Contents |
I'm in first year of university doing a bachelor of Mass Communication majoring in Public Relations and Media and Communication. My email address is sm.shield@student.qut.edu.au
2nd December 1987
My Mum (Christine) and Dad (Paul) live in mackay with my two younger siblings Stuart (15 years old) and Jessica (12 years old).
Harrison, C 2003, ‘E-Learning Technology: Convergence with the Mainstream’, in Van Weert, TJ & Munro, RK (eds.), Informatics and the digital society: Social, Ethical and Cognitive Issues, Kluwer Academic Publishers, The Netherlands, pp. 37 – 50, ISBN 1-4020-7363-1.
Within the book entitled Informatics and the digital society there is a chapter dedicated to E-Learning technology, focusing specifically on the convergence with the mainstream. Basically the chapter outlines problems that E-learning can solve within the education system as well as identify the disadvantages of E-Learning in the classroom environment. Specific models are identified and used to explain ways to reach the learning goal. Emphasis is also put on the need for a better working relationship between technologists and practitioners.
The author stresses that the most challenging task is to get practitioners to use the technology in everyday practice. This requires practitioners to adjust their teaching structure and styles as well as bring together both their models and technologists models. Basically a relationship needs to be formed between technologists and practitioners so that there is a better understanding of how techniques fit into the real life classroom. Finally the author leaves readers with a question that shows where there thoughts are continuing too. The question being, ‘What critical problems in training and education can we solve through the use of computers?’.
Barraket, J 2004, ‘E-Learning and access: getting behind the hype’, in Osbourne, M, Gallacher, J & Crossan, B (eds.), Researching Widening Access to Lifelong Learning: Issues and approaches in international research, RoutledgeFalmer, Oxfordshire, pp91-102, ISBN 0-415-32236-7.
The chapter entitled E-Learning and Access begins with a great definition of E-learning which basically states that it is education that is created and delivered through various forms of technology. This chapter really focuses on E-learning in the context of higher education and states that it serves two main purposes or functions. Firstly it helps those people within society gain entry into education that would usually be disadvantaged, for example those with disabilities. Secondly it serves as a tool which enables students to expand their technological understandings and comprehension and builds specific skills. The author recognises however that there is a significant divide, (known as the digital divide) that separates the ‘information rich’ and ‘information poor’. The research that was conducted and is included within this chapter consisted of two phases. Focus groups which included all equity groups took place as the first phase and from these results the second phase went forward, this being a survey that went to 44 students representing all faculties and differing levels of study. The results showed that access, use and support are all significant in determining a students’ quality of learning. Within the chapter it specified the factors that affect access in regards to technology and findings showed the main issue was cost. Another significant finding was that students rely heavily on school/university facilities, however certain problems were identified such as cues, cost of printing and insufficient time allocations for computer use. In short, the research findings indicate that those who most benefit from higher education are unable to access it. So even though technologists want to expand their technology, they must remember that higher education needs to be available to everyone so that all can benefit.
Ferlander, S 2004, ‘E- Learning, marginalised communities and social capitol: a mixed method approach’, in Osbourne, M, Gallacher, J & Crossan, B (eds.), Researching Widening Access to Lifelong Learning: Issues and approaches in international research, RoutledgeFalmer, Oxfordshire, pp180-194, ISBN 0-415-32236-7.
Within this text the focus was on the growth of technology and the effect it had on society. To have access to technology has almost become a requirement to be included in contemporary society as it has become such an important part of life. The research conducted investigated e-learning as a means of increasing social capital in a marginalised community. The author also gives an overview of social capitol to give readers a better understanding of the term. Ferlander simply states that social capitol is defined as resources gained from social networks and social support, which facilitate the creation of trust and a sense of community. The chapter also evaluates a case study and research questions regarding the relationship between information communication technologies (ICT) and social capitol using a method known as the ‘mixed method’. This method is a mixture of qualitative analysis and quantitative analysis. Quantitative research focuses on data and is very descriptive however qualitative research tends to be more explanatory and finds reasoning’s behind the quantitative data. During the data collection stage the following methods were used, documentary research, participant observations, interviews, surveys and focus groups.
Chadha, G & Kumail, SMN 2002, ‘Panacea called E-Learning’ in E-Learning: An expression of the knowledge economy, Tata McGraw Hill Publishing Company Limited, New Delhi, pp30-43, ISBN 0-07-044542-7
The chapter is really a history of the term e-learning and brings readers up to date with where we as society are positioned today. The author defines it to be “education created and delivered by using technologies related to computer, the internet and telephony, in combination or in isolation.�? The definition is then worked through and broken down. The next section focuses on Computer-based training (CBT) courses which are used after market research to determine the needs of the learners. It explains the criteria that the courses follow in order to keep the learner interested and for them to have the opportunity to practice the skills they have learned. These courses are great for learning different concepts and because the person is by themselves it gives them the satisfaction of ‘doing it themselves.’ E-Learning has been referred to as a problem solver, in regards to the concept of distance education, technology has a solution. The main problem is time and geography; however E-Learning has broken down all of these barriers. This chapter also discusses the advantages of virtual classrooms, a few of the points mentioned was flexibility, participation and low cost. Critics outline that at a primary school level, the idea of a virtual classroom would fail miserably, however at a higher education level it may be a simple solution to underlying issues and problems.
Chadha, G & Kumail, SMN 2002, ‘E-Learning: Benefits and Advantages’ in E-Learning: An expression of the Knowledge Economy, Tata McGraw Hill Publishing Company Limited, New Delhi, pp98-111, ISBN 0-07-044542-7
As the title suggests the chapter discusses in detail the various benefits and advantages for the concept E-Learning. Obviously all advantages can be seen from different perspectives but the success of E-learning has shown that people are not afraid of the whole different experience that is virtual learning. One main advantage that is identified is the ability to change content quickly and without fuss and the lack of effort it takes to maintain. The whole idea of continuous learning is also recognized, this basically refers to the fact that learning goes beyond building a certain skill. It actually continues to provide further knowledge and at the same time sharing with the rest of the community. Actual learning is said to be best achieved as a result of interaction and sharing. This helps transfer learning to actual knowledge. The author emphasis the fact that the investment in IT infrastructure is not going to solve any problems of the emerging needs of the industry. As mentioned frequently access is one of the main reasons for E-learning success. It has the potential to reach anyone at any time anywhere; the learning community has been formed into one whole community. Tools have been developed to test learners current knowledge which helps form a suitable learning path which is a great time-booster. In regards to how many people E-learning can facilitate the number is huge, however in a classroom situation a maximum of 20 students is a handful for one teacher what with all of the different levels of knowledge and differing learning styles. The main message being shown throughout this chapter is the underlying fact that the on regards to E-learning it is the Learners’ needs that is the main focus. As the experience of learning is designed especially for the expertise and knowledge of the learner it is a completely personal experience and something easy to be related to.
Anonymous (2004/2005), ‘E-Learning Age’, E-Learning an essential feature of Training, December/January pp2, ISBN 14745127
The text endeavours to assess a survey carried out by the Chartered Institute of Personnel and Development (CIPD). The survey was conducted because data needed to be collected regarding the amount of practical work that organisations do in promoting E-Learning and in order meet the needs of both organisations and employees a set structure needs to be developed. The findings from the survey suggest that there will definitely be an increase in the use of E-learning over the next three years. Emphasis must also be put on the trainers to build strong relationships with learners to ensure effectiveness and that the learners’ needs are being met. Approximately 57% of organisations were found to be following some kind of strategy plan to ensure e-learning works. In terms of the actual technology it was discovered that CD-ROMs are the most popular method of delivery. Another interesting discovery was that 49% of people thought that E-Learning was over-hyped, however it is definitely here for the long haul and a valuable tool in our learning process.
Tavangarian, D, Leypold, M E, Nölting, K, Röser, M & Voigt, D, (2004), Is E-Learning the solution for individual learning?’, Electronic Journal of E-Learning (EJEL), Vol 2, issue 2, no. 4, retrieved August 8th 2005 from E-Learning Journal
This journal first outlines the basic changes that E-learning has made to society already, for eg. The shift in focus to the individual learner instead of the teacher. The authors argue however on the actual definition of E-learning, they claim it is too broad and the use of any electronic media is not enough to constitute as being apart of E-learning. The technology must give support to the learning process to be considered apart of the definition. Emphasis is put upon four main areas that should be considered in order to support the individual learning process. Firstly the support teachers need in producing teaching material, the presentation of the material, feedback and the representation of teachers and learners. The paper then continues to focus on areas such as marking up texts according to target groups, the components/material needed to be used and the level of interaction needed to create a completely individual environment to learn. Essentially the whole paper stresses the need for a better understanding of the learning process which in turn will find the most effective E-Learning system.
Stephanie Shield 10:46, 12 Aug 2005 (EST)
The sub Topics I completed within the Distance Education subject were:
Stephanie Shield 06:51, 28 Oct 2005 (EST)
