Week 18 – A6 – Twittering

I still doubt the effectivness of tweeting when compared to other social networking tools. Twitter is somewhat crude and lacks collaboration features which are found in other tools. On the other hand it was interesting to read articles in which it was highlighted how Twitter was used in different educational settings; http://steve-wheeler.blogspot.com/2009/01/teaching-with-twitter.html (from Karolina) Twitter […]

Week 18 – A4b: Delicious as a research tool

In Delicious there is not a specific tagging system as users are free to choose their own tags ie they can use any tagging mechanism. This leads to an unstructured method of aggregating favourite web sites. Moreover by using a tagging cloud, the most popular sites are highlighted. If researching specific topics this will not […]

Week 18 – A2 – Education 2.0 ?

TLRP-TEL 2008 Report Education 2.0? Designing the Web for Teaching and Learning Crook mentions ‘virtualisation of exchange practices’. I may say that what is done in the real world is nowadays imitated in the virtual world. This is possible because web 2.0 innovations allow interaction, collaboration and sharing. Whilst reading Carr’s ‘Learning and virtual worlds’ […]

Lego seminar

As a brainteaser for this cool seminar in which NLX was introduced to educators, all participants were given a number of lego blocks. From these blocks we had to build a duck in just one minute. It was interesting how each participant had his own way of building the ‘duck’. This relates with what was […]

Week 17 – A6: Administering knowledge

Brabazon (2001) ‘Internet teaching and the administration of knowledge’. a) What is Brabazon’s view of university management imperatives and the use of new technologies? Time consuming Increased administrative responsibilities Cost factor Increased managerial load. b) Brabazon discusses literacy and cultural capital in the context of PowerPoint. What is your view of the impact of new […]

Week 17 – A4: Oversold and underused?

Cuban (2001) Chapter 4 ‘New technologies in old universities’. 1. What access to technology did the students and professors have at Stanford? pg 110 – 114 school of medicine – interactive software. study reports physical access of technology by different faculties. Seems that different faculties (students and lecturers) have different access and different uses. This […]

Week 17 – A2: Students’ frustrations

Hara and Kling (1999) ‘Students’ frustrations with a web-based distance education course’. 1. What kinds of distress do the authors report students experiencing? In literature review, authors argue that studies about using technologies in education ‘ do not examine surrounding issues , such as students’ isolation and effective advising from instructors.’ But are these still […]

Lego mindstorms

Next week my collegue and myself have been invited to a Lego Mindtorms workshop. This means that my exam corrections will have to be done in the evening but I am looking forward to see how we can apply this robot in our programming classes. In fact last week my co orindator brought it to […]

Week 17 1b: Digital diploma mills

Noble (1998) ‘Digital diploma mills: the automation of higher education’. 1. What does Noble see as the motive forces behind the introduction of new technologies in university? Automation ‘University administrators and their myriad commercial partners’ …commercialization of higher education. incorrect perception that the introduction of technologies in universities would reduce costs. ‘Like these others, their […]