As we complete the Supporting Virtual Communities module, we are asked to reflect on our learning during the module, by replying to some of a range of prompts given. Two prompts are considered in this report: “The Muddiest Point” and “To the Future”. While they draw on different aspects of the module activities and my own learning, they focus on my main interest in e-learning – namely the facilitation of discussion boards. References marked with an asterisk are ones that are new to me and I have included them in my annotated bibliography. The Muddiest Point “Why do we interact…
Author: Michael Seery
Supporting Discussion Boards – Some Literature
The following is an annotated bibliography for the Reflection on Learning post for the module Supporting Virtual Communities. Links to references are available at: http://www.delicious.com/mkseery/SVC DeVries, J. and Lim, G. (2003) Significance of Online Teaching vs. Face-to-Face: Similarities and Difference, E-LEARN 2003, Phoenix, Arizona, USA, November 7-11, 2003. [PDF at http://bit.ly/d3OpyK] This conference paper compares face-to-face teaching with online teaching and notes many similarities. Some strategies for encouraging learner-learner interactions, which the authors discuss as a very important interaction in online learning, are outlined – including pairing/grouping new learners to seed discussions and build on these to generate discussions to…
E-moderating: Reflection
In the third week of the supporting virtual communities module, we were given a range of scenarios, and asked to outline what our response to the scenario would be. It was a very interesting and engaging activity, and through posting my own thoughts, reading others and reading replies to mine, a lot of issues got teased out during the week. The Lurker The first scenario asked us to compose a brief message that we would send to a student who had not yet made a contribution to the discussion board. My response is posted below. Some points I tried to…
Facilitating online group work: Reflection
Having been part of a group required to complete a task online over a week, it was interesting to view the process of a group task from a students’ perspective. Some reflective points are considered along with thoughts for how to facilitate group work with my own students in the future. This week on the MSc Supporting Virtual Communities module, we were required in our group of six to conceive a group activity and write a tutor support guide for facilitating this activity online. The activity, conveniently enough, consisted of six tasks, which led to pretty equal division. This divide…
Book Review: How to write a lot
How to Write a Lot, Paul J Silvia, APA Washington, 2007. This is a great little book. Apart from its content and central message (which is obvious), I love the style. There are no boxed asides, no “Top Ten Hits from the Best Writers“, no planning charts, or any other visual false idols, which make you feel like you are going to be a better writer having looked at them. Instead, it’s like a book of old, containing just paragraphs of text (imagine that!), with a simple but elegant imprint. The occasional New Yorker cartoon matches the author’s dry sense…
Virtual worlds in chemistry higher education
This post examines some examples of the use of emerging technologies for chemistry education, focussing on the virtual world second life and web-based virtual platforms. Second Life Second Life is a virtual, online world where users can interact and engage with others while moving through a created virtual space. While perhaps better known for less than desirable uses, academic institutions are putting a lot of resources into creating Second Life spaces, including the Open University and DIT. Anecdotally, chemistry is sometimes given as an ideal subject to use in Second Life, allowing for anything from testing out reactions to showing…
Is there a role for m-Learning?
Mobile learning is often heralded as an answer to several problems in higher education. Students can access material anytime, anywhere, doing anything. Lecturers can provide lots of detail and supplementary material knowing that students can access it on the bus to college, while jogging in the gym or even in the library! I wonder about the reality of any of these claims, even allowing for hyperbole. In this post I aim to look at m-learning is, and potential “real” uses in practice. A 2007 Educause article on mobile learning provides an overview of the potential of m-learning (Corbell and Valdes-Corbell,…
Online Induction and Socialisation: Reflection
This post summarises some points of reflection having completed the first week of the module “Supporting Virtual Communities”, on the DIT Msc Applied E-Learning. The first week of the module had the theme induction and socialisation, and I have incorporated some thoughts on the week, prompted by the reflective prompts given by the module tutor, Roisin. Before these thoughts, we were given an article to read from the Crafting Gentleness Blog, which prompted some thoughts on my view of e-learning. The use of e-learning as a teaching method could be seen as a panacea for all education problems – design…
Social Network Sites as an Academic Induction Tool
This post provides an annotated bibliography of some work on using social media (in particular Facebook) as a pre-registration/pre-university/induction tool. The references given can also be found at my Delicious site. Some examples of the use of Facebook for induction purposes are given at the end. Facebook, social integration and informal learning at university: ‘It is more for socialising and talking to friends about work than for actually doing work’ [Link] This is a really interesting paper on the use of Facebook as a pre-university networking tool. The study was carried out in the University of Leicester and respondents to…
Constructivism in Chemistry
This post summarises what it means to me as a chemistry teacher/lecturer to subscribe to the theory of constructivism in chemistry education, highlighting the teaching and learning stances that are adopted to align with this viewpoint. Some counter arguments to the principle of constructivism in chemistry are given which fall into two general categories: epistemological arguments and pedagogic arguments. Overview Constructivism is a theory of learning which describes how learners build on existing or prior knowledge to incorporate new knowledge, based on their learning experiences. The theory is based on the principle that knowledge is not “discovered”, but constructed in…