Now is week 12 and we are getting closer to the exams. This is so exciting. This week, during tutorial, we presented our webquest to the whole class.
Our webquest was one of the simplest compared to other groups but I guess we really did put in quite a lot of effort to come up with the webquest and although it does seem that other groups seem to have done more with their uses of pictures and other resources, I think for E-Learning, at the end of the day, what is most important will be the results. In the case here, it will be whether the studnet has managed to learn anything at all or maybe another way to look at it will be whether the goals and objectives set out right at the start has been achieved.
We were given some comments on how to make our project better, I shall get down to it and edit the webquest to make it better, the suggestions were really valuable because this is a new application we are learning after all and it is hard to master something that you just learnt and that is why you value professional advice from the experts.
I shall now get down to editing the webquest. Kudos.
Thursday, April 23, 2009
Week 11 - Webquest Part 2
This is week 11 already, time passes so fast.....
This week during lecture, we basically listen to a short talk and then we got about doing our webquest already.
The eXe application is really interesting, it basically has all the simple web authoring functions like inserting images, text, links, etc and added on with E-Learning functions like the quiz. There is also this function where you can add JavaScripts...maybe I can explore using this even though I have not touched it in years, from way back in primary school, I think.
My group also got down to serious business and we did some hard work to get the basic form of our webquest up. Luckily, we had met a few times before this to come up with the goals and objectives and so we were not so lost or had to do anything from scratch, in fact, just a few tweaks here and there and I think our webquest will be all done already.
Al the best for our webquest!
This week during lecture, we basically listen to a short talk and then we got about doing our webquest already.
The eXe application is really interesting, it basically has all the simple web authoring functions like inserting images, text, links, etc and added on with E-Learning functions like the quiz. There is also this function where you can add JavaScripts...maybe I can explore using this even though I have not touched it in years, from way back in primary school, I think.
My group also got down to serious business and we did some hard work to get the basic form of our webquest up. Luckily, we had met a few times before this to come up with the goals and objectives and so we were not so lost or had to do anything from scratch, in fact, just a few tweaks here and there and I think our webquest will be all done already.
Al the best for our webquest!
Week 10 - Webquest
This week is a lesson on what a webquest is about and how to go about making one.
Really interesting because it clear a lot of doubts I had and some misconceptions... at one stage, I actually forgot the key word web of webquest and thought we could just dump all the information into the application and there would be no need to access the Internet at all.
To do this webquest, we get to use this interesint web-authoring and e-learning tool called eXe..... quite an unoriginal name, I must say and for the tutorial this week, we go to sort of try it out. This being the first time, I did we did a really lousy piece of work but it is ok, we learn from mistakes, I guess.
The application seems interesting especially for the quizzes part because you can do stuff like set MCQs, fill-in-the blanks and so on and there are not only the normal MCQs but those multi-select kind where you can choose multiples answers to a question.
I cannot wait to get home to try out the application.
Really interesting because it clear a lot of doubts I had and some misconceptions... at one stage, I actually forgot the key word web of webquest and thought we could just dump all the information into the application and there would be no need to access the Internet at all.
To do this webquest, we get to use this interesint web-authoring and e-learning tool called eXe..... quite an unoriginal name, I must say and for the tutorial this week, we go to sort of try it out. This being the first time, I did we did a really lousy piece of work but it is ok, we learn from mistakes, I guess.
The application seems interesting especially for the quizzes part because you can do stuff like set MCQs, fill-in-the blanks and so on and there are not only the normal MCQs but those multi-select kind where you can choose multiples answers to a question.
I cannot wait to get home to try out the application.
Week 9 - Problem solving and affective learning
This week, we reach the highest level of E-Learning: Problem-solving and Affective learning.
We learn how what are the characteristics of problems, how to differentiate between attitudes and motivation and definations of new terminologies like receiving, responding and valuing.
This is really the most interesting lesson because it deals with the highest-order form of learning that humans can take.
I would say that for Receiving and Responding, taking certain steps like making subtle moves of giving aesthetically-looking designs for applications or stuff like music contribute towards the attaining of these 2 steps by students.
I also agree that for attitudinal learning to take place, reinforcement has to have provided and thus such opportunnites have to be created. However, it is hard to do so and that is why this is the hardest form of learning.
I think some studies should be done on this, I think it would really benefit me in many ways if I am able to master this.
We learn how what are the characteristics of problems, how to differentiate between attitudes and motivation and definations of new terminologies like receiving, responding and valuing.
This is really the most interesting lesson because it deals with the highest-order form of learning that humans can take.
I would say that for Receiving and Responding, taking certain steps like making subtle moves of giving aesthetically-looking designs for applications or stuff like music contribute towards the attaining of these 2 steps by students.
I also agree that for attitudinal learning to take place, reinforcement has to have provided and thus such opportunnites have to be created. However, it is hard to do so and that is why this is the hardest form of learning.
I think some studies should be done on this, I think it would really benefit me in many ways if I am able to master this.
Week 8 - Procedure and Principles Learning
I realise that some of the lecture slides are constantly being repeated....perhaps this is to constantly remind us that these are the more important concepts of the module.
Let me attempt to define the terminologies learnt this week like I always do.
Procedure learning is where one actually does things to demonstrate what one has learnt and so actions are taken to show the level of progress of a person.
Principles learning is the understanding of concepts and ideas and action need not be taken here, in fact all that is needed is probably the brain or if we use a concept here: the mind.
It is mentioned that the 2 toughest Instructional Events for teaching procedures is feedback and practice. I think the reason is because one is unable to control the extent to which a student can progess during practice because it is very dependent on the innate ability of the student or in short how fast the student learns and one is unable to react immediately when given feedback.
This is really a cool module.
Let me attempt to define the terminologies learnt this week like I always do.
Procedure learning is where one actually does things to demonstrate what one has learnt and so actions are taken to show the level of progress of a person.
Principles learning is the understanding of concepts and ideas and action need not be taken here, in fact all that is needed is probably the brain or if we use a concept here: the mind.
It is mentioned that the 2 toughest Instructional Events for teaching procedures is feedback and practice. I think the reason is because one is unable to control the extent to which a student can progess during practice because it is very dependent on the innate ability of the student or in short how fast the student learns and one is unable to react immediately when given feedback.
This is really a cool module.
Week 7 - Fact and Concept Learning
Another interesting week full of terminologies..... is there no end to it.
Apparently, it does seem to contain some useful information like how to group information together to make it easier to remember them.
We also learnt the defination of concepts and how to differentiate between a concept and a fact. However, I would say I disagree with the defination of concept provided here or perhaps I am only putting it in different words. But I think my defination of concept does not agree with the one provided here, perhaps this is because it is used in different contexts.
Anyway, my defination of concept is an idea, a thought. Simply that will make it a concept. I also thought the way to differentiate between facts and concepts seem interesing and debatable because can concepts really not have definations? How about the defination of kindness? Can someone do something that is wrong and still call it kindness?
This is one really interesting module.
Apparently, it does seem to contain some useful information like how to group information together to make it easier to remember them.
We also learnt the defination of concepts and how to differentiate between a concept and a fact. However, I would say I disagree with the defination of concept provided here or perhaps I am only putting it in different words. But I think my defination of concept does not agree with the one provided here, perhaps this is because it is used in different contexts.
Anyway, my defination of concept is an idea, a thought. Simply that will make it a concept. I also thought the way to differentiate between facts and concepts seem interesing and debatable because can concepts really not have definations? How about the defination of kindness? Can someone do something that is wrong and still call it kindness?
This is one really interesting module.
Week 6 - Learning Objevctives
This week, I learnt the terminology of learning objectives like terminal objectives, enabling objectives, goal and curricular map.
Goal is basically quite easy for me to understand, having gone through the term in NM2219 and NM3217, it is just a long-term view of what is to be achieved.
Objectives are then short-term measurables views of what can be done to achieve the goal. The curricular map is apparently what is to be taught at each step of the learning journey or the menu of the course.
I have some difficulties differentiating between the enabling and terminal objectives but here goes: Enabling objectives are small targets to be achieved so as to achieve the overall target of terminal objectives, thus, enabling objectives are a subset of terminal objectives.
This module is really chim, all these ideas and concepts are killing me.
Goal is basically quite easy for me to understand, having gone through the term in NM2219 and NM3217, it is just a long-term view of what is to be achieved.
Objectives are then short-term measurables views of what can be done to achieve the goal. The curricular map is apparently what is to be taught at each step of the learning journey or the menu of the course.
I have some difficulties differentiating between the enabling and terminal objectives but here goes: Enabling objectives are small targets to be achieved so as to achieve the overall target of terminal objectives, thus, enabling objectives are a subset of terminal objectives.
This module is really chim, all these ideas and concepts are killing me.
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