Rachel Browne's List: Exploring eLearning

Thurab-Nkhosi, D. (2009). Guest Editorial: Special Issue on eLearning in the Caribbean. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 5(4), p.3-5.

Thurab-Nkhosi (2009) presents a synopsis of a number of articles that address the state of eLearning in the Caribbean region, with specific reference to tertiary education. The articles highlights some of the problems the islands face in relation to the implementation of eLearning - to include a lack of resources. There was further focus on pedagogical practices and professional development in eLearning.
E-Learning was also presented in a practical light and one article "explained how to create reusable, interoperable lesson plans for e-learning" while another looked at "improving the self-care process for Caribbean patients with diabetes through mobile learning".
Strength/Limitation
The editorial offered to me an idea of the work that is being done in the Caribbean in relation to eLearning and the use of technology. However, the mention and précis of each article means that I am not privy to the original article and a review of the subsequent research that was conducted.
Concepts/Themes
It was most interesting to discover that the use of eLearning in a practical way was also evident in the Caribbean as Canada. Further, one of the articles addresses the notion that eLearning can lessen student collaboration and teamwork - one of the themes that has been recurring in relation to students and teachers being prepared to create an "eLearning environment".

As a Teacher Training Facilitator at University of the West Indies, Trinidad and Tobago, in the E-Learning sector, Thurab-Nkhosi is in an apt position to explore the various aspects of eLearning as have been studied/researched in the region. She further cements her qualifications for such by being a Distance Education Editor and a Curriculum Development Specialist at The University of the West Indies-Open Campus.
Further Questions
1. How effectively is eLearning applied in primary and secondary education?
2. Does the application of eLearning in secondary education affects student teamwork and cooperation?
The articles Thurab-Nkhosi presented focussed on eLearning in tertiary education and as primarily a secondary school teacher, I would be interested to know how eLearning is utilized in secondary education in the Caribbean.

Deschamps, R (2006). "That's 'e' for 'everyone'": The future of eLearning in public libraries. Partnership: The Canadian Journal of Library and Information Practice and Research, 1(1), pp1-5.

This article highlights the considerable use a public library could have in creating/offering an eLearning environment. Deschamps (2006) (as Barbour & Hill, 2011) highlights some of the reasons why eLearning may be more beneficial in present day society specifically referring to busy workers, second language learners and low-literacy learners.
As such, public libraries may be one way to offer those in the community another means of accessing the eLearning environment by offering online courses and the like.
However, for these efforts to be successful, the writer mentions that the library staff must be educated and sympathetic/empathetic enough to the library users especially as it relates to their use and comfort with the technology involved. Further, there should be some partnership with reputable universities or colleges to ensure that what is being offered is of some recognizable quality. Then there should be a focus on learning networks coupled with current hardware and software which are of good quality. Further, the library staff should foster a culture that is accepting of current technology along with the changes that constantly evolve.

Author
Ryan Deschamps is presently the Director of Public Services at Regina Public Library where he oversees the management of public services including collection development, virtual services, branches, a community film theatre and an art gallery. However, when the article was written he was the e-Learning Manager at the Halifax Public Libraries in Halifax, Nova Scotia, Canada where he managed public access to technology and the Halifax Public Libraries web and social media presence, including the development of online services and policies related to Internet Access. His present work and interest has ensured that he is in a good position to present such an article linking library use and eLearning.
Strengths/Limitations
As a national of a small island in the Caribbean, I am aware of the limitations posed by the lack of resources to successfully implement eLearning, especially eLearning for all. This article highlights how eLearning may be successfully implemented and accessible to all without forcing the cost of added expense on the learner by utilizing the public library(ies). The article also positively highlighted the necessary factors by which a public library could make eLearning more feasible.
Arguably, there was no specific data or research that was referred to in the article and this somewhat lessens the importance of what is been said. Without any specific reference or support, the article appears to be just another opinion of just another individual.
Concepts/Themes
The article highlighted the theme of eLearning being accessible to any one and the idea that for this learning environment to be successful some measures have to be implemented.
Question
What research can be conducted to "successful" make that link between eLearning and public libraries (especially as it relates to maybe the use of consortia in the Caribbean?)

de Freitas, S. I. (2006). Using games and simulations for supporting learning. Learning, Media and Technology, 31(4), p343-358.

A study was conducted in specific adult learning institutions to identify how learner, tutor and expert perceived the practical use of educational games and simulations in the learning environment. There were 31 participants using identified games and simulation tools for physics education. Qualitative data was collected through surveys, semi-structured interviews and workshop activities. The results showed that a small majority of the participants think that there was an indication that simulations and games were beginning to "converge in education and training contexts".
This may result in the use of games and simulations in (in)formal adult learning settings which may further see an increase in "specialized learning context" and "differentiated learner groups". It was also noticed that there was a need to present learning materials and resources in different ways depending on the "specific learner preferences". The findings additionally indicated a number of advantages of using games and simulators in the adult learning environment to include, enhancing collaborative learning among the participants.
Strengths/Limitations
The study used triangulation of data and this, it is suggested, presents the idea of reliability and validity to the findings which would indicate that the findings may be "defended". Further, the study tackled a topic referencing gaming and simulations, which are arguably important components in relation to current technology and creating a successful eLearning environment.
However, it is suggested that the data is only applicable/transferable to physic education since that was the specific group targeted in the identified institutions.
Concepts/Themes
One of the themes the study highlighted related to the idea of identifying and incorporating learner style and preference when using current technology to create/enhance the learning environment. This is one concept as identified and discussed as Saeed et al (2009). Another familiar theme identified is the increase in use of games and simulation in the eLearning environment. This theme was especially referenced by Marlene Brooks and John Baker in their individual presentations during which they addressed the evolution of the eLearning as each saw it.
Question
How would ESL learners in an eLearning environment perceive the use of games and simulations in their learning process? As an ESL teacher, I am interested to know if the results could be replicated if the study was conducted in my field.
What games/simulations would be applicable to younger learners and would the results be the same? The study focussed on adult learners but I am curious as to the effect of the use of games and simulations on younger students in the tech learning environment. Would the students have too much fun to negate the idea of "efficacy of learning through experience"?
Author/Data
As a senior research fellow and manager at the London Knowledge Lab, University of London and a former consultant with the UK Joint Information Systems Committee e-Learning Development Programme, Dr. de Freitas is in an enviable position to expound on the use of games and simulation especially since she has been publishing in the areas inclusive of "change management and strategy development for implementing e-learning systems and educational games and electronic simulations for supporting post-16 training and learning" and "pedagogy and eLearning".
de Freitas may also be identified as "Director of Research at the Serious Games Institute (SGI) -part of the largest commercial arm of any UK university, the SGI applied research group - with expertise in AI and games, visualization, mixed reality, augmented reality and location aware technologies - works closely with international industrial and academic research and development partners. de Freitas also chairs the Lab Group, a group she founded in 2003 to bring together leading edge academic and industrial research groups in the e-learning area" (http://www.bbk.ac.uk/~sara/briefbiography.html). These qualifications lend further credence to the study and findings presented by de Freitas.