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of a system-wide institutional grant, each instructor chose a course for which to develop her own strategy of podcasting use in order to meet her course’s particular needs. These needs reflected two essential drives suggested by Harris and
In a study of podcasting use in Britain during 2006-2007, Harris and Park (2008) conclude podcasting in higher learning may lead to benefits to users from three different perspectives:
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- Podcasting provides lecturers with the facility to emphasize the information, which they feel to be critical for the students, thus augmenting teaching material.
- The flexibility and affordability of podcasting caters to diverse student needs by enabling repeated learning and offering an opportunity for the effective use of time. Finally, from the University’s perspective, podcasting is a communication enabler, reaching out to a wider community. For instance, such podcast usage can provide a lifelong extended education to alumni and also create a culture of knowledge sharing and interdisciplinary collaboration.
- As podcasting diffuses through the general population, one might expect its feasibility and use to also increase in academic institutions.
- One would expect the first application to vary by instructor, department, opportunity, time and access, while the second application would receive better support and wider adoption throughout the institution, likely leading to more comprehensive student use.
- Each instructor chose a course for which to develop her own strategy of podcasting use in order to meet her course’s particular needs. These needs reflect two essential drives suggested by Harris and Park (2008) in their typology of podcasting usage characteristics (p. 550). The first instructor was teaching-driven, employing podcasting to augment teaching, provide supplemental lecture content and for use in a student discussion assignment. The second instructor developed a podcasting assignment for students. However, her goal was more service-driven with hopes of sharing information and ultimately archiving student’s research work.
- Information about the historical novels to be covered in the course, as well as background about their authors was also featured, pointing out parallels between history and historical fiction.
- It is worth noting that many students were using the podcasts at the same time that they reviewed other online class materials. For example, a student might listen to a class podcast on her computer while reviewing the corresponding PowerPoint presentation.
- The instructor surmised that, although the students were given in-class instruction on how to access both podcasts and vodcasts, the extra steps required in subscribing to the podcasts (see Appendix A) might have deterred some students from using them
- Students were encouraged to listen to the podcasts or view the vodcasts and to use them as resources for their written weekly responses, midterms and final papers.
- Podcasting has already become an important component of work routines and job expectations in some fields. Even now, citizen journalism is revolutionizing traditional news writing as individuals establish their own message outlets.
- Accordingly, this instructor developed a podcasting assignment to empower students, with hopes that they might find their voice, develop skills in emerging technologies, and share the fruits of their research, providing useful information in a rapid and competitive digital environment. Ultimately, the instructor sought to develop a podcasting project for an entry level journalism writing class, which would tie into course content, enhance student understanding of the field, and provide students with an opportunity to come together around a community issue of interest to the working student group.
- Altogether, there were three types of podcasts/vodcasts available to the students throughout the semester:
- Close to the end of the semester, the instructor recorded a discussion of one of the novels by two students during a typical in-class group discussion. The intent of this vodcast was to allow students to view and hear their colleagues discuss the current novel. Originally the goal was to post several of these recordings of student group discussions throughout the semester for all students to use as resources.
- The completion and uploading of the multimedia content comprised the grading emphasis for the podcasting project, (which was worth 15% of each student’s overall semester grade, or roughly 20-25% of their individual writing project grade for the class). The instructor encouraged each student group to select a common subject which would have multiple and conflicting viewpoints, such as the status of the family farm, or a topic with multiple dimensions, like the demographic shift in central Indiana. Two student leaders (both taking the class at a higher grade level) were identified to schedule group tasks and keep the groups on track
- Students ultimately created three different forms of interview content for publication on the web:
- While the original intent was to post final, edited content on a public access website, making it available through subscription, the instructor later decided to use PBWorks, (see Appendix B), given its ease of development and timing issues related to the students’ inexperience and equipment access.
- Prior to their development of the audio and video content, students had a chance to review podcasts and vodcasts online. At this time, they developed their own criteria of excellence and examined how professionals integrated their work with online websites. Although final student work was not published, all students had a chance to view and critique one another’s work and class time was dedicated to viewing the content and discussing its strengths and weaknesses.
- ut preparing students to participate in this interactive digital world, whether inside or outside the classroom, poses a challenge for instructors
- Although the instructor was very enthusiastic about trying new technology, the process of creating the vodcasts and podcasts was more time-consuming and tedious than anticipated
- According to the chapter “Confessions of a Podcast Junkie,” in Eli Discovery Tools: Guide to Podcasting (Coghlan et. al., 2007), it is crucial to keep them short: “ When Frydenberg asked his students how many had actually been downloading his podcast lectures, they complained that the podcasts were too long. Students stress the need to keep audio and video concise and engaging” (p. 25). Subsequently, the first instructor decided to keep her podcasts and vodcasts under 15 minutes to make sure her students remained focused and engaged.
- Sometimes perceptions of students’ level of comfort with technological use and interest in newer forms of technology are inaccurate. While podcasting use may be on the rise, the Napa Valley Register reports that percentages of teens using podcasts or downloading books, textbooks or study guides are still limited.
- the key is getting schools to help out with the costs” (p. 3). O’Connor learned first-hand why such funding is necessary when only two out of 16 of her students in her spring 2007 class had their own MP3 players
- The students in the literature course were prepared and capable of accessing the podcasts and vodcasts and benefitted from the supplemental materials. This is probably due to the fact that these were posted on the online course management system as well as accessible through iTunes and the students had the choice of how to access the content.
- Also of significance is the fact that the students received in-class instruction on how to access the podcasts and vodcasts. In fact, such guidance was recommended by Guertin, Bodek, Zappe & Kim
- Flip makes it insanely simple to record and edit movies on your computer, as long as you use the Flip Video application. Things get a little more complicated if you want to use other applications
- the Flip may also require extra steps when used with a Mac format.
- Smaller campuses may not have the resources or economy of scale to integrate teaching technology as easily as larger campuses. With an often cluttered array of responsibilities and service obligations scattered across fewer faculty members, it may be harder to adopt new technologies as quickly.
- n the literature class this mix of students proved to be beneficial as related to iPod use. In fact, the literature instructor could use the podcast to overcome the diversity and create an “equal playing field” for the students, minimizing their discrepancy in preparation. Further, the literature instructor discovered that s hort, focused podcasts are helpful to the students as a way to review material for class discussion or for exams. Instead of having to rewind their conventional recorders and look for key words in an hour-long lecture, the students can target their specific problem areas for review. As a result, their study hours are reduced and the students are able to use their commuting time effectively.
- While it was expected that the journalism writing students would be familiar with and know how to operate an iPod, only two students of the 11 had prior experience with the MP3 player. Accordingly, given its ease of operations, most of them opted to employ the Flip. However, these students failed to predict recording problems and while they were encouraged to practice and play back results, they did not have time or motivation to test their efforts sufficiently. Hence, the interviews were plagued by problems like: background noise, (such as noisy air movement systems), clumsy settings (placing an interviewee in a rocking chair engaged in perpetual movement or in front of a cluttered and chaotic background), and a failure to isolate the interviewee in a quiet setting
- Given that student-created podcasts present a bigger challenge related to student training, the journalism instructor located the following links to online training (as presented in Table 1), which should prove beneficial for use with future podcasting projects.
  
  Table 1. Links to assist with student training
  
  http://ourmedia.org/ Recommended by Kelli Polson (2007), of the Poynter Institute, this website publishes podcasts, vodcasts and multimedia pieces. According to Polson,
  
  …users can contribute content, which means the site is growing constantly.
  
  They can also create a channel -- basically a collection of media items.
  
  You'll find some quirky channels on the site along with channels devoted to gear reviews and other training resources. And, of course, there's a 'Community Talk' channel in which users can submit questions and share tips.
  
  http://www.bbctraining.com/onlineCourse.asp?tID=2555&cat=3 The BBC has a number of online courses available with journalism topics which are easily adaptable to a variety of podcasting assignments. This link takes one to a series on interviewing and journalism—with both final products and critique from the journalist. Helps explore motivations and actions.
  
  http://www.nyu.edu/its/pubs/connect/spring06/pdfs/doogan_podcasting.pdf This website provides a helpful overview of podcasting, its use and appeal. Early distribution of the list should assist students with a basic understanding of the technology and its use.
- Both instructors felt the podcasts helped to integrate the students into a shared community, whether through introduction of the course or through group problem solving and shared research activities
- the vodcasts helped them pass tests and /or improve their grades
  the podcasts, when used, helped them study more efficiently
  the vodcasts helped them understand the course content better
- in spite of this unanimous endorsement, no students referred to the podcasts or vodcasts in their evaluation of the course.
- students found the project time consuming
  students are used to higher quality video and audio than the Flip camera provided and have less tolerance of problems with sound quality, lighting or focus issues, or presentational weaknesses in one another’s work
  despite the public nature of the assignment, students varied widely in their tenacity and drive and the final podcasts varied significantly in their level of quality
  even students who may write effectively may not understand how to maximize the technology and time must be spent reviewing samples and exploring effective ways of recording content—some students’ materials were easily edited, while others were almost impossible to cut
  procrastination was a significant problem, and sequential planning and chunking of the assignment into manageable segments is essential when equipment or time is limited
  students’ anxiety of the technology itself limited creativity and hampered the final efforts of some students
- The podcasts and vodcasts were clearly beneficial to the students and to the instructor in terms of delivering additional material for the course. However, given more time and training with the equipment, the benefits could have been greater. Particularly, the vodcasts of student discussion groups could have been more numerous. The instructor believes they would have been very useful, if posted online for students to access and use to study for midterms and for their final papers.
- Given the varied skill set of enrolled students, the instructor needs to further break down the assignment . Additionally, the instructor needs to employ more hands-on activities with the equipment to build user confidence. Finally, the instructor will work to share samples of student work earlier in the semester, in order to establish higher standards of performance and more reasonable student expectations.

16 Jul 09

Innovate: Making Web3D Less Scary: Toward Easy-to-Use Web3D e-Learning Content Development Tools for Educators

Sounds very promising

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e-learning virtual_world authoring tool game

The process of implementing new technologies in university settings has inherent problems, not the least of which is the tendency of educators to use technology, even new media technology, to recreate traditional pedagogical structures (Cuban 1986; Means and Olson 1994; Galarneau 2004). Adoption of new technology may also be hindered, in spite of pedagogical possibilities, by faculty members' lack of experience with it.
The pedagogical power of three-dimensional learning environments resides in their ability to immerse learners in a synthetic, purpose-built virtual environment where they can explore content-rich worlds and collaborate around participatory learning activities (Bartle 2004)
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- Immersive three-dimensional environments provide unique pedagogical opportunities, particularly for distance learners to
  engage with enhanced content and processes through simulations and role playing (Oblinger 2004);
  interact with individuals or groups of individuals while immersed in another activity (Rosenbloom 2004); and
  build their own activities and experiences, thereby taking control of their own learning (Meiguins et al. 2004).
- The ALIVE project is intended to provide instructors in higher education with access to the flexibility and portability of Web3D technologies for a full range of uses
- These technologies have the potential to reduce dramatically the cost, distance, danger, or impracticality of some real-world teaching and learning situations. The three-dimensional representation of topics, locations, or models allows instructors to present students with more viewpoints, perspectives, and interactions than are possible using two-dimensional representations.
- despite the unique pedagogical benefits these environments can deliver, including learner self-motivation, learner commitment, and self-directed learning opportunities (Martinez 2003), Web3D environments are out of the reach of most educators.
- To address this gap in Web3D authoring tools for educators, the ALIVE research and development laboratory at the University of South Queensland, Australia is attempting to increase educator and researcher knowledge about the usability, usefulness, and effectiveness of three-dimensional immersive Web-based environments (Exhibit 1). The lab is also working to develop easy-to-use e-learning tools built upon game engine technology
- ALIVE began with an ethos of sustainability, interoperability, and scalability, examining three-dimensional tools across differing operating systems
- Having decided that the end was more important than the means, we had to compromise with regard to interoperability and openness and find a suite of development tools that "just worked."
- built on Microsoft technology
- Through the use of DXStudio, a three-dimensional game creation and editing application, we are building rapid development tools that allow educators to create their own purpose-built three-dimensional environments that can be seamlessly integrated with two-dimensional course materials (Exhibit 2). This means creating e-learning content via easy-to-use interfaces that remove the need for specialists in three-dimensional modeling and programming. Our ALIVE suite of integrated tools ranges from fully customizable and programmable content for the technology-savvy teacher to prefabricated, plug-and-play, immersive virtual teaching and learning environments
- The library is also expandable.The ALIVE team, as well as others who wish to contribute to the project
- The three-dimensional worlds created with the ALIVE 3D Scene Editor can also be loaded into ALIVE Classmate, which allows educators and students to meet in a three-dimensional online world and interact not only via a whiteboard or video link but also via text chat and voice with a voice over Internet protocol (VoIP) link (Exhibit 3). ALIVE Classmate allows for private virtual microworlds that are fully customizable and controlled by the educator in charge
- The combination of technologies and tools in the ALIVE suite allows for a variety of e-learning scenarios across many academic domains.
- by clicking a button in any Microsoft Office application, educators can embed environments created with the ALIVE Editor into existing course materials created in any of those applications
- This option opens up a multitude of learning and teaching opportunities
- Compatibility with popular Microsoft applications also allows two-dimensional content to be embedded in three-dimensional scenes and simulations, giving educators the tools to overcome some of the weaknesses that have often characterized three-dimensional renderings of textual information
- Another feature of ALIVE is the ability to create hyperlinks from two-dimensional text that move and orient, or "dolly," the camera in a three-dimensional scene around an area of interest
- For example
- It is hoped that through ALIVE tools, our Web site, and interaction with the Web3D Consortium, we can create a community of practice that encompasses educators, developers, and artists willing to contribute pedagogical content, prefabricated environments, and high quality models that can be made available to everyone.

Google Similar Images

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10 Jul 09

Learning and identity: What does it mean to be a half-elf? - Gee 2003

Notions:
identity, game, context

A MUST

Gee's tripartite play of identities defines (in the game setting but Gee shows that the same applies to learning) something similar to Lave and Wenger's peripheral legitimate participation:
- real-world identity: the *player* as character
- virtual identity: the player as *character*
- projective identity: the player *as* character

The projective identity represents the active engagement and investment by the player (or learner) in the development trajectory of the game (or learning) context
Many examples explaning projective identities are given.
For instance, our projective identity can fail when we (real-world identity - i.e. player) make our virtual identity (character) do something that the character we want our virtual identity to be would not or should not do (e.g. score an ugly goal in PES with Arsenal - I want my Arsenal team in PES to win by playing slick passing football). When this happens, users often restart the game.

Good instruction must accomplish three goals:
- entice the learner to try (create bridges to their real-world identities and create a psychosocial moratorium)
- entice them to put in lots of efforts (make the virtual world and virtual identity at stake in the learning compelling to the learner in their own terms - they need to be sucked in)
- this effort must generate an appropriate level of success and the learner needs to be aware there will be yet greater success for greater effort. Design amplification of input into the process and ideally, the virtual world needs to be built so that learners discover new powers and feel the dawning of new valued identities

Learning principles that video-games teach us (MUCH MORE INSIGHTS ARE AVAILABLE IN THE ARTICLE):
6. "Psychosocial Moratorium" Principle
7. Commited learning Principle
8. Identity Principle
9. Self-Knowledge Principle
10. Amplification of Input Principle
11. Achievement Principle
12. Practice Principle
13. Ongoing Learning Principle
14. "Regime of Competence" Principle

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Quandary

Quandary is an application for creating Web-based Action Mazes. An Action Maze is a kind of interactive case-study; the user is presented with a situation, and a number of choices as to a course of action to deal with it. On choosing one of the options, the resulting situation is then presented, again with a set of options. Working through this branching tree is like negotiating a maze, hence the name "Action Maze".

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Thinking Worlds

Looks very appropriate to e-learning

Interesting resources at http://www.caspianlearning.co.uk/index.html (the company behind that tool)

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e-learning authoring virtual_world tool IDGBL_MSc game

kurtsquire'sdeliciously1.0homepage

Great work in relation to learning History through simulations
See research link and Civilization III in particular

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e-learning IDGBL_MSc virtual_world tool game

26 Jun 09

Weft QDA - a free, open-source tool for qualitative data analysis

Free qualitative analysis tool

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research tool

11 Jun 09

Eat your vegetables and do your homework: a design-based investigation of enjoyment and meaning in learning - Barab et al 2005

Notions:
motivation, game, learning, design-based, social, participation, collaboration, context, brand

Division playing-learning in elementary school

List of principles of design-based research

1. Quest Atlantis as an example of design-based research

3D virtual world where children perform educational activities (Quests) through their avatar (powerful motivator contributing to their sense of self)
Though connected to academic standards, Quests are rooted in our social commitments and framed by children's interests

2. The design evolves

The importance of the backstory in relation to the defined practices of community members and the attributes that create a product identity and culture
In addition to mandatory acitivites, students voluntarily completed additionoal ones.
Thanks to the game, students began to have an appreciation for the subject areas relation to their own lives (unlike before the game). Participation in the game increased their academic efficacy.

3. Learning Engagement Theory

The 3 dimensions of Learning Engagement Theory: learning, playing and helping (motivation is at their intersection)

QA shows evidence that academic learning was occuring alongside or in the process of playing and helping.
Hard work should and can occur in the context of an activity to which the student is already engaged.
Joy and meaning: integral elements of the framing of curricular activities

4. Motivation as a complex process

Consensus regarding the belief that extrinsic incentives (rewards) undermine intrinsic motivation
Both extrinsic and intrinsic motivation steadily decline over grades 3 through 9
By over-valuing product and under-valuing the rich processes of learning, the joy, fun, challenge and meaning have in part been stripped out of educational activity

Motivational elements: game challenge, stimulating curiosity, sense of control, fantasy of the game, identity presentation, social relations, playing, learning, achievement, helping, reward, immersion, uniqueness and creativity

Importance of context

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16 Mar 09

Questionmark...getting results

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research assessment tool

02 Mar 09

Matthew Weaver :: Blog :: Mission Maker, the new way?

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e-learning authoring virtual_world tool IDGBL_MSc

07 Feb 09

H. Sapiens Digital: From Digital Immigrants and Digital Natives to Digital Wisdom - Prensky 2009

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e-learning tool

I suggest we think in terms of digital wisdom.
Digital wisdom is a twofold concept, referring both to wisdom arising from the use of digital technology to access cognitive power beyond our innate capacity and to wisdom in the prudent use of technology to enhance our capabilities
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- "extended cognition is a core cognitive process, not an add-on extra," as "the brain develops in a way that complements the external structures and learns to play its role within a unified, densely coupled system"
- Two recently released devices, one produced by Smart Brain Technologies and another by Emotive Systems, allow players to control the action in video games using their minds
- we can define wisdom as the ability to find practical, creative, contextually appropriate, and emotionally satisfying solutions to comlicated human problems
- Some of that evolution will arise from the breadth of resources available to the wisdom seeker. More development will emerge from wider access to more experience
- It is also possible that reflective capabilities will themselves be enhanced
- Future technological tools will allow people engaged in making judgments and decisions to evaluate their decisions very quickly in light of collective past experience
- wisdom will certainly involve a lot more sharing and testing of ideas while they are in formation than is possible today
- Digital technology can help by providing databases and algorithms that gather and process vast amounts of data far more efficiently and thoroughly than the human brain can. Expert systems are one example of sophisticated digital tools that can help humans access a wider array of data. These systems gather the expertise of hundreds of human experts in one program in order to provide a more thorough assessment of a given situation than even a highly trained and experienced professional might be able to offer.
- the analyses improve as the amount of data increases (as it does exponentially), and the analysis tools improve as well
- This approach reverses the generally accepted nature of the human/machine coupling. Rather than the mind imagining possibilities that the data confirm or deny, the data announce facts and relationships and the human looks for explanations or—as Google does with advertising—simply uses the relationships to achieve a goal without knowing or caring why they exist
- "what if?" has always been critical to understanding complex systems
- Enhancing Our Ability to Plan and Prioritize
- One of the greatest barriers to human understanding and communication is that we cannot see inside another person's mind
- It is likely, according to these researchers, that our children will, in their lifetimes, be able to read people's thoughts and even have access to direct brain-to-brain communication
- Enhancing our Access to Alternate Perspectives
  
  The world is full of things we cannot perceive with our unenhanced senses, things that are too small, too large, too fast, too abstract, too dangerous, or too far away. Exploring these things through digital enhancements will certainly help expand both our understanding of these things and our knowledge of how they can help or hurt us. It will also expand our ability to assume multiple perspectives—to see things from more than one point of view—and, hence, our wisdom.
- The Atlantic magazine asks "Is Google Making Us Stoopid?" Google serves as a stand-in for the Internet and digital technology more generally; the author's concern is that digital enhancements such as the Internet make our natural minds lazier and less able (Carr 2008a). While that is certainly something we should guard against, we must also bear in mind that new technologies have always raised similar objections; as Carr points out, in Plato's The Phaedrus, Socrates objects to writing on the basis that it undermines the memory.
- new technologies associated with contemporary popular culture, from video games to the Internet to television and film, make far more cognitive demands on us than did past forms, thus increasing our capabilities in a wide variety of cognitive tasks
- Worries that ubiquitous GPS systems might diminish our map-reading ability or that spell checkers and calculators will result in a generation that cannot spell or do mental math are similarly shortsighted. Every enhancement comes with a trade-off: We gave up huge mental memory banks when we started writing things down; we gave up the ability to tell time by the sun when we began carrying pocket watches. But we gained a set of shared cultural memories and a more precise notion of time that fueled the Industrial Revolution

30 Jan 09

Missionmaker - immersive education

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e-learning authoring virtual_world tool

29 Jan 09

Digital natives, digital immigrants - Prensky 2001

Notions:
digital natives, digital immigrants, virtual worlds

The arrival and rapid dissemination of digital technology in the last decades of the 20th century means that today’s students are no longer the people our educational system was designed to teach

Different kinds of experiences lead to different brain structures

As Digital Immigrants learn, they always retain, to some degree, their "accent"

Our Digital Immigrant instructors, who speak an outdated language (that of the pre-digital age), are struggling to teach a population that speaks an entirely new language

Digital Immigrants, learned and so choose to teach slowly, step-by-step, one thing at a time, individually, and above all, seriously

Digital Immigrant teachers assume that learners are the same as they have always been

It is highly unlikely the Digital Natives will go backwards

We need to reconsider both our methodology (going faster, less step-by step, more in parallel, with more random access, with less education-related language, ...) and our content (traditional and future - i.e. technology-related - content)

The effectiveness teaching Digital Natives through computer games

A frequent objection from Digital Immigrant educators is “this approach is great for facts, but it wouldn't work for 'my subject'.” Nonsense. This is just rationalization and lack of imagination

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e-learning IDEL_MSc IDGBL_MSc virtual_world tool

26 Jan 09

Jing | Add visuals to your online conversations

Screencast, etc.

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e-learning authoring tool

24 Jan 09

JISC - Serious Virtual Worlds scoping study

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e-learning virtual_world tool IDEL_MSc IDGBL_MSc

22 Jan 09

SPSS, Data Mining, Statistical Analysis Software, Predictive Analysis, Predictive Analytics, Decision Support Systems

Leading quantitative analysis tool

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research tool

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