods.
Journal abstract one
Abstract one
This journal looks at the media and how it has developed in society. It discusses how many households are using multiple forms of media, and how society is progressing towards a ‘mass adoption’. Livingstone questions just how media is actually new. She says that new media is developed, and then made into something new, and constantly developed as opposed to being completely new. She says “there is nothing new under the sun”. She goes on to argue that media doesn’t shape cultural change on its own; this is also done through social, economic and political progress. Livingstone suggests that certain informational products are already out of date by the time they reach the shelves, simply because culture changes and develops sop rapidly.
This journal looks at the media and how it has developed in society. It discusses how many households are using multiple forms of media, and how society is progressing towards a ‘mass adoption’. Livingstone questions just how media is actually new. She says that new media is developed, and then made into something new, and constantly developed as opposed to being completely new. She says “there is nothing new under the sun”. She goes on to argue that media doesn’t shape cultural change on its own; this is also done through social, economic and political progress. Livingstone suggests that certain informational products are already out of date by the time they reach the shelves, simply because culture changes and develops sop rapidly.
Academic articles in the Harvard style
1) Livingstone, S (1999), ‘New Media, New Audience’, New Media and Society Vol.1 pg 59- 68, http://nms.sagepub.com/cgi/reprint/1/1/59 (Accessed 12/03/09)
2) Adlington and Hansford (2009), ‘Digital Spaces and young people's online authoring: Challenges for teachers’, Australian Journal of Language and Literacy Vol 32, http://web.ebscohost.com/ehost/detail?vid=1&hid=7&sid=9a75c748-f7f3-478a-a904-003ac02809d3%40SRCSM2&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=afh&AN=36428102 (Accessed on 12/03/09)
3) Kelly, D et al. (2006), ‘No Boundaries? Girls’ Interactive, Online Learning About Femininity's'’ Youth and Society Vol 38, pg 3-28http://yas.sagepub.com/cgi/content/abstract/38/1/3 (Accessed 12/03/09)
4) Glogowski, K (2005), ‘Blog of proximal development: Teaching. Blogging. Learning - Digital Pioneers?’ http://www.teachandlearn.ca/blog/2005/08/01/literacy-in-the-digital-age-part-ii/ (12/03/09)
5) Adams, D (2008) ‘Gaga for Google in the Twenty-First Century Advanced Placement Language Classroom’ Clearing House Vol 82, Issue. 2. pg 96-98, http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ816791&ERICExtSearch_SearchType_0=no&accno=EJ816791 (12/03/09)
2) Adlington and Hansford (2009), ‘Digital Spaces and young people's online authoring: Challenges for teachers’, Australian Journal of Language and Literacy Vol 32, http://web.ebscohost.com/ehost/detail?vid=1&hid=7&sid=9a75c748-f7f3-478a-a904-003ac02809d3%40SRCSM2&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=afh&AN=36428102 (Accessed on 12/03/09)
3) Kelly, D et al. (2006), ‘No Boundaries? Girls’ Interactive, Online Learning About Femininity's'’ Youth and Society Vol 38, pg 3-28http://yas.sagepub.com/cgi/content/abstract/38/1/3 (Accessed 12/03/09)
4) Glogowski, K (2005), ‘Blog of proximal development: Teaching. Blogging. Learning - Digital Pioneers?’ http://www.teachandlearn.ca/blog/2005/08/01/literacy-in-the-digital-age-part-ii/ (12/03/09)
5) Adams, D (2008) ‘Gaga for Google in the Twenty-First Century Advanced Placement Language Classroom’ Clearing House Vol 82, Issue. 2. pg 96-98, http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ816791&ERICExtSearch_SearchType_0=no&accno=EJ816791 (12/03/09)
Website URL's
The five websites I have chosen are as follows;
. http://technologysource.org/article/digital_natives_digital_immigrants/
. http://www.malts.ed.ac.uk/staff/sian/natives_final.pdf
. http://henryjenkins.org/2007/12/reconsidering_digital_immigran.html
. http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
. http://www.twitchspeed.com/site/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part2.htm
I selected these sites as I found them descriptive, and easy to read.
. http://technologysource.org/article/digital_natives_digital_immigrants/
. http://www.malts.ed.ac.uk/staff/sian/natives_final.pdf
. http://henryjenkins.org/2007/12/reconsidering_digital_immigran.html
. http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
. http://www.twitchspeed.com/site/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part2.htm
I selected these sites as I found them descriptive, and easy to read.
What is digital immigration?
Digital Immigration is defined on Urbandictionary.com (http://www.urbandictionary.com/define.php?term=digital+immigrant) as;
“Somebody who has popped up on an Internet site because of clicking on a link (sometimes accidentally). They don't have the slightest idea where they are at, but read the site information out of curiosity, and occasionally buy items if they are listed for sale.”
So from this it is apparent that Digital Immigration is simply those who are trying to use modern equipment and media, without having grown up with it. The term seems to be a fairy new one, but the concept of being unused to new things and growing up before the digital age is not. Digital Immigrants in today’s culture are deemed as being those who are fairly new to the internet.
In relation to who cares about it, my answer is everybody. Students like ourselves have been moulded to using new media and using computers, the internet etc, due to it being a huge cultural influence. Workplaces and businesses now train employees to use this new technology and teach them to speak this new “native language”. And many kids in today’s society are all computer literate, so parents have had to adapt to using computers and the internet.
Society’s attitude to this is we must all become computer literate, and if you are a so called Digital Immigrant, then the way that new media culture is developing means Digital Immigrants need to catch up and become familiar/interactive with the modern world.
“Somebody who has popped up on an Internet site because of clicking on a link (sometimes accidentally). They don't have the slightest idea where they are at, but read the site information out of curiosity, and occasionally buy items if they are listed for sale.”
So from this it is apparent that Digital Immigration is simply those who are trying to use modern equipment and media, without having grown up with it. The term seems to be a fairy new one, but the concept of being unused to new things and growing up before the digital age is not. Digital Immigrants in today’s culture are deemed as being those who are fairly new to the internet.
In relation to who cares about it, my answer is everybody. Students like ourselves have been moulded to using new media and using computers, the internet etc, due to it being a huge cultural influence. Workplaces and businesses now train employees to use this new technology and teach them to speak this new “native language”. And many kids in today’s society are all computer literate, so parents have had to adapt to using computers and the internet.
Society’s attitude to this is we must all become computer literate, and if you are a so called Digital Immigrant, then the way that new media culture is developing means Digital Immigrants need to catch up and become familiar/interactive with the modern world.
Friday, 13 March 2009
Journal criticisms
Overall, each article makes a valid point on modern culture and the digital era we currently live in. As I have grown up in this world, being accustom to this technological culture, I haven’t realised the extent that previous generations have had to adjust.
Journal one criticism
My disagreement with the first article is that I don’t entirely believe that there is nothing new under the sun. I agree with the point made that technology and culture develop, but the internet and television are two mediums I think stand out in there own right. The author also argues that new media has the task of “mapping out new media audiences”. I don’t believe this is entirely true, as often, there aren’t new audiences, but new ideologies and audience expectations, so it is more a mapping out of new ways to appeal to an existing audience.
Journal two criticism
My disagreement with this article is that it claims that children and young people don’t learn through printed texts in this day and age. Yes this is partially true, but it makes out that young people ‘don’t’ learn this way, as opposed to ‘choosing’ not too. The journal implies that today’s generation has moved on from traditional methods of learning, which isn’t wrong, but I feel that culture has developed so this way of learning is one of many, as it is still used in schools and suchlike. It also highlights how older generations deem text talk, and communicating online as needless, whereas, although I think there is a time and a place for it, it is another way of expressing yourself, in a way I’m sure older generations did by keeping diaries etc.
Journal three criticism
My first criticism with this journal is simply that it only focuses on 16 girls for the research. I know it is qualitative, but I think to get suitable and concrete results, more opinions are people are needed. My other criticism is that the article contradicts itself over the issue of power. In an early section, I think girls have more power online than the journal gives credit for. I feel that girls are more likely to express themselves and use the power of sexuality online. Although the article goes on to say how girls do have power, it uses an example of how boys can “trick girls” into doing things online, implying boys have power online. But later on, it gives examples of how girls make digs at boys online and provoke them, suggesting girls have the power. So this makes it confusing and contradictory.
Journal four criticism
My disagreement with this journal is the divide it puts between each type of learning method. Obviously there are differences between each one, but I see them as being interlinked which this journal doesn’t seem to do. We have the ability to read a printed text, access it online, watch a serialisation on the TV and so on, so who is to say that there is a right and wrong way of doing it? This article and many others highlight the fact modern learning doesn’t involve as much print reading, but surely the fact we have different ways to learn suits everyone better, as opposed to losing our traditional forms?
Journal five criticism
My main disagreement with this article is that the author explains that the gap between teachers and students (natives and immigrants) is down to the teachers to address and narrow. I think part of this is down to the students, because if you want to learn in a certain way, it is surely up to you to instigate this as well. The author is implying that teachers should automatically know what way suits people best, but this is down to the student. And I don’t see anything wrong with students helping to teach the teachers new and innovative learning styles if it suits both parties. If students are able to pass their knowledge on, they would be benefitting themselves as well as others. This is something the journal fails to imply.
Journal one criticism
My disagreement with the first article is that I don’t entirely believe that there is nothing new under the sun. I agree with the point made that technology and culture develop, but the internet and television are two mediums I think stand out in there own right. The author also argues that new media has the task of “mapping out new media audiences”. I don’t believe this is entirely true, as often, there aren’t new audiences, but new ideologies and audience expectations, so it is more a mapping out of new ways to appeal to an existing audience.
Journal two criticism
My disagreement with this article is that it claims that children and young people don’t learn through printed texts in this day and age. Yes this is partially true, but it makes out that young people ‘don’t’ learn this way, as opposed to ‘choosing’ not too. The journal implies that today’s generation has moved on from traditional methods of learning, which isn’t wrong, but I feel that culture has developed so this way of learning is one of many, as it is still used in schools and suchlike. It also highlights how older generations deem text talk, and communicating online as needless, whereas, although I think there is a time and a place for it, it is another way of expressing yourself, in a way I’m sure older generations did by keeping diaries etc.
Journal three criticism
My first criticism with this journal is simply that it only focuses on 16 girls for the research. I know it is qualitative, but I think to get suitable and concrete results, more opinions are people are needed. My other criticism is that the article contradicts itself over the issue of power. In an early section, I think girls have more power online than the journal gives credit for. I feel that girls are more likely to express themselves and use the power of sexuality online. Although the article goes on to say how girls do have power, it uses an example of how boys can “trick girls” into doing things online, implying boys have power online. But later on, it gives examples of how girls make digs at boys online and provoke them, suggesting girls have the power. So this makes it confusing and contradictory.
Journal four criticism
My disagreement with this journal is the divide it puts between each type of learning method. Obviously there are differences between each one, but I see them as being interlinked which this journal doesn’t seem to do. We have the ability to read a printed text, access it online, watch a serialisation on the TV and so on, so who is to say that there is a right and wrong way of doing it? This article and many others highlight the fact modern learning doesn’t involve as much print reading, but surely the fact we have different ways to learn suits everyone better, as opposed to losing our traditional forms?
Journal five criticism
My main disagreement with this article is that the author explains that the gap between teachers and students (natives and immigrants) is down to the teachers to address and narrow. I think part of this is down to the students, because if you want to learn in a certain way, it is surely up to you to instigate this as well. The author is implying that teachers should automatically know what way suits people best, but this is down to the student. And I don’t see anything wrong with students helping to teach the teachers new and innovative learning styles if it suits both parties. If students are able to pass their knowledge on, they would be benefitting themselves as well as others. This is something the journal fails to imply.
Thursday, 12 March 2009
Website crticism five
This website is also written in 2001, so for the same reasons as the last, may be dated in its relevancy. This site takes a look at Digital Immigration through medicine and science. It talks about how “Digital Native students” have become the way they are for psychological reasons. It also questions science’s view that the brain doesn’t change physically, by arguing that modern culture causes people’s brains to adapt. There is a lot of scientific evidence to show this, and the author delves into different fields, such as neuroplasticity. However, some of this includes research done on rats and ferrets, which surely doesn’t help when considering the effects cultural development no digital immigrants and natives. To my knowledge the ferrets are not that advanced yet. Being serious, the site is dated by 7-8 years, so any medical advances or changes could easily occurred in this time. The site suggests that natives have a short attention span when it comes to older and traditional learning methods, which again, highlights the struggle between natives and immigrants when communicating and developing one another. The site is well written, and uses lots of evidence, which makes it good and believable.
Website criticism four
This website is dated October 2001, which immediately suggests it could be out dated as this was 8 years ago. From the first line, it is written in a very descriptive and opinionated manner. The author talks also about students and the relationship between them and technological advancements. “Today’s average college grads have spent less than 5,000 hours of their lives reading, but over 10,000 hours playing video games (not to mention 20,000 hours watching TV).” It doesn’t say where these figures are sourced from, but if these were true, I’m sure they have only grown further since 2001. There are many rhetorical questions throughout, one of which asks what the new wave of students should be called. The answer is Digital Natives, and the site gives detailed descriptions and examples of both Digital Immigrants and Natives. The author’s best description for me is where he says that today’s parents are in the midst of learning a new language which the majority of kids already know. The site is very good at showing how the two struggle to comprehend one another, due to the difference in ‘language that natives and immigrants speak. Due to it being written a while ago now, the site is probably one of the first to talk about Digital Immigrants and Natives.
Website criticism three
This site is a blog dedicated to analysing the work of Marc Prensky, who seems to be the King Kong of the Digital Immigration/Native jungle. The author of the site gives a very insightful view of both concepts, and focuses on the differences in generations. There is a focus on students, and the changes in culture and how this has affected ‘us’. Students are categorised as “native speakers of the digital language of computers, video games and the Internet.” This is obvious in a sense, but also very true. The site is dated on the 5th December 2007, which, as with the previous site, means it is very up to date and relevant. It is very readable, as it is well written and laid out in a format which breaks each point down. There is also a section at the bottom for people and other users to write their own comments and respond to the article.
The only part of this site I am not impressed with is the fact the author uses Prensky’s work too much. He uses Prensky’s theory well and writes his own opinion on it at times, but this could be done more. As it is a blog, it should be more structured than it is. But the way each point is broken down, analysed and put into perspective makes the site very comprehendible.
The only part of this site I am not impressed with is the fact the author uses Prensky’s work too much. He uses Prensky’s theory well and writes his own opinion on it at times, but this could be done more. As it is a blog, it should be more structured than it is. But the way each point is broken down, analysed and put into perspective makes the site very comprehendible.
Website criticism two
This website defines both Digital Immigration and Digital Natives, and talks of the distinction between the two. As both terms have been coined in recent years, the site begins by saying how the two terms have been accepted in higher education. It says the terms are a way of mapping out and understanding the rapid technological advancements that have shaped our culture. The site is dated December 2007, which means it is over a year old, so its extremely relevant due to its up-to-dateness. The site is a version of a speech given at a higher education conference in 2007. This means it is written very coherently, as it was written to be spoken and performed. In correspondence, this also makes it very formal. I like the way it talks about Digital Immigrants and Natives as binary opposites, which I find to be a good way of looking at it. What makes this site stand out for me was a table on the 2nd page. There are the two terms as headings, and listed underneath is an example of each with the other being a binary opposite of sorts. For example, under Native there is Student and fast, and under Immigrant there is Teacher and slow. It goes on to continue the argument of how it is the immigrants that need to change, not the natives. This site also quotes from Prensky; “If Digital Immigrant educators really want to reach Digital Natives – ie all their students – they will have to change” (Prensky 2001,p6). I think it practices what it preaches, in the sense that it makes a strong argument in a concise manner, and it clearly explains itself on a potentially difficult subject.
Website criticism one
My first criticism of this website is that it was written in May and June 2003....oooh did that give it away? This means that it is out-dated now by 6 years almost, so this is an obvious fault. This is because the way in which the author talks about technology and development may have changed alot since then, although the site is still relevant to contemporary culture.
My next criticism is that the author of the site uses many references and points made by others, in particular, Marc Prensky, who is deemed to have coined the term of digital natives and immigrants. The points made aim to back up Prensky's points in different words. The author points out that there is not much to distinguish between both natives and immigrants in a digital sense. This relates to previous blogs about how much new media and technology evolves, as the author questions how much change there is between each generation. I think that this is a good point, but I think there is a greater gap than the author implies. The author believes, through Prensky's work, that these digital natives are "teaching" digital immigrants, as opposed to going back to "old" methods. "The solution Prensky proposes is for today's teachers to learn the language of the natives..."
The site continues with a counter-arguement, which is effective, as it focuses more on the thoughts of the author rather than other critics work. The author goes on to say that the gap between digital immigrants and natives is reducing through the simplicity of certain websites and forums online.
My next criticism is that the author of the site uses many references and points made by others, in particular, Marc Prensky, who is deemed to have coined the term of digital natives and immigrants. The points made aim to back up Prensky's points in different words. The author points out that there is not much to distinguish between both natives and immigrants in a digital sense. This relates to previous blogs about how much new media and technology evolves, as the author questions how much change there is between each generation. I think that this is a good point, but I think there is a greater gap than the author implies. The author believes, through Prensky's work, that these digital natives are "teaching" digital immigrants, as opposed to going back to "old" methods. "The solution Prensky proposes is for today's teachers to learn the language of the natives..."
The site continues with a counter-arguement, which is effective, as it focuses more on the thoughts of the author rather than other critics work. The author goes on to say that the gap between digital immigrants and natives is reducing through the simplicity of certain websites and forums online.
Wednesday, 4 March 2009
My own example of long distance learning
I have chosen to do Canada as my example of long distance learning as it is a country I like very much and have a general interest in.
The website I have chosen is as follows; http://canadaonline.about.com/library/weekly/aa042197.htm
As of 1995, there was increasing pressure put upon the education sector in Canada to promote long distance learning. This pressure was put on due to certain things, which were outlined as being;
. the explosion of information as a result of new technology
. a changing workplace which calls for the constant upgrading of skills - technical, management, language, communications - the list goes on, and it's a long one
. the changing nature of work - more contracting, part-time, temporary jobs
. the changing makeup of the workforce itself - more older, part-time, female, and multicultural workers.
I am also aware that Canada is very unevenly spread in terms of population, like Australia, so there has been huge cries for investment in long distance education, especially at the college and university levels.
Most of the Ministries of Education in Canada say they are involved in placing distance learning higher up on its agenda. There have been some inroads.
Athabasca University gets high marks for providing a full MBA online. Using Lotus Notes (the software comes as part of the tuition package), you can take your whole MBA without having to go to a classroom. They do have session meetings so students can physically connect with a group, but just about all the work is done online. They are gradually increasing their use of the Internet as well. In addition, Athabasca offers a full range of undergraduate distance education courses.
The University of Western Ontario offers its Executive MBA through a form of distance learning, but it involves trundling down to a classroom in one of seven major Canadian cities for videoconferences. It doesn't strike me as all that much farther ahead than twenty years ago when we had courses piped in by television to classrooms at Carleton University. Some progress, I suppose, but not twenty years' worth.
The TeleLearning Network of Centres of Excellence includes a research project on Virtual-U software, "one of the world's first Web-based course delivery systems," and there are other research advances coming out of work by the TeleLearning Network also.
The only one problem with this website, is that it is now seemingly out-dated, as it takes its information from 1997-98. The internet has since rose to worldwide prominence, so I therefore guess that long distance learning in the country has increased with internet circulation.
The website I have chosen is as follows; http://canadaonline.about.com/library/weekly/aa042197.htm
As of 1995, there was increasing pressure put upon the education sector in Canada to promote long distance learning. This pressure was put on due to certain things, which were outlined as being;
. the explosion of information as a result of new technology
. a changing workplace which calls for the constant upgrading of skills - technical, management, language, communications - the list goes on, and it's a long one
. the changing nature of work - more contracting, part-time, temporary jobs
. the changing makeup of the workforce itself - more older, part-time, female, and multicultural workers.
I am also aware that Canada is very unevenly spread in terms of population, like Australia, so there has been huge cries for investment in long distance education, especially at the college and university levels.
Most of the Ministries of Education in Canada say they are involved in placing distance learning higher up on its agenda. There have been some inroads.
Athabasca University gets high marks for providing a full MBA online. Using Lotus Notes (the software comes as part of the tuition package), you can take your whole MBA without having to go to a classroom. They do have session meetings so students can physically connect with a group, but just about all the work is done online. They are gradually increasing their use of the Internet as well. In addition, Athabasca offers a full range of undergraduate distance education courses.
The University of Western Ontario offers its Executive MBA through a form of distance learning, but it involves trundling down to a classroom in one of seven major Canadian cities for videoconferences. It doesn't strike me as all that much farther ahead than twenty years ago when we had courses piped in by television to classrooms at Carleton University. Some progress, I suppose, but not twenty years' worth.
The TeleLearning Network of Centres of Excellence includes a research project on Virtual-U software, "one of the world's first Web-based course delivery systems," and there are other research advances coming out of work by the TeleLearning Network also.
The only one problem with this website, is that it is now seemingly out-dated, as it takes its information from 1997-98. The internet has since rose to worldwide prominence, so I therefore guess that long distance learning in the country has increased with internet circulation.
Tuesday, 3 March 2009
Africa and eLearning in the School System
E learning in Africa was a term coined when many areas and schools were effected by cholera, mainy that had effected Southern Zambia.
It seems the arguement is that while many children are able to go to school and sit their exams, the others who are affected by the cholera, have to stay at home. Obviously there are cries for a change in the system which allows those unable to get into school to not miss out in their education. "It is therefore high time that the Ministry of Education prepared for disasters such as floods and diseases that have been affecting Zambia since the arrival of the rainy season. It is important that the Zambian community is also prepared to step up to an eLearning environment..." http://www.elearning-africa.com/newsportal/english/news164.php
People are asking why in these times, can't the government provide various mediums, such as radios and tvs, so students are not affected by consequence. E Learning Zambia Chairperson Prof Thomson Sinkala says that it would benefit pupols because they "would not have to miss their lessons as they would access their teachers’ lessons through either an Internet cafe or from home or any convenient place arranged for that matter".
He added that the use of eLearning would also help to boost awareness of cholera. "Children together with parents would learn about cholera and how to prevent it."
The only possible alternative at present is to set homework while students are away, but this is nowhere near as beneficial as elearning.
There is a radio programme that already exsits in Zambia for students of lower grades, but this has been said to be in need of development. It is called Taonga Market and is broadcast every day for about two hours.
So it seems the intent is there, and there is a blantant need for such development, so what else is being done?
John Zulu, who is in grade 12 at the Kamwala secondary school, said it was necessary for educational material to go electronic as, most of the time, school children listen to music, from ipods, CDs and mobile phones, and could download educational material to improve themselves in one area or another.
"Subjects such as English, science, history and geography could be put in electronic form, especially questions and answer sessions to help students revise their work and to target their most-used electronic gadgets," said Zulu.
However, almost every home owns a radio, including rural areas, so it seems that radio could still be the best way to educate students and pupils in this long distance manner.
In my view, from the article that Brenda Zulu has written, the only things that is preventing it from becoming a reality is government interest and/or funding. Both things that China has at its disposal.
It seems the arguement is that while many children are able to go to school and sit their exams, the others who are affected by the cholera, have to stay at home. Obviously there are cries for a change in the system which allows those unable to get into school to not miss out in their education. "It is therefore high time that the Ministry of Education prepared for disasters such as floods and diseases that have been affecting Zambia since the arrival of the rainy season. It is important that the Zambian community is also prepared to step up to an eLearning environment..." http://www.elearning-africa.com/newsportal/english/news164.php
People are asking why in these times, can't the government provide various mediums, such as radios and tvs, so students are not affected by consequence. E Learning Zambia Chairperson Prof Thomson Sinkala says that it would benefit pupols because they "would not have to miss their lessons as they would access their teachers’ lessons through either an Internet cafe or from home or any convenient place arranged for that matter".
He added that the use of eLearning would also help to boost awareness of cholera. "Children together with parents would learn about cholera and how to prevent it."
The only possible alternative at present is to set homework while students are away, but this is nowhere near as beneficial as elearning.
There is a radio programme that already exsits in Zambia for students of lower grades, but this has been said to be in need of development. It is called Taonga Market and is broadcast every day for about two hours.
So it seems the intent is there, and there is a blantant need for such development, so what else is being done?
John Zulu, who is in grade 12 at the Kamwala secondary school, said it was necessary for educational material to go electronic as, most of the time, school children listen to music, from ipods, CDs and mobile phones, and could download educational material to improve themselves in one area or another.
"Subjects such as English, science, history and geography could be put in electronic form, especially questions and answer sessions to help students revise their work and to target their most-used electronic gadgets," said Zulu.
However, almost every home owns a radio, including rural areas, so it seems that radio could still be the best way to educate students and pupils in this long distance manner.
In my view, from the article that Brenda Zulu has written, the only things that is preventing it from becoming a reality is government interest and/or funding. Both things that China has at its disposal.
China's distance learning programme
China has always been renowned for its technological advances and having a culture like no other. The 1960's saw the rise of television universities in China, originating from Bejing. "During the period from 1960 to 1966, more than 8,000 students graduated from the Beijing Television University and over 50,000 students finished single-course studies through its teaching programmes." This shows what a huge cultural impact TVU's had on China.
It is apparent that part of the appeal of these TVU's, from a government perspective, surrounds issues of funding. The cost of these television universities are relatively cheap to run in comparison to having multiple universities. TVU's can train more people in a shorter space of time, which meant that China had more educated people benefiting it's society, making valuable contributions to industrial and agricultural enterprises or to cultural and educational institutes.
As a result, the sixth Five-year Plan for National Economic and Social Development (1981-85) stated, 'There will be considerable expansion of higher education through radio, television, correspondence and evening courses. Students taking these courses will number 1.5 million by 1985'. This plan forceast a rapid development for radio and television universities in China.
There are 5 levels of TVU's as a result of this expansion; The CRTVU, The PTVUs, Branch schools, Work stations and The teaching and learning classes (usually called television classes).
There are obvious problems with this in my view however. Firstly, everyone who undertook one of these TVU courses would surely come out with the same viewpoint, which is extremely capitalist and very one-sided! Also, I was one of those who at GCSE level, stayed up to watch those bitesize programmes that were on a ridiclous o' clock in an attempt to learn more. In my experiences of television learning, I like the concept, but have severe doubts that television is a medium which gives people license to ignore the educational stuff and be entertained. I can see how it could work, but I remain under the tradionalist viewpoint that going into a lecture hall helps me learn more.
I also feel that I am a 'hands-on' learner, meaning I have to experience something if I really want to engage with a subject. If we were to have 2 hours a week say, of television and radio directed learning, this might work, but to do it for 39 wouldn't benefit me.
Having said this, it has obviously had a beneficial affect on China, and long distance learning clearly works. At present, radio and television teaching programmes are, to a large extent, a direct transcription of conventional university classroom teaching. I am guessing that as technology advances, learning through ipods and so on will become the norm.
It is apparent that part of the appeal of these TVU's, from a government perspective, surrounds issues of funding. The cost of these television universities are relatively cheap to run in comparison to having multiple universities. TVU's can train more people in a shorter space of time, which meant that China had more educated people benefiting it's society, making valuable contributions to industrial and agricultural enterprises or to cultural and educational institutes.
As a result, the sixth Five-year Plan for National Economic and Social Development (1981-85) stated, 'There will be considerable expansion of higher education through radio, television, correspondence and evening courses. Students taking these courses will number 1.5 million by 1985'. This plan forceast a rapid development for radio and television universities in China.
There are 5 levels of TVU's as a result of this expansion; The CRTVU, The PTVUs, Branch schools, Work stations and The teaching and learning classes (usually called television classes).
There are obvious problems with this in my view however. Firstly, everyone who undertook one of these TVU courses would surely come out with the same viewpoint, which is extremely capitalist and very one-sided! Also, I was one of those who at GCSE level, stayed up to watch those bitesize programmes that were on a ridiclous o' clock in an attempt to learn more. In my experiences of television learning, I like the concept, but have severe doubts that television is a medium which gives people license to ignore the educational stuff and be entertained. I can see how it could work, but I remain under the tradionalist viewpoint that going into a lecture hall helps me learn more.
I also feel that I am a 'hands-on' learner, meaning I have to experience something if I really want to engage with a subject. If we were to have 2 hours a week say, of television and radio directed learning, this might work, but to do it for 39 wouldn't benefit me.
Having said this, it has obviously had a beneficial affect on China, and long distance learning clearly works. At present, radio and television teaching programmes are, to a large extent, a direct transcription of conventional university classroom teaching. I am guessing that as technology advances, learning through ipods and so on will become the norm.
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