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CEL 420 Assignment 1
Questions and Answers
Question 1
1.1 Write descriptive notes on exploring, searching and selecting information as engagement
skills required in e-learning. (10)
Exploring in e-learning
Exploring
+
Criterion-searching Selecting by relevance
by by
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Saving, keep track and add new info
by
keep
1.2 The cycle of consolidating knowledge begins with learners seeking to share new knowledge
(discuss), explain (externalize) what has begun to be internalized. (10)
List and describe the skills that learners utilise in the cycle of consolidating knowledge.
Consolidating knowledge
Externalise
Internalise
Learning practices exhort learners to follow through, consolidate, share and use
their knowledge gains.
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1.3 Write descriptive notes on analysis, synthesis and testing as engagement skills
required in e-learning. (10)
leads to
Analyse within the Synthesize
context
Deconstruct the
Rebuild as own
complexity knowledge
Parts /sections Relationships
Categories Putting together
Relate with importance for specific learning needs
Interactive engagement in e-
learning
is used by testing, discovery, test
hypotheses of
2.1 Holmes and Gardner* (2006) view e-learning as: “online access to learning resources,
anywhere and anytime.” (p 14). (10)
Holmes and Gardner (2006:14) only state one facet of e-learning “access to learning resources”
but what about the interaction or active learning of the learner and the use of the different tools or
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devices in e-learning. From the definition it seems that the learner is only receiving without the
active contributing to and sharing of information.
I shall use the European e-Learning Action Plan definition of e-learning as the conceptual
framework in higher education which is: “the use of new multimedia technologies and the Internet
to improve the quality of learning by facilitating access to resources and services as well as remote
exchanges and collaboration” (COM, 2002:2 as cited by Homes & Gardner, 2006:24)
Reading the literature on e-learning and the many definitions my conceptualisation thereof in the
context of higher education is the use of any of the new technologies or applications in the service
of learning or learner support. It is important because e-learning can make a significant difference
to how learners learn, how quickly they master a skill, how easy it is to study and, equally
important, how much they enjoy the learning. Thus, the main aspect in e-learning is the use of
tools /devices to enhance and support the quality of learning. However, learners still need people
support and therefore I support the concept of “blended learning” – e-learning and the more
conventional face-to face learning in the classroom (compare Homes and Gardner, 2006:14).
In higher education a student who is learning in a way that uses information and communication
technologies is using e-learning. These interactive technologies support many different types of
skills such as:
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2.2 Discuss the following information and media skills: Analysing, accessing, managing, integration, evaluation and creation of information in a
variety of forms and media. (30)
Accessing Learner should have access Visual learners may Learner should have Learner should have Learner should have
to computer with the relevant learn concepts faster. access to computer with access to computer with access to computer with
software and know how to e.g. Clip art collection. the relevant software the software and know the software such as
use it. Use PowerPoint to and know how to use it. how to use it, Microsoft producer, Photo
E.g. Navigate to the following draw Learner can obtain story, Movie Maker or
web site: audio files for use in Windows XP Media
http://www.prenhall.com/roblyer/ digital media Center Edition.
Enter the site by clicking the applications in several
corresponding edition of the different ways such as Learner should have
prescribed book. to capture sounds hardware and software for
digitally using a video production ( video
microphone, tape or camera or VCR) and
audio CD player, or any know how the use it.
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other audio input device
that is plugged into a
port on a sound card or
a USB.
Managing Know how to manage text and Manage the functions Managing the Managing the Managing the educational
how to use the internet in the of graphics. educational tools for the educational tools for the tools for the support and
classroom and to support and Graphics also serve as support and support and enhancement of learning.
enhance learning. navigational elements; enhancement of enhancement of To use video in digital
buttons to link to more learning. learning. Using audio in media application the
information a digital media learner must capture,
application can digitize and edit the video
supplement text and using special video
graphics and enhances production hardware and
understanding software.
Integrating
Integrating and using the Integrating and using Integrating and using Integrating and using Integrating and using
information appropriately in graphics and animation appropriately audio appropriately in video appropriately in
different situations: information in different situations: different situations: different situations:
appropriately in
integrate information; different situations: integrate animation integrate audio with integrate video with
with information; textual information; audio information;
integrate methods, integrate
concepts and theories in information; integrate animation, integrate audio with integrate video,
new situations; concepts and concept clarification concepts (audio) and
integrate methods, theories in new and theories in new theories in new
solve problems by concepts and situations;
integrating required skills situations; situations;
theories in new
or knowledge. situations; solve problems by solve problems by solve problems by
integrating required integrating required integrating required
E.g. Curriculum integration: solve problems by skills or knowledge. skills or knowledge. skills or knowledge.
The effectiveness of integrating
technology integration by required skills or E.g. Integration of E.g. Use software
evaluating the impact on knowledge. animation in specific programs such as
student’s achievement area of curriculum Those provided with
E.g. Create a mind integrated learning
map on Educational systems e.g. iMovie and
Simulations using PowerPoint
CmapTools.
Evaluating Making judgments of an idea, Making judgments of Making judgments of an Making judgments of an Making judgments of an
theory, opinion, based on the graphic, idea, idea, theory, opinion, idea, theory, opinion, in idea, theory, opinion in the
criteria. This includes the theory, opinion, based used in and with the and with the audio, video, based on criteria.
following: on criteria. This animation, based on based on criteria. This This includes the
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• compare and includes the following: criteria. This includes includes the following: following:
discriminate between • compare and the following: • compare and • compare and
ideas; discriminate • compare and discriminate discriminate between
• assess value of theories, between ideas; discriminate between ideas; ideas;
presentations; • assess value, between ideas; • assess value of • assess value of
• make choices based on presentations; • assess value of theories, theories,
reasoned argument; • make choices theories, presentations; presentations;
• verify value of evidence; based on presentations; • make choices based • make choices based
• recognise subjectivity. reasoned • make choices based on reasoned on reasoned
argument; on reasoned argument; argument;
Web resources: Authority; • verify value of argument; • verify value of • verify value of
affiliation; purpose and evidence; • verify value of evidence; evidence;
objectivity; content and • recognise evidence; • recognise • recognise subjectivity.
learning process ( valid; subjectivity. • recognise subjectivity. E.g. Evaluating the
relate to curriculum);audience subjectivity. E.g. Project- based effectiveness of
and currency; design [Web The effectiveness of assessment ( real-world integrating a video
evaluation rubrics] technology integration: The effectiveness of projects) where learners
Assessment tools. integrating animation. have an active role in Evaluating and Selecting
Continuously evaluate Evaluating and completing tasks, Instructional Software
before instruction Selecting Instructional solving problems.
begins, during and Software Evaluating and
after. Selecting Instructional
Evaluating and Software
Selecting Instructional
Software
Creating Putting the component parts Create a mind map on Use as a tool to Present projects to Use as a tool to enhance
information (text) together to form new Educational enhance learning. class, a community learning.
products and ideas: This Simulations using Learner can create own (presentations with Present projects to class,
includes the following CmapTools. detailed and highly digital media) and add a community
• use old ideas to create Create flowchart or dynamic animations to a webpage (presentations with digital
new ones; storyboard using using a graphics ( MySpace; Blog) media)and add to a
software such as animation software webpage ( MysSpace;
• generalise from given Inspiration package. In addition the Blog).
facts; learner can obtain
• relate knowledge from previously created Create video by video
several areas; animations for a CD, a compression (decrease
DVD, or the Web. the size of the files)
• predict, draw
conclusions.
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and make it available to
other learners in a
communal learning resource
space. Creating a curriculum
page
Creating evaluation tools:
checklist; rating scale; rubric.
(Bloom & Krathwohl, 1984; Anderson & Krathwohl, 2001:67-68; Shelly, Cashman, Gunter & Gunter, 2006)
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Bibliography
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching and
assessing: A revision of Bloom's Taxonomy of educational objectives: Complete edition, New
York : Longman.
Bloom, BS and Krathwohl, DR, (1984). Taxonomy of Educational Objectives. Handbook 1.
Cognitive domain, Addison-Wesley:
Holmes B and Gardner J (2006). E-Learning concepts and practice. London: SAGE Publications.
Laurillard D (2006). E-learning in higher education. In: Aswhin, P. Changing higher Education.
The development of teaching and learning. London: Routledge.
Shelly, GB, Cashman, TJ Gunter GA and Gunter, RE (2006). Integrating Technology and Digital
media in the classroom. Boston, MA: Thomson Course Technology.