Reflective Synopsis

The worldwide E-learning industry is estimated to be worth over $48 billion according to conservative estimates. Developments in internet and multimedia technologies are the basic enabler of e-learning, with consulting, content, technologies, services and support being identified as the five key sectors of the e-learning industry. Apart from traditional learning, E-Learning is the delivery of learning and training using electronic media, for example: using computers, internet, and intranet. In principle, e-learning is a kind of distance learning; learning materials can be accessed from the web or CD via a computer, and tutors and learners can communicate with each other using e-mail or discussion forums. E-Learning can be used as the main method of delivery of training or as a combined approach with classroom-based training. E-Learning is also helping to embed learning within work processes, as organisations begin to recognise that learning is not something that only takes place in a classroom.

Through my 5 weeks' studying and understanding this course, I have experienced lots of different ways of learning styles in E learning. I have also learned and understood some of the important digital tools those can help a lot in E-learning.

In the first week I have been taught some 21 century's learning style and learning theories. According to Waterhouse (2003), e-learning involves improving teaching and learning using instructional strategies enhanced by technology, especially computer technology (p. 3). At a very basic level e-learning is using information communication technologies (ICTs) to engage, enhance and extend learning in pedagogically sound, flexible and innovative ways. There has been a great deal of research done with regard to learning and cognitive style with some differences in the categorisation of these. Felder and Solomon have created an online learning style inventory that gives us an idea of our own preferences and our styles and balance. I did the test and my result of learning style can be found from here.

The following week we have learned how to use Wiki as a collaborative learning technique. A wiki is an online space where users and guests can edit, modify, add, remove information with intuitive editing tools.Wiki has turned out to be much more than I'd imagined. That is not to say that I didn't imagine a lot. Key features of a wiki have been identified by wiki.org(http://wiki.org )
In this week's activity we participated in the school group's Wiki on mobile phones issue - should mobile phones be used in the classroom? We used the de Bono Hats system (also known as "Six Hats" or "Thinking hats") to think and analysis the issue and I have written my my previous reflections in Six Thinking Hats about this issue through this post.

Group 1 tools
In group 1 tools we have been introduced online spaces - Web 2.0. There were three spaces we have investigated wikis, blogs and websites. The difference between web 1.0 and web 2.0 is that Web 1.0 is static until changed by the webmaster. Content is added by webmasters, either text, video, images or other multimedia. The content does not change for different viewers, nor can viewers add to the content themselves. It is also known as the "read only" web.In contrast, Web 2.0 is owned by you, the people. Individuals and groups can publish, share, network, download, upload to create user-generated content. Web 2.0 is often known as the "read-write" web. Built in to Web 2.0 sites are tools and toolbars that make it easy to work in these spaces despite very little knowledge of web authoring. The difference between a blog, a wiki and a website is that Wikis and blogs are owned by private persons. They can add content and therefore ideas. blogs is usually single-author. The way of interacting with a blog is for viewers to add comments to the postings of others. The comments themselves cannot be responded to as a discussion thread - each refers to the blog posting itself. Blogs are chronological. A wiki is a multi-author page, like an online butcher's paper. Anyone can edit the page, delete and make additions to the information there. Wikis are not chronological, they are simply edited by erasing, amending, and adding. And a website is static, and students cannot contribute content. Sometimes this is an advantage. Here is one of the blogs I have made before for early studies in social networking. From these 3 tools I like blogs the most because it can keep my privacy better.

Group 2 tools
There are 3 multimedia digital tools in this group. They are images, podcasting and digital videos. Multimedia is one of the most important affordances of online learning, with a multitude of video sites such as YouTube, TeacherTube, National Geographic amongst many, many others. All of the major news providers globally have video uploads of significant news events.

For images, it can be of our learners in action, of other people, and of environmental artefacts. A podcast is simply a sound file. But it is a sound file that is shared with others, usually by subscription. The one I want to talk about more here is digital video because video uses both images and audio in many cases, and is considered to be a core focus of any eLearning course. Video is also the media for information about the worlds news events, the latest from science and technology from sports and medicine. It is a media for education. Students, teachers and educators need to know how to read, construct and become masters of this new technology. Video production in the classroom enables the development of media literacy, higher order thinking skills, project based learning experiences, real world relevancy experiences, and a deeper connection to the curriculum being explored.

Group 3 tools
In this group there is a set of tools that can be used to present learning or information. They are PowerPoint, Prezi, and Glogster. They are all capable of interactivity and multimodal (text, audio, images and movies) sources. The one presenting tool I want to focus here is Powerpoint. We can use PowerPoint to create interactive presentations containing text, art, animation, and audio and video elements. It is probably the best-known presentation graphics program available. PowerPoint works well in the classroom in a number of ways:
1. Present information or instruction to an entire class.
2. Create graphically enhanced information and instructions for the learning centers.
3. Create tutorials, reviews, or quizzes for individual students.
4. Display student work and curriculum materials or accompany teacher presentations at parent open houses or technology fairs. We can set PowerPoint presentations to run automatically during such events, providing a slide show of classroom activities and events as parents tour our classroom or school.

In short, there are a number of multimedia authoring tools that are complex and require signifiant learning to use. PowerPoint is so versatile for the creation of learning objects and games.

From this site I learned a lot on how to use Powerpoint and I did an analysis on finding creative ways of using Powerpoint where you can find from this post.

Group 4 tools
This group of tools are quite open-ended. We have added some that have been shown to be valuable, and recommend strongly that you examine them regardless of your selection for this group. Knowing that they "are there" may open up opportunities for later work with ICT when it is required. I have investigate 3 tools of them: Google Docs, Google Maps, and Google Earth. The one I have to mention more here is Google Earth. Google Earth is a fantastic resource for teachers and students as it enables students to see images from different parts of the earth with the ability to overlay streets/roads with latitude and longitude. Students can see their own backyard and those of another country.

I like using Google Earth as my good learning friend. Google Earth is not only a great tool for geography - it has the ability to entice kids to learn about information tied to location in a huge variety of important educational subjects. I found somewhere useful for learners to go for more classroom resources. And I found the useful content for Google Earth is in a variety of subjects such as geography, literature, science, history, and more. Basically, any information which can be tied to a location on Earth can be illustrated, and made interesting, using Google Earth. Google Earth can also be used as a tool for students to study or even prepare their own presentations. If I were an educator I would use GE for many topics.

Legal, Safe, and Ethical Considerations
There is something we still need to consider in E-learning. This issue is always critical - we must read and thoroughly understand the implications of uploading and using materials online.The most important principle to remain aware of is that normal copyright guidelines for education apply in an online environment. When creating content for an online course it is important to consider copyright as you are responsible for the material you have created. If you are using material you have created (lecture notes, reading list) there is no need to check copyright. If you are using material that contains material owned by a third party e.g. images, photos, graphs etc. then it is important to check the copyright status of these. In most of cases you need to be approved by the source of the material before going ahead.


Renference
Tavangarian D., Leypold M., Nölting K., Röser M.,(2004). Is e-learning the Solution for Individual Learning? Journal of e-learning, 2004.

Allen, I. E. and Seaman, J. (2008) Staying the Course: Online Education in the United States, 2008 Needham MA: Sloan Consortium

Bates, A. (2005) Technology, e-Learning and Distance Education London: Routledge

OECD (2005) E-Learning in Tertiary Education: Where Do We Stand? Paris: OECD

Whyte, Cassandra B. and Lauridsen, Kurt (editor)(1980). An Integrated Learning Assistance Center.New Directions Sourcebook, Jossey-Bass, Inc.

Black, J. & McClintock, R. (1995) "An Interpretation Construction Approach to Constructivist Design

Bates, A. and Poole, G. Effective Teaching with Technology in Higher Education San Francisco: Jossey-Bass/John Wiley, 2003